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Flashcards in Second midterm Deck (60)
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1
Q

Who are the main influencers in teens lives?

A

Despite flocking to social networking sites in unprecedented numbers, research confirms that adolescents continue to be influenced primarily by their families rather than their peers and other social contexts.

2
Q

is there emotional distance between teens and

parents?

A

There is little emotional distance between parents and adolescents (unlike stereotypes)
Most Teens
– feel close to parents
– respect parents’ judgment
– feel loved by parents
– respect parents as individuals
Most families with problems started before adolescence

3
Q

What is the generation gap?

A

In reality, parents and teens have similar beliefs about core values (religion, work, education).

However, differences in opinions for matters of personal taste (style of dress, music preferences, leisure activities)

4
Q

What kinds of things to teens and parents fight about?

A

Mundane issue (curfews, leisure time activities, clothing, cleanliness of their rooms)
• Disagreements stem from different perspectives on issues and violations of expectations
Adolescents rarely rebel
– accept parents’ rules when they agree issue is moral one • cheating on a test
– less inclined to accept parents’ authority when they view issue as personal • what to wear to a party
Adolescents make distinctions between rules that they think their parents have a right to make
rules that they think are out of bounds

5
Q

What is the relationship of a teen and their mother?

A

Teens tend to be closer to, spend more time with, feel more comfortable talking to, and fight more often with their mothers

6
Q

What is the relationship of a teen and their father?

A

Fathers may be sought for objective information (homework help) rarely sought for support or guidance (help with boyfriend problems)

7
Q

What is a parental responsiveness?

A

Degree to which parent responds to child’s needs in an accepting, supportive manner

8
Q

What is parental demandingness?

A

Degree to which parent expects/demands mature, responsible behavior from the child

9
Q

What are two critical aspects (dimensions) of parenting:

A

Parental responsiveness and parental demandingness.

10
Q

What are some characteristics of Authoritative Parenting?

A

Style: Encouraging, warm, nurturing, constructive
Punishment: explains consequences and reasoning behind them
Communication: give-and- take, positive feedback, praise, open-ended
Results: children often cheerful and outgoing, achievement oriented and strive to meet their goals,
cope well with stress and have good relationships with peers.
-Authoritative parents use equality to explain their demands and the reasons behind them- more willing to go to them for help and comforting
-feel a better sense of trust and belonging
-are cooperative and understand why we need rules and consequences.

11
Q

What are some characteristics of Authoritarian Parenting

A

Style: Restrictive, controlling, demanding
Punishment: Frequent spanking, shows anger
Communication: Little verbal exchange or sayings such as, “you do it my way or else”. Enforces rules but does not explain them
Result: Children of Authoritarian parents are often anxious, unhappy and fearful
do not initiate in activities with others
weak communication skills

12
Q

What are the characteristics on neglectful parenting?

A

Style: Uninvolved

Punishment: Few cases of punishment due to un- involvement

Communication:
Little communication which leads to the child’s sense that parents’ other aspects or life are much more important.

Result: Children of Authoritarian parents are often socially incompetent, lack of self-control, low self-esteem, immature, and are not successful with independence

13
Q

Examples of Neglectful Parenting…

A

A neglectful parent always puts his/her needs and wants as first priority. Usually experiencing financial, emotional and social stress, neglectful parents are unable to encourage, teach or enable their children.
Involvement in addictive behaviors and lack of support or friendship can oftentimes leave children of neglectful parents with loneliness, fear and anxiety.

14
Q

What are some characteristics of Indulgent/Permissive Parenting?

A

Style: Highly involved with children but place few demands or controls on them

Punishment: Allow children to do as they please

Communication: Parent’s believe this will foster a creative, confident child. Overindulge verbally and materialistically

Result: These children will rarely learn respect for others and have difficulty controlling their behavior. Might be domineering, egocentric, and non- compliant, Responsive but undemanding
• Oftentimes create children who are demanding and selfish rather than loving and supportive
• Children typically possess good self-esteem and excellent social skills but can be less motivated in school because they are not held accountable for their own behavior
• Children are often impulsive, aggressive and lack independence

15
Q

How to encourage autonomy?

A

Adolescents permitted to assert opinions within family context that is secure and loving develop:

  1. higher self-esteem
  2. more mature coping abilities

Adolescents whose autonomy is squelched
– Risk developing depression & low self- esteem
Adolescents who do not feel connected
– more likely to develop behavior problems

16
Q

Behavioural genetics

A

Behavioral genetics asks to what extent a given trait is genetically vs. environmentally determined
• Interaction between genes and environment
• Two types of environmental influences
– shared environmental influences
– nonshared environmental influences

17
Q

Behavioral Genetics: Why Are Siblings So Different?

A

Siblings may have very different family experiences treated differently by parents
perceive similar experiences in different ways
Unequal treatment often creates conflict among siblings, but most (75%) treatment is not differential

18
Q

Effects of Divorce

A

Children differ in their vulnerability to effects of divorce
• In general, immediate problems relatively more common among:
– boys
– younger children
– children with a difficult temperament
– children who do not have supportive relationships with adults outside the immediate family

19
Q

Effects of economic strain and poverty on families

A

Parents under financial stress are harsher, more inconsistent, less involved
• Adolescents living in these conditions have greater risk of – psychological difficulties
– problem behaviors

20
Q

Effects in foster care

A

Adolescents who have spent extensive time in foster care are at an increased risk for emotional and behavioral problems
– Could be due to a variety of reasons
• abuse or neglect
• Instability in home environment

21
Q

What are peer groups?

A
  • Groups of people roughly same age
  • Over half of adolescents’ waking hours spent with peers
  • 15% of waking hours spent with adults
  • Adolescents’ moods most positive when with friends
22
Q

What are the origins of adolescent peer groups

A

Age grading in public school - If high school was a luxury – few went
- Friendships based on high school not prominent till 20th cent

23
Q

Where is the proportion of adolescents the highest? the lowest?

A

Proportion of population that is adolescent varies around world — highest in developing countries, especially Arab world and lowest in highly industrialized countries, like Japan

24
Q

Some believe age segregation has led to a separate youth culture…Is this a problem?

A

Negative effects on adolescents - young people maintain attitudes/values different from the rest of society. Others believe that industrialization and modernization has made peer groups more important. Adults alone no longer, adequately prepare youth for the future,
peer groups are vital socializing agents

25
Q

What are some statistics about how teens spend their time

A

Less time spent with parents
Boys spend more time alone than girls
Groups begin to function more often without adult supervision
increasingly more contact with peers with opposite-sex friends
Adolescence - emergence of larger collectives of peers, or crowds

26
Q

What is a clique?

A
Small groups (2to12 individuals)
– defined by common activities or simply by friendship (e.g., having known each other for a long time)
27
Q

What is a crowd?

A

– larger,more vaguely defined groups, based on reputation
– Jocks, brains, nerds, druggies, punks, populars
– Membership based on reputation or stereotype (not actual friendship)
Crowds change over-time, become:
- More differentiated
- More permeable
- Less hierarchal
Allow freedom to change crowd to enhance status

28
Q

How are crowds a reference points:

A

– Crowds contribute to definition of norms and standards for such things as clothing, leisure activities, and tastes in music
– Provide basis for adolescent’s own identity
Changes of the importance of the crowd = changes in teens suseptability to peer pressure

29
Q

Adolescent behavior is affected by crowds in at least four ways:

A
  1. Youth imitate behavior of high-status peers
  2. Crowds establish social norms (values and expectations)
  3. Crowds reinforce social norms
  4. When adolescents are reinforced for following a crowd’s norm, they feel better about themselves, and further incorporate their crowd membership identity
30
Q

Cliques typically are composed of people of:

A

– same age
– same race/ethnicity
– same socioeconomic background
– same sex – at least during early and middle adolescence

31
Q

3 factors are important for determining clique membership

A

– orientation toward school
– orientation toward the teen culture
– involvement in antisocial activity

32
Q

What are some characteristics of gangs?

A

Gangs: antisocial peer groups that are identified by name and common symbols
– members are at greater risk for many types of problems (ex: antisocial behavior, psychological distress, exposure to violence, victimization)
– members tend to be more isolated from their family, to have more emotional and behavioral problems, and to have poorer self-conceptions

33
Q

Characteristics of Deviant peer groups

A

Antisocial, aggressive adolescents gravitate toward

each other

34
Q

What is the role of family in friendship choice?

A

– parents socialize certain traits
– predispose teens toward certain crowds
– crowds reward them for the traits that led them there in the first place
– traits are strengthened

Antisocial peers reinforce antisocial traits

35
Q

How well did group-based interventions for antisocial teens work?

A

They had latrogenic effects – undesirable consequences of well-intentioned treatments Examples:
• medicine making illness worse instead of better
• group-based interventions allowing antisocial teens to get ideas about delinquency from other antisocial teens (teach each other to be more effective delinquents)

36
Q

Similarity between friends: selection or socialization?

A
Antisocial activities (delinquency or drug use)-
it appears as if “birds of a feather flock together” (selection).
Peer influence stronger for day-to-day preferences than for risky behaviors that worry parents.

Selection - somewhat stronger factor as far as delinquency and gang memberships concerned.
Selection and socialization about equally influential when it comes to drug use

37
Q

How stable are friendships over time?

A

– moderate stability
– more stable during later years of high school
– actual composition of teens’ cliques may shift
- defining characteristics of clique do not

38
Q

Two forms of popularity:

A
  1. Sociometric popularity refers to how well-liked someone is
  2. Perceived popularity refers to how much status, or prestige, someone has
39
Q

Three types of unpopular adolescents:

A
  1. Those who have problems controlling aggression (“reactive” aggression)
    • fights with other students, bullies others –
  2. withdrawn
    • exceedingly shy, anxious, and inhibited
    • victims of bullying
  3. aggressive and withdrawn
    • hostile, but nervous about initiating friendships
40
Q

Some teenagers are popular and aggressive:

A

– adolescents who use instrumental aggression (as opposed to reactive aggression) are more popular
– sometimes identified as “tough”
– extremely aggressive, physically competent, and average or below average in friendliness, competence, and shyness

41
Q

What is the difference in boys and girls when it come to aggression?

A

• Boys are more physically aggressive than
girls
• Girls also act aggressively toward peers, but often engage in relational aggression
– ruin a reputation
– disrupt a friendship

• Hostile attributional bias
– plays central role in aggressive behavior of rejected adolescent

42
Q

What are the Consequences of Rejection?

A

• Being unpopular has negative consequences for an adolescent’s mental health and psychological development:
• depression
• behavior problems
• academic difficulties
Consequences might differ for rejected youth who are aggressive versus those who are withdrawn.
Those who are both aggressive and withdrawn are at the greatest risk.

43
Q

What is the impact of Victimization and Harassment?

A

• Unpopular youth may lack the social skills and social understanding necessary to be popular with peers
– easy targets for bullying
– creates a cycle of teasing, feeling less
socially adept, leading to more bullying
– blame themselves for their victimization
• Victimization can lead to lower earnings as an adult because of the cyclical nature of bullying

Depressed adolescents - frequently harassed and picked on by others - leads them to be rejected by their peers
Most pernicious effects of victimization
undermines feelings of academic competence, academic performance and school engagement
has cascading effects well beyond adolescence (even after taking into account background factors)

44
Q

What are two ways that peer harassment can be experienced?

A

Peer harassment can be experienced
1. directly (as a victim)
2. indirectly (witnessing someone else be victimized)
• These two different experiences of victimization can have similar and dissimilar effects

45
Q

Who is more likely to be bullied?

A

Rates of bullying vary considerably from country to country. Bullying is more prevalent in countries with greater income inequality.
Adolescents who come from less affluent families are more likely to be bullied.

46
Q

How common is cyberbullying?

A

• Cyberbullying (occurs over Internet)
– less common than in-person harassment
– approximately 11% of adolescents report being victim of online harassment
• Types of bullying are correlated
– victims of traditional bullying are also
bullied online
– perpetrators of traditional bullying also engage in cyberbullying

47
Q

Four categories of how victims react to bullying:

A
– passive
– support-seeking
– aggressive
– those who do little of everything
• Those who do nothing (passive) report best outcomes
48
Q

Teens with poor peer relationships are more likely to (4 things):

A
  1. be low achievers in school
  2. drop out of high school
  3. show higher rates of delinquent behavior
  4. suffer from emotional and mental health problems as adults
49
Q

In promoting normal development, peers do 6 different things:

A
  1. Provide models and feedback in regard to identity
  2. Influence self-image
  3. Assist development of autonomy
  4. Provide context for decision-making skills
  5. Interact in intimate and sexual relationships
  6. Influence one another regarding achievement
50
Q

What are some typical characteristics of a teens leisure time?

A

• more time in leisure activities than in “productive” activities
• more time alone than with family members; prefers to be with friends
• more hours per week at part-time jobs than on homework
• Spends < 5 hours per week on homework
– students in Asian countries spend 4 to 5 hours per day on homework
Been decline in amount of time adolescents spend in paid jobs and an increase in amount of time they devote to leisure activities

51
Q

What are two reasons that there is an abundance of free time?

A
  1. compulsory schooling

2. post–World War II affluence

52
Q

Why do fewer teens have jobs now than any time in history?

A

Bad economy, more demands from schools, expanding universe of leisure activities

53
Q

What are the drawbacks of most teen jobs?

A
  • Few permit independent behavior or decision making
  • Little instruction is received from supervisors
  • Skills learned in school rarely used at work
  • Jobs often are repetitive or boring, sometimes stressful, leading to injury and accidents
54
Q

What is premature affluence?

A

Few save most spend money they make…they don’t learn to manage money.

55
Q

How many hours per week negatively impact teens?

A

Working 20+ hours/week may negatively affect school performance and engagement

56
Q

Working long hours is related to:

A

– being absent from school
– spending less time on homework
– earning slightly lower grades
Intensive employment may even increase likelihood of dropping out of school

57
Q

What are the Differential Impact of Work?

A
  • middle class: working associated with problem behaviors

* poor youth: working may not lead to problem behavior

58
Q

What is the Leisure Experience Sampling Method (ESM)

A

Adolescents carry pagers and booklets; teens respond to questions each time their pager beeps.
• Results indicated that:
– moods are generally most positive when they are with their friends; least positive when they are alone
– moods when they are with their family fall somewhere in between
– between grades 5 and 9, adolescents’ moods while with friends become more positive
– moods while with their family become more negative between grades 5 and 7 and then rise between grades 8 and 9
• Difficult to study adolescents moods because individuals’ emotions change throughout day

59
Q

What are some Positive Impacts of Extracurricular Participation?

A

Studies indicate participation in extracurricular activities
• improves students’ performance in school
• reduces likelihood of dropping out
• deters delinquency
• reduces drug use
• decreases other types of risk taking
– participation may also enhance students’ psychological well- being and social status

60
Q

What is the Routine Activity Theory?

A

Routine Activity Theory is the combination of lack of structure, socializing with peers, and absence of adult supervision can lead to delinquency and problem behaviors. Delinquency is more common on weekday afternoons than at any other time