Final Exam Flashcards
(495 cards)
1
Q
Multidimensional
A
having several identifiable dimensions
2
Q
Dimension
A
feature that can be focused on separately, but cannot be understood without considering other features
3
Q
Multidimensional behavior
A
behavior that develops as a result of many causes
4
Q
Linear Time
A
time ordered like a straight line from past through present and into the future
5
Q
Time Orientation
A
the extent to which individuals and collectives are invested in the three temporal zones, past present and future
6
Q
Globalization
A
process by which the world’s people are becoming more interconnected economically, politically, environmentally, and culturally
7
Q
Heterogeneity
A
individual-level variation, or differences among individuals
8
Q
Diversity
A
refers to patterns of group difference
9
Q
Privilege
A
unearned advantage
10
Q
Hypotheses
A
tentative statements to be explored and tested, not facts to be applied
11
Q
Science
A
scientific inquiry, a set of logical, systemic, and documented methods for answering questions about the world
12
Q
Theory
A
an interrelated set of concepts and propositions, organized into a deductive system, that explains relationships among aspects of our world
13
Q
Concepts
A
building blocks of theory; symbols or mental images that summarize observations, feelings, or ideas
14
Q
Propositions
A
assertions, theoretical assumptions put together
15
Q
Deductive Reasoning
A
general, abstract propositions, organized into a deductive system, that explains relationships among aspects of our world
16
Q
Assumptions
A
beliefs held to be true without testing on proof
17
Q
Objective Reality
A
exists outside a person’s consciousness
18
Q
Subjective Reality
A
does not exist outside a person’s consciousness
19
Q
Determinism
A
determined by forces beyond the control of the person
20
Q
Voluntarism
A
people are free and proactive agents in the creation of their behavior
21
Q
Empirical Research
A
careful, purposeful, and systematic observation of events with the intent to note and record them in terms of their attributes, to look for patterns in those events, and to make our methods and observations public
22
Q
Positive Perspective
A
world has an order that can be discovered, findings of one study should be applicable to other groups, complex phenomena can be studied by reducing them to some component part; findings are tentative and subject to question, and scientific methods are value-free
23
Q
Interpretist Perspective
A
assumption that reality is based on people’s definitions of it; research should focus on learning the meanings that people give to their situations
24
Q
Quantitative Method
A
use quantifiable measures of concepts, standardize collection of data, attend only to preselected variables, and use statistical measures to look for patterns and associations
25
Qualitative Methods
flexible and experiential; designed to capture how participants view social life rather than ask participants to respond to categories preset by the researcher
26
Post-Positivism
philosophical position that recognizes the complexity of reality and the limitations of human observers; scientists can never develop more than a partial understanding of human behavior
27
Critical Thinking
thoughtful and reflective judgment about alternative views and contradictory information
28
Systems Perspective
human behavior is the outcome of interactions within and among systems of interrelated parts
29
Boundary
indicates what parts of system are in or out
30
Feedback Mechanisms
processes that use the conditions of one component to regulate the functions of another, or by which outputs of the system are fed back as inputs in a circular manner
31
Conflict Perspective
emphasizes conflicts that arise because of inequalities in distribution of resources
32
Critical Perspective
emphasizes conflicts that arise because of inequalities in distribution of resources
33
Critical Theorists
argue that as capitalism underwent change, people were more likely to be controlled by culture than by work position
34
Critical Race Theory
to draw attention to racial oppression in law and society; questioning why racism persists in spite of civil rights laws; rejected liberal position that racism is only relic of the past carried forward by poorly educated or troubled individuals; consider it an ordinary and normal part of contemporary society, and calls attention to microaggressions
35
Feminist Theories
focus on male domination of the major institutions and present a vision of a just world based on gender equality
36
Intersectionality Theory
recognizes vectors of oppression and privilege, including not only gender, but also race, class, global location, sexual orientation, and age
37
Empowerment Theories
focus on process that individuals and collectivities can use to recognize patterns of inequality and injustice, and take action to increase their own power
38
Exchange and Choice Perspective
focuses on the process by which individual and collective actors seek and exchange resources and the choices made in pursuit of those resources
39
Social Exchange Theory
an interaction in which resources are exchanged is considered the core process in social life
40
Reciprocity
receiving resources requires giving resources of relatively equal value
41
Social Network Theory
exchange networks in which actors linked together both directly and indirectly interact through exchange relationships
42
Social Capital
direct and indirect connections to others that are potential sources of a number of types of resources
43
Social Constructionist Perspective
how people construct meaning, a sense of self, and a social world through their interactions with each other
44
Psychodynamic Perspective
how internal processes such as needs, drives, and emotions motivate human behavior
45
Developmental Perspective
how human behavior unfolds across the life course, how people change and stay the same over trime
46
Behavioral Perspective
human behavior is learned as individuals interact with their environments
47
Classical Conditioning Theory
behavior is learned through association, when a naturally occurring stimulus (unconditioned stimulus) is paired with a neutral stimulus (conditioned stimulus)
48
Operant Conditioning Theory
behavior develops as a result of reinforcement; behavior is learned as it is strengthened or weakened by reinforcement (rewards and punishments) it receives, or the consequences of the behavior
49
Cognitive Social Learning Theory
behavior is learned by imitation, observation, beliefs, and expectations; cognitive behavioral theory
50
Self-Efficacy
sense of personal competence
51
Efficacy Expectation
expectation that one can personally accomplish a goal
52
Agency
capacity to intentionally make things happen (personal agency, proxy agency, collective agency)
53
Learned Helplessness
a person’s prior experience with environmental forces has led to low selfefficacy and expectations of efficacy; people in nondominant positions are particularly vulnerable
54
Humanistic Perspective
includes humanistic psychology and existential psychology; emphasizes the individual’s freedom of action and search for meaning
55
Maslow’s Hierarchy of Needs
suggests that higher needs cannot emerge in full motivational force until lower needs have been at least partially satisfied (Physiological needs, safety needs, belongingness needs, esteem needs, self-actualization needs)
56
Positive Psychology
scientific study of people’s strengths and virtues, and promotes optimal functioning of individuals and communities
57
Phenomenal Self
individual’s subjectively felt and interpreted experience of “who I am”
58
Nervous System
provides structure and processes for multiway communication of sensory, perceptual, and autonomically generated information throughout the body
59
Central Nervous System
brain and spinal cord
60
Peripheral Nervous System
spinal and cranial nerves
61
Autonomic Nervous System
nerves controlling cardiovascular, gastrointestinal, genitourinary, and respiratory systems
62
Frontal Lobe
motor behavior, expressive language, social functioning, concentration and ability to attend, reasoning and thinking, orientation to time, place and person
63
Temporal Lobe
language, memory, emotions
64
Parietal Lobe
intellectual processing, integration of sensory information, verbal processing, visual spatial processing
65
Occipital Lobe
Vision
66
Neuron
Nerve cell, basic working unit of nervous subsystems
67
Axon
conduction fiber of a neuron
68
Synapse
gap between axon and dendrites, where chemical and electrical neurotransmitters communicate
69
Neurotransmitters
chemical and electrical communications that pass through synapses
70
Neuroplasticity
ability of the brain to change its structure and patterns of activity in significant ways throughout life
71
Endocrine System
plays crucial role in growth, metabolism, learning and memory; comprised of glands that secrete hormones into the blood stream that target organs
72
Diabetes Mellitus
disease of metabolism involving glucose/insulin levels; associated with older age, obesity, family history of diabetes, history of gestational diabetes, impaired glucose metabolism, physical inactivity, and particular races or ethnicities
73
Immune System
made up of organs and cells commonly thought of as working in tandem as the body’s defensive team to eliminate antigens
74
Antigens
foreign substances such as bacteria, fungi, protozoa, viruses, and other toxins that threaten health
75
Human Immunodeficiency Syndrome (HIV)
virus that causes Acquired Immunodeficiency Syndrome
76
Acquired Immunodeficiency Syndrome (AIDS)
disease of blood cells transmitted through direct bodily fluid contact
77
Autoimmune Disease
immune system mistakenly directs fury at parts of interior environment it was designed to protect ie rheumatoid arthritis, rheumatic fever, lupus
78
Nonspecific Immunity
how the immune system responds to antigens in nonspecific ways ie phagocytosis
79
Specific Immunity
how the immune system responds to antigens in specific ways, acquired immunity
80
Specific Immunity
how the immune system responds to antigens in specific ways, acquired immunity
81
Lymphocytes
type of small white blood cell that plays a role in defending the body against disease
82
Antibodies
produced by lymphocytes; protein molecules that attach to surface of specific invaders to fight off specific antigens
83
Cardiovascular System
comprised of the heart and blood circulatory system
84
Atria
comprised of the heart and blood circulatory system
85
Ventricles
two lower thick-walled chamber of the heart; pumps that initiate blood circulation to the lungs and throughout the body
86
Blood Pressure
measure of pressure of the blood against the wall of a blood vessel
87
High Blood Pressure (hypertension)
leading cause of stroke, risk factor for heart attacks and kidney failure, many people experience without symptoms
88
Musculoskeletal System
comprised of muscles attached to bone and cross a joint; contraction and relaxation are basis for voluntary movement
89
Assistive Devices
products designated by medical community to help an impaired person to communicate, see, hear, or maneuver
90
Psychology
Mind and mental processes
91
Cognition
conscious or preconscious thinking processes, the mental activities of which we are aware or can become aware
92
Emotion
feeling state characterized by our appraisal of a stimulus, changes in bodily sensations, and displays of expressive gestures
93
Affect
physiological manifestations of feelings
94
Unconscious Feelings
feelings that we are unaware of, but that influence our behavior
95
Mood
feeling disposition that is more stable than emption, usually less intense, and less tied to a specific situation
96
Schema
internalized representation of the world or ingrained and systematic patterns of thought, action, and problem solving
97
Assimilation
responding to experiences based on existing schema
98
Accommodation
changing schema when new situations cannot be incorporated with an existing one
99
Cognitive Operations
to use abstract thoughts and ideas that are not tied to situational sensory and motor information
100
Information Processing Theory
offers details about how cognitive processes (learning, memory, and environmental interaction) are organized; makes clear distinction between the thinker and the environment; each is an independent objective entity in the processing of inputs and outputs
101
Cognitive Mediation
thinking takes place between occurrence of stimulus and our response
102
Multiple Intellgences
furthers our understanding of how people possess different types of cognitive skills, and how different people effectively use cognition and emption in some areas of life but not others; intelligence includes the ability to solve problems one encounters in life; the ability to generate new problems to solve; the ability to make something or offer a service that is valued within one’s culture
103
Preconventional Morality
child’s primary motivation is to avoid immediate punishment and receive immediate rewards
104
Conventional Morality
emphasizes adherence to social rules
105
Post-Conventional Morality
characterized by a concern with moral principles transcending those of their own society
106
Primary Emotions
usually limited to anger, fear, sadness, joy, anticipation; may have evolved as specific reactions for survival; mobilize us, focus our attention, and signal our state of mind to others
107
Secondary Emotions
include envy, jealousy, anxiety, guilt, shame, relief, hope, depression, pride, love, gratitude, compassion; more variable among people than primary emotions; socially acquired, evolve as humans develop more sophisticated means of learning, controlling, managing emotions for social group cohesion
108
Differential Emotions Theory
asserts that emotions originate in our neurophysiology and that our personalities are organized around affective biases
109
Psychoanalytic Theory
basis is the primacy of internal drives and unconscious mental activity in human behavior; sexual and aggressive drives are not feelings, but motivate behavior that will presumably gratify our impulses
110
Ego
part of personality responsible for negotiating between internal drives and the outside world
111
Ego Psychology
ego is conceived of as present from birth, and not as derived from the need to reconcile drives within constraints of social living; ego is source of attention, concentration, learning, memory, will and perception; both past and present experiences are relevant in influencing social functioning
112
Attribution Theory
experience of emotion is based on conscious evaluations we make about physiological sensations in particular social settings
113
Emotional Intelligence
a person’s ability to process information about emptions accurately and effectively, and consequently, to regulate emotions in an optimal manner
114
Preconscious
mental activity that is out of awareness, but can be brought into awareness without prompting
115
Symbolic Interactionism
seeks a resolution to the idea that person and environment are separate; we develop a sense of meaning in the world through interaction with our physical and social environments, which include other people, but also manifestations of cultural life
116
Narrative Theory
we are all engaged in an ongoing process of constructing a life story, or personal narrative that determines our understanding of ourselves and our positions in the world; human development is inherently fluid, there are no developmental milestones that we should experience to maximize our chances for a satisfying life
117
Relational Theory
integration of psychodynamic and interpersonal theoretical perspectives; basic human tendency is for relationships with others, and our personalities are structured through ongoing interactions with others in the social environment
118
Attachment Theory
all children seek proximity to their parents, and develop attachment styles suited to the type of parenting they encounter
119
Securely Attached
infants act distressed when parent figure leaves, but greet eagerly and warmly when they return; parents are sensitive and accepting, children are unconcerned about security needs and are free to explore activities
120
Anxious-Ambivalently Attached
infants are distraught when parent figures leave, and continue to be distressed when parents return, even while wanting to be comforted and held; employ hyperactivation strategies; parents are not overtly rejecting, but are often unpredictable and inconsistent
121
Avoidantly Attached
infants seem to be relatively undisturbed both when parent figure leaves and when they return; want to maintain proximity, but this attachment style enables children to maintain proximity to parents who may reject them; suppress expressions of overt distress, rather than risk rejection in the face of attachment figure unavailability, may give up on proximity seeking altogether
122
Disorganized Attachment
characterized by chaotic and conflicting behaviors; simultaneous approach and avoidance behaviors; incapable of applying any consistent strategy to bond with parents, and behaviors reflect best attempts at gaining security from parents who are perceived as frightening
123
Social Identity Theory
stage theory of socialization that articulates the process by which we come to identify with some social groups an develop a sense of difference from others
124
Naivete
early childhood; no social consciousness, accept socialization from family of origin; begin to distinguish ourselves and other groups of people
125
Acceptance
older children and young adolescents learn belief systems of their own and from their social groups; internalize beliefs of dominant culture
126
Resistance
adolescence or later; become aware of harmful effects of acting on social differences, new experiences with members of other social groups, and challenge our prior assumptions
127
Redefinition
process of creating new social identity that preserves our pride in our origins while perceiving differences with others as positive representations of diversity
128
Internalization
comfortable with revised identity and able to incorporate it into all aspects of our life
129
Stress
any event in which environmental or internal demands tax our adaptive resources
130
Daily Hassles
common occurrences that are taxing
131
Role Strain
problems experienced in the performance of specific roles, such as romantic partner, caregiver, or employee
132
Crisis
major upset in our psychological equilibrium due to some harm, threat, or challenge, with which we cannot cope
133
Traumatic Stress
events that involve actual or threatened severe injury or death, of oneself or significant others
134
Homeostasis
steady state of functioning
135
General Adaptation Syndrome
body’s response to stressor; Alarm, resistance, exhaustion
136
Trait
stable personality characteristic
137
State
process that changes over time, depending on the context
138
Defense Mechanisms
unconscious automatic responses that enable us to minimize perceived threats or keep them out of awareness entirely
139
Problem-focused Coping
to change either the way a stressful situation is attended to, or the meaning to oneself of what is happening
140
Emotion-focused Coping
to change either the way a stressful situation is attended to, or the meaning to oneself of what is happening
141
Relational Coping
takes into account actions that maximize the survival of others, such as families, children, and friends, as well as ourselves
142
Post-Traumatic Stress Disorder
a set of symptoms sometimes experienced by trauma survivors, including: exposure to actual or threatened death, serious injury, or sexual violence either directly, by witnessing it, or learning about it; persistent reliving of the traumatic event; persistent avoidance of stimuli associated with the traumatic event; negative alterations in cognition or mood after the event; persistent high state of arousal
143
Social Support
interpersonal interactions and relationships that provide us with assistance or feelings of attachment to persons we perceive as caring
144
Social Network
all people with whom we regularly interact, and the patterns of interaction that result from exchanging resources with them
145
Personal Network
those from the social network who provide us with our most essential supports
146
Person-in-Environment Classification System
formally organizes the assessment of individuals’ ability to cope with stress around four factors: social functioning problems, environmental problems, mental health problems, and physical health problems
147
Spirituality
process of human life and development focusing on a search for meaning, purpose, morality, well-being; in relationship with oneself, other people, the universe and the ultimate reality; orienting around centrally significant priorities; engaging a sense of transcendence
148
Religion
institutionalized pattern of values, beliefs, symbols, behaviors, and experiences that involve a spirituality; a community of adherents; transmission of traditions over time; and community support functions that are directly or indirectly related to spirituality
149
Faith Stages
Fowler’s model for spiritual development; positive relationship between age and stage development
150
Faith
universal aspect of human existence; an integral centering process underling the formation of beliefs, values and meaning that gives coherence and direction to lives; links people in shared trusts and loyalties with others; grounds personal stances and communal loyalties in a sense of relatedness to a larger frame of reference; enables people to face and deal with limited conditions of life
151
Ultimate Environment (Ultimate Reality)
highest level of reality
152
Ideology
unique outlook developed from previously held conventional beliefs
153
Worldcentric
identification with the entire global human family
154
Ecocentric
identification with the whole ecosphere, of which humans are only one part
155
First Force Therapy
based on psychodynamic theories of human behavior, in which the prime concern is dealing with repression and resolving instinctual conflicts by developing insight
156
Second Force Therapies
evolved from behavioral theories; focus on learned habits and seek to remove symptoms through various processes of direct learning
157
Third Force Therapies
rooted in existential/humanistic/experiential theories; help deal with existential despair and seek actualization of the person’s potential through techniques grounded in immediate experiencing
158
Fourth Force Therapies
based on transpersonal theories, specifically targeting the spiritual dimension; focus on helping person let go of ego attachments (identifications with the mind, body, and social roles), and transcend the self through various spiritually based practices
159
Transpersonal Approach
premise that some states of human consciousness and potential go beyond our traditional views of health and normality; explicitly address the spiritual dimension of human existence
160
Levels of Consciousness
Wilber’s Integral theory of consciousness, exploring human development across four quadrants (interior-individual; exterior-individual; interior-collective, and exteriorcollective), and through three levels of consciousness (prepersonal, personal, and transpersonal)
161
Stimulation Theories
physical environment as a source of sensory information is essential for human well-being; patterns of stimulation influence thinking, feelings, social interaction and health
162
Control Theories
focus on how much control we have over our physical environment, and attempts we make to gain control
163
Privacy
selective control of access to the self or to one’s group; control over information, and control over interactions with others
164
Personal Space
physical distance we choose to maintain in interpersonal relationships, a space into which others cannot intrude without provoking discomfort
165
Territorality
behavior of individuals and small groups as they seek control over physical space, attempts to control objects, ideas, roles, and relationships
166
Primary Territory
evokes feelings of ownership that we control on a relatively permanent basis, vital to our daily lives
167
Secondary Territory
less important than primary territory, control does not seem as essential ie table at coffee shop, seat in classroom
168
Public Territory
open to anyone in the community, make no attempt to control access to them
169
Density
number of persons per unit area of space
170
Crowding
number of persons per unit area of space
171
Behavior Setting Theories
consistent, uniform patterns of behavior occur in particular places; behavior is always tied to a specific place, and setting may have more powerful influence on behavior than characteristics of the individual
172
Behavior Settings
places where specific behavior occurs
173
Programs
consistent, prescribed patterns of behavior
174
Staffing
behavior settings attract different numbers of participants, or staff; important to have a good fit between number of participants and the behavioral program for the setting
175
Ecocritical Theories
call attention to the ways that human behavior degrades and destroys the natural world, the unequal burden of environmental degradation on different groups, and the ethical obligations that humans have to nonhuman elements of the natural environment
176
Deep Ecology
emphasizes the total interconnectedness of all elements of the natural and physical world, and the inseparability of human well-being and the well-being of planet Earth
177
Ecofeminism
approach best described as feminist approach to environmental ethics; see domination, exploitation and development of hierarchies as part of patriarchal logic that undergirds both social and environmental degradation
178
Natural Environment
part of the environment made up of all living and nonliving things naturally occurring
179
Biophilia
genetically based need to affiliate with nature
180
Ecotherapy
exposure to nature and the outdoors as a component of psychotherapy
181
Environmental Justice
thought to occur when the burden of environmental hazards or degradation is shared equally across all demographic groups or communities; and there is equal inclusion in decisionmaking processes about environmental policies and action steps
182
Built Environment
portion of the physical environment attributable to human effort
183
Tecchnology
tools, machines, instruments and devices developed and used by humans to enhance their lives
184
Evidence-based Design
uses physiological and health outcome measures to evaluate health benefits of hospital design features
185
Place Attachment
process in which individuals and groups form bonds with places
186
Place Identity
when particular place becomes an important part of our self-identity
187
Material Culture
includes physical objects, resources, and spaces that people use to define their culture
188
Culture
system of knowledge, beliefs, values, language, symbols, patterns of behavior, material objects, and institutions that are created, learned, shared, and contested by a group of people
189
Enculturation
the process of learning culture
190
Human Agency
capacity of individuals to act independently and to make their own free choices
191
Materialist Perspective
places primary emphasis on role of environment, technology, and economy in creating, maintaining, and changing culture; ideas, values, beliefs and cultural products are seen as adaptations to environmental, technological and economic conditions
192
Mentalist Perspective
sees humans creating, maintaining, and changing culture on the basis of their beliefs, values, language, and symbolic representations; culture is understood by understanding how participants think, feel, and speak
193
Practice Orientation
seeks to explain what people do as thinking, intentionally acting persons who face the impact of history, constraints of structures embedded in society and culture
194
Values
beliefs about what is important or unimportant, desirable or undesirable, right or wrong
195
Ideology
a set of shared beliefs that explains the social world and guides people’s actions, especially in relation to economic and political theory and policy
196
Symbol
something that stands for something else; can be verbal, an artifact, or nonverbal
197
Language
system of words or signs that people use to express thoughts and feelings to each other
198
Norms
culturally defined rules of behavior that guide people in what to do or not do
199
Subculture
involve groups of people who accept much of the dominant culture by distinguish themselves by one or more culturally significant characteristics
200
Counterculture
differs in significant ways from the dominant culture, and also rejects norms and values of the larger culture
201
Cultural Relativism
calls for suspending judgment of other people’s cultural values and practices in order to understand them in their own cultural context through the eyes of their won members, avoiding judging one culture by the standards of another culture
202
Cultural Humility
recognizing that culture is an important part of human behavior, that people live within many different cultures, and that we will never understand other cultures as well as the people who live within them
203
Xenophobia
describes fear and hatred of strangers or foreigners, or of anything that is strange or foreign
204
Hegemony
ability of a dominant group to obtain consent and agreement to cultural values and norms without the use of threat or force
205
Racism
belief that race accounts for differences in human character or ability and that a particular race is superior to others, justifying access to power, privilege, resources, and opportunities on the basis of race
206
Ethnicity
sense of cultural, historical, and sometimes ancestral connection to a group of people that is considered to be distinct from people outside the group
207
Ethnic Identity
part of personal identity that derives from one’s sense of being a part of an ethnic group
208
Assimilation
process in which the cultural uniqueness of the minority is abandoned and members try to blend invisibly into the dominant cultures
209
Accomodation
process of partial or selective cultural change; nondominant groups follow norms, rules, standards of dominant culture only in specific circumstances and contexts
210
Acculturation
mutual sharing of culture; involves cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture, merging of cultures as a result of prolonged contact
211
Bicultural Socialization
nonmajority group or its members mastering both the dominant culture and their own
212
Multiculturalism
minority groups and new immigrants and their children enculturate to mainstream culture while also retaining their ethnic culture
213
Social Structure
a set of interrelated social institutions developed by human beings to provide stability to society and order to individual lives
214
Social Institutions
a set of interrelated social institutions developed by human beings to provide stability to society and order to individual lives
215
Status
specific social position
216
Role
usual behaviors of persons occupying particular statuses
217
Gini Index
measures extent to which distribution of income within a country deviates from a perfectly equal distribution; most commonly used measure of income inequality
218
Government and Political Institution
responsible for how decisions get made and enforced for society; expected to resolve both internal and external conflicts, and mobilize collective resources to meet societal goals
219
Colonialism
practice of dominant and powerful nations going beyond their boundaries; using military force to occupy and claim less dominant and powerful nations; imposing their culture, laws, and language on the occupied nation through the use of settlers
220
Neocoonialism
the practice of dominant and powerful nations going beyond their boundaries, using international financial institutions such as the World Bank and International Monetary Fund to exert influence over impoverished nations and to impose their culture, laws, and languages on the occupied nations using financial incentives (loans) and disincentives
221
Transnational Corporations
carry on production and distribution activities in many nations
222
Neoliberal Philosophy
idea that governments should not be involved in the economic institution
223
Economic Institution
primary responsibility for regulating the production, distribution and consumption of goods and services
224
Labor Force Bifurcation
process by which wage labor divided into two branches: core of relatively stable, skilled, well-paid labor; and periphery of periodic or seasonal low-wage labor
225
Outsourcing
relocates the production of goods and services from one place to another as a strategy to reduce costs
226
Educational Institution
primary purpose is to pass along formal knowledge from one generation to the next
227
Healthcare Institution
primary for promoting general health of society
228
Social Welfare Institution
concerned with the fair allocation of goods, services, and opportunities to enhance social functioning of individuals, and contributions to the social health of society
229
Religious Institution
primary for addressing spiritual and ethical issues
230
Mass media Institution
primary for managing the flow of information, images, and ideas among all members of society
231
Family and Kinship Institution
primarily responsible for the regulation of procreation, for initial socialization of new members of society, and for the economic, emotional and physical care of its members
232
Social Class
term generally used to describe contemporary structures of inequality
233
Conservative Thesis
inequality is the natural, divine order, and no efforts should be made to alter it
234
Radical Antithesis
equality is the natural, divine order; inequality is based on abuse of privilege and should be minimized
235
Critical Consciousness
defined as an ongoing process of reflection and knowledge seeking about mechanisms and outcomes of social, political, and economic oppression that requires taking personal and collective action toward fairness and social justice
236
Family
social group of two or more persons characterized by ongoing interdependence with longterm commitments that stem from blood, law, or affection
237
Family Systems Perspective
focuses on the family as a social system, focus on relationships within the family and relationships between family and other social systems
238
Family of Origin
family into which we were born and/or in which we were raised
239
Differentiation of Self
process of learning to differentiate between thoughts and feeligns, and to follow one’s own beliefs rather than making decisions based on reactivity to the cues of others or the need to win approval
240
Genogram
visual representation of a family’s composition and structure
241
Multilevel Family Practice Model
includes the larger systems in which the family system is embedded, including neighborhood, local community, state, nation, current global socioeconomic system
242
Exchange and Choice Perspective on Families
family relationships are based on exchange of resources valued by the participants; that family members act to maximize those outcomes they most value
243
Symbolic Interaction Perspective on Families
understands family life as a system of meaning created through interaction
244
Feminist Perspective on Families
families should not be studied as whole systems, with the lens on family level, because such attention results in failure to attend to patterns of dominance, subjugation, and oppression in families
245
Intersectionality Feminist Theory
a feminist theory suggesting that no single category is sufficient to understand social oppression, and that categories such as gender, race, and class intersect to produce different experiences for women of various races and classes
246
Life Course Development Perspective on Families
expands concept of family system to look at families over time
247
Transition Points
when the family faces a transition in family life stage, or in family composition, can be particularly stressful
248
Family Stress, Coping and Resilience Perspective
perspective on families that incorporates research on individual stress and coping and the risk and resilience framework to understand how families cope with stress
249
ABC-X Model of Family Stress and Coping
way of viewing families that focuses on stressor events and crises, family resources, family definitions and beliefs, and outcomes of stress pileup
250
Stress Pileup
when a series of crises over time depletes a family’s resources and exposes the family to increasing risk of very negative outcomes
251
Family Timeline
chronology depicting key dates and events in the family’s life
252
Normative Stressors
potentially catastrophic events, such as natural disasters, medical trauma, drug abuse, unemployment, and family violence
253
Nonnormative Stressors
potentially catastrophic events, such as natural disasters, medical trauma, drug abuse, unemployment, and family violence
254
Family Resilience Perspective
seeks to identify and strengthen processes that allow families to bear up under and rebound from distressing experiences
255
Cohabiting
living together in a romantic relationship without marriage
256
Lone-Parent Families
composed of one parent and at least one child residing in the same household
257
Family Economic Stress Model
economic hardship leads to economic pressure, which leads to parent distress, which leads to child and adolescent adjustment problems
258
Family Investment Model
focuses on investments that parents with economic resources are able to make in the development of their children; families with greater economic resources are able to provide more robust investments in their children’s educational, economic, and health development
259
Small Group
two or more people who interact with each other because of shared interests, goals, experiences and needs
260
Group Work
serves people’s needs by bringing them together in small groups
261
Therapy Group
uses group milieu to enable individuals to work out emotional and behavioral difficulties
262
Brief Treatment Models
usually last 6 weeks or less
263
Mutual Aid Groups
members meet to help one another deal with common problems
264
Psychoeducational Groups
social workers and other professionals share knowledge and expertise to educate group members about a specific life problem or developmental issue
265
Self-help Groups
groups composed of people who voluntarily meet because of a common identity; not professionally led
266
Task Groups
groups composed of people who voluntarily meet because of a common identity; not professionally led
267
Formed Groups
defined purpose and come about through efforts of outsiders, such as an agency
268
Natural Groups
come together spontaneously based on naturally occurring events, interpersonal attraction, or mutually perceived needs of members
269
Time-limited Group
set time for termination
270
Ongoing Group
no defined end point
271
Open Group
permit addition of new members throughout the group’s life
272
Closed Groups
minimum and maximum size of the group is determined in advance
273
Status Characteristics and Expectation States Theory
proposes that influence and participation of group members during initial interactions are related to their status and to expectations others hold about their ability to help the group accomplish tasks
274
Status Characteristics
any characteristics evaluated in the broader society to be associated with competence
275
Performance Expectations
predictions of how well an act will accomplish a group’s task
276
Self-categorization Theory
expands social identity theory by suggesting that in this process, we come to divide the world into in-groups and out-groups, and begin to stereotype the attributes of in-groups and out-groups by comparing them with each other, with bias toward in-groups; more likely to be influenced by in-group members than by out-group members
277
Group Dynamics
patterns of interaction within a group setting; ie how are leaders appointed, which role members take in groups, how communication networks affect interactions in groups, and how groups develop cohesiveness
278
Task-oriented Leaders
facilitate problem solving within a group context
279
Process-oriented Leaders
known as social-emotional leaders, identify and manage group relationships
280
Communication Networks
links among members, ie who talks to whom, how information is transmitted, and whether communication between members is direct or uses go-between
281
Group Cohesiveness
dynamic process reflected in group’s tendency to stick together and be unified in pursuit of objectives and satisfaction of member emotional needs
282
Interdisciplinary Team
composed of a group of professionals representing a variety of disciplines, working in organized collaboration to solve a common set of problems
283
Leadership
process whereby an individual influences a group of individuals to achieve a common goal
284
Formal Organization
collectivity of people with a high degree of formal structure, working together to meet common goals
285
Rational Perspective on Organizations
views formal organization as a goal-directed, purposefully designed machine; assumes organization can be designed with structures and processes that maximize efficiency and effectiveness
286
Bureaucracy
most efficient form of organization for goal accomplishment
287
Iron Cage of Rationality
term for the dehumanizing potential of bureaucracies
288
Scientific Management
directed toward maximizing internal efficiency of a formal organization
289
Human Relations Theory
focuses on role of human relationships in organizational efficiency and effectiveness
290
Hawthorne Effect
tendency of experimental participants to perform in particular ways because they know they are being studied
291
Organizational Humanism
approach to formal organizations that assumes organizations can maximize efficiency and effectiveness while also promoting individual happiness and well-being
292
Decision-making Theory of Organizations
focuses on how decisions of individuals in organizations affect the organization as a whole
293
Bounded Rationality
limited rationality of organization decision makers in decision-making theory of formal organizations
294
Satisfice
to seek satisfactory, rather than perfect, solutions and to discontinue the search for alternatives when a satisfactory solution is available
295
Systems Perspective on Organizations
builds on the fundamental principle that the organization is in constant interaction with its multiple environments – social, political, economic, cultural, technological – and must be able to adapt to environmental change
296
Political Economy Model
focuses on dependence of organizations on their environments for necessary resources and on the impact of organization-environment interactions on the internal structure and processes of the organization
297
Institutional Theory of Organizations
perspective that focuses on how formal organizations are embedded in society and its major institutions, and shaped by them
298
Learning Organization Theory
premise that rational planning is not sufficient for an organization to survive in a rapidly changing environment such as the one in which we live
299
Interaction/Interpretist perspective on organization
share basic premises that: organizations provide members with a sense of connection and meaning; organizations reflect the worldviews of the creators; and organizations are social constructions of reality created by ongoing interactions and emerging relationships
300
Organizational Culture Model
views organizations as ongoing, interactive processes of reality construction, involving many organizational actors, not just managers and owners
301
Managing Diversity Model
contemporary organizations cannot be successful unless they learn to manage diverse populations; diversity is a permanent, not transitory, feature of contemporary life
302
Appreciative Inquiry Model of Organizational Change
change model that seeks to engage all stakeholders in identifying the positive components of the organization and shared reams of what it can become to build its optimal future by examining past success
303
Critical Perspective on Organizations
perspective that sees formal organizations as instruments of domination
304
Organizations as Multiple Oppressions
theory of organizations that views them as social constructions that exclude and discriminate against some categories of people
305
Nonhierarchical Organizations
organizations run by consensus, with few rules, characterized by informality
306
Privatization
shifting administration of programs back to private organizations
307
Social Entrepreneurial Organization
formed by social entrepreneur who recognizes a social problem and uses ideas from business entrepreneurs to organize, create, and manage a new venture to bring about social change related to that problem
308
Community
people bound by either geography or by webs of communication, sharing common ties, and interacting with one another
309
Sense of Community
perception of similarity with others, an acknowledged interdependence with others, a willingness to maintain this interdependence by giving to or doing for others what one expects from them, the feeling that one is part of a larger dependable and stable structure
310
Relational Community
community based on voluntary interaction
311
Territorial Community
community based on geography or territory
312
Gemeinschaft
communities where relationships are personal and traditional
313
Gesellschaft
communities where relationships are impersonal and contractual
314
Geographic Information Systems
computer technology that can map the spatial distribution of a variety of social data
315
Horizontal Linkage
interactions with other members of the community
316
Vertical Linkage
interaction with individuals and systems outside of the community
317
Bonding Social Capital
inward looking, tends to mobilize solidarity and in-group loyalty, leads to exclusive identities and homogeneous communities
318
Bridging Social Capital
outward looking and diverse; links community members to assets and information across community boundaries
319
Personal Community
composed of ties with friends, relatives, neighbors, workmates etc
320
Network
a set of actors with a set of ties of a specified type
321
Networked Individualism
individuals operate in large, personalized, complex networks
322
Collective Efficacy
capacity of community residents to achieve social control over the environment and to engage in collective action for the common good
323
Multiple Psychological Senses of Community (MPSOC)
people live in multiple territorial and relational communities, such as neighborhood, city, rural county, workplace, university, religious group, sports league, social networking sites, etc. and have multiple senses of community representing each of these communities
324
Social Action Model
political model of community practice that emphasizes social reform and challenge of structural inequalities
325
Agency-based Model
promoted social agencies and services they provided
326
Community Development
based on an assumption of shared interests, rather than conflicting interests; seeks to bring together diverse community interests for the betterment of the community as a whole, with attention to community building and an improved sense of community
327
Social Planning Model
political model of community practice that emphasizes social reform and challenge of structural inequalities
328
Agency-based Model
promoted social agencies and services they provided
329
Community Development
based on an assumption of shared interests, rather than conflicting interests; seeks to bring together diverse community interests for the betterment of the community as a whole, with attention to community building and an improved sense of community
330
Social Planning Model
based on the premise that the complexities of modern social problems require expert planners schooled in a rational planning model
331
Social Movements
consciously organized and sustained attempts by ordinary people working outside of established institutions to change some aspect of society
332
Proactive Social Movements
seek to reform existing social arrangements and try out new ways of living together
333
Reactive Social Movements
seek to defend traditional values and social arrangements
334
Charity Organization Society Movement
social movement that emphasized the delivery of services through private charity organizations
335
Settlement House Movement
social movement that turned attention to the environmental hazards of industrialization and focused on research, service, and social reform
336
Political Process Perspective
an approach to social movements that suggests they develop when windows of political opportunity are open
337
Elites
more powerful members of society
338
Countermovements
movements that arise to oppose a successful social movement
339
Mobilizing Structures Perspective
an approach to social movements that suggests they develop when windows of political opportunity are open
340
Mobilizing Structures
existing informal networks and formal organizations through which people mobilize and engage in collective action
341
Resource Mobilization Theory
focuses on organization and coordination of movement activities through formal organizations called social movement organizations
342
Social Movement Organization
formal organizations through which social movement activities are coordinated
343
Professional Social Movement Organizations
organizations staffed by leaders and activists who make a career out of reform causes
344
Transnational Social Movement Organization
social movement organizations that operate in more than one nation-state
345
Network Model
focuses on everyday ties between people, in grassroots settings, as the basic structures for communication and social solidarity necessary for mobilization
346
Cultural Framing Perspective
social movement can succeed only when participants develop shared understandings and definitions of the situation
347
Cultural Framing
conscious strategic efforts by groups of people to fashion shared understandings of the world and themselves that legitimate and motivate collective action
348
Conscience Constituency
people attracted to the movement because it appears just and worthy, not because they will benefit personally
349
Framing Contests
competition among factions of a social movement to control the definition of the problem, goals, and strategies for the movement
350
Life Course Perspective
looks at how biological, psychological, and social factors act independently, cumulatively, and interactively to shape people’s lives from conception to death, and across generations
351
Event History
sequence of significant events, experiences, and transitions in a person’s life from conception to death
352
Cohort
group of people born during the same time period who experience particular social changes within a given culture in the same sequence at approximately the same age
353
Populations Pyramid
chart that depicts the proportion of the population in each age group
354
Sex Ratio
number of males per 100 females
355
Transitions
changes in roles and statuses that represent a distinct departure from prior roles and statuses
356
Trajectories
relatively stable long-term processes and patterns of life, involving multiple transitions
357
Life Event
significant occurrence in a person’s life that may produce serious and long-lasting effects
358
Turning Point
a time when major change occurs in the life course trajectory
359
Cohort Effects
when distinctive formative experiences are shared at the same point in the life course and have a lasting impact on a birth cohort
360
Biological Age
person’s level of biological development and physical health, as measured by functioning of various organ systems
361
Psychological Age
both behavior and perceptual components; behaviorally, the capacities that people have and the skills they use to adapt to changing biological and environmental demands; perceptually, based on how old people perceive themselves to be
362
Social Age
age-graded roles and behaviors expected by society; socially constructed meaning of various ages
363
Age Norm
behaviors expected of people at a specific age in a given society at a particular point in time
364
Spiritual Age
current position of a person in the ongoing search for meaning, purpose and moral relationships
365
Age Structuring
standardizing the ages at which social role transitions occur, by developing policies and laws that regulate the timing of these transitions
366
Social Support
help rendered by others that benefits an individual or a collectivity
367
Human Agency
use of personal power to achieve one’s goals
368
Intersectionality Theory
recognizes that all of us are jointly and simultaneously members of a number of socially constructed identity groups, such as gender, race, ethnicity, social class, sexual orientation, age, religion, geographical location, and disability/ability
369
Cumulative Disadvantage
the accumulation of increasing disadvantage as early disadvantage positions an individual for later disadvantage
370
Cumulative Advantage
the accumulation of increasing advantage as early advantage positions an individual for later advantage
371
Privilege
unearned advantage
372
Oppression
the intentional or unintentional act or process of placing restrictions on an individual, group, or institution; may include observable actions, but more typically refers to complex, covert, interconnected processes and practices reflected in perpetuation of exclusion and inequalities over time
373
Risk Factors
factors at one stage of development that increase the probability of developing and maintaining problem conditions at later stages
374
Protective Factors
factors at one stage of development that increase the probability of developing and maintaining problem conditions at later stages
375
Resilience
power of humans to use protective factors to assist in self-righting process over the life course to fare well in the face of adversity
376
Neonate
infant up to one month of age
377
Chromosome
threadlike structures composed of DNA and proteins that carry genes and are found within each body cell nucleus
378
Genes
segments of DNA
379
Germ Cell
the ova or spermatozoa whose function is to reproduce the organism
380
Fertilization
the penetration of an ovum by a spermatozoon, usually occurring in the fallopian tube
381
Genotype
totality of hereditary information present in an organism
382
Phenotype
expression of genetic traits in an individual
383
Sex Chromosomes
chromosome pair 23, which determines sex of the individual
384
Recessive Genes
only expressed if the responsible gene is present on each chromosome of the relevant pair
385
Dominant Genes
will be expressed even if only one chromosome has the gene
386
Interactive Genes
corresponding genes that give separate yet controlling messages
387
Fetal viability
the point at which the baby could survive outside the womb
388
Infertility
the inability to create a viable embryo after one year of intercourse without contraception
389
Assisted Reproductive Technologies
range of techniques to help women who are infertile to conceive and give birth; any fertility treatment in which both eggs and embryos are handled
390
Zygote
fertilized ovum cell (egg)
391
Embryo
stage of prenatal development beginning in the second week and lasting through the eighth week
392
Teratogens
substances present during prenatal life that adversely affect normal cellular development in form of function in embryo or fetus
393
Fetus
Unborn Baby
394
Multigravida
woman who has had a previous pregnancy
395
Miscarriage/Spontaneous Abortion
woman who has had a previous pregnancy
396
Multipara
mother who has previously given birth
397
Low Birth Weight (LBW)
Weighing 3.3-5.5 pounds
398
Small for Gestational Age (SGA)
generally weighing below 10th percentile for sex and gestational age
399
Very-low-birth-weight (VLBW)
weighing less than 3 pounds, 3 ounces
400
Extremely Low-birth-weight (ELBW)
Weighing less than 2.2 pounds
401
Multifactorial Inheritance
Genetic traits that vary because they are controlled by multiple genes
402
Genetic Liability
the state of being prone to hereditary disorders
403
Sensitive Periods
times in fetal development that are particularly sensitive to exposure to teratogens, different organs have different sensitive periods, also called critical periods
404
Infant
young child in the first year of life
405
Toddler
a young child from about 12-36 months of age
406
Development Nice
cultural context into which a particular child is born that guides every aspect of the developmental process
407
Sensory System
the senses of hearing, sight, taste, smell, touch, and sensitivity to pain
408
Reflexes
involuntary muscle responses to certain stimuli
409
Motor Skills
ability to move and manipulate
410
Neurons
specialized nerve cells that store and transmit information; carry sensory information to the brain, and carry out the processes involved in thought, emotion, and action
411
Neurogenesis
creation of new neurons
412
Synapses
gaps that function as the site of information exchange from one neuron to another
413
Synaptogenesis
creation of synapses
414
Synaptic Blooming
period of overproduction of synapses
415
Synaptic Pruning
reduction of the synapses to improve the efficiency of brain functioning
416
Myelination
process in which axons and neurons are coated with a fatty substance called myelin, causes faster neural communication, which results in faster information processing
417
Brain Plasticity
neuroplasticity, the ability for the brain to change in response to stimuli
418
Cognition
ability to process and store information and to solve problems
419
Sensorimotor Stage
birth to 2 years; infant is egocentric; he or she gradually learns to coordinate sensory and motor activities an develops a beginning sense of objects existing apart from the self
420
Preoperational Stage
ages 2-7 years; the child remains primarily egocentric but discovers rules/regularities that can be applied to new incoming information; the child tends to overgeneralize rules, however, making cognitive errors
421
Symbolic Functioning
the ability to use symbols to represent what is not present
422
Concrete Operations Stage
ages 7-11; child can solve concrete problems through the application of logical problem-solving techniques
423
Formal Operations Stage
ages 11-beyond; person becomes able to solve real and hypothetical problems using abstract concepts
424
Object Permanence
the ability to understand that an object or person exists even when they don’t see it
425
Stranger Anxiety
infant able to remember previous separations and becomes anxious at the signs of an impending separation from parents
426
Information Processing Theory
a theory of cognition interested in the mechanisms through which learning occurs, focusing specifically on memory encoding and retrieval
427
Temperament
the characteristic way in which individuals approach and react to people and situations f
428
Attachment
the ability to form emotional bonds with other people
429
Working Model
model for relationships developed in the earliest attachment relationship
430
Transitional Object
comfort object used to help cope with separations from parents and to handle other stressful situations
431
Developmental Delay
delay in developing skills and abilities in infants and preschoolers
432
Developmental Disability
a lifelong impairment demonstrated in children that results in functional limitations in some dimension such as mobility, self care, communication, or learning
433
Lateralization
process by which the two hemispheres of the brain begin to operate slightly differently, allowing for a wider range of activity
434
Gross Motor Skills
skills that require the use of large muscle groups
435
Fine Motor Skills
skills that require use of small muscle groups such as hands, wrists, and fingers, and involve eye-hand coordination
436
Transductive Reasoning
a way of thinking about two or more experiences without using abstract logic
437
Egocentrism
perceiving reality only from one’s own experience, and believing oneself to be at the center of existence
438
Overregularization
grammatical errors made during language development where language rules are applied generally without attention to exceptions
439
Prosocial
behaving in a helpful or empathic manner
440
Preconventional Level of Moral Reasoning
moral reasoning is based on whether behavior is rewarded or punished; moral reasoning is based on what will benefit the self/loved others
441
Empathy
ability to understand another person’s emotional condition
442
Perspective Taking
the ability to see a situation from another person’s point of view
443
Instrumental Aggression
occurs while fighting over toys and space
444
Hostile Aggression
attack meant to hurt another individual
445
Physical Aggression
involves using physical force against another person
446
Relational Aggression
involves behaviors that damage relationships without physical force, such as threatening to leave a relationship unless a friend complies with demands or using social exclusion or the silent treatment to get one’s way
447
Self-Theory
an organized understanding of the self in relation to others; begins to develop in early childhood
448
Self-Esteem
the way one evaluates the self in relation to others
449
Gender Typing
expectations about people’s behavior based on their biological sex
450
Symbolic Play
fantasy play, pretend play, or imaginary play
451
Learning Play
play focused on language and thinking skills
452
Sociodramatic Play
group fantasy play in which children coordinate their fantasy
453
Discipline
methods a parent uses to teach and socialize children toward acceptable behavior
454
Authoritarian Parenting
rigid and controlling, rules are narrow and specific, with little room for negotiation, and children are expected to follow rules without explanation
455
Authoritative Parenting
more flexible, rules are more reasonable, and they leave opportunities for compromises and negotiation
456
Permissive Parenting
parents’ rules are unclear, and children are left to make their own decisions
457
Disengaged Parenting
parents are focused on their own needs rather than the needs of the children
458
Child Maltreatment
physical, emotional, and sexual abuse and neglect of children, most often by adult caregivers; definitions vary by culture and professional discipline but typically entail harm, or threatened harm, to the child
459
Precociousness
early development, most often refers to a rare level of intelligence at an early age but may refer to “premature” ability or development in a number of areas
460
Cerebral Cortex
outer layer of gray matter in the human brain thought to be responsible for complex, high-level intellectual functions such as memory, language and reasoning
461
Interrelational Intelligence
based on emotional and social intelligence and similar to concept of interpersonal intelligence
462
Emotional Intelligence
the ability to motivate oneself and persist in the face of frustrations to control impulse and delay gratification, to regulate one’s moods and keep distress from swamping the ability to think, to empathize and to hope
463
Trauma
severe physical or psychological injury
464
Character Education
the direct teaching and curriculum inclusions of mainstream values thought to be universal by community (kindness, respect, tolerance, honesty)
465
Direct Bullying
intentionally inflicting emotional or physical harm on another person through fairly explicitly physical or verbal harassment
466
Indirect Bullying
less explicit and less detectable than direct bullying, including subtler verbal, psychological, and social or “relational” bullying tactics
467
Zone of Proximal Development
the theoretical space between the child’s current developmental level and the child’s potential level if given access to appropriate models and experiences in the social environment
468
Social Commpetence
the ability to engage in sustained, positive and mutually satisfactory peer interactions
469
Gender Dysphoria
feeling one’s emotional and psychological identity as male or female to be different from one’s assigned biological identity
470
Multiple Intelligences
theory that humans have at least eight critical intelligences: verbal/linguistic, logical/mathematical, visual/spatial, musical/rhythmic, bodily kinesthetic, naturalist, interpersonal, and intrapersonal
471
Individual Education Plan (IEP)
charts a course for ensuring each child achieves as much support as possible in the academic realm
472
Rites of Passage
ceremonies that demarcate the transition from childhood to adulthood
473
Puberty
period of the life course in which the reproductive system matures
474
Gonads
sex glands (ovaries and testes)
475
Sex Hormones
androgens, progestins and estrogens
476
Primary Sex Characeristics
those directly related to the reproductive organs and external genitalia
477
Secondary Sex Characteristics
those not directly related to the reproductive organs and genitalia
478
Menarche
Onset of Menstruation
479
Spermarche
onset of ability to ejaculate mobile sperm
480
Identity
a person’s self-definition as a separate and distinct individual, including behaviors, beliefs and attitudes
481
Social Identity
the part of the self-concept that comes from knowledge of one’s membership in a social group and the emotional significance of that membership
482
Post-conventional Moral Reasoning
morality based on moral principles that transcend social rules
483
Generalized Other
individuals create concept to represent how others are likely to view and respond to them
484
Gender Identity
how one perceives one’s gender, beginning in early childhood, but is elaborated on and revised during adolescence
485
Individuation
how one perceives one’s gender, beginning in early childhood, but is elaborated on and revised during adolescence
486
Masturbation
self-stimulation of the genitals for sexual pleasure
487
Sexual Orientation
erotic, romantic, and affectionate attraction to people of the same sex, the opposite sex, both sexes, or none
488
Sexually Transmitted Infections
infectious diseases that are most often contracted through oral, anal, or vaginal sexual contact
489
Status Offenses
behaviors that would not be considered criminal if committed by an adult but are considered delinquent if committed by an adolescent ie running away from home, skipping school, violating curfew, possessing alcohol or tobacco
490
Juvenile Deliquency
when adolescents are found guilty of committing either a crime or a status offense
491
Acquaintance Rape
forced, manipulated, or coerced sexual contact by someone known to the victim
492
Statutory Rape
a crime in every US state, having sex with someone younger than an age specified by law as being capable of making an informed, voluntary decision
493
Anorexia Nervosa
an eating disorder characterized by a dysfunctional body image and voluntary starvation in the pursuit of weight loss
494
Bulimia Nervosa
an eating disorder characterized by a cycle of binge eating; feelings of guilt, depression, or self-disgust; and purging
495
Binge Eating Disorder
characterized by recurring episodes of eating significantly excessive amounts of food in a short period of time, accompanied by feelings of lack of control
