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PSYC228 > PSYC228_Chap10 > Flashcards

PSYC228_Chap10 Flashcards

(69 cards)

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1
Q

what are the adolescent years apparently about?

A

answering question: who am I?

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2
Q

identity

A

individual’s understanding of self in relation to his/her social context

abstract concept composed of numerous social + psychological processes

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3
Q

erikson’s identity vs role confusion

A

erikson’s 5th stage of psychosocial development during which adolescent must adopt a coherent + integrated sense of self

crisis of adolescence
challenge to function with coherent + integrated sense of self + purpose

key questions of adolescence = who am I? Who do I want to be? How do I let others know my identity?

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4
Q

identity crisis

A

crisis that entails evaluation of possible choices concerning vocation, relationships, + self-understanding

active search for oneself

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5
Q

identity crisis demonstrated by

A

frequent changes in tastes in music, clothes, friends, hairstyles

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6
Q

prolonged transitions to adulthood can result in

A

lenthened period of identity exploration + delayed id formation

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7
Q

role confusion

A

adolescent’s inability to define an identity, resulting in a lack of direction + focus

danger of identity vs role confusion stage

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8
Q

frequent criticism of erikson’s identity development concept

A

too narrow + needs more substance to be relevant

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9
Q

marcia’s 4 identity statuses that emerge while looking for answer to who am I

A

identity diffusion
identity foreclosure
identity moratorium
identity achievement

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10
Q

marcia - 2 dimensions that determine person’s particular identity status at given time

A

exploration (a positive serach for options and identity)

commitment (conscious choice made about a particular aspect of identity)

must go through process of exploration before making true commitment

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11
Q

identity moratorium

A

marcia - an individ who has begun to explore his/her identity but has yet to make a commitment

actively searches out options
exploring, not get commiting

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12
Q

identity diffusion

A

marcia - and individ who has neither made a commitment about nor begun to explore his/her identity

static non-growth
no exploration + no commitment

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13
Q

identity foreclosure

A

marcia - an individ who has made a commitment about his/her identity without even exploring options

no exploration - others have made the commitment for them

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14
Q

identity achievement

A

marcia - individ who has made a commitment about his/her identity following a process of exploration

ultimate goal
exploration complete, commitment made

never truly over
identity development may be most notable during adolescence, but never ends

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15
Q

ethnic identity

A

a component of identity + self-concept that acknowledges a unique connection to a specific ethnic group + values + beliefs associated with that group

dynamic constrcut, involving complex + subtle interactions betw diff elements of ethnic identity + external forces

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16
Q

phinney’s three-stage model of ethnic minority identity formation

A

ethnic identity develops thru processes of exploration + commitment
adolescent faced with developmental task of resolving positive + negative views of ethnic group membership

best outcome reached when adolescent has achieved ethnic identity + positive view of majority of culture

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17
Q

acculturation

A

process of people within a minority culture wherein they adopt values from a majority culture
process of minority culture adopting values of majority culture
investigates how ethnicity affects self-concept + self-esteem

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18
Q

gender intensification

A

process wherein person becomes more rigid in their gender performance, behaving in stereotypical ways for their identified gender

may partially arise from peer + parental pressure

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19
Q

coming out

A

process by hwihc homosexual person makes his/her orientation known to self, friends, family

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20
Q

new canadians are less likely to drop out of high school than

A

canadian-born

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21
Q

in 2010, dropout rate from 20-24 for first nations youth

A

22.6%
8.5% - non-aboriginal

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22
Q

high schools are more likely to promote

A

performance goals than elementary

but feel more effective when mastery goals is goal

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23
Q

increasing teacher control can

A

leave control-seeking adolescent less motivated to learn

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24
Q

secure/autonomous

A

attachment category where adolescents display ability to recognize positive + negative aspects of childhood attachement figures

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25
insecure/dismissive
attachment category where adolescents minimize considerations of early experiences + relationships or downplay importance of ealry attachment experiences
26
insecure/preoccupied
attachment category where adolescents display preoccupation with early experiences + attachment figures but experience difficulty evaluating those relationships
27
adjustment in adolescence is more affected by parenting style than
parental gender
28
crowd
group of people who may/may not be friends but who share similar attributes to one another jocks, populars, normals, druggies, nobodies
29
clique
tight-knit group of friends who share similar values + bahaviours identify strongly with fellow members
30
what are the 2 major diffs betw peer groups in childhood vs adolescence?
adolescents spend much more time in peer groups than children adolescents much more preoccupied with being accepted by peer groups - peer acceptance one of biggest predictors of self-esteem during adolescence even more than perceiving oneself as cognitively competent
31
what rules govern crowds + cliques?
boundaries crowd membership peer pressure
32
problematic internet use
excessive preoccupation with internet use that leads to socio-emotional maladjustment, academic difficulties, + physical health problems
33
4 phases of model for building romantic relationship
initiation phase status phase affection phase bonding phase
34
initiation phase
1st phase of early romantic relationships when adolescents begin to notice + become comfortable with others perceived as sexually attractive
35
status phase
2nd phase of early romantic relationships where crowd + status influence how adolescent couple develops follows elkind's idea of imaginary audience couple gets to know each other then either moves closer or terminates relationship
36
4 components of problematic internet use
excessive use - losing sense of time + neglecting basic needs withdrawal - feeling angry, tense and/or depressed when computer is unavailable obsession - needing better equipment, more computer software, or more hrs on internet negative consequences - lying, social isolation, fatigue, poor achievement
37
affection phase
3rd phase early romantic relationships where emphasis shifts away from influence of peers to development of meaningful connection betw 2 individs higher likelihood of sexual activity as they begin to communicate + express mutual romantic feeligns
38
bonding phase
4th/final phase early romantic relationships where relationship becomes characterized by high level of commitment + future orientation contains possibilities of remaining together with romantic partner for lifetime only after been together for reasonable amount of time + at age when commitment are meaningful
39
limitations of 4 phase early romantical relationships
doesn't specify actual ages associated with phases unclear what variables influence dissolution or resolution in event of dissatisfaction doesn't take into account homosexual attraction follows diff trajectory due to general lack of social acceptance
40
cass - 6 steps of homosexual attraction
identity confusion identity comparison identity tolerance identity acceptance identity pride identity synthesis
41
in 2013, what percent of police-reported incidents of intimate partner violence was due to dating violence
53% - greater than spousal violence @ 47%
42
what demographic have the highest rate of dating violence
young adults
43
teen dating violence
physical assault by boyfriend or girlfriend against his/her romantic partner that may include psychological and sexual violence
44
adolescents' romantic relationships are marked by
intesnse + shifting emotions
45
young offender
person < 18 yrs charged with a criminal offence likely be an adolescent who struggled with emotional or behavioural control for various complex reasons
46
3 key points where youth criminal justice act (now since 2003) differs from youth young offenders act
YCJA focuses on diverting youth away from court system thru community-based responses to non-violent offences + crime prevention programs YCJA aims to improve decision-making at all levels of justice system to ensure meaningful consequences that reinforce accountability + reduce use of custody YCJA introduces a simplified process for applying adult sentences to extremelty violent offenders (YCJA did away with young offenders term)
47
what kind of parental behaviours are likely to raise children who commit crimes?
parents who reject their children +/or don't supervise children especially for younger yrs, as parents have strongest influence on earliest yrs
48
% of chargable youth who are charaged has been
decreasing since YCJA was implemented in 2003
49
the more forms of abuse a particular child has exprienced, the more likely they are to
become delinquent
50
deviancy training
process whereby young offenders teach each other how to be even more deviant having an adult present + well-structured sessions may help reduce negative effects of group treatment
51
2 key strategies in process of emotion regulation
cognitive reappraisal expressive suppression (both challenges for adolescents)
52
cognitive reappraisal
ability to re-evaluate cause of an emotional state + mediate the response one reassesses emotion-causing situation
53
expressive suppression
emotion regulation strategy that inhibits one's emotional response without reducing level of emotion focus on suppressing emotional reponse tendency
54
young adults who choose appraisal over suppression appear to be
psychologically healthier than those who choose suppression ones tendency toward appraisal or suppression is related to temperament, family communication patterns + intelligence
55
emotion regulation is a
dynamic process that typically improves with age
56
ability to appraise situation + reduce need to suppress emotional responding
improves as one becomes more socially competent + less prone to emotionality
57
full-blow depression results when
negative + uncomfortable emotions overwhelm adolescent
58
risk of depression for adolescents is
high
59
what proportion of adolescents reports depressive disorder?
1/4 females are more likely to experience depression
60
causes of depression in adolescence vary greatly but include
genetic vulnerability, family dysfunction, cognitive attribution style, adolescents's explanation of causes of behaviour + events also physiological cahnges
61
adolescents are particularly sensitive about stigma of
seeing a therapist + getting treatment for depression but less concerned than other age groups about using antidepressant medications
62
best long-term prognosis for depression arises from combination of
medication + therapy
63
fully-blown depressive disorder is diagnosed when person experiences
5 or more symptoms every day for at least 2 wks
64
9 symptoms of depression
depressed mood - feelings of sadness, emptiness + hopelessness dec interest in most activities significant weight loss without dieting or significant weight gain insomnia or excessive tiredness observable restlessness or psychomotor retardation (appearing slowed down) loss of energy/fatigue feeling worthless or excessive guilt diminished concentration or persistent indecisiveness recurrent thoughts of death, suicidal thoughts, or suicide attempt
65
what kind of risk is associated with antidepressants?
suicide not approved for patients < 18yrs
66
males outnumber females in completed suicides, but
females attempt suicide more frequently males - firearms females - hanging + overdosing
67
inc risk of suicide in
gay people + racial minorities
68
suicidal ideation
continued obsession with thoughts of suicide including methods, time, + place of suicide high rates in minorities + mixed race - especially 9th grade females
69
what is more common than adolescent suicide?
non-suicidal self-injury deliberate self-injury with no suicidal intent for prupose of self-punishing, managing negative emotions, or communicating personal distress depressive symptoms consistently associated often self-cutting

PSYC228 (16 decks)

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