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PSY3105-Psych of Adolescence > Week 12: Challenges and Positive Prospects > Flashcards

Week 12: Challenges and Positive Prospects Flashcards

1
Q

What is the time of adolescence for?

A

“trying things out” (alcohol, weed, etc…)
drops off in early adulthood and “grow out of it”

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2
Q

What are 2 kinds of problems?

A
  1. Internalized problems
  2. Externalized problems
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3
Q

What are internalized problems and provide an example?

A
  • turning one’s difficulties inward toward the self
  • tend to be overcontrolled
  • more common in girls
    ex: depression, anxiety, eating disorders
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4
Q

What are externalized problems and provide an example?

A
  • turning one’s difficulties toward the external world
  • tend to be under controlled
  • more common in boys
  • ex: agression, deliquency, anti-social behaviours, substance abuse
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5
Q

What is deliquency?

A

can refer to a wide variety of actions by juveniles that violate the law
include status offences (running away from home, drinking under age, violating curfew, etc…)

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6
Q

what type of crime is of most concern in adolescence?

A

Index crimes

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7
Q

What 2 categories do index crimes consist of?

A
  1. violent –> rape, murder, aggravated assault
  2. property –> burglary, arson, car theft
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8
Q

What ethnic population is most likely to be targeted to some offence in USA?

A

racialized youth

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9
Q

In canada, what ethnic population is more likely to be targeted in offence?

A

Indigenous youth

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10
Q

What are two types of persistences in delinquency?

A
  1. Life course-persistent offender
  2. Adolescent-limited offender
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11
Q

What is a Life course-persistent offender ?

A

adolescent whose antisocial behaviour first appears in childhood and CONTINUES into adulthood
- repetitive
- more impulsive, restless, trouble controlling anger, come from bad home environments

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12
Q

What is an Adolescent-limited offender?

A
  • only involved in the antisocial behaviour in adolescence
  • GROWS OUT of behaviours
  • usually due to less parental monitoring
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13
Q

What are 4 characteristics that make an adolescent more likely to be delinquent?

A
  1. specific gene not being able to metabolize a neurotransmitter involved in self-control
  2. Hormonal system function –> consistently low cortisol levels or lots of stress throwing cortisol out of whack
  3. learning disabilities
  4. hostile attribution bias
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14
Q

What is hostile attribution bias?

A

a tendency to interpret ambiguous cues and situations as a reflecting hostile intent and to repsond aggressively to them quickly

ex:
a person with a high level of hostile attribution bias might see two people laughing together and make the assumption that they are laughing about them

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15
Q

Do peers and families have an impact on whether an adolescent is delinquent? If so, why?

A

YES!
- if peers are delinquent, then they are at greater risk of being deviant too
- family poverty, families being more coercive, or a family conflict all increase risk of delinquency in child

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16
Q

Are there youth gangs in Canada? If so, what are they?

A

YES
young people who:
- self-identify as a group
- perceived by others as a distinct group
- involved in a lot of delinquent incidents that produce negative responses from community and police

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17
Q

Why is it easy to recruit for a youth gang at this age?

A

big stage of development and looking for identity!

at this age they go for people who are vulnerable and looking for a sense of community

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18
Q

What is the difference between substance use that is “recreational” vs “instrumental”?

A

recreational = done for the sake of feeling the effects of the substance (“for fun” or “to just get drunk”)

instrumental = a way of reaching some socially acceptable goal

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19
Q

What is the difference between substance use that is “licit” vs “illicit”?

A

licit = legal to do (ex: like drinking coffee)

illicit = NOT legal to do (ex: alcohol is NOT legal under age of 19 in Ontario)

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20
Q

Are many adolescents in Canada drawn to substance use?

A

YES

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21
Q

What are “psychoactive substances”?

A

affect the user’s thoughts, feelings, and behaviour
could lead to a drug dependence –> bad withdrawl symptoms if trying to stop

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22
Q

What is the difference between the two eating disorders: Anorexia nervosa vs Bulimia?

A

Anorexia nervosa = a distorted view of one’s weight and body shape and an intense fear of getting fat —> leading to starving yourself

Bulimia = person alternates between binge overeating and purging

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23
Q

Does internalizing problems have a lasting impact on physical health children aged 8-20?

A

YES

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24
Q

What 2 populations are most likely to developing an eating disorder?

A
  1. females
  2. 2LGBTQS+ community
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25
Q

What are 3 common treatments for eating disorders?

A
  1. family therapy
  2. CBT
  3. DBT
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26
Q

What is the “diathesis stress model” of depression?

A

depression results from a combo of…
1. predisposing vulnerability (diathesis)
2. impact of negative events (stress)

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27
Q

What are 3 cognitive factors that are common in depression?

A
  1. learned helplessness (deep pessimistic attitude that results in not doing anything because “you are not going to succeed anyways”)
  2. Rumination (always dwelling on negative events)
  3. hopelessness (see negative events as uncontrollable)
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28
Q

Can anxiety be a normal emotional and physiological response to potential threats?

A

YES

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29
Q

What is the most common anxiety?

A

generalized anxiety disorder

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30
Q

What is generalized anxiety disorder?

A

a condition of excessive worry about everyday issues and situations for at least 6 months

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31
Q

Are the levels of anxiety rising in Canada for adolescents?

A

YES!

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32
Q

What are the 3 additional factors of immigrant youth that could cause them to internalize their problems more?

A
  1. higher number of traumatic events exposed to
  2. higher peer problems and lower prosocial behaviours
  3. barriers accessing mental health supports
33
Q

Immigrant youth do not show substantial resilience. true or false

A

FALSE
- they do! –> they have protective factors! (peer and social support, religious beliefs, integration into host community)

34
Q

What is the second leading cause of death among Canadian adolescents?

A

suicide

35
Q

What are two populations that are most likely to have highest rates of suicide in Canada?

A
  1. 2LGBTOS+
  2. Indigenous youth
36
Q

What indigenous ethnicity has the highest rate of suicide in the world?

A

Inuit

37
Q

What are some risk factors to suicide?

A
  • an earlier, unsuccessful attempt
    -trauma
  • depression
  • poverty
  • lonliness
  • bullying
  • racism
  • suicide attempt by family member
38
Q

What are therapy options for suicide and what is the key to treatment?

A
  1. family
  2. CBT
  3. DBT

key –> support, coping, and caring

39
Q

What is the shift in focus for treating adolescents problems?

A

focus on understanding, educating, and engaging with children in productive activities rather than correcting, curing or treating them

40
Q

What is stress?

A

a physical, hormonal, and psychological response to the perception of danger or threat

41
Q

During puberty, does the body become more or less sensitive to stress?

A

more sensitive

42
Q

Are teens at greater risk for the negative consequences of threats?

A

YES

43
Q

What is coping?

A

the various ways adolescents develop to handle situations that create stress

44
Q

What are two processes that are linked to coping?

A
  1. impulsive “hot” system
  2. “cool” regulatory system
45
Q

What does the impulsive “hot” system do in coping?

A

reacts to acute situations almost AUTOMATICALLY

46
Q

What does the “cool” regulatory system do in coping?

A

plans, guides, and organizes the response to the situation

47
Q

What are two types of coping?

A
  1. Problem-focused
  2. Emotion - focused
48
Q

What is problem-focused coping and provide an example?

A
  • confronting situation and trying to manage it
  • trying to manage a stressful situation by analyzing it and mobilizing the means to change it in a positive direction

ex: creating a to do list to manage the stressful situation of having a lot of assignments due

49
Q

What is emotion-focused coping and provide an example?

A

trying to manage the negative psychological effects of a stressful situation that does not seem open to being changed
- minimizing importance of situation, seeing causes as external and temporary

ex: journaling –> instead of trying to meet new people, you might journal when you feel lonely to try to process what you’re feeling

50
Q

what are 3 sources of coping?

A
  1. temperament
  2. gender and gender identity
  3. leisure activites
51
Q

What is the difference in gender for coping strategies?

A

higher femininity = prefer emotion focused

higher masculinity = prefer problem focused

52
Q

What is the difference between “avoidance type coping” vs “active coping” in leisure activities?

A

avoidance type = use leisure to avoid dealing directly with stressful demands

active coping = using the physical activity itself to deal with or manage stressful demands

53
Q

Can experiences and relationships with parents play a role in coping abilities?

A

YES

54
Q

What can parents do for coping?

A
  • can shield children from stressors and teach them to learn from bad experiences
  • can provide emotional and practical support
55
Q

What parenting style is effective for coping of adolescents?

A

authoritative

56
Q

What is the self-determination theory in terms of parenting and coping?

A

autonomy supportive parenting fulfills 3 basic psychological needs (autonomy, competence, relatedness)

57
Q

What type of teaching is most effective for coping of students?

A

autonomy supportive teaching

58
Q

What is resilience?

A

the capacity to develop normally and positively under difficult conditions

59
Q

Can school play an important role in fostering resilience?

A

YES

60
Q

Risk factors have been linked to emergence of problems during adolesence. true or false

A

TRUE

61
Q

What are the “5 C’s of thriving”?

A
  1. Competence
  2. Confidence
  3. Character
  4. Connection
  5. Caring
62
Q

What does “competence” mean for what it takes to thrive?

A

being aware that one can act effectively in specific domains

63
Q

What does “confidence” mean for what it takes to thrive?

A

internal sense of overall positive self-worth and self-efficacy

64
Q

What does “character” mean for what it takes to thrive?

A

having respect for social and cultural values

65
Q

What does “connection” mean for what it takes to thrive?

A

developing positive bonds with others

  • leads to exchanges in which both parties contribute to the growth of the relationship
66
Q

What does “caring” mean for what it takes to thrive?

A

having a sense of sympathy and compassion for others

67
Q

Is thriving a dynamic process?

A

YES

68
Q

What is an “adaptive developmental regulation”?

A

interaction between individual and context that promotes changes in both

results in a sense of well-being in the present

overtime promotes THRIVING and POSITIVE thoughts into adulthood

69
Q

What are some personal resources that help adolescents develop positively and thrive?

A

⚬ Critical thinking
⚬ Positive self-regard
⚬ Emotional self-regulation
⚬ Coping skills
⚬ Conflict resolution skills
⚬ Mastery motivation
⚬ Sense of self-efficacy
⚬ A sense of responsibility for the self
⚬ Optimism coupled with realism
⚬ Positive personal identity
⚬ Desire to plan for the future
⚬ Sense of purpose in life

70
Q

Do different settings and contexts have different behaviours towards thriving?

A

YES

71
Q

What are some external resources that promote positive development depending on the context?

A

⚬ Physical and psychological safety
⚬ Appropriate structure
⚬ Supportive relationship
⚬ Opportunity to belong
⚬ Positive social norms
⚬ Support for efficacy and mattering
⚬ Opportunity for skill building
⚬ Integration of efforts

72
Q

What are 3 examples of external resources that promote a positive development in adolescence?

A
  1. Structured activities that include positive
    sustained relationships between teens and
    adults, activities that build competencies,
    and ways to use skills
  2. Schools –> sense of membership
  3. neighbourhoods –> make
    physical and institutional resources accessible and
    welcoming (libraries, sports facilities, community centers)
73
Q

what is initiative?

A

the ability to motivate oneself to strive toward a
challenging goal

74
Q

What is interest?

A

a quality that focuses attention on certain activities and motivates the person to engage in them

75
Q

What is engagement?

A

an outcome when teens see themselves as active and
welcome participants in the development of their community

76
Q

What is the pursuit of happiness?

A
  • living a life that is good for one to live

may include the pursuit of:
- pleasure
- meaning
- engagement

77
Q

What is hope?

A

the capacity to imagine a better life to, to want it, and to believe in the possibility that it can be achieved

78
Q

Are many of the challenges in adolescence the same as emerging adulthood but just more added freedom?

A

YES

79
Q

What does emerging adulthood look like?

A
  • cognition: postformal thinking
  • Family: Moving out, closer relationship with
    parents
  • School & Work: jobs, post-secondary education
  • Identity: continuous development
  • Intimacy: hooking up, dating, marriage

PSY3105-Psych of Adolescence (9 decks)

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