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CON 5331: Psychosocial > Vocabulary > Flashcards

Vocabulary Flashcards

1
Q

pubertal status

A

refers to the extent to which physical changes associated with puberty have taken place, from the very earliest signs of physical development to full sexual/physical maturation

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2
Q

Menarche

A

menstrual cycle

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3
Q

Body Dissatisfaction

A

social pressures to be thin, an internalized thin ideal body type, and higher than average body mass. Girls who have higher body dissatisfaction are likely to start dieting and also to experience negative emotional states especially depression.

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4
Q

Spermarche

A

the production and release of sperm that can be detected in a boy’s urine; occurs rather late in the pubertal process

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5
Q

secular growth trend

A

is a change over time in the average age at which physical maturation takes place. Changes in hygiene, nutrition, and health care have contributed to an earlier entry into puberty and earlier growth spurt over the past century.

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6
Q

precocious puberty

A

, that is evidence of pubertal maturation before the age of 8 for girls or before the age of 9 for boys, may be an indication of a more serious medical problem

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7
Q

precocious puberty

A

, that is evidence of pubertal maturation before the age of 8 for girls or before the age of 9 for boys, may be an indication of a more serious medical problem

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8
Q

Sexual arousal r

A

efers to the way a person’s body and thoughts are stimulated by sexual fantasies, images, and reactions to others

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9
Q

Sexual motivation

A

refers to a person’s interest in initiating sexual behaviors (Diamond & Savin-Williams, 2009).

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10
Q

Sexual motivation

A

refers to a person’s interest in initiating sexual behaviors (Diamond & Savin-Williams, 2009). includes the biologically organized drives associated with sexual arousal and sexual pleasure, as well as a range of social motives such as achieving new levels of intimacy in a relationship, pleasing one’s partner, impressing one’s peers, gaining sexual experience, or preventing conflict or dissolution by providing sexual satisfaction (Impett & Tolman, 2006).

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11
Q

social controls

A

refers to the normative environment in which sexual activity is embedded. According to the model, these controls are a product of parental socialization and practices, school achievement and educational aspirations, and the attitudes and sexual experiences of friends. We have added the important influence of religious beliefs and values to the model’s list of social controls.

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12
Q

attractiveness

A

nfluences the availability of partners. Attractiveness is defined in part by pubertal maturation, social acceptance or popularity, and also by the local peer environment in which one is judged to be pretty or handsome. Certain features of physical appearance, such as being overweight, or being a late maturing male may result in delayed entry into sexual experience.

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13
Q

Asexual

A

A person who is not interested in sex and may not experience sexual attraction, but who still has emotional bonds with others. Asexuality is not the same as celibacy or abstinence.

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14
Q

Bisexual

A

A person who is sexually and emotionally attracted to people of both sexes.

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15
Q

Gay

A

A person whose primary emotional and sexual attraction is toward people of the same sex. Commonly applied to men, although women sometimes use the term as well.

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16
Q

Heterosexual

A

A person whose primary emotional and sexual attraction is toward people of the opposite sex. Heterosexuals are sometimes called “straight.”

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17
Q

Lesbian

A

A woman whose primary emotional and sexual attraction is toward other women.

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18
Q

Pansexual

A

A person whose emotional and sexual attractions are fluid and open to people of all types of sexual orientation and gender identities.

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19
Q

Queer

A

An umbrella term for anyone who identifies outside the norms of sexual or gender identity; an alternative term that resists the limitations of binary classifications.

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20
Q

Questioning

A

A term that describes a person who is in the process of exploring and discovering their sexual orientation, gender identity, and/or gender expression.

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21
Q

Self-Labeling.

A

applying a label such as gay, lesbian, or bisexual to oneself, may begin with experiences in early childhood when boys or girls recall feeling different from their peers. These feelings, typically captured in retrospective studies of gay or lesbian young adults, may include a general sense that they did not share the same interests as others of their same sex.

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22
Q

Disclosure,

A

sharing information about one’s sexual orientation with others, may be a prolonged process in which young people carefully decide which individuals can be trusted with this information, or it can be a very open, obvious statement of personal identity.

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23
Q

Disclosure,

A

sharing information about one’s sexual orientation with others, may be a prolonged process in which young people carefully decide which individuals can be trusted with this information, or it can be a very open, obvious statement of personal identity.

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24
Q

Transgender

A

efers to gender identity, not to sexual orientation. It includes anyone whose gender identity differs from the sex assigned at birth. A transgender person may be straight, gay, lesbian, or bisexual.

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25
Q

potentially offensive sexual behavior (POSB),

A

three types of behavior were considered:

(1) physical and verbal behavior like sexual jokes, sexual touching or pinching, pulling on someone’s clothes in a sexual way, or making comments about someone’s body parts that make them a boy or a girl;
(2) electronic behavior like showing, sending, or leaving someone sexualized messages or pictures, or sending someone sexualized messages or photos on websites; and
(3) homophobic behaviors like calling someone gay, fag, dyke, queer, or something similar.

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26
Q

potentially offensive sexual behavior (POSB),

A

three types of behavior were considered:

(1) physical and verbal behavior like sexual jokes, sexual touching or pinching, pulling on someone’s clothes in a sexual way, or making comments about someone’s body parts that make them a boy or a girl;
(2) electronic behavior like showing, sending, or leaving someone sexualized messages or pictures, or sending someone sexualized messages or photos on websites; and
(3) homophobic behaviors like calling someone gay, fag, dyke, queer, or something similar.

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27
Q

gray matter

A

the cell body of neurons and the non-myelinated sections of axons and dendrites,

28
Q

white matter,

A

the myelinated axons that connect gray matter and carry messages between nerve cells and brain regions.

29
Q

Myelin

A

is a substance that forms around the axons, acting as an insulator that speeds signals from one neuron to the next.

30
Q

Executive functions

A

sometimes called cognitive control functions, include:

Working memory.

Planning and organizing.

Impulse control.

31
Q

Working memory.

A

The memory system used for temporarily storing and managing the information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension.

32
Q

Planning and organizing.

A

Devising an approach to a complex task, including following a sequence of steps to task completion and using feedback to revise one’s plan.

33
Q

Impulse control.

A

Including resisting distractions, self-regulation, and behavioral inhibition.

34
Q

formal operational thought

A

In the period of formal operational thought, young people use mental operations to manipulate and modify thoughts and other mental operations (Piaget, 1972b). A central feature of formal operational reasoning is the ability to separate and distinguish between reality and possibility

35
Q

Six Characteristics of Formal Operational Thought

A
  1. Ability to mentally manipulate more than two categories of variables simultaneously.
  2. Ability to think about the changes that come with time.
  3. Ability to hypothesize logical sequences of events.
  4. Ability to foresee consequences of actions.
  5. Ability to detect logical consistency or inconsistency in a set of statements.
  6. Ability to think in relativistic ways about self, others, and the world.
36
Q

limbic system,

A

which includes the hypothalamus, the hippocampus, the amygdala, and several other nearby areas, produces signals that identify the immediate situation as threatening, or link the immediate situation to other previously experienced dangers.

37
Q

prefrontal cortex,

A

are more analytic. Information is evaluated, decisions are made, and a logical plan is formulated. The prefrontal cortex receives information from the limbic system, evaluates this information in light of the context, and makes an assessment of possible consequences of action. Information is then transmitted back to the limbic system to modify emotional signals and to the sensory-motor cortex to guide subsequent behavior.

38
Q

internalizing problems

A

in which feelings of hopelessness or worthlessness are directed inward on the self,

39
Q

externalizing problems

A

sometimes referred to as conduct problems, such as aggression or delinquency, in which the adolescent’s conflicts are directed outward toward property or other people

40
Q

Anorexia nervosa

A

is characterized by a fear of gaining weight, extreme food restrictions, refusal to maintain a minimally normal body weight, and perceptions of one’s body as overweight in general or in specific areas. Weight loss is viewed as an important accomplishment accompanied by increased self-esteem. According to the National Institute of Mental Health, anorexia is associated with the highest mortality risk of any psychiatric disorder (NIMH, 2014).

41
Q

Bulimia nervosa

A

involves recurring spurts of binging and overeating, followed by the use of different strategies to prevent the absorption of food, such as induced vomiting, the use of laxatives, or strenuous exercise. People with bulimia are usually able to maintain their body weight, but tend to experience body shape and weight dissatisfaction.

42
Q

depression

A

felt sad or hopeless almost every day for two or more weeks in a row during the past 12 months, such that they had to stop doing some of their usual activities (Kann et al., 2014). Depression can be observed in different patterns. The most likely pattern observed in adolescence is depressed mood; however, major depressive disorder is estimated to be observed in 4 to 5 percent of adolescents worldwide (Petersen et al., 1993; Thapar, Collishaw, Pine, & Thepar, 2012).

Depressed mood refers to feeling sad or despondent, a loss of hope, a sense of being overwhelmed by the demands of the world, and general unhappiness. Almost everyone experiences this kind of depression at some time or another, describing it as the blues, feeling down in the dumps, or feeling low. Related symptoms include worrying, moodiness, crying, loss of appetite, difficulty sleeping, tiredness, loss of interest in or enjoyment of activities, and difficulty concentrating. These bouts of depression may range from mild, short-lived periods of being sad and discouraged to severe feelings of guilt and worthlessness. A depressed mood may be predictive of more serious emotional disorders, but it is not in itself a clinical diagnosis. Depression appears to increase for both boys and girls during adolescence, with a peak at about ages 17 or 18 (Petersen et al., 1993). For many girls, a few days each month of depressed mood are associated with their menstrual cycle.

For a diagnosis of major depressive disorder, the adolescent must have experienced at least 2 weeks of a depressed mood or loss of interest or irritability, and four or more of the following additional symptoms in that same 2-week period: weight loss or weight gain, insomnia or sleep problems, restlessness or having difficulty moving, fatigue or loss of energy, feelings of worthlessness or inappropriate guilt, difficulties concentrating, and recurring thoughts of death, suicide, or plans to commit suicide (Graber & Sontag, 2009; NIMH, 2016).

43
Q

Delinquency

A

Crimes for which an adult could be prosecuted when committed by an adolescent, and status offenses which are illegal for adolescents, such as underage drinking.

44
Q

peer group membership

A

Inclusion in a group of people of similar age, grade, or status.

45
Q

Cliques

A

A small friendship group of 5 to 10 people.

46
Q

Crowd

A

A large group that is usually recognized by a few predominant characteristics, such as the “preppies,” the “jocks,” or the “druggies.”

47
Q

Selection

A

The process in which adolescents form relationships with other adolescents who share certain common interests, values, or preferences.

48
Q

Socialization

A

The process of teaching and enforcing group norms and values to the new group members.

49
Q

Deselection

A

The process in which an adolescent begins to differ from his or her friends on important behaviors or values, which usually causes the relationship to drift apart.

50
Q

scheme

A

an integrated set of ideas about the norms, expectations, and status hierarchy of the salient groups in their social world.

51
Q

reference groups

A

A group with which an individual identifies and whose values the individual accepts as guiding principles.

52
Q

Group Representations.

A

Group representations provide the earliest forms of group identity, reflecting the ability to use words and symbols to signify membership in a group.

53
Q

Group Operations.

A

Group operations include such diverse processes as joining a group, forming in-group and out-group attitudes, stereotyping, quitting or rejecting a group, and exercising leadership in a group.

54
Q

Reflective Thinking About Groups.

A

The formation of group identity involves reflective and comparative thinking. It requires decentering from one’s own groups to consider how these groups may be perceived by others, evaluating the strengths and weaknesses of a group, and considering the implications of group membership for how one is treated in the community.

55
Q

ethnic group identity

A

Knowing that one is a member of a certain ethnic group; recognizing that aspects of one’s thoughts, feelings, and actions are influenced by ones ethnic membership; and taking the ethnic group’s values, outlook, and goals into account when making life choices.

56
Q

Alienation

A

refers to a sense of social estrangement, an absence of social support or meaningful social connection. Alienation at the individual level may result from societal norms and biases when individuals are denied resources or access to participation based on some aspect of their group identity.

57
Q

common identity

A

Shared roles involving pressure to comply with group expectations.

58
Q

common bond

A

Interpersonal ties that provide feelings of acceptance and emotional support.

59
Q

parental alienation

A

A psychological condition in which a child becomes strongly allied with one parent and rejects a relationship with the other parent, without legitimate justification; often a result of one parent’s manipulation of the image of the other parent.

60
Q

Peer pressure

A

Expectations to conform and commit to the norms of one’s peer group. Susceptibility to coercive peer pressure seems to peak at age 13 or 14, when adolescents are most sensitive to peer approval and make the initial transition toward new levels of behavioral autonomy and emotional independence from parents (Lamborn & Steinberg, 1993; Urberg, Shyu, & Liang, 1990)

61
Q

group norms

A

Collective expectations or rules for behavior held by members of a particular group.

62
Q

fidelity to others

A

prime adaptive ego quality; The ability to freely pledge and sustain loyalties to others; the ability to freely pledge and sustain loyalties to values and ideologies.

63
Q

Dissociation

A

refers to a sense of feeling removed and separate, withdrawal from others, and an inability to experience the bond of mutual commitment. It does not mean a preference for being by oneself, but rather a tendency toward social distancing and a reluctance to make the kinds of commitments to others that are required for the establishment and maintenance of enduring friendships and group memberships.

64
Q

sensation seeking

A

, a tendency to pursue activities that are novel, thrilling, and exciting. Youth who have a great need for novel, complex sensory experiences may be willing to take physical risks in order to satisfy this need.

65
Q

formation of a group identity requires four types of experiences:

A

(1) categorizing people into groups and recognizing the distinguishing features that define members,
(2) experiencing a sense of history as a member of a group,
(3) having an emotional investment in the group, and
(4) detecting the social evaluation of one’s group and its relation to other groups.

66
Q

psychosocial crisis

A

A predictable life tension that arises as people experience some conflict between their own competencies and the expectations of their society.

CON 5331: Psychosocial (7 decks)

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