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PSY3105-Psych of Adolescence > Week 10: Self-identity and Intimacy > Flashcards

Week 10: Self-identity and Intimacy Flashcards

1
Q

What are the two sides of self according to William James?

A
  1. I = the experiencing subject
  2. Me = beliefs about oneself as object
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2
Q

What is the self?

A

combo of physical and psychological attributes that are unique to the individual

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3
Q

Does your sense of self develop early or late?

A

Early

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4
Q

Towards adolescence, what do self-descriptions begin to contain more of and provide an example:

A
  • psychological terms
    ex: I am a good listener, I try to be helpful
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5
Q

What is self-concept?

A

organized set of thoughts, ideas, and perceptions that people hold about themselves

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6
Q

Does the self concept of an adolescent become more complex, differentiated, abstract, and integrated?

A

YES

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7
Q

What can emerge from self-concepts in adolescence?

A

start the think of “possible selves” –> thinking of yourself in ____ amount of years

plays a role in planning, setting priorities, and slef-regulation

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8
Q

During integration process of the self, can characteristics clash?

A

YES

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9
Q

What is known as the “looking glass self”?

A

we find out about ourselves by observing the way others respond to use in our interactions

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10
Q

What is known as the “generalized other”?

A

a person’s internalized summary of the ways others have responded to him or her in social interactions

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11
Q

What is self esteem?

A

set of positive or negative evaluations and feelings that people hold about themselves

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12
Q

What is baseline self esteem?

A

a level of positive or negative feelings about the self that is fairly STABLE overtime

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13
Q

What is barometric self esteem?

A

temporary changes in positive or negative feelings about the self that occur in response to particular incidents
ex: stumbling over a word in front of the class –> drops self esteem temporarily

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14
Q

What is the number one factor that contributes most strongly to self esteem?

A

Physical appearance

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15
Q

What is the second factor that contributes the most strongly to self esteem?

A

social acceptance

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16
Q

Does social acceptance of classmates or close friends have more of an influence over self esteem?

A

Classmates!

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17
Q

What can low self esteem lead to?

A
  • low school achievement
  • high aggression levels
  • antisocial behaviour
  • depression
    -many more!
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18
Q

What is “identity” defined as?

A

psychological structure that gives people a sense of personal continuity across situations and across their individual history

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19
Q

What is Erik Eriksons “Identity vs Identity Diffusion” theory?

A

we set off an “identity crisis” to help us navigate and find our true identity

sets of questioning the beliefs that were passed down by parents

believed all teens should explore and experiment

could lead to a “psychosocial Moratorium”

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20
Q

What is a psychosocial moratorium?

A

when you are constantly exploring but nothing is sticking
“jack of all trades” but nothing vibes with them
- yes to exploration, no to committment

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21
Q

What is “identity foreclosure” and give an example?

A
  • not given the freedom to experiment and explore
  • thought of questioning the certainties of childhood identification is very threatening
  • no exploration, yes committment
    ex: my dad is a banker so I am going to be a banker
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22
Q

What is “identity diffusion” and provide an example?

A

reflects a failure to construct a coherent sense of self

  • psychologically paralyzed by so many options
  • No exploration, no committment

ex: the people who say “fuck it” and give up because they believe they aren’t going anywhere

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23
Q

How do people escape identity diffusion?

A

adopt a negative identity:(

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24
Q

What is Marcia’s theory and 4 categories of identity status?

A

involves the elements of:
- commitment –> choosing a belief or course of action and making a personal investment in it
- exploration in identity –> examining alternatives in a particular area of activity

  1. Identity diffusion
  2. identity foreclosure
  3. identity exploration
  4. Identity achievement
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25
Q

What is an example of identity achievement?

A

yes to exploring
yes to committing

finding your niche as a student of what I want to do and committing to exploring it further (I like OT, therefore I am going to go and explore it)

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26
Q

What is identity diffusion in Marcia’s Theory?

A

someone neither explores identity issues or commits

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27
Q

What is identity foreclosure in Marcia’s theory?

A

someone makes a committment without exploring

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28
Q

What is moratorium in Marcia’s Theory?

A

in the process of exploration but has not made committments

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29
Q

What are Berzonsky’s 3 identity styles?

A
  1. Diffuse-avoidant
  2. Normative
  3. Informational
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30
Q

What is the identity style “diffuse-avoidant” and what parenting approach and identity status is it linked to?

A
  • avoid dealing with personal problems, conflicts and decisions by putting them off
  • let situational demands dictate what they do
  • parenting approach: Permissive parents
  • identity status: Diffusion
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31
Q

What is the identity style “Normative” and what parenting approach and identity status is it linked to?

A

-conscientious and agreeable
- low tolerance for ambiguity (lots of variation)
- high need for structure –> taking lead from parents
- parenting approach: Authoritarian
- identity status: Foreclosed

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32
Q

What is the identity style “informational” and what parenting approach and identity status is it linked to?

A
  • looks skeptically at their own views
  • suspends judgement
  • reevaluates conclusions about themselves
  • parenting approach: Authoritative
  • identity status: Achieved
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33
Q

What are indigenous peoples perspective on identity?

A

personal identity is embedded deeply in their spiritual and cultural identity

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34
Q

What are the 2 distinct phases of moral development based on Piaget?

A
  1. 2-7 years old –> moral realism/heteronomous morality
  2. 7-10 years old –> moral relativism/ autonomous morality
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35
Q

What is moral realism/heteronomous morality?

A

“a rule is a rule”

36
Q

What is moral relativism/autonomous morality?

A

We can sometimes break the rules –> understand that rules can CHANGE

37
Q

How many stages of moral development in Kohlbergs theory consists of ?

A

three!
1. Preconventional
2. Conventional
3. Post conventional
see slide 19

38
Q

Why does Freud believe we should be moral?

A

builds tension between what individuals want and what society requires

39
Q

Why does Hoffman believe we should be moral?

A

empathy drives moral responses

40
Q

Why does Bandura believe we should be moral?

A

our parents play a role as our models to see what is morally right and wrong

41
Q

What is moral identity?

A

individuals see acting morally as a central part of their sense of self
strong moral identity = more likely to act in accrod with their moral judgements and beliefs

42
Q

What is one main source of moral identity?

A

moral exemplars –> people you look up to in morals to see what is right or wrong
ex: parents, siblings, peers, teachers, coaches, etc…

43
Q

Are friendships a central feature of social interaction?

A

YES

44
Q

Is friendship seen as a protective factor in adolescence?

A

YES

45
Q

in adolescence what 3 things take importance in friendships?

A
  • mutual trust
  • warmth
  • understanding
46
Q

What is intimacy?

A

an emotional sense of attachment to someone with whom one shares personal knoweldge and concern for each other’s well-being

does NOT have to be romantic!!

47
Q

What 3 theories are there on how friendships develop?

A
  1. Sullivan
  2. Erikson
  3. Bowlby
48
Q

What does Sullivan think about friendship?

A
  • all children pass through sequential stages
  • at each stage, social needs must be met to move to the next
  • if needs are not met, left with feelings of interpersonal insecurity and anxiety
49
Q

In adolescence, what are the 3 stages and each of their social needs and Key relationships ?

A
  1. Preadolescence (9-12) —> Intimacy —> Same-sex friend
  2. Early adolescence (12-16)–> Sexuality –> Romantic Partner
  3. Late adolescence (16 - adult)–> Integration into adult society —> significant adults (long term relationship)
50
Q

What does Eriksons theory on friendship talk about?

A
  • having a psychosocial crisis —> intimacy vs isolation

-main challenge : may take on the identity of the other while trying to find our own identity!!!

51
Q

What was Bowlby’s theory on friendship?

A
  • has to do with attachment styles we experienced as babies with our parents having an impact on developing our internal working models
52
Q

What are the 3 attachment styles in Bowlby’s theory and there results?

A
  1. Secure —> healthy attitude towards relationships
  2. Anxious-avoidant —> hold back from getting into close relationships out of fear of rejection/failure
  3. Anxious-ambivalent/preoccupied —> lots of insecurity, clingy, desperate to form close relationships but then may undermine them with over-involvement

CAN CHANGE BASED ON EXPERIENCES

53
Q

As a child, who are most of your friends?

A

common interests, activities, ways of thinking

“birds with feathers flock together”

54
Q

As an adolescent, who are most of your friends?

A

similar list of social and demographic characteristics (SES, sex, background, religion, school achievements, habits, activities, etc…)

55
Q

What 8 things are friends good for?

A
  1. Support **
  2. guidance
  3. growth and learning
  4. companionship
  5. intimacy
  6. warmth
  7. assistance
  8. acceptance
56
Q

Can self-esteem effect the quality of friendhips?

A

YES

57
Q

What type of adolescents may have a distorted view of friendships?

A

socially anxious adolescents!

58
Q

What benefits are there to high quality relationships?

A
  1. self-esteem
  2. greater involvement in school
  3. higher social acceptance
  4. protection against victimization and negative impacts of victimization
59
Q

In early adolescence, what does romance consist of?

A

recreation and status needs

60
Q

In later adolescence, what does romance consist of?

A

companionship and intimacy

61
Q

What are the 4 courses of romance?

A
  1. Initial infatuation
  2. Affiliative relationships
  3. Intimate relationships
  4. Committed relationships
62
Q

What is Initial infatuation?

A

“crushes” in adolescence
combines physical attraction but lacks real interaction or intimacy

63
Q

What is affiliative relationships?

A

casual dating in a context that emphasizes companionship with partners and peers as much as a passionate connection (mixed gender groups)

64
Q

What is intimate relationships?

A

shifts to couples
peer groups become less important as a social context or source of evaluation of one’s parnter or relationship
grade 11 and 12

65
Q

What is committed relationships?

A

toward end of adolescence
combo of all 3 (intimate, passion, affiliated) but all joined by COMMITTMENT

66
Q

what are 3 things that are apart of Sternberg’s theory of Love triangle (look at slide 43)?

A
  1. Intimacy
  2. Passion
  3. Commitment
67
Q

What is a sexual minority?

A

those whose sexual orientation is other than exclusive heterosexual

68
Q

What is sexual orientation?

A

the sexual attraction a person feels toward those of the same or other sex

69
Q

Do queer adolescents face more negative impacts of dating than most other teens?

A

YES
- dissaproval from others
- increased risk of dating violence
- lack of inclusive sex education

70
Q

What can Teen dating violence consist of?

A
  • physical violence
  • sexual violence
  • pyschological aggression

type of intimate partner violence

71
Q

Teen dating violence is likely to lead to depression, anxiety, unhealthy behaviours, antisocial behaviours, suicide ideation . True or false

A

True

72
Q

Are breakups a major cause of depression in girls or boys more?

A

girls

73
Q

What are some things that can play out from a breakup?

A
  • feel like this source of comfort, self-esteem, and pleasure is gone
  • more played out on public stage (deleting posts on insta)
  • initiator has less stress
74
Q

Can many factors influence the quality of an adolescent’s romantic relationships?

A

YES

75
Q

Can sex change the relations between peers and parents?

A

YES

76
Q

Are there societal differences around sex?

A

YES

77
Q

How does a restrictive society see sex?

A

forbid anything sexual before marriage
keep boys and girls apart at a young age

78
Q

How does a semi-restrictive society see sex?

A

frown adolescent sexual activity but generally do not enforce prohibitions rigourously

79
Q

How does a permissive society see sex?

A

expect children and adolescents to be active sexually

80
Q

How does a western society see sex?

A

features persuasive sex messages that target adolescent sexual activity

81
Q

Is adolescent sexuality treated as a source of problems or an integral part of development (especially for girls)?

A

treated as a source of problems

82
Q

Can sexting be normal intimate communication as long as its safe?

A

YES

83
Q

IS there many risks with sexting?

A

YES
- sexual objectification
- sexual violence
- risky sexual behaviour
- bullying

84
Q

How do we reduce risk with sexting (x4)?

A
  • have a safer sexting approach
    1. resist peer pressure and make conscious decisions yourself
    2. build a safe environment
    3. moral discourse about sharing (what is right and wrong)
    4. educate!
85
Q

Does everyone follow the sex education curriculum at schools?

A

NO
- some were not trained
- some did not implement it
- some just taught absistence or condom use

86
Q

What are 4 risks of Adolescent sex?

A
  1. STIs
  2. HIV/AIDS
  3. risky behaviours
  4. Teen pregnancy

PSY3105-Psych of Adolescence (9 decks)

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