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Lifespan Development PSYC 333 > Adolescence > Flashcards

Adolescence Flashcards

1
Q

changes in the brain: first brain growth spurt

A
  • between 13 and 15 years old
  • cerebral cortex becomes thicker
  • neuronal pathways become more efficient
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2
Q

changes in the brain: second brain growth spurt

A
  • around 17+
  • frontal lobes of the cerebral cortex develop
  • this is the area controlling logic and planning
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3
Q

most important physical change

A

reproductive system

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4
Q

puberty

A
  • hormonal changes underlie sexual attraction and sexual behaviour
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5
Q

rate of Canadians having sex under the age of 15 has …

A

declined

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6
Q

risk factors in teenagers having sex

A
  • alcohol
  • lack of interest in sports and activities
  • moral beliefs
  • greater number of risk factors, the more likely a teen is going to be sexually active
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7
Q

sexual minority in youth

A
  • 94% = heterosexual
  • 5% = LGBTQ+
  • 1% = undecided
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8
Q

health care issues

A
  • teens get sick less often then children and infants
  • have hightened level of sensation seeking
  • risky B is more prevalent in teens
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9
Q

are most teenagers well-adjusted?

A

yes

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10
Q

drugs, alcohol, and tobacco

A
  • drug use has been on the decline since 1970s
  • average age for first time substance use = 13-14
  • use of substance generally increases
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11
Q

eating disorders

A
  • one of the most important issues in adolescence
  • North American teen girls = highest rate of ED
  • LGBTQ+ = highest rate
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12
Q

body dysmorphic disorder (BDD)

A

when a person feels unsatisfied with their body and obsessively tries to find ways to fix or improve their perceived flaws

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13
Q

self-esteem level in teens

A
  • drops significantly in early adolescence
  • depression and other mental health issues rise
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14
Q

statistics on depression and suicide

A
  • suicide rate = 3.5x higher teen in boys than teen girls
  • depression diagnosis + suicide attempts = 3x higher in teen girls
  • second leading cause of death in 15-19 year olds
  • suicide rate in LGBTQ+ = 2x higher than national average
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15
Q

First Nations Youth Crisis

A
  • 6x and 11x higher suicide rate than non-indigenous
  • suicide and self-inflicted injury = leading cause of death in children 10-19
  • highest suicide rate in the world in some communities
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16
Q

changes in thinking

A

most teens become capable of thought processes that are impossible at an earlier age

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17
Q

formal operational stage: last of Piaget’s developmental stages

A
  • learn to reason logically about abstract concepts
  • systematic problem-solving
  • logic
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18
Q

systematic problem-solving

A

ability to search methodically for the answers to a problem

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19
Q

logic

A
  • hypothetical-deductive reasoning
  • naive idealism
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20
Q

hypothetical-deductive reasoning

A

ability to derive conclusions from the hypothetical premises

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21
Q

naive idealism

A

mental construct for an ideal world as compared to the real world

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22
Q

Elkind’s adolescent egocentrism

A
  • belief that one’s thoughts, beliefs and feelings are unique
  • form of over-self-conceptualization of young adolescents
  • focused more on their own feelings and emotions
  • incorrectly belive they are the focus of others’ thinking
  • can lead to variety of mental health issues and risk-taking B
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23
Q

personal fable

A
  • exaggerated belief that events in one’s life are controlled by a mentally constructed autobiography
  • that their experiences are completely unique
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24
Q

imaginary audience

A
  • internalized set of behavioural standards
  • usually derived from peer group
  • leads teens to think they are constantly watched/observed
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25
Q

schooling in teens

A

continue to act as central force in their lives

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26
Q

transition to secondary school

A
  • students usually show achievement
  • self-esteem declines
  • task goals
  • ability goals
  • most 10y have task goals, but switch to ability goals at 11y-12y
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27
Q

task goal

A
  • based on personal standards
  • desire to become more competent
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28
Q

ability goal

A
  • define success in competitive terms
29
Q

Erikson’s psychosocial perspective

A
  • teen mind = moratorium between childhood and adulthood
  • identity vs role confusion
30
Q

identity

A

sense of self in relation to social categories

31
Q

identity crisis

A
  • psychological state of emotional turmoil
  • arises when teen’s sense of self becomes “unglued”
  • new, more mature sense of self can be achieved
32
Q

Marcia’s theory of identity

A
  • identity formation
  • identity statuses are possible
33
Q

Marcia’s theory of identity: identity formation

A
  • crisis
  • commitment
34
Q

Marcia’s theory of identity: identity statuses are possible

A
  • identity achievement
  • identity diffusion
  • foreclosure
  • moratorium
35
Q

identity achievement

A
  • been through a crisis and has reached a commitment to a goal
  • ideological, occupational or other goal
36
Q

moratorium

A
  • identity status of a person who is in crisis
  • person has made no commitment
37
Q

foreclosure

A
  • made a commitment without having gone through a crisis
  • accepted a parentally/culturally defined moment
38
Q

identity diffusion

A
  • not in a crisis
  • has not made a commitment
39
Q

self-understanding

A
  • self-concept becomes more differentiated as teens
  • come to see themselves differently in several roles (student, friend, family, romance)
  • when self-concepts are found, influence B in + and - ways
40
Q

self-esteem fluctuations in adolescents

A
  • higher self- esteem = correlated with positive development outcomes
  • lower-self esteem = associated with poorer mental and physical health (antisocial B, ED, anxiety, depression, suicidal thinking)
41
Q

influences on self-esteem

A
  • achievements
  • experiences and events
  • lifestyle
  • relationships
  • self
  • school
42
Q

influences on self-esteem: self

A
  • aspirations
  • mental ability
  • physical appearance
  • physical state
  • psychological state
  • personality attributes
43
Q

influences on self-esteem: relationships

A
  • family
  • parents
  • romantic partners
  • siblings
  • teachers
  • other
44
Q

influences on self-esteem: school

A
  • homework
  • marks
  • post-school plans
  • school
45
Q

influences on self-esteem: lifestyle

A
  • arts
  • alcohol
  • drugs
  • exercise
  • eating
  • entertainment
  • hobbies
  • relaxing
  • shopping
  • sex
46
Q

influences on self-esteem: achievement

A
  • artistic
  • financial
  • job/work
  • housework
  • sports
47
Q

influences on self-esteem: experiences and events

A
  • events
  • migration
  • religion
  • time
48
Q

moral self

A

Kohlberg:
- moral reasoning through the story
- 3 main levels of moral reasoning

49
Q

Kohlberg’s theory of moral reasoning

A
  • preconventional reasoning
  • conventional reasoning
  • post-conventional reasoning
50
Q

pre-conventional stage

A
  • judgments are based on sources of authority
  • stages:
    1. punishment and obedience orientation
    2. individualism, instrumental, purpose, and exchange
51
Q

conventional stage

A
  • stages:
    3. mutual interpersonal expectations, relationships, and and interpersonal conformity
    4. social system and conscience (law and order orientation)
52
Q

post-conventional stage

A
  • judgments are based on the emergence of a personal authority
  • stages:
    5. social contract orientation
    6. universal ethical principles orientation
53
Q

criticisms of Kohlberg’s theory

A
  • culture and moral reasoning
  • moral reasoning and behaviour
54
Q

criticisms of Kohlberg’s theory: culture and moral reasoning

A
  • approach is too narrow to be universal
  • non-North American/Eurocentric cultures do not fit
  • justice is an important moral concept around the world
  • justice does not supersede all other moral considerations in non-western cultures
55
Q

criticisms of Kohlberg’s theory: moral reasoning and behaviour

A

-theories do not predict the differences between moral reasoning and moral behaviour
* neither teens nor adults reason the same way
* situational factors may influence actual behaviour

56
Q

Carol Gilligan’s theory: ethics of caring

A

dimensions to morality:
- justice-based
- intrapersonal-based (caring)

57
Q

moral development and antisocial personality disorder

A
  • criminality
  • youth who commit offenses appear to be behind their peers in moral reasoning because of deficits in role-taking skills
  • childhood onset
  • adolescent onset
58
Q

moral development and antisocial personality disorder: criminality

A
  • antisocial personality disorder that includes law-breaking
59
Q

law breakers are …

A

distinguished from those who participate in antisocial behaviour

60
Q

Canada’s Youth Criminal Justice Act

A
  • avoids labeling youth as a criminal
  • focuses on the person’s actions that are malleable to change with rehabilitation and reintegration into society
61
Q

childhood onset in regard to antisocial personality disorder

A
  • problems are more serious and more likely to persist into adulthood
  • temperament and personality play a role
  • parents who fail at early attempts to control bad behaviour may worsen the behaviour
  • seriously aggressive children can only find support with similar peers
  • likely display other behavioural problems
62
Q

adolescent onset in regard to antisocial personality disorder

A

-problems are typically milder and more transitory
- more reflection of peer group processes
- testing the limits of authority
- less likely to be an ingrained behaviour
- criminal behaviour: strongly influenced by peer group
- parents no monitoring sufficiently contribute to criminality
- frienships are not supportive or intimate
- parental support and monitoring can prevent criminality even if peer group engages in criminal B

63
Q

social relationships

A
  • ideas of other people and understanding of social situations are more complex than those of children
  • lead to changes in family and peer dynamics
64
Q

relationships with parents

A
  • increase in conflicts (relationship does not inherently change)
  • underlying emotional attachment to parents remains strong on average
  • sense of well-being = correlated more with attachment with parents than peers
65
Q

relationships with peers

A
  • shared activities and interests = shared
  • similar psychological characteristics and attitudes
  • friendships are increasingly intimate
66
Q

changes in friendships

A
  • loyalty and faithfulness are more valued
  • more stable than children
  • if discrepancies = too large, switch to a more compatible friend group
  • peer influence is not all-powerful, nor uniformly negative
67
Q

solving disagreements between friends: 14 years old

A
  • sometimes you need to get away for a while
  • calm down
  • then talk it out
68
Q

solving disagreements between friends: 16 years old

A
  • can talk it out
  • usually fades out
  • don’t even have to explain everything
  • understand that some people simply think a certain way

Lifespan Development PSYC 333 (11 decks)

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