CHYS -1001pt2 Flashcards

Question

What are Internal Assets: Positive Traits

Answer 1

Commitment to learning: Importance placed on learning & belief in one’s abilities Positive values: Strong values to aid in the making healthy choices Social competencies: skills to interact with others and cope with difficult and/or new situation s Positive identity: Believe in their self-worth and a sense of agency

Answer 2

Support: with people that love, care and accept them Empowerment: Feel valued, safe and respect Boundaries and expectations: Need rules and consequences. Need encouragement Constructive use of time: opportunities to grow, learn and develop new skills (outside of school)

Answer 3

Search Institute has extensively administered measure of 40 Individual Assets Higher levels of assets associated with lower levels of risk behaviors (Shek & Zhu, 2019) According to Search Institute less than half of youth (surveyed) report experiencing 20 or more assets. Also report youth need three or more adults (outside of the family) to help build assets Number of assets experienced early in life linked to positive future outcomes Many institutions applying this framework to support the development of youth assets.

Answer 4

Ginzberg (1972) views vocational decision making as an adaptive process, unfolding over three stages during childhood and adolescence Three (3) stages of Career Development 1. Fantasy (up to 11 years of age) 2. Tentative (11 to 17) 3. Realistic ( 17 to 20s)

Answer 5

Fantasy Stage Children imagine act out an array of roles – real people seen in everyday life, heroes and characters seen on TV Stereotypical roles: teacher, doctors, nurses, teacher, police officer Children engage in imaginative play (e.g., costumes) and imitative different roles (e.g., playing firefighter) Tentative Stage Interest stage, thoughts about a vocation begin to reflect one’s own interests, recognize work requirements Four stages in this period: Interests: What do I like/dislike? Abilities (capacities): What am I good at? Values: education, money, social service, job security? Can work fulfil my personal needs (e.g., my values and principles are reflected in my career Transition: What is needed to achieve any given role – becomes independent Realistic Stage Three periods within the realistic stage: Exploration stage: explore tentative choices (e.g., formal schooling or training) Crystallization stage: concentrate efforts in a career path (e.g., declare a major, internships). Commitment to a career path and choice reflect commitment Specification Stage: Further specialized training is gained. Graduate career or professional training Criticisms Textbook outlines several criticisms: Some contexts do not provide meaningful vocational opportunities for adolescents Individual vary in the rate and timing of vocational development Vocational decision-making process not limited to the adolescent period

Answer 6

According to Mortimer (2010) youth employment can have both negative and positive effects e.g., can promote the healthy development – when work is moderate in intensity & steady

Answer 7

Many high school students have part time jobs USA - sophomore students (grade 10) work about 15 hours per week and seniors (grade 12) work about 20 hours per week Do these positions benefit things such as responsibility and the value of money and/or provide skills training? Teens do spend their money on clothes, food and gas and some save for larger items (e.g., a car or university tuition) Part-Time Work Part-time work for high school students: fast-food restaurants or retail sales. These types of roles typically have little in common in teen’s eventual vocational choice. Teens do exercise agency through work experiences (Mortimer, 2010) Part-Time Work Work is often repetitive and boring tasks. Teens do not necessarily develop special skills or interact with coworkers and supervisors. Part time work for students provides limited positive, long-term impact. Demands of part-time work may negatively impact school by limiting study time May give rise to a sense of cynicism toward working environments among teens

Answer 8

Not the job but number of hours > 20 hours linked to negative academic outcomes Intensive employment Dropping out of school Behavior in classroom Strategies for protecting grades (e.g., taking easier courses, copying work) Reason for link between job hours and negative outcomes – association attributed to self-selection, not work experience (Mortimer, 2010). Some students gravitate towards more intense work hours When taking into account differences in attitude and behaviours – the negative consequences of part time work disappear

Answer 9

Identity status a stronger predictor of career maturity. Research finds career maturity is a stronger predictor of identity status than one's self-concept. Students higher in identity exploration and commitment showed greater career maturity than those who simply felt positive about themselves High school students who explore a variety of career possibilities make career choices more in line with their own personality needs than adolescents who do not explore options as broadly (Grotevant, et al., 1986) Important to encourage adolescents to explore a wide variety of options in their vocational identity decision making.

Answer 10

Adolescents in families that encourage individuality and connectedness are more likely to explore various identity alternatives prior to commitment Adolescents in families that discourage individuation are less likely to explore identity alternatives Adolescents with high levels of ego development came from families where there was respectful sharing of perspectives Not possible to determine the direction of cause. Adolescents in different identity status may evoke different parental behaviours or parenting styles Adolescents with positive affect towards parents report higher levels of self-esteem and better coping Attachment style, secure attachment associated with identity achievement individuals. A type of family interaction style that encourages individuality within a supportive context Insecure attachment style associated with diffuse identity -what should replace parents is a sense of self or independence in the child so that individuality is not crushed

Answer 11

During mid-adolescence, youths begin to move away from parental control and become more intensely involved with friends and peers Parents do continue to make significant contributions to their adolescent’s development Feedback from friendships and the peer groups provides youth support. In addition, youth get feedback from their peers as one tries in different personalities and different behaviors Friendships and peer groups provide mid-adolescents with: Confidants Experiences of closeness with both same and opposite sex companions One’s sexual and sex-role identity Mutually identified best friends have shown similarities in terms of identity status (as well as many behaviors and attitudes) Persistent conflict with friends has been associated with detrimental identity changes over mid-adolescents

Answer 12

Research examining the role school plays in identity development is lacking Researchers primarily have focused on family and peers Mid-adolescent girls attending state schools more likely to be moratorium or diffuse in (more of a group think- and less people with different backgrounds) political decision making and achieved or moratorium occupational directions. A significantly greater proportion of private school girls were foreclosed in identity defining decisions( Roker & Banks, 1993). WHY? According to Dryer, highschool curriculum should promote student “exploration, responsible choice, and self-determination.”

Answer 13

Experiences in a broad range of social contexts, from the family to the peer group, from the school to broader community agencies, that provide opportunities for the exploration of genuinely meaningful values, roles, and life goals are most likely to facilitate the identity formation process.

Answer 14

Ginzberg suggests vocational identity occurs through fantasy, tentative, and realistic stages in considering vocational directions. Mid-adolescents are most likely engaged in tentative and realistic explorations of future vocational roles.

Answer 15

High school students taking part in community service programs have developed higher levels of political-social awareness than nonparticipants. Volunteerism during high school is linked with opportunities for identity clarification as well as a broader foundation for establishing meaningful directions to one’s life.

Answer 16

Define late adolescence —from age 18 to 22 years During this period are likely to actualize many identity-defining decisions Finding a vocational path Finding an intimate relationship with a partner, Forming new ways of relating to one's family of origin Developing a set of meaningful values that will at least carry them into early adult life are among the many psychosocial tasks of late adolescence

Answer 17

New responsibilities By late teen’s one’s physical sense of identity stabilizes aware of the strengths and limitations of their physical features and abilities, what can be changed and what must be accepted Expression of sexuality and gender roles Preparation to enter the adult world Establishment of new close relationship

Answer 18

By late adolescence sexual maturation has generally been completed by most Observable changes in height generally stop for women by about age 18 and for men by about age 20 Body assumed adult contours and proportions

Answer 19

Late adolescence is one of the healthiest phases of the life span, (i.e., relatively few incidences of chronic illnesses, hospital stays, and fewer days at home sick in bed) compared with other life stages However, depression, asthma, and skeletal disorders (e.g., arthritis) do affect 1 in 5 adolescent

Answer 20

Two of the most important identity-related psychological developments of late adolescence are: Second Separation-Individuation process The capacity for new forms of Intimacy These two developments are closely related dimensions of psychological functions Second Separation-Individuation Process of Late Adolescence Capacity to assume increasing responsibility – responsible for matters that were once handled by others The separation-individuation process of late adolescence involves - development of a more autonomous sense of self Forming of relationships with others, including one’s parents. Becoming more capable of evaluating, deciding, and taking responsibility for issues in their own lives, on their own terms. Not all cultures encourage this process among late adolescents, but Western cultures generally do (Marcia, 1993) Psychological Issues Erikson (1963) described the psychosocial task of Intimacy vs. Isolation as primarily a task of young adulthood – one’s capacity for different types of intimacy is related to one’s resolution of identity issues Intimacy versus Isolation: forming close relationships with other (i.e., intimate friendships) Intimacy often associated with a sexual relationship Intimacy during late adolescence includes both close friendships and romantic involvements

Answer 21

Intimacy defined: “the intersection of two identities.… In a truly intimate relationship, each partner preserves a sense of separateness and has the ability to retain his or her unique qualities” (Whitbourne, 2005, p. 45). If one’s sense of identity is not attainted – closeness with another brings the treat that one’s own identity will dissolve or be lost, relationships many be more superficial or distant

Answer 22

Society plays a critical role in the identity-formation process of late adolescence, a time that broader social institutions prepare to receive and confirm (or not) the late adolescent as a member of a larger collective order. Feeling of actually belonging to a community actively confirms one’s own sense of identity. For late adolescents, the transition from the established norms and social networks (e.g., structured school) since earliest childhood, to a frameless, post school world of unknown futures with multiple possibilities is a daunting one Findings a place in the broader social arena where “I can feel comfortable and confirmed” is a difficult task Individuals must find satisfaction of their own biological and psychological needs within some context, and so people modify their identities according to what will best help them live in a particular context. How does one modify their identities (e.g., change clothes for work setting) Different societies and cultures demand different forms of adaptation on the part of the individual

Answer 23

First 3 years of life: Development of independent sense of self Adolescence: Second separation-individuation process Margaret Mahler (1897-1985) Mahler conducted a series of videotaped observations of infants and their mothers in interaction to chart how an independent sense of self develops through the first three years of life. Autistic state (birth to 1 month): the infant has little awareness of boundaries between self and the outside world. Baby is primarily concerned with its own needs such as hunger and sleep Symbiosis (1 month to 5 months): the primary caretaker is perceived merely as an extension of the infant's self. Infant responds more to outside stimuli From this base that four subphases of separation- individuation evolve Separation-Individuation Process : 4 Substages Differentiation (5-10 months): begins to experience the primary caretaker and others as separate from the self. Child tentatively begins to explore the world while at the same time remaining in close proximity to the primary caretaker. Mahler term – the baby having “hatched” interest in the outside world Separation-Individuation Process : 4 Substages 2. Practicing subphase (10-15 months): a time of increased exploration occurs. As long as the trusted caretaker remains in close proximity, the child’s explorations of the world generally are very active. 3. Rapprochement (15 months to 24 months): realizing that the child needs the mother and seeks independence “The recognition that “I am separate from my main caretaker and am not omnipotent” creates a great sense of loss, and seemingly regressive attempts to reinvolve the primary caretaker in previous symbiotic roles often follow.” Separation-Individuation Process: 4 Substages 4. Object Constancy (24-30 months): child will attain a sense of physical self and the ability to retain an image of the main caretaker – child functional in the caretaker's absence. Child holds and able to recall a positive image of the mother. The Second Separation-Individuation Process and Identity Formation Adolescence involves a second separation-individuation process “One important infant outcome of separation individuation is the ability to internalize (or carry within oneself) an image of the main caretaker” “An important outcome of the second separation-individuation process of adolescence is to relinquish the power held by this internalized representation. In this way, one is able to function more autonomously.” Separation-Individuation Process and Identity Formation “Late adolescents in the foreclosure identity status appear to have an intrapsychic organization wherein the representation of self and primary caretaker is not differentiated but rather fused in a symbiotic relationship” Research suggests identity achieved adolescents, greater sense of self and greater security in attachment patters

Answer 24

Intimate Preintimate Pseudointimate Stereotypic Isolate Merger (committed) Merger (uncommited)

Answer 25

Intimate: has made a commitment to a partner - characterized by a high degree of depth and mutuality, openness and caring. Conflict resolved in constructive ways and sexuality comfortably expressed Preintimate: has the likelihood of achieving an intimacy, but does not yet have a long-term committed partnership involving a sexual relationship. Friendships are characterized by many qualities expressive of intimacy (ability to communicate and take equal role in decision making) Pseudointimate: established a long-term, sexual commitment to a partner but who relationship is superficial (i.e., lacking open communication and deep emotional involvement). Personal concerns are not shared. Stereotypic: has friends and dating relationships but not established a long term sexual relationship. Friendships are superficial (i.e., lacking open communication and deep emotional involvement). Emphasis is on what can be obtained from others Isolate: no close relationships with peers. Relationships with acquaintances are more formal and stereotyped. Withdrawn and often lacks social skills. Merger (committed): has established a long-term, sexual relationship with a partner but characterized by enmeshment, dependency, and unrealistic persecutions of others. Gains a sense of self through the relationship, difficult to pursue interests apart from friends or the partner Merger (uncommitted): has NOT established a long-term, sexual relationship with a partner. But friendships are characterized by enmeshment and dependency. Gains a sense of self through the relationship, difficult to pursue interests apart from friends.

Answer 26

Arseth et al., (2009) examined adult attachment and intimacy in 100 female university students (M=22.9, SD=2.5). Participants completed the Intimacy Status Interview (Orlofsky, 1993) and the Relationship questionnaire (Bartholomew & Horowitz, 1991) Arseth et al., (2009) hypothesized that intimate women (intimate/preintimate) to score significantly lower on insecure attachment dimensions when compared to pseudointimate, merger and isolate women Arseth et al., (2009) found Intimates had higher scores on the secure attachment dimension compared to pseudointimates. Intimates also scored lower on fearful attachment dimension when compared to when compared to pseudointimates and mergers.

Answer 27

Those more advanced in identity statuses have also generally been more advanced in terms of their intimacy status development. Greater intimacy so associated with more committed beliefs and less self-consciousness Understanding the relationship between identity and intimacy development in late adolescence is complex.

Answer 28

Shifting focus from how adolescent peer relationships help adolescents disengage from parents to a focus on the transformation of attachment bonds that takes place with various members of the adolescent’s social groups Late adolescents renegotiate old forms of attachment bonds with peers and develop new forms of closeness (Cooper, 1994; Rice & Mulkeen, 1995). Identity should not be defined solely in terms of autonomy and self-reliance, but also in term of being able to maintain a distinctive sense of self while remaining close to others (Cooper, 1994).

Answer 29

Function of the peer group changes for individuals during late adolescents Peer relationships increase in importance and level of intimacy over the course of adolescence (Cooper & Cooper, 1992). Studies have found that closeness with friends of the same gender grows stronger as youth get older Over the course of adolescence, the importance of membership in a particular clique or crowd disappears as late adolescents move into paired relationships. For early adolescents: crowds offer reassurance in their demand for conformity For late adolescents: crowds frustrate late - desire to express their own attitudes and interests.

Answer 30

Different university departments do attract students of differing identity statuses Research finds differences in identity-status distributions across university faculties, those who were identity-achieved predominating in law and the arts and those foreclosed individuals more numerous in economics and medicine. Employed youth: made early educational decisions to attend a trade school for their vocational qualifications, generally spent little time exploring vocational and relational life options prior to forming commitments. University students: actively exploring not only vocational but also ideological, relationship, and lifestyle issues Unemployed youth: with a broader educational background were often taking time out to consider their futures and engage in a moratorium process Unemployed youth: with narrower educational backgrounds were primarily foreclosed or diffuse in identity. All groups of youths indicated work to be of primary importance to their sense of identity (Danielsen et al., 2000). Motivation also linked to exploration processes and commitment processes (Kindelberger et al.,, 2019)

Answer 31

Intrapsychic changes of the second individuation process of adolescence enable youths to relinquish the power of internalized parents and begin more autonomous decision making regarding issues of personal identity.

Answer 32

Erikson believes identity issues must be resolved before more mature forms of intimacy can develop. Some research suggests, however, that identity and intimacy may co-develop for women.

Answer 33

Women may be more concerned about issues of care than justice in considering moral dilemmas.

Answer 34

Ethnic identity is not often a key identity quest among Caucasian North American adolescents - home values are generally similar to mainstream values for these adolescents For many adolescents of ethnic minorities, ethnic identity concerns become central to the identity formation process Ethnic identity may play a larger role among minority youth as they experience the dominant culture of the majority group. Research finds differences in identity exploration when comparing Caucasian majority group and minority groups

Answer 35

According to Erikson (1964) “true identity depends on the support that the young receive from the collective sense of identity characterizing the social groups significant to [them]: [their] class, [their] nation, [their] culture” (p. 93) Being a member of a particular ethnic group holds important identity implications. Young children aware of differences in ethnicity and culture During adolescence – (with capabilities for reflecting) that one may develop a greater interest in one’s own ethic background. During adolescence – one has wider experiences within multicultural groups and experience ethic discrimination According to Phinney and Rosenthal (1992) “growing up as a member of an ethnic minority group within a larger, mainstream culture additionally complicates the identity-formation process by providing alternative role models for identification to adolescents” p. 127 Maybe conflicting values between the minority group and mainstream cultures. Minority group adolescent may have to choose in the identity-formation process.

Answer 36

Ethnic Identity: An enduring and basic sense of oneself that includes a sense of membership in an ethnic group, coupled with attitudes and feelings of individuals in that ethnic group (Phinney, 1996) Theories regarding ethnic identity-formation processes Cross’s Racial Identity Development Model Phinney’s Stage Model of Ethnic Identity Pre-encounter: at this point, individuals are aware of the differences between themselves and the dominant culture. These differences are not considered to be important. Why? Encounter: Adolescents come to experience discrimination, leading to greater awareness of the cultural values present within their own ethnic group. At this time likely to reject values of the dominant culture and strongly uphold those of their own ethnic group. Note: Cross argued that his model refers to identity statues not stages Immersion: Youth strongly identify with values of their own ethnic group and may become politically active and reject the dominant society. May search for information about racial identity from peers. May come to feel discontent with the rigidity of the initial immersion process and no longer find it necessary to reject everything from the dominant culture. Internalization: new recognitions emerge, and one comes to appreciate a secure sense of racial identity – integrating their personal and cultural identities. Although one still retains a sense of one’s ethnic origins, a general attitude of tolerance and consideration of all people is present.

Answer 37

Phinney (1989, 1996) proposed a three -stage model of ethnic identity development, based on Marcia's ego identity status framework. Stages not based on ages, can occur during early-late adolescence Stage 1: Unexamined ethnic identity: youth does not consider meaning of ethnic identity (corresponds to diffuse/foreclosed) Stage 2: Ethnic identity search: search for meaning of their ethnicity – involves examining ethnic group (corresponds to moratorium) Stage 3: Achieved ethnic identity: after a period of exploration individual feels sense of ethnic identity (corresponds to achieved identity statuses) Stages of ethnic identity development have correlated positively with measures of ego identity-status development. According to Phinney (2003) many contemporary adolescents of ethnic minority groups find resolution to questions of their ethnicity by adopting a bicultural identity.

Answer 38

.Personal Identity: young children sense of self independent of their ethnic background. Identity based on self-esteem, sense of self-worth developed in the family Choice of Group Characterization: an individual pushed to choose an identity. Can be a time of crisis. Many factors impact choice: status factor (i.e., group status of parents’ ethnic background), social support factors (i.e., parental style and influence, acceptance and participation in cultures of various groups), personal factors (i.e., physical appearance, cultural knowledge, and personality differences) Enmeshment/Denial: confusion and guilt at having to choose one identity – that does not fully expressive of one’s background can lead to feelings of "anger, shame, and self-hatred". Resolution of guilt needed to move to next stage. Appreciation: individual begins to appreciate their multiple identity and broadening of one's racial/ethnic group membership. Individuals may choose to identify with one group more than others Integration: Individual experiences wholeness and integration. Recognition and appreciation of all racial and ethnic identities and develops a secure and integrated identity

Answer 39

Self-esteem, among minority group students related to the degree of exploration and commitment around issues regarding their ethnicity Those who extensively explored their ethnic identity and then made a commitment in relation to their sense of ethnic identity had higher levels of self-esteem. These finding point to the importance of ethnic identity

Answer 40

Many studies have found a link between perceptions of discrimination and well-being (see Schmitt et al., 2014 meta-analysis) Pascoe and Smart Richman (2009) meta-analysis found negative correlation between perceived discrimination and psychological and physical health. Findings possibly linked to stress and unhealthy behaviours Degree Discrimination appraised as pervasive (i.e., discrimination is systemic, occurs more frequently and unavoidable) is likely to have increased negative effects on well-being compared to discrimination that is isolated (Schmitt et al., 2014)

Answer 41

Experiences of discrimination linked to self-concept and self-esteem. Stigma hypothesis: internalization of the stigma (minority status) leads to lower self-concept in minority groups According to Branscombe et al., (1999) attributions of prejudice – negative experiences with the majority group can increase group identification because people desire to feel that they belong Experiences of discrimination can negatively impact well-being (feeling rejected) BUT can lead to increased identification with own devalued group and this preserves a sense of belonging and maintains self-esteem (Tabbah et al., 2016). -The Rejection – Identification Model

Answer 42

Perceived discrimination and/or experiences of discrimination may lead to increased in-group identification The increased group identification helps maintain psychological well-being (preserve self-esteem) when a minority group is being devalued Branscombe et al., 1999 found an association between self-perceived discrimination and increased ethnic identity among African Americans Discrimination can negatively affect well-being, but this can be counteracted through increased ethnic identification (Tabbah et al., 2016) .

Answer 43

A number of factors may impact the identity-formation process for adolescent adoptees. The type of adoption procedure itself that was used in becoming a member of an adoptive family (e.g., closed adoption) The degree of openness children receive about their birth parents

Answer 44

A number of factors may impact the identity-formation process for adolescent adoptees. The type of adoption procedure itself that was used in becoming a member of an adoptive family (e.g., closed adoption) The degree of openness children receive about their birth parents

Answer 45

Research finds that the most positive outcomes for adopted children and adolescents when their adoptive parents provide them with information about their birth parents Provide adoptees with a sense of continuity in their life histories. For Erikson important for identity formation Also give the child a greater understanding of the reasons for his or her adoption – possibly alleviating potential feelings of rejection

Answer 46

“It may be that adolescents who lack information about their personal birth histories find the adolescent identity-formation process far lengthier and more complex than those non-adopted or adopted youth who have such knowledge of their personal birth histories”

Answer 47

Adolescent period: more sophisticated cognitive capacities to think about the meaning of adoption One-quarter of adolescents who were adopted as infants said that adoption was a big part of how they though of themselves Nearly half of adopted adolescents reported thinking about their adoption 2 or 3 times per month or as frequently as daily (Benson et al., 1994) Adolescents who were extremely preoccupied with their adoptive status report higher levels of alienation and lower levels of trust for both mother and father when compared to adolescents with extremely low levels of preoccupation about their adoptive status

Answer 48

Adoptive status alone is not associated with positive or negative identity resolutions among adolescents. Other factors important: such as ease and style of communication within the adoptive family and personality, and contextual factors seem to play key roles in the identify formation process Higher degrees of compatibility (as reported by parents) maintained over time associated with higher social competence and attachment, and lower levels of problem behavior among the adopted adolescents Family function an extremely important variable

Answer 49

Adoptions across ethnic groups Invisible adoptions are those in which the ethnic origin of the child matches that of at least one of the adoptive parents 1/3 of young people take an active interest in their ethnic origins. Families of these youth often uninterested in their child’s ethic origin Adoptee often felt a lower sense of self-esteem regarding their physical appearance An interest by the adoptive parents in their child’s ethic origin seems to diminish the adoptee’s interests in questions regarding his or her ethnicity (Irhammar, 1997)

Answer 50

Which adolescents search for their biological parents and which do not? Those who experience some openness in the adoption, were least satisfied with that adoptive openness and were most preoccupied with their adoptive status. Desire to search - not related to family functioning or adolescent problem behavior. These issues may change as new Laws enable contact

Answer 51

Providing children and adolescents with information about their birth parents does not have negative consequences for their identity development. Other factors such as the ease and style of family communication and personality factors of parents who have adopted are more important to adolescent identity formation than knowledge of one’s adoptive status alone.

Answer 52

Optimal identity formation among adolescents who have immigrated involves developing a sense of personal identity that integrates elements from ones identifications and experiences in different cultural settings. So yes, immigration does require changes in one’s sense of identity.

Answer 53

For many adolescent members of an ethnic minority group who live within a larger, mainstream culture, integrating a sense of ethnic identity within one’s sense of ego identity is a critical task. Ethnic identity has been positively linked with self-esteem.

Answer 54

Based on the work of Kimberley Crenshaw (1989) Emphasized that marginalization involves systematic inequality and interlocking systems of oppression There are multiple systems of oppression that can intersect (e.g., legal system, labor market, etc.) Oppression and marginalization are experienced at intersections Focusing solely on a single domain (e.g., only race) is limited

Answer 55

Commitment: Strong choices adolescents have made throughout different developmental domains & the self-confidence they have from making these choices In-depth Exploration: The way adolescents actively explore the commitments they have made. Reflect on their choices, search for information about their commitments, & discuss these commitments with others Reconsideration of Commitment: Willingness to discard current commitments and search for new commitments. Comparing current commitments with other possibilities In- depth Exploration Previously found to be positively connected with adaptive psychosocial characteristics (positive personality traits, civic engagement, academic adjustment) but also with maladaptive psychosocial aspects (depressive symptoms, anxiety, problematic child-parent relationships) Commitment Strong indicator of positive identity development. Predicts social adjustment and helps alleviate negative emotions and behaviours. Revising Commitment ‘Identity Crisis’. Correlated with depressive symptoms, delinquency, poor relationships, poor well-being and self-image

Answer 56

Recall self-efficacy - is a person's sense of being able to meet situational demands and/or being able to deal with a particular situation Agency: is the ability to coordinate cognitive capacities, motivation, and emotions to achieve a desired goal Self-efficacy affects agency and impacts decision making

Answer 57

Social Cognitive Theory emphasizes the cognitive processes involved with observation and imitation Reciprocal Determinism: A person’s behaviour is influenced by personal factors and their social environment People possess characteristics (e.g., self-efficacy and agency) that lead them to seek particular kinds of interactions with the external world and these interactions shape development

Answer 58

Adolescents are working on becoming self-sufficient agents Self-efficacy is strengthened by experiencing successes in several different domains (e.g., school) Agency closely relates to identity formation Positively relates to identity achievement Negatively relates to identity diffusion

Answer 59

Informal learning occurs in everyday life when listening to music Listening to music allows the individual to reflect, create memories and narratives, as well as patterns and meanings Music has been found to have a social aspect and empower individuals Music helps teens identify with others who like the same type of music, this gives them a sense of belonging and identity Fostering Agency Through Music Research has found music can help to reduce distress and promote development Three main musical experiences that can enhance the self Induction of empathy Promotion of social cohesion Pleasure Positive musical experiences provide a sense of control, and this promotes positive self-evaluation

Answer 60

Informal learning occurs in everyday life when listening to music Listening to music allows the individual to reflect, create memories and narratives, as well as patterns and meanings Music has been found to have a social aspect and empower individuals Music helps teens identify with others who like the same type of music, this gives them a sense of belonging and identity Fostering Agency Through Music Research has found music can help to reduce distress and promote development Three main musical experiences that can enhance the self Induction of empathy Promotion of social cohesion Pleasure Positive musical experiences provide a sense of control, and this promotes positive self-evaluation

CHYS -1001pt2 Flashcards

(84 cards)