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57 Cards in this Set
- Front
- Back
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by what age are 40% of adolescents sexually active? |
16 and 18 |
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young adolescents are less likely to protect themselves in sexually situations than older adolescents? |
true |
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Many times health education classes in high school are too late? |
true |
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early sexual activity is associated with... |
-more permissive attitudes toward sex -experimentation with drugs and alcohol -minor delinquency -low levels of religious involvement -lower interest in academic achievement -a stronger orientation toward independence |
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where does sexual activity most often occur? |
-individuals homes -weekdays after school |
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what effects do parental monitoring/open communication have on adolescents? |
-depends on who it is and what is said -no effect on sexual activity -talk about contraceptions lowers rate or risky sex |
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adolescents are more likely to be sexually active when peers are? |
true |
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religious involvement deters sexual activity? |
true |
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reasons contraceptive don't get used... |
-not readily available -insufficient sex ed -psychological factors (biggest factor) (unplanned), dont understand seriousness and admit it was planned |
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pregnancy statistics? |
-each year, 750,000 American adol. pregnant -nearly 1/3 American females become pregnant by age 20 |
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more pregnancy stats? |
-50% birth family -5% adoption -33% abortion -15% miscarriage |
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what do we know about school programs on sex? |
- no effect on sex activity -small effect on contraceptive behavior -fails because: biological over emotional, changing knowledge, not behavior, and taught too late in high school |
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what is the current emphasis on in sex ed.? |
-responsible sex- contraceptives, stds, pregnancy -sexual abstinence- Children's Defense Fund posters, designed to discourage teen sex (1980's) |
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what were the results of past sex ed programs? |
none have been successful in changing the sexual behavior |
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Comprehensive Sex Education? |
-how to refuse unwanted sex -how to avoid unintended sex -motivate adol to engage in safe sex -community based health clinics- info on sex, pregnancy, contraceptives |
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what are some promising approaches to sex education? |
- life option discussions in the classroom -facilitating positive youth development than on preventing pregnancy or sexual activity -innovative programs |
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Two types of sex ed today? |
-comprehensive sex ed- kindergarten through high school, age appropriate, broad spectrum of sex ed- body image, safe sex, std's, contraceptives, etc. -abstinence only until marriage program- abstinence from all sex behaviors, no info on std's, contraceptives - most schools fall in the middle of the two programs |
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what is sex ed like in Sweden? |
-age 7 reproductive biology -10-12 contraceptives - teachers address as topic arises in any class -idea is to de-dramatize and demystify -Swedish adol.- sexually active earlier than in US -Swedish adol. pregnancy rate is one of the lowest in world. |
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depression stats? |
-affects 25% of teens regularly -clinical diagnosis- about 3% - more common among males prior to adol. females, after puberty |
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depression symptoms? |
-emotional- decreased enjoyment, low self esteem -cognitive- pessimism and hopelessness -motivational- apathy and boredom -physical- loss of appetite, sleeping difficulties, and loss of energy |
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why is diagnosing depression challenging? |
-often there are other psychosocial or behavioral problems -stereotyping results in failure to recognize genuine problems -a good rule of thumb- adol. that displays three or more signs of depression for 2 weeks, see professional |
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adolescent suicide stats? |
-approximately 5% boys to 10% girls have attempted suicide -about 10% boys and 20% girls have thought about it -rarely impulsive, usually have asked for help -more common among adults than adolescents |
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4 sets of risk factors for attempting suicide during adolescents? |
-having psychiatric problem, especially depression and substance abuse -history of suicide in the family -being under stress -experiencing family problems |
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causes of adolescent depression? |
likely to result from both environmental and biological factors -considering environmental stressors, depression is more common among adolescents who: come from high conflict homes, are unpopular, report more stress than typical adolescents. |
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what makes more adolescents more vulnerable to stress? |
-multiple stressors present -lack of resources- internal- high self esteem, competence, social skills, and external- close friends, warm and close family relationships -lack of effective coping skills- use secondary emotion focused rather than primary or problem focused coping |
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3 main categories of externalizing problems? |
-conduct disorder- persistent antisocial behavior that routinely violates the rights of others and leads to problems in social relationships, school,or work, bullies, fights, physically cruel to people/animals -aggression- behavior done to intentionally hurt someone, can be planned or reactive -juvenile offending- delinquency/criminal behavior, status offenses (truancy, running away) |
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progression of anti-social behavior? |
-authority conflicts-stubborn, rebellious, and disobedient (truancy, running away) -convert anti-social behavior- slyly committing mis-deeds (lying, stealing, vandalism) -overt antisocial behavior- aggression towards others (fighting, bullying, gang involvement, violent crimes) |
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adol. antisocial behavior... |
-generally begins in childhood -earlier it begins, more likely to persist -most serious criminal activity committed by majority of adol. |
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two types of adol. offenders? |
- life course persistent offenders- antisocial behavior before adol., delinquency during adol., great risk for cont. criminal activity in adulthood. -adol. limited offenders- engage in antisocial behavior only during adol. -these two types have very different causes and consequences |
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typical characteristics of adol. with antisocial behavior.. |
-psychologically troubled -male -poor -broken homes -disorganized families -hostile, inept, or neglectful parents -less parental monitoring -lacking self control, impulsive -history of antisocial behaviro -adhd -academic problems -history of peer relation problems -hostile attributional bias |
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prevention and treatment of antisocial behavior? |
-solid family relationships- careful monitoring -academic success -programs which teach (problem solving skills, socially acceptable behavior, anger managments, and resistance to peer pressure) -delinquency, not ignoring it |
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intervention programs may actually increase delinquency? |
true |
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occasional experimentation far exceeds enduring problem behavior? |
true |
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most of problem behavior has its roots in adolescence? |
false |
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for most adol. problem behavior persists throughout life? |
false |
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three broad categories of adol. problems are... |
-substance abuse -internalizing prob/beh -externalizing prob./beh. |
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many adol. experience comorbid problems such as: |
-anxiety and depression -substance abuse and alcohol |
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in general, adol. prob behaviors are related to an adol. lack of positive role models and |
impulse control |
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the three most commonly used substances are.. |
-alcohol -cigarettes -marijuana |
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what proportion of adol have tried alcohol, cigarettes and marijuana? |
-75 -45 -43 |
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the most common daily use substance is |
nicotine |
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studies indicate the drug of choice for adol. is |
alcohol |
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a troubling statistic is that experimenting with drugs is occuring at an earlier ages than in the past. most adol. begin substance abuse use not during high school but |
junior high school
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what do adol first experiment with and are labeled... |
-beer and marijuana -gateway drug |
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what problems are associated with substance absuse? |
-problems at school -distress and depression -unprotected sexual activity -drug abuse -as an adult: involvement in crime, physical health problems, unemployment, out of wedlock, child-bearing and substance abuse problems |
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which adol are most likely to become abusers? |
-psychological -familial -social/contextual |
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4 protective factors? |
-postitive mental health -high academic achievement -close family relationships -involvement in religious activities |
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2 common prevention/treatment types |
-indirect- target the substance use by enhancing psychological development or developing alternative activities/interests -direct- targeting of substance abuse by providing direct info based efforts and social skills training . -neither have worked successfully -most successful programs target the individual and his/her social environment |
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achievement? |
the development of motives, capabilities, interests, and behaviors that have to do with performance in evaluative situations, which includes; educational and performance and hopes and plans for future education and occupation. |
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what motivates adol to achieve? |
-need for achievement-extent to which an individual strives for success and is motivated to perform well.
-fear of failure- motivates some, hinders others |
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how does home environment influence achievement |
-directly related to parents expectations -authoratative parenting= linked to school success -quality of resources at home- positively impacts achievement- tv, computer, and newspaper |
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how do friends influence achievement? |
-depends on academic orientation of peer group- if value achievement, influences positively, if not, negatively
-influence day to day behaviors, and parents long term |
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how does SES impact achievement? |
-middle class and above- experience higher achievement than lower -more resources -more parental involvement -more likely to go to college |
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greatest predictor of occupational achievement? |
-number of years of schooling completed -each year of education increases likelihood of earning more money |
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grades and occupational success? |
-unrelated -A-C students- good jobs and good money |
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Super's Theory of the development of occupational plans? |
-suggests occupational plans develop in stages -childhood- fantasize about future jobs that are exciting, glamorous, or familiar - crystallization- (14-18)- formulate ideas about appropriate work, narrow choices -specification- (18-21)-choices further narrowed, specification direction within career is decided. |
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what most influences occupational choice? |
-parents/family-lesser influences- personality and work values, peers, labor market/employment opportunities, ideas about family/work (females)
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