midterm rev based on joshs notes Flashcards
(64 cards)
1
Q
Adrenarch
A
6-9 years of age
2
Q
Pre- adolescence
A
10-12
3
Q
Early –Adolescence
A
11-13
4
Q
Middle adolescence
A
15-17
5
Q
Late adolescence
A
17-18
6
Q
Extending adolescence:
Pros
A
- save money
- extend education
- safety network
7
Q
Extending adolescence:
Cons
A
- negative social reactions
- financial dependency
- lack of motivation
8
Q
• Parasite singles:
A
being single and living with parents to reap rewards
9
Q
Fundamental attribution error
A
tendency to attribute behaviors to characteristics and not external causes
10
Q
Storm and stress:
A
• Stanley hall (1904) • first book on adolescence psych • indicators of storm and stress o mood disruptions o reckless behavior o contradicting and questioning parents
11
Q
Margaret Mead
A
Anthropologist based on cross culture research, storm and stress is NOT universal and therefore cannot be biologically based
12
Q
what is the function of adolescence?
A
- sleep cycles change, teens more active at night than their parents
- practice and develop social skills with peers
13
Q
Pubertal Development
A
- No new hormones appear during puberty
- Changes in sex hormones (estrogen and testosterone) lead to changes in brain organization and early behavior
- High levels of testosterone-> gender differences in play and toy preferences in early childhood
14
Q
Direct Hormonal effect:
A
- regulate physiological changes (growth, bodily changes)
* levels of hormones explain a very small % of variations in behavior
15
Q
Hormonal effect:
Indirect:
A
hormonal-> Physiological changes->changes in expectations-> negative changes in behavior
Pattern of hormonal discretion» important than amount
• simple hormonal behavior links are hard to document, how they interact with the environment are more important
16
Q
Pubertal indicators Girls
A
- breast building
- growth spurt
- pubic/auxiliary hair
- weight changes, larger hips
- menarch- 12.5 years of age- start period
• two years earlier than boys
• more visible for girls (heights, breasts, hips)
17
Q
Pubertal indicators
Boys:
A
- testes volume
- onset pubic hair
- onset penis growth
- peak height velocity
- adult genitals
- adult pubic hair
a. Facial hair
18
Q
Pubertal status:
A
particular stage of pubertal development, relative sequences of puberty
19
Q
Pubertal timing:
A
Relative onset compared to same age, same gender peers; also differ in tempo
20
Q
Compression Hypothesis:
A
rapid tempo demands quick adaptation to social changes increasing odds for asynchrony between physical, cognitive and social maturity.
21
Q
Early life stress accelerates pubertal onset
A
- early age of menarche leads to more behavioral problems
- accentuated existing emotional issues
- need longitudinal data to prove its effect
22
Q
Accentuation model
A
earlier pubertal timing accentuates pre exisiting individual differences in vulnerability the accentuation hypothesis maintains that preadolescent vulnerabilities and challenges during early pubertal transition together increase problems. This article concludes with a consideration of how these hypotheses individually and collectively generate new lines of research linking early pubertal maturation and psychopathology.
stress-> early emotional problems/early pubertal timing-> emotional problems
23
Q
Contextual amplification model:
A
pubertal timing->(co-ed school environment)->emotional problems
earlier pubertal maturation more strongly predicted subsequent depression in youth exposed to recent maternal depression and family stress than in youth without these contextual risks.
Contextual amplication: experiencing early pubertal transition in a disadvantaged context increases the risk for psychopathology.
24
Q
hormones x environment
A
ex. lack of sleep-> irritability
Puberty and moodiness are not caused by emergence and raging hormones
25
Body Image and Dissatisfaction
Girls most dissatisfied?
• Early maturing girls are most dissatisfied
• White<
26
Body Image and dissatisfaction happens b/c...
Mismatch between changes and ideal
social networking is correlated to body dissatisfaction
Social networking increases BD, not visa versa. Not gender differences
27
"Peer appearance culture"
1. Conversations with friends
a. talk about look s
b. talk about change strategies
2. Norms
a. direct comments
b. teasing
c. witnessed teasing
3. acceptance concerns
a. norm fitting (thinness/muscularity)
b. social comparisons
28
Why does BD matter??
Self-esteem -> related psychosocial issues
• BD at age 10 -> lower self-esteem at age 14 (not visa versa)
• Why does self-esteem matter? “self esteem” as a measure– more likely to withdraw from social events/activities
29
Lanza et al. 2013 (UCLA Study):
• Girls’ BMI norms vary across ethnicity: Asian, African-American, Latino, White
• Deviation from such norms most detrimental to?
-Stronger effect for Asian girls when deviate from ethnic group norm?
-Lowest average BMI: asian
-Effect of low BMI are
-When group norm (who you compare yourself to, such as ethnicity) more detrimental if you are heavy when group norm is very low
30
Risk factors for early sexual activity:
Parent-adolescent conflict
Sexually active friends
Parental permissiveness
Media—influence vs. selection?
31
for early sexual activity:
| Protective factors:
```
Family connectedness- relationship/trust with parents
Parental disapproval of sex- communication of their views- HOW they talk to kids
Religious reasons
Explain consequences
future aspirations- life goals
…to use contraception:
Family communication
Peer role models
Harden article***
```
32
How to measure sexual identity?
Early sexual exploration among same sex peers common
Homosexual youth engage in heterosexual behavior-
Sexual identification = more variable than presumed
Sexual minority youth vary over time in their identification as gay/lesbian, bisexual, or questioning
Sexual attraction varies across time
33
Savin Williams:
Attraction: highest rates of homosexuality
Identity: lowest rates of homosexuality
Same-sex behaviors: Most youth who engage in same sex behaviors do NOT identify as homosexual
Correspondence between the 3 indicators of sexual orientation reveals a spectrum of heterosexuality - homosexuality not one dimension…
34
Where do kids learn about sex:
• peers
• media: stereotypes
o Reduce (& challenge) gender stereotypical content
o Include factual information in entertainment media
o Show negative consequences of risky sex/teen pregnancies
• school: teach some facts, emphasize risk factors
o Knowledge about and access to contraceptives does not encourage earlier debut, but increases contraception use when taught
o Clear (value) messages about sex and protection (not just pros and cons)
o Address peer influence & teach communication skills
• parents: dominate vs. engaging communication styles mater
o information does not promote sex
o important to convey values
o “the talk” (i.e., only one) insufficient
o start discussions early & frequently revisit issues in developmentally appropriate manner
o capitalize on “teachable moments”
35
What changes during adolescence?
* Younger one is, the longer it takes to react to other vs self
* Metacognition- thinking about thinking- understand how one thinks about things, think about learning strategies – developing skills
* Cognitive control, executive functioning
* questioning of prior “truths” & social conventions -> more argumentative
* no longer grounded -> “what-ifs” get out of control: “awfulizing” & rumination
* increased introspection -> self-consciousness, imaginary audience (stoplight effect—pimple on forehead-everyone notices it)
36
Piaget:
Physical maturation x environmental stimulationà intellectual growth
Qualitatively distinct stages: during adolescence from concrete (reasoning limited to here and now) to formal (reason abstractly, hypothetically, etc,) operational
Changes in schemas on how one thinks and accommodates new info and knowledge
-> Adolescence and adults have similar levels of perceived consequences of risky behavior
• reasoning abilities and knowledge are poor predictors of risky behavior!
• teen behavior does NOT reflect capacity of reasoning
37
• motivational effects of peers
o Emotion regulation harder in the presence of peers
o Peers encourage exploratory (novel) behaviors
o Peers = accelerators of novel learning at the time when “the breaks” (cognitive control) are not fully developed yet!
38
• COLD:
By 15 or 16, adolescents are similar to adults in logical reasoning and information processing (example: impulse control) (Go no Go task)
39
• HOT:
Adolescent brain is a lot more sensitive to reward, which “overrides” cognitive control processes and leads to riskier (suboptimal) decisions
40
Prefrontal cortex:
Prefrontal and parietal cortices
Involved in self-regulation, logical reasoning, planning, goal-oriented behavior
Development NOT related? to puberty
41
Socioemotional Network
Limbic and paralimbic regions:
amygdala, ventral striatum, orbitofrontal cortex, medial prefrontal cortex
Reward encoding, motivational salience, emotional learning
Development of this network tied to pubertal development
42
Steinberg on sex:
best intervention= restricting access where things “get wild”
43
Common beliefs about teen-parent relationships
| Psychodynamic view:
```
teens much detach from parents
• No support; evidence to the contrary
• Teens who are close to their parents:
o more self reliant
o do better in school
o Better psychologically adjusted
o Independence/ autonomy vs. decreased dependency on parents
```
44
Common beliefs about teen-parent relationships
| Hall’s heritage: relationships become stormy and stressful
• what do we know about parent-teen conflict
• Parents are likely to experience conflict with their teens more stressful than teens (reading)
• Evidnece for
o increased frequency of conflict starting in preadolescence
• is frequency of conflict a good indicator of “storm and stress”?
45
Conflict intensity teen parent relationships
more intense conflict in mid-adolescence
intensity of conflict may reflect teens improved reasoning skills, different meaning of issues (moral right vs personal choices)
75% of teens report having close relationships with parents
25% of families experiencing stress had conflict before the onset of adolescence
What to conclude? it’s normative, conflict can be good to teen development, can they argue and position themselves, and support their arguments
Conflict to be expected due to developmental changes (not necessarily bad)
need to recognize that conflict more distressing the parents than teens
from teens’ persepective, their relationship with parents remain close despite increased conflict
46
Common beliefs about teen-parent relationships
| J.R. Harris: the nurture debate, parents matter less by adolescence
Supportive evidence:
Overt signs of increased disagreement & conflict
Time spent with parents & family decrease in adolescence
Data questioning the assumption:
Shared values re. Education, religion, political ideology
Research on parenting styles
overall, parents have a bigger influence on adolescence than she suggests
parents direct kids what friends to have—an indirect effect
47
Indifferent parents
(neglecting): Problem behaviors, psych adjust problems
| low control/demand, low warmth/responsiveness
48
2. Indulgent
(“anything goes”): Problem behaviors
| low demand, high warmth
49
3. Authoritarian
(controlling): Psych adjust prob (depression), oppositional behavior, lack of self-reliance
high control, low warmth
50
4. Authoritative
(democratic): +Psych adjust, +Academic achievement
| high warmth, high demand
51
Parenting action vs. reaction
Classic Socialization Perspective: Parenting à Teen adjustment
“Child effect model: teen behavior parenting
Parenting and delinquency
Lack of parental monitoring à Delinquency
OR?
Delinquency à Increased parental monitoring
-lies & lack of trust
Behavior problems in middle school parental
Need to specify operational definition
52
Effectiveness of parenting depends on …
1. Child/Teen characteristics
a. age, gender
b. behavior
2. Environment/ community
a. high level of control (monitoring) adaptive in unsafe neighborhoods
3. Cultural values
a. “tiger” parents
4. Family resources (financial, instrumental, emotional support)
a. ex. parents working in factory—more likely to follow orders and teach that, small business owner leads to independence and resourcefulness
b. leads to different emphasis in parenting
53
`What else might matter in parenting?
1. Changing developmental “needs”: regulation à co-regulation
2. Consistency of practices: predictability of family environment
3. Knowledge of teen’s whereabouts: behavioral (monitoring) vs. psychological (intrusiveness)- not spying but establishing what rules are
4. Support: whether unconditional vs. conditional (loving “only when/only if”…
• want unconditional support
parents of teens should
• parents should encourage joint decision making
• Not allowed to practice decision making through trial and error – need co- regulation
o don’t want kids to go through many failures if parent can help prevent errors and result in less costly results
54
• best way to reduce adolescent risk taking:
limit access to risky situations—education is important to increase knowledge, but teenagers don’t act on knowledge but on the heat of the moment in part due to
o biggest gap between cognitive control and social-emotional reactivity is during adolescents
o yellowing of teeth example—to make sure kids don’t smoke. Aiming at things that matter to them, such as physical attractiveness
o focus on reasoning for parents
55
How and why does family composition matter?
1. Growing up in single parents families
2. Effects of divorce on teens
3. Why might teens of co-habiting parents do not as well as those whose parents are married?
4. Why might teens with a step parent do as well as those with two biological parents?
56
Ecological perspective development
| Bronfrenbrenner:
•Overlapping
Systems (contexts):
- Cultural context
- Parent workplace
-Parent teen interactions ->Effort to understand how
family context shapes adolescent well-being
* Culture -> values -> parenting practices
* Exosystem-> Microsystem
* Does the microsystem vary depending on Who is available?
* Family structure -> parenting -> development
57
Marriage and 2 Parent families:
Latest statistics: Half of the babies born to women under 30 outside of marriage
• “marriage has become a luxury good”
58
Divorce (2-parents -> single):
-what other changes take place- confounds?
-Child may be psychologically torn- sides
-Parents dating
Stress moving
-Quality of parenting- less monitoring? Early autonomy?
59
Remarriage (single à 2-parent)
-sharing
-New siblings, new dynamic
-Move again
New rules by new parents
60
Amato:
Is family composition the culprit??
Or are the adjustment problems of children due to:
• Economic hardship
• Stress
• Quality of parenting
• Selection effect
…searching for mechanisms that can account for adjustment problems
61
• Distal predictors of teen adjustment
– describe the conditions/constrains under which parents operate: e.g., SES, family composition…
62
• Proximal predictors of teen adjustment
= (daily) events involving the teen = microsystem
Proximal predictors=mediators that capture the underlying outcome
= daily events involving the teen
– “determined” in part by the conditions/constrains of demographic markers
– directly associated with teen adjustment (regardless of demographics/family composition)
63
distal factors of teen adjustment example
```
Level of woman’s education decrease chance of child being born outside of marriage:
% of women married when having a child:
• high school diploma: 43%
• post-secondary education: 62 %
• college: 92%
```
64
distal vs proximal predictors of teen adjustment
* distal predictors extremely hard to change, proximal more amendable to change
* identification of mechanisms gives us insights where and how to intervene
