Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
71 Cards in this Set
- Front
- Back
|
The typical adolescent begins dating
|
12-14
|
|
|
Order of dating patterns
|
Same gender groups (happenstance), social gatherings, mixed-group, pairs
|
|
|
Reasons for dating
|
Recreation, Learning, status, companionship, intimacy, courtship
|
|
|
Three Dimensions of Sternberg's theory
|
Passion, Intimacy, Commitment
|
|
|
Seven forms of love
|
Liking, Infatuation, Empty, Romantic, Companionate, Fatuous, Consummate
|
|
|
Liking
|
No passion or commitment just intimacy
|
|
|
Infatuation
|
Passion but no commitment or intimacy
|
|
|
Empty Love
|
No passion or Intimacy only commitment
|
|
|
Romantic Love
|
Passion and Intimacy, no Commitment
|
|
|
Companionate
|
No passion but Intimacy and commitment
|
|
|
Fatuous
|
No Intimacy but plenty of Passion and Commitment
|
|
|
Consummate love
|
all dimensions are fulfilled
|
|
|
Adult attachment styles
|
Secure, Ambivalent, Avoidant
|
|
|
Secure
|
comfortable and secure
|
|
|
Ambivalent
|
Clingy, scared
|
|
|
Avoidant
|
Not worthy of love, push away
|
|
|
How stable is cohabitation
|
Not, 1/10 don't make it 5 years
|
|
|
% of 16, 18 year olds who have had intercourse?
|
40%, 67%
|
|
|
Sexual Progression
|
Masturbation, Kissing, Touching/Necking, Sexual Intercourse
|
|
|
Virgins engaging in sexual behavior
|
25% oral, 30% petting
|
|
|
Sexual Culture Beliefs
|
Restrictive, semi- and permissive
|
|
|
Risk factors for early sex
|
Parent-child conflict, Divorce, Peers, Drug Use
|
|
|
Stats for Homosexuality
|
10-15% report it; 3% declare it
|
|
|
Suicide Rate for Homosexuality
|
10x more likely
|
|
|
How can parents curb early sexual acts
|
Communication, parental monitoring, Closeness
|
|
|
Pregnancy stats
|
Slowly declining, 35% abortions, 5% adoption, 40% spontaneous abortion
|
|
|
Negatives for teen moms
|
2x more likely to drop out, less likely to be employed or attend college after high school, less likely for marriage, more likely to divorce
|
|
|
Negatives for children birthed by teen moms
|
Premature, LBW, behavioral issues, poverty
|
|
|
Sex Ed
|
Neither work, parents need to talk to kids, comprehensive does not lead to more sexual activity
|
|
|
Criteria for adulthood
|
Accepting responsibility, making ind. decisions, financial independence
|
|
|
Characteristics of EA
|
identity exploration, instability, self-focused, in-between, possibilities.
|
|
|
Gender intensification
|
Gender differences are more pronounced due to intensified roles
|
|
|
Androgyny
|
both male and female traits
|
|
|
4 influences on gender socialization
|
Parents (Fathers), Peers (big one), media, culture
|
|
|
Traditional views of manhood
|
achieved, provide, protect, procreate
|
|
|
How prolific is pornography?
|
Most frequently searched topic, 70 million porn related searched (25% of total), $100 billion worldwide $15 billion in U.S.
|
|
|
Stats for porn and adolescents
|
50% of adolescents learn about sex online, 25% or ados see it unwantingly (80% college), 42% of 10-17 exposed 2/3 didn't want it, Retrospectively 93% of boys, 62% of girls, exposed. 38% of males 16-17 viewing porn delibrately (8% females)
|
|
|
Typical porn viewer
|
over 14, socially marginal, less commitment to family, less prosocial, less school commitment, depression likely
|
|
|
What happens as adolescents view porn?
|
rec sex, female objectification, lower sexual satisfaction long-term
|
|
|
Acceptability of Pornography (project READY)
|
66.5% of males, 48.7% of females
|
|
|
Use of Pornography
|
National sample M=86.1 some 49 once or more per week F=31% some 3% once or more per week
LDS M= 36% some 9.5% habit F=2.3% some .3% habit |
|
|
Porn affects women more than men
|
True, women believe they must be objects, generally look worse than men who use
|
|
|
Piaget's moral stages
|
Heteronomous 5-10 Autonomous 10-12
|
|
|
Kohlberg Level 1
|
Preconventional; rules are external, morality is self-serving, "right" is what you can get away with or what is self-satisfying
|
|
|
K stage 1
|
Heteronomous; good/bad depends on consequences, act isn't wrong if undetected, authority
|
|
|
K stage 2
|
Individualism; conform to rules ot avoid punishment and gain rewards, motivated by benefits
|
|
|
K Level 2
|
Conventional; strive to obey rules/ norms, motivated by social praise and blame-avoidance, stems from ability to take POV of others
|
|
|
K Stage 3
|
Interpersonal Conformity; goodness/badness of act depends on whether it helps, actions evaluated based on intent
|
|
|
K Stage 4
|
consider POV of several others, motivated by what is seen as rules that benefit the most people, or a social order worth preserving, upholds rules to avoid censure and guilt over not doing "one's duty".
|
|
|
K Level 3
|
Postconventional; Right and wrong based on broad principles of justice that may conflict with written laws and authority
|
|
|
Stage 5
|
Social Contract; belief in laws but only as far as they express/promote the rights and values of humans
|
|
|
Stage 6
|
Universal Ethical Principles; right and wrong based on self-chosen ethical principles of conscience; abstract guidelines of universal justice transcend laws, person is able to take on POV of diff people (musical chairs), ats guided by values of justice, dignity, equality, principles upheld to avoid self condemnation.
|
|
|
Problems with Kohlberg
|
Cultural/Gender bias, Does moral reasoning predict moral behavior? r=.25, stages are not sequential, nor does hypothetical reasoning have the same results as reality, complexity/ gravity of the situation
|
|
|
World views approach: Autonomy
|
Autonomy: can do what you want as long as it doesn't hurt others.
|
|
|
World views approach: Community
|
Responsibilities of roles in family, community are basis for moral judgements
|
|
|
Positive results from volunteering
|
higher personal competence, ed. goals, high ideals, greater desire to help, greater sense of social resp. parents also volunteer
|
|
|
Prosocial moral reasoning
|
Hedonistic, Needs oriented, stereotyped, self-reflective, internalized
|
|
|
Hedonistic
|
self-focused, more concerned with self-oriented consequences than moral considerations. Reasons for helping include direct gain or reciprocity (young children)
|
|
|
Need-oriented
|
express concern for others' needs even if they conflict with own needs. Expressed in simple terms without expression of sympathy or reference to guilt. Predominant in preschool or early elementary
|
|
|
Approval
|
stereotyped images of good and bad persons and behaviors and consideration of other's approval or acceptance are used in justifying prosocial behaviors. Some elementary and high school students
|
|
|
Self-Reflective empathy
|
sympathy responding or role taking, concern with humanness, and/or guilt or positive affect related to actions. Mostly older elementary and many high school students
|
|
|
Strongly internalized
|
Positive or negative affect related to maintenance of self-respect for living up to one's own values. Predominant mode for only a minority of high school and no elementary.
|
|
|
Bystander effect
|
someone else will help
|
|
|
How do moods affect prosocial behavior
|
good mood: usually help bad mood: may help to get some benefit. Neutral: will not help.
|
|
|
Who are we most likely to help?
|
People who look like ourselves
|
|
|
What are external influences on prosocial behavior?
|
Parents, modeling/direct instruction, opportunities for participation, school (character ed.)
|
|
|
Piaget's cognitive stages
|
Sensorimotor, preoperational (symbolic representation) concrete operations, formal operations
|
|
|
Criticisms of formal operational
|
individual differences in the attainment of formal operations and cultural basis
|
|
|
4 tools for processing info
|
Attention, memory, speed, automaticity
|
|
|
ED prevention
|
learn the truth, critical consumer of media, own your own body, develop identity and sprituality
|
|
|
Different types of studies
|
Longitudinal, cross-sequential, cross-sectional, experimental, quasi-experimental, correlational, ethnography, survey (beeper).
|
