2nd exam based on study guide

Question 1

give examples of endogenous and exogenous risk/ protect factors based on “girls like us”

Answer 1

a. Exogenous: things having to do without
i. Risk: De’Yona’s cousin was killed
ii. Protective Factor: Raelene moved with her mother
b. Endogenous: things from within
i. Risk: Raelene wanted to get married and have more children
ii. Protective: Anna wanted to study

Question 2

precipitating event

Answer 2

i. unexpected/ sudden life events that change the developmental trajectory -> change substantially

Question 3

a turning point:

Answer 3

a time at which a decisive change in a situation occurs specially one with beneficial results

Question 4

Resiliency:

Answer 4

i. The ability to bounce back from adversities

Question 5

3. How do romantic relationships develop between early and late adolescence?

Answer 5

a. Early Adolescence: done to elevate status
i. about 30% of youth are involved romantically
ii. going with a popular partner increases social status
b. Late Adolescence:
i. about 50% of 9th graders and 70% of 11th graders are romantically involved
ii. 10th graders: romantic partner second best to mom
iii. By college romantic partner best for males, among most supportive for females
1) More normative
iv. Time spent with romantic partner greater than with fam/friends
1) Has some dev issues
2) Everyone, overtime, learns to be more supportive

Question 6

4. What are the:
   a. liabilities
   b. benefits associated with romantic relationships?

Answer 6

a. liabilities
i. Increased risk of interpersonal distress due to unwanted and hard-to-end (middle school) or conflictual relationships
i. Trying to figure out how/when to break-up
ii. Increased risk of depression (among girls) due to break-ups
i. Mainly due to relationship problems or dissolution
iii. Increased risk of physical and psychological violence and also sexual pressure, etc.
b. benefits associated with romantic relationships?
i. Romantic relationships can be supportive

Question 7

5. What role do platonic friends play in the development of first romantic relationships?

Answer 7

a. Friends serve as “matchmakers”/ Facilitators

b. Implicit and explicitly pressure to engage in romantic relationships even if you’re not ready/sure

Question 8

6. In what ways has research on adolescent sexuality been deficit-focused?

Answer 8

a. “sickness which is best prevented”; looking at how to prevent engagement in PVI (kept narrow minded) and know more about negative outcomes than about normative development
b. Really only discuss sex as heterosexual and with homosexuals not properly defined
i. Lots of heterosexual doing homo things but self-ID as heteros
ii. Can triple the amount of people they consider homosexual
i. Changes by attraction, self-id and behaviors
c. Because STIs have societal stigmas, that’s why they’re being tested the most cause it can be detrimental to society but political and religious agendas play a large part in this as well

Question 9

7. Define sexual health

Answer 9

a. puberty
i. -> sexual maturity
ii. -> one of end goals of adolescence
b. Sexual behaviors as an expression of affection, love and intimacy
c. Defined in a romantic, respectful and caring realtionship
d. Body satisfaction

Question 10

8. How do we know if early sexual activity causes subsequent problems?

Answer 10

a. It can’t cause anything. These are correlations

Question 11

9. Describe societal factors that complicate heathy sexual development for gay youth.

Answer 11

a. Lack of support
i. Political laws don’t support
ii. Public lack of support
b. Religious families condemning it
c. Pressure -> stress -> negative SI (Sex ID) -> negative MH (Mental Health)
d. Treated as a disorder in some places
e. Related to risky behaviors like unprotected sex; correlation to need to be straight?
f. Don’t discuss because of influence of religious minded bigots and politics
g. Hostile school climate

Question 12

10. How can sexual minority youth be identified for a study? What do we know about different indicators of sexual orientation?

Answer 12

a. No proper label
b. Prevalence rates vary
i. Most people who engage in same sex behaviors don’t call themselves homos
i. Identify, attraction, behaviors
c. Look up savin-williams
i. Id: what ppl consider themselves
ii. Attraction: physical arousal
iii. Behaviors: what you actually do

Question 13

11. Give examples of how sexuality norms differ for boys and girls.

Answer 13

a. Only diff found b/w genders
i. Males thought it was pleasing their partner and their pleasure mattered
ii. Only 30% of females thought their pleasure mattered in it
i. In the Suleiman- Deardoff article though; need to reread them!
a) Females not using sex as a way to trap men; more likely to have this done to them.

Question 14

12. What moderates the relation between sexual activity and guilty/negative feelings?

Answer 14

a. Being in a romantic, committed relationship
b. Viewing as:
i. sex behavior as expression of love
ii. body satisfaction/ physical pleasure

Question 15

13. How should parents teach their children about sex and sexuality?

Answer 15

a. Lots of dialogue
b. Small, developmentally appropriate talks which actually holds information
c. Comprehensive sex ed with adults!

Question 16

14. What are the limitations of abstinence-only approaches?

Answer 16

a. Mixed evidence on reduction of sexual activity
b. Greater risk of STIs
i. More likely to do it spur of the moment without thought
i. Also least likely to get help with STIs

Question 17

15. Give examples of:
    selection effect
    cohort effect
    gender moderation

Answer 17

a. a selection effect: that there are people who act a certain way or watch a certain thing but it’s because they are the way they are not because the thing is harmful
i. Article: found a connection that those with depression are more likely to post on insta; so those who browsed and liked photos ended up predicitng depression symptoms
i. Those with depression already were found to be posting more
a) Browsing, posting, liking
i) Depression predicts posting
ii) Browsing/liking predicts depression
iii) Posting predicts depression but not browsing or liking
b. a cohort effect: where a group of people are effected a certain way but it isn’t generalizable to all groups
c. gender moderation: see article
i. Gender moderation for posting- females more likely to compare selves on physical attraction levels
i. Rates of depression higher for females -> moderation higher
ii. Assoc b/w tech based Social comparison and feedback seeking (comp online and wanting feedback) and depressive symptoms are particularly strong for females comp’d to males
iii. More likely to experience consistent symptoms as result of seeking behav offline
ii. Nessie and Prison
i. Moderation: Strength of association between two variables varies across groups

Question 18

What are the benefits and downsides (or risks) associated with online peer interactions?

Answer 18

a. Benefits:
i. Keeping contact with peers
ii. ID development
iii. Info seeking (anonymous help seeking, sex/sti/depression, etc.)
b. Risks:
i. Too much screen time
ii. Promoting self focus
iii. Not understanding risks associated with electronic footprints and potential misuse of private info
iv. Not seeking help with cyberbullying
v. Could be pedos in disguise more rare though

Question 19

17. How are different types of online behaviors associated with depression?

Answer 19

a. Teens believe they’re spending too much time online
i. The biggest concern for them is bullying
b. Having to cut back means you’re missing out
c. When girls are without their phones they’re more likely to be anxious/depressed
i. Confounds fear of dark/ out alone
d. Popularity may moderate assoc with depressive symptoms
e. Gender may moderate assoc with depressive symptoms

Question 20

18. Why do research findings regarding the psychological effects of electronic communication inconsistent since the 1990s and today?

Answer 20

a. Because of cohort effects

b. Using various forms of tech which each changes too quick for research to keep up with it

Question 21

What are the personal motives environmental factors are associated with bullying behaviors?

Answer 21

a. personal motives
i. Boosts popularity
b. environmental factors are associated with bullying behaviors?
i. Easy to pick on
i. Blames self/ depressed kid
ii. friendless

Question 22

Who is at increased risk of
being bullied
b. continue to be bullied over time?

Answer 22

a. being bullied
i. Easy to pick on kids
b. continue to be bullied over time?
i. Ineffective aggressors
ii. Over emotional response

Question 23

How are bystanders involved in bullying? What role do they play?

Answer 23

a. Pluralistic ignorance: although you know there’s a diff b/w your private beliefs and public behavior you read the situation as everyone else accepts bullying and you’re alone
b. However, if someone intervenes it’s “SUPER EFFECTIVE”

Question 24

22. What are the most common psychological effects of bullying on victims?

Answer 24

a. Either you think they’re prejudiced against you or that it’s your fault if it’s a homophilic group
b. Less likely to think that it’s for some other reason

Question 25

23. What is “gender-policing”? How is it likely to differ for boys and girls?

Answer 25

a. Gender policing: watching them and making them conform to gender norms; possibly through operant conditioning i. Calling "fag" or "slut"

Question 26

24. Why should we care whether teens have friends or not?

Answer 26

a. Friends can be protective/ risk factors i. Protective: i. Companionship a) Encouragement to go b) Academic achievement ii. Interpersonal aid iii. Emotional intimacy

Question 27

What differentiates adolescent friendships from friendships earlier in development?

Answer 27

a. Adolescence: i. Friendship as cooperation and assistance (8-10 yrs), friendships as emotionally intimate and loyal (11-15 yrs) b. Pre Adolescence: i. friendship as a playmate (4-7 yrs)

Question 28

26. Who are teens likely to become friends with?

Answer 28

a. Homophily (similarity) i. demographic characteristics b/c easiest for kids to see ii. Personality iii. Educational orientation iv. Risk behaviors b. Propinquity i. Proximity/ availability i. Context influences ii. Overrules homophily in a diverse/ cross-cultural setting iii. overlaps b/w the 2 are common

Question 29

``` What are the benefits i. Cross ethnic ii. Cross-class friends ```

Answer 29

i. Cross ethnic i. Assoc with more pos intergroup attitudes a) b/c harder to apply stereotypes and prejudices if you are friends with ppl in that group ii. Cross-class i. Academic achievement, esp for lower SES students a) b/c opp to gain social capital in terms of social outcome b) Can provide more have proximal aid and boost confidence in friends iii. For both: predict increased perspective taking

Question 30

What are the | b. challenges of having diverse friends?

Answer 30

i. That you need a diverse environment to have a diverse group of friends ii. Those going to diverse schools maintained friends through meeting in outside settings; having advantage of going to meetings away from school prejudices iii. Higher diversity in school -> higher diverse friends

Question 31

28. What types of social perceptions predict friendlessness?

Answer 31

a. Heightens perceptions of social threat i. Social threat includes: i. Feelings of unsafety ii. Perceptions of victimization iii. Student misconduct b. Most likely to stay friendless: i. Lack of social skills ii. Aggressive i. Depends based on context as well iii. E.g. Those that are racially discriminated against in non diverse group more likely to stay friendless based on context