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family development > Ch.10: moving into the adult world- socioemotional dev. in adolescence > Flashcards

Ch.10: moving into the adult world- socioemotional dev. in adolescence Flashcards

1
Q

marcia and the search for identity

A

said that there were 4 different identity statuses

  • diffusion: when teens dont have an identity and they arent trying to get one
  • foreclosure: teens have an identity that adults chose for them, not one that they came to on their own
  • moratorium: when teens are exploring alternative identities to find one that they think is a good fit for themselves
  • achievement: when teens have checked out the alternatives and are secure in the identity that they have chosen
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2
Q

adolescent egocentrism in relation to identity

A

being sellf-absorbed is a charictaristic of teems that are searching for their identity

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3
Q

imaginary audience in relation to identity

A

teens feel like their behaviour is always being watched be their peers

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4
Q

personal fable in adolescence

A

the idea that teens have that all of their feelings and experiences are totally unique, and that no one else knows what they are feeling

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5
Q

illusion of invulnerability in adolescence

A

teens believe that misfortunes cant happen to them

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6
Q

ethnic identity

A

belonging to an ethnic group

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7
Q

three phases to achieving ethnic identity

A
  1. teens dont know what their roots are and dont think ethnicity is an important issue
    2: teens check out the personal impact of their heritage (preparing cultural foods, learning traditions, etc.)
  2. achieve a distinct ethnic self conept
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8
Q

teens with strong ethnic identity tend to:

A
  • have high self esteem
  • find family/friend interactions satisfying
  • happier
  • less worries
  • do better in school
  • more likely post-secondary education
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9
Q

self esteem in adolescence

A

-becomes increasingly differentiated
-may suffer for a bit if the teen goes to a new school
-academic self-concept becomes well defined
-social component of self esteem changes (what they think of certain other peoples opinions)
-

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10
Q

things that influence teen’s self-esteem

A
  • how well they can do what is important to them
  • how they are viewed by the people that are important to them
  • nurturing parents and a good family environment
  • reasonable expectations fr. parents
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11
Q

things that teens with high self-esteem are likely to do:

A
  • have good family relationships
  • good at school
  • happy and healthy
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12
Q

teens with high self-esteem are less likely to:

A
  • feel helpless or depressed
  • have negative moods
  • feel lonely or left out
  • be a victim of bullying
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13
Q

contrary to popular belief about teens-parent relationships, teens actually:

A
  • enjoy good relationships with their parents
  • love their parents and feel loved by them
  • embrace parent’s values and look to them for advice
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14
Q

ways that cild-parent realtionships change in adolescence

A
  • spend less time with parents
  • less affectionate towards parents
  • argue with parents more about: style, taste, and freedom
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15
Q

romantic relationships in adolescnece

A
  • partners are similar in popularity and attractiveness
  • in young teens they provide companionship and a place for sexual exploration
  • in older teens intimacy, trust and support are important
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16
Q

what is the significance of teen romance

A
  • teens in relationships usually have higher self esteem and are more confident
  • high quality relationships as a teen usually means good relationships later
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17
Q

negative effects of romantic relationships in adolescence

A
  • teens in relationships have more emotional conflict

- early dating is associated w\less satisfying relationships as an adult

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18
Q

teens are more sexually active when:

A
  • there are permissive attitudes towards sex from peers and parents
  • parents dont monitor behaviour
  • peers are approving
  • they think that their peers are having sex
  • physically more mature
  • drink regularily
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19
Q

attitudes towards first sexual experience in girls:

A
  • say they love their first
  • stronger love for first than later partners
  • mixed feelings after first time
  • some peers dissaprove
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20
Q

attitudes towards first sexual experience in boys:

A
  • describe first as a casual date
  • no stronger love for first
  • have positive feelings
  • no dissaproval from peers
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21
Q

symptoms and complications of std’s caused by bacteria: chlamydia

A

symptoms: 75% of women and 50% of men have none, sometime discharge of pus from vag or penis pain when peeing
complications: can lead to infertility, nothing much for men though

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22
Q

symptoms and complications of std’s caused by bacteria: gonorrhea

A

symptons: often none, sometimes pus fr. vag or penis, or pain when peeing. women may have painful sex, men may have swollen balls
complications: pelvic inflamitory disease, infections of female reproductive tract that can lead to infertility, infection of testicles that can lead to infertility (epididymitis)

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23
Q

symptoms and complications of std’s caused by bacteria: syphilis

A

sypmtoms: a sore on site of infection
complications: can damage internal organs if untreated (brain, nerves, eyes, heart, bones, and joints)

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24
Q

symptoms and complications of std’s caused by virus: herpes

A

symptoms: itching, buning, or pain near genitals or anus. sores on mouth, penis, or vag
complications: pregnant women can pass it to child during birth, recurrent sores

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25
Q

symptoms and complications of std’s caused by virus: HPV

A

symptoms: usually none, sometimes genital warts or discharge
complications: usually just goes away, but can possibly lead to cervical cancer

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26
Q

symptoms and complications of std’s caused by virus: hep B

A

symptoms: jaundice, fatigue, loss of appitite, abdominal pain
complications: death from chronic liver disease

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27
Q

symptoms and complications of std’s caused by virus: HIV

A

symptoms: starts with something like a flu, then enlarged lymph nodes, lack of energy, weight loss, frequent fevers
complications: loss of immune cells and death

28
Q

why dont teens use proper protection

A
  • illusion of invulnerability
  • dont know how to use protection properly
  • embarassed to buy it
  • want to have a kid to: break away from parents, be independent, be loved
29
Q

factors of effective sex ed programs discuss:

A
  • biological aspects of sex
  • responsible sexual behaviour
  • pressures to have sex and how to respond to them
30
Q

development of homosexuality in men:

A
  • genes and hormones make some boys feel “different” as teens
  • these feelings lead to gender atypical activities
  • then leads to attraction to other males
31
Q

development of homosexuality in females:

A
  • same sex attraction doesnt emerge until mid-late adolescence
  • often grows out of deep feelings for one woman that extends to other females
32
Q

challenges that homosexual people face:

A
  • disruption of family/peer relationships
  • verbal and physical attacks
  • mental health problems and substance abuse (fr. lack of acceptance)
33
Q

factors that place teens at risk for sexual violence:q

A
  • drug and alcohol use

- holding traditional gender stereotypes

34
Q

factors that make someone more likely to commit acts of dating violence:

A
  • being abused/witnissing abuse as a kid

- drug and alcohol use

35
Q

ways that workshops say that you can protect yourself against sexual violence:

A

-know your sexual policies
-communicate these openly and clearly
-avoid being alone with someone until you have done this and believe that you can trust them
-dont use drugs or alcohol with someone that you dont want to have sex with
-if someone tries and you dont want, tell them, then struggle and scream
-

36
Q

donald super and career development:

A

proposed a theory that suggested that identity is the main force in a teens choice of career
-there are 3 phases in his theory

37
Q

super’s theory of career development: crystallization

A

first phase in the theory (13-14)

-teens use the identity that they have chosen for ideas about careers

38
Q

super’s theory of career development: specification

A 
second phase (~18)
-teens learn about specific lines of work and begin training
39
Q

super’s theory of career development: implementation

A 
third phase (end of teen years-early 20s)
-entering the workforce
40
Q

personality-type theory

A

proposed by john holland

  • explains why different people are drawn to different careers
  • the theory proposed that people find their work fulfilling when the importand parts of the job fit their personalities
  • said that there were 6 types of personalities that were relevant to occupation (most people are a blend of the 6)
41
Q

personality-type theory: realistic personality

A

people that like physical labour and solving concrete problems (mechanic, truck driver, construction)

42
Q

personality-type theory: investigate personality

A

people that are task orientated and like thinking about abstract relations (scientist, technical writer)

43
Q

personality-type theory: social personality

A

people that are skilled verbally and interpersonally, and like using these skills to solve problems (teacher, counsellor, social worker)

44
Q

personality-type theory: conventional personality

A

people that have verbal and quantitative skills that they like to apply to structured task that others give them (bank teller, payroll clerk, traffic manager)

45
Q

personality-type theory: enterprising personality

A

people that like using their verba skills in positions of power, and leadership (business executive, tv producer, real estate agent)

46
Q

personality-type theory: artistic personality

A

people that like expressing themselves through unstructured tasks (musician, poet, actor)

47
Q

what happens to school performance when teens work part time jobs

A

when they work more than 20h per week their grades suffer and they are less likely to be sucessful in post secondary education

48
Q

mental health and behavioural problems of teens that work more than 15-20h per week

A
  • anxiety
  • depression
  • low self-esteem
  • substance abuse
  • theft and cheating in school
49
Q

there are benefits to part time jobs for teens if:

A
  • they have few hours
  • job allows teens to use their skills and get new ones so that they are learning
  • they save some money for necessities
50
Q

3 d’s of unhealthy teen development

A

drugs
depression
delinquency

51
Q

3 factors that influence whether teens will drink or not

A
  1. parents: drinking is important to parent’s social lives, or parents arent really involved in teens life, or they set unreasonable standards for the teen
  2. peers: teens drink more if their peers do
  3. stress: if they have more stress theu will drink more and more often
52
Q

factors that make teens more likely to smoke:

A
  • parents do
  • friends do
  • peers think its ok
53
Q

factors that make teens less likely to smoke

A

-parents are supportive and authoritative

54
Q

dangers of teen smoking

A
  • may persist into adulthood
  • interfere with lung growth
  • lead to health problems
  • may be gateway drug
55
Q

features of school programs that aim to decrease teen smoking:

A
  • school has no smoking policy
  • program provides: info about health and social consequences of smoking, and effective ways to respond to peer pressure
  • program involves parents and communities
56
Q

depression in teens:

A
  • dissorder charictarized by pervasive feelings of sadness, irritability and low self-esteem
  • affects 5-15% of teens (more girls)
  • may follow loss or failure
57
Q

depression is more likely in teens who:

A
  • cant regulate emotions
  • see themselves negatively
  • emotionally distant and uninvolved parents
  • stressful family life
  • parent rely on punitive discipline
  • have genetic vulnerability to depression
58
Q

treatments for depression:

A
  • antidepressants to treat neurotransmitter imbalances (only work while the person is taking them)
  • psychotherapy (emphasizes cognitive and social skills)
  • prevention programs (reduce number of episodes in high risk youth)
59
Q

warning signs for suicide:

A
  • threats of suicide
  • preoccupation with death
  • change in sleeping or eating
  • loss of interest in things they used to care about
  • changes in personality
  • feelings of gloom and helplessness
  • giving away valued items
60
Q

what to do when you see warning signs of suicide:

A
  • ask if theyre planning anything
  • be calm and supportive
  • dont leave them alone
  • insist that they seek help
61
Q

juvenile delinquency

A

when teens commit illegal acts that are destructive towards themselves or others

62
Q

adolescent-limited antisocial behaviour:

A

behaviour of youth that engage in minor crime, but arent consistently antisocial

63
Q

life-course persistent antisocial behaviour:

A

antisocial behaviour that consists through life

64
Q

risk of life-course persistent antisocial behaviour is influenced by:

A
  • biology: difficult temperament, high testosterone, deficit in neurotransmitters that inhibit agression
  • cognition: aggression is common in teens that dont understand people’s intentions, or cant control impulsive behaviour
  • family processes: parents who use harsh discipline, dont monitor, or have conflict with one another
  • poverty: more likely if you live in poverty
65
Q

erikson: identity vs. role confusion

A

this is what happens in adolescence, teens use the hypothetical reasoning skills from formal operational thinking to imagine themselves in different roles and see what they want their identity to be

family development (13 decks)

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