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124 Cards in this Set
- Front
- Back
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Parent-child influences |
Bidirectional effects -children not only are affected by their parents but affect the parents in return Ex: cheer parents up when they are down, influence each other,if you are down- affects parents |
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Emotional transmission |
Transmission of affect (feelings, emotions) from one family member to another |
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Second-hand emotions |
1) negative affect pass quicker than positive ones Ex: dad came home and took work out on family (work stress) -not as many women working 2) new research-mom takes out work stress-free has housework to do in addition to career 3) passing on marital stress- mom & dad equally 4) second-hand emotions- stressed-passed on to someone- emotion changes Ex: you feel my emotion but experience it differently -mom is stressed-kid is scared -dad comes home stressed-mom is worried-kid is sad (mom & kid are second-hand) |
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Differential parenting |
Parent's behaviors often differ toward siblings within the same family Ex: gender- more strict with daughter |
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Nonshared environmental influences |
Siblings experience different family environments -what the kids experience -because individual differences-create nonshared environment |
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Adolescence is NOT associated with |
Familial "storm & stress" |
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Parents are a crucial source of 4 needs (no order) |
Love Support Protection Comfort |
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Who is most admired by adolescents? |
Parents (generally want to be like them) Teens think highly of parents |
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Who are adolescent's closest attachments? |
Parents Mom-daughter closest |
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Confident of reciprocity |
Confident that my parents love & care about me, admire me too "I love, care & admire my parents & I'm confident that they love, care & admire me." |
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Adolescents & their parents agree on much & have a great deal of respect for one another. |
True |
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Values |
Desirable, abstract goals that apply across situations; serve as guiding principles in people's lives Ex: education, family, honesty, being trustworthy, working hard |
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Research on values |
1) benevolence- being good 2) achievement- trying your best 3) universalism (respect for others, equality) 4) religion/spirituality |
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Value differences within adolescents |
Some are very conservative, some very liberal |
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Value differences between generations |
Not a lot of difference, parent-child Why? - shaped by your parents- some commonality hanging on through generations -social & cultural influences they share |
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Differences in preferences/ personal taste |
Alot of differences between generations -how you dress, music, tattoos, leisure activities Why? - peers are influencing you more, trends, fads - issues come from the little stuff |
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Daughters and sons: similarities |
Four areas: -Parents are similarly close to daughters and sons -similar and conflict -similar on the rules -similar level of activity -parents engaging about the same amount
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Teenagers & parents: differences-how they interact with mothers |
5 findings -feel closer to mom -spend more time with Mom -more comfortable talking to Mom about personal problems -mom is more involved in their lives -more conflict with Mom |
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Teenagers & parents: differences-how they interact with fathers |
2 findings -consult with Dad about objective information (something is wrong with my car) -perceive dad as a distant authority figure |
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5 common patterns in adolescent's relationships with their siblings |
1) caregiver relationship-acting in parental role (older sibling-usually female) 2) buddy relationship- like each other, feel like friends 3) critical relationship- belittling, bashing, being mean 4) rival relationship- competition 5) casual relationship- emotionally distant, acquaintance relationship, not angry just not close |
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Adolescent sibling relationships are (overall) emotionally charged |
Intense feelings about relationship -negative: conflict & rivalry -positive: nurturance & support |
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What does sibling conflict do from childhood to early adolescence? |
Increases |
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Patterns of change in sibling conflict |
-more negativity with siblings than with peers -less effective conflict resolution than with parents (ability to work things out) -more egalitarian with siblings -more distant with siblings -less emotionally intense relationship as you get older |
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Same-sex dyads |
From early to mid adolescence intimacy increases and then declines a bit |
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Mixed-sex dyads |
From early to mid adolescence intimacy declines and then increases |
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By late adolescence mixed-sex are closer than same-sex dyads. |
True |
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As siblings leave home and become emerging adults |
Relationships become closer for both dyads |
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Overall pattern of sibling relationships through adolescence |
Buddy and critical |
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Conflict with parents increases sharply in early adolescence and remains high for several years. |
True |
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Rebelliousness is associated with adolescent's what? |
Participation in decision-making -who owns the decision? |
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Why is conflict in adolescence especially frequent and intense between mothers and daughters? |
Speak to each other more- more conflict |
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Parent-child conflict is NOT universal or typical in all cultures. |
True |
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3 factors of parent-child conflict |
-focusing on the family as interdependent -a goal of family harmony -parental authority |
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U.S. majority culture parenting style |
Authoritative-demandingness & warmth Key characteristic: talk through conflict, have a discussion Goal: the child's independence |
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Traditional parenting style- Asian Americans |
Filial piety- (daughters/sons) (devotion/duties) Ex: "I will honor, obey my parents, elders." |
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Traditional parenting style-Latinos |
Respeto/familismo- intense closeness, love for family -don't question your parents Ex: how they speak to each other (very lovingly) |
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Traditional parenting style- African-Americans |
Strong family ties/loyalty-kin networks Ex: not always related, "auntie's", "cousins" -tradition, heritage, pride |
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Parent-child conflict issues |
-moral: lying to parents, shady behavior, hiding things on social media -conventional: norms within the family,manners, doing chores, don't swear in front of parents, no phone at dinner table, curfew -friendship: dating, spending time with friends, parents want to know who you are with, how much time spent -personal: how "allowance" spent, how you spend the money, personal preferences (music, dress) - prudential: smoking cigarettes, your health and well-being, don't drink, don't drive fast, you need to sleep more |
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Top 2 conflict issues |
Prudential & friendship |
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Conflict responses- parents |
-conventional: family behavior standards, "image", what other "good" families are doing, want you to be known as respectable, "As my child you will not dress that way" -pragmatic (practical): consequences (the big consequences), end up in jail, dead -authoritarian: reference to authority & punishment, parents are the boss & they will decide punishment, mom & dad's conservative, not big consequences, grounded not dead |
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Top 2 conflict responses from parents |
Conventional & authoritarian |
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Conflict responses- adolescents |
-conventional: peer behavioral standards, want to be like our friends, "everyone is doing it." -pragmatic (not actually practical): needs (new phone, new clothes), need my space, need to go to that party to be popular -personal: adolescents' domain; self-expression "My tattoo is who I am.", "This is my life, my body." |
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Top conflict response- adolescents |
Pragmatic |
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When does conflict with parents decrease substantially? |
Only in late adolescence and emerging adulthood *Decreases in frequency *Increases in intensity |
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Typically relationships between parents and emerging adults improve once the young person leaves home. |
True |
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3 most common reasons for leaving home |
-college/military -cohabitating with partner -need for independence |
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Emerging adults report greater closeness & fewer negative feelings toward their parents after moving. |
True |
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3 reasons for getting along better with parents |
-no more daily friction -more control over the frequency and timing of interactions with parents -more control over your own daily life |
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Since 1880, ____ across all ethnicities have been more likely than ____ to live in their parents home. |
Men, women |
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Staying at home is ____ common among Latinos blacks and Native Americans than among white Americans. |
More Why? Interdependence |
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Boomerang kids |
Emerging adults who move out of their parents house and after a period of independence, return |
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Nearly half of American emerging adults "return to the nest" to live at least once after they leave. |
True |
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4 reasons for emerging adults to "return to the nest" |
-graduated / dropped out of college -military service finished -divorce / break up -realities of living on your own, freedom is expensive |
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3 reasons for the increasing trend to live at home with parents |
-economy (money is tight few jobs) -pushing off marriage, waiting -educational attainment (less than college degree, hard to live on your own) |
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Friendships |
Similarity in: -age -gender -educational orientation (same level, going to college or not) -media & leisure preference (music, same shows) - participation in risk behavior ("good kids" or"bad kids" -ethnicity (more segregated as we get older) |
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Friendship patterns-girls |
-early adolescent: focus on activities that bring friends together (Sports, Girl Scouts, youth group) -mid adolescent girls are concerned with the personal quality of friends and want friends they can trust (feeling anxiety about trusting them, could be competition) -intimacy begins to grow, self-disclosure -late adolescent girls focus more on personalities- looking for a personality that is complimenting to mine (more friends are of the opposite sex, seeing them as people and their personalities not just romantic objects) |
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Friendship patterns: both |
Guys friendships tend to last longer -girls view their friendships more positively -girls report their friendships as more stressful -girls have higher expectations for their friendships |
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Friendship patterns: boys |
-early adolescent boys are centered on shared activities -mid adolescent boys friendships are as close emotionally as girls friendships but involve less discussion of feelings (looking for loyalty, stay in this for life) |
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Adolescents experiment with new behaviors (new music, wear makeup, risky behavior, good behavior) with friends and discover new things about themselves |
-trying to figure out who we are, what's cool?, testing new behaviors |
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The psychosocial task in early adolescence is one of forming a group identity more than of achieving a personal identity. |
Want to conform to a group of peers, don't want to be the weird kid -"not sure what I'm about, but want to fit in." |
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Friends: support and nurturance |
-informational support: advice, guidance, talk support -instrumental support: hands-on, practical support, -study together, lending, borrowing, helping with tasks, physically helping -companionship support: "I want someone there with me." sit with at lunch, go to game with, can't go alone -esteem support: emotional support, consoling (when things aren't going well) and congratulating |
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Cliques |
-small groups of friends who know each other well -do things together and form a regular social group -daily activities through school day and after -tend to be same sex and age -spend most time with -have a group identity |
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Crowds |
-larger reputation-based groups of adolescents who are not necessarily friends and do not necessarily spend time together -some variation and age, mixed-sex -who we spend time with on the weekend, less time -social categories |
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5 reputation-based groups |
-elites (popular kids) -athletes -academics (nerds) -deviants (bad kids) -other (normals and nobodies) |
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Crowd structure: middle school-early adolescence |
Less differentiated, 2 main groups: in-crowd & out-crowd |
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Crowd structures: early high school-mid-adolescence |
Becomes more differentiated, more influential |
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Crowd structures: later high school- late adolescence |
-become yet more differentiated -more niches for people to "fit into" -less hierarchical & less influential |
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Peer groups regulate the pace (timing) of socialization |
Those who fall too far behind or move too far ahead of their friends are dropped from the group -too far behind-ex: senior excited about going to the dance, friends think they are for freshmen; you're not driving, everyone else is -too far ahead- ex: sophomore-"lost my virginity", friend doesn't like it |
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Liasons |
Socially active and in several cliques, "social butterflies" -allowed to bounce from group to group |
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Isolates |
Have a few friends and are not part of the social network |
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Social preference |
How much others like you |
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Social prestige |
How much others look up to you -overall people like and look up to the popular kids |
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Popular adolescent often used physical or relation aggression to achieve and maintain their status within the group |
-physical: fighting, putting people in a locker or a trash can -relational: damaging relationships between friends, teachers, etc. spreading rumors, gossip, ruining someone's reputation, -can also ostracize, exclude someone & encourage exclusion- not inviting someone to a party, not just spreading rumors |
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Neglected adolescents |
Have difficulty making and maintaining friends due to their poor social skills -may fail to approach others because of their negative self image -they are trying, but they are awkward -unique feature: they have moments where they can be accepted, only moments, their skills or talents are coming out |
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Rejected adolescents |
Engage in few prosocial behaviors (sharing, cooperating, waiting your turn) & appear to lack social skills that would help them to get along better with peers, maybe aggressive if provoked Ex: "loners",can be mean and scary when provoked |
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Average adolescents |
-more friendly and cooperative then rejected or neglected peers -similar social skills as popular adolescent, normal just not popular |
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Controversial adolescents |
-tend to be confident, sociable and socially skilled , may be aggressive and more likely to engage in problem behaviors -getting into trouble, tend to be a group of boys, people like them but always getting into mischief - mow you down if you got in the way of their fun or giving them a hard time -could be bullies, but not always |
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Reasons for dating |
recreation learning status companionship intimacy courtship |
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Recreation |
The act of going on dates is fun -fun and enjoyment ex: meeting a new person, having fun on a date, the idea of dating is fun |
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Learning |
Practicing dating interaction skills ex: how to act, what you do on a date, who you like to date, Hug or kiss on the first date? |
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Status |
Impressing peers Ex: have to date someone rich or popular, smart |
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Companionship |
Not to be confused with recreation -sharing pleasurable activities -ex: you have certain activities that you like, traveling, hiking -go out with someone to hike with them -wanting person to do things with |
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Intimacy |
-establishing a close emotional relationship -ex: want a close bond, not to happy with parents, friends are okay, want someone closer tell secrets to |
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Courtship |
-seeking a steady partner -just want to be with a person, not about the activity, "they're always in relationship with somebody" |
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Top 3 reasons adolescents like to date *order matters* |
1)Recreation 2)Intimacy 3)Status |
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Top 3 reasons emerging adults/college students like to date |
1) intimacy 2) companionship 3) recreation |
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Proactive script |
You initiate, take the lead, -social: norms we follow for initial dates |
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Proactive script: males |
-initiate the date: guy ask the girl out -decide where to go: guys have an idea of what they're going to do on the date, dinner, movie, has a plan -control the public domain: guy is going to pay for everything, guy picks you up, holds the door open, guy on outside of sidewalk -initiate sexual contact: hug, kiss, holding hands, guy makes the move |
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Reactive script: females |
-responding, following -accept or decline the date: yes, no, "too busy", "I have plans." -prepare for the date in the private domain: at home doing hair, makeup, shaving, picking outfit -responding to the male's gestures in the public domain: being thankful, appreciative, praising, "you're so thoughtful." -responding to his sexual initiatives: gate keep, "No don't touch me.", decide how far to open the gate |
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Consensual validation |
-people like to find in others an agreement or consensus with their own characteristics -finding this consensus supports or validates their own way of looking at the world |
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People of all ages tend to have romantic relationships with people who are similar to them in characteristics such as... (order not important) |
Intelligence social class ethnic background religious beliefs physical attractiveness |
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Brown's Model of Adolescent Love |
In adolescence peers play a big role in love life, Initiation phase status phase affection phase bonding phase Key feature: role friends play |
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Initiation phase |
-first tentative exploration of love, usually superficial, brief and often fraught with anxiety, fear and excitement -friend role: opinion (approval, disapproval) |
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Status phase |
-begin to gain confidence in their interaction skills with potential romantic partners -remain acutely aware of the evaluations of their friends and peers -if you want to know where things are going use your friend -friend role: messenger/don't want to lose your status (rejection) |
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Affection phase |
-adolescents come to know each other better and express deeper feelings for each other -beginning to engage in more extensive sexual activity -friend role: monitor; keeping an eye on him making sure he isn't cheating, -mediator, if conflict, friend mediates -spending less & less time with friend- friend may feel resentment |
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Bonding phase |
-usually occurs in emerging adulthood -the romantic relationship becomes more enduring and serious -partners begin to discuss the possibility of a lifelong commitment -friend role: confidant, needed to complain to or discuss relationship with -some of these will continue through life -girls may do this more than guys |
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Sternberg's Theory of Love |
Different types of love involve combining three fundamental qualities of love in different ways -3 fundamental qualities: -passion: physical attraction & sexual desire -intimacy: feelings of closeness & emotional attachment - commitment: the pledge to love someone long term |
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2 main types of adolescent love |
-infatuation (passion) -romantic love (intimacy+ passion) -quality both missing: commitment |
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Cohabitation |
Currently a young adults first still living arrangement with a romantic partner is more likely to be a cohabiting relationship then a marriage |
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Cohabitation is now experienced by at least what percentage of emerging adults? |
65% |
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In the U.S., cohabitation tends to be |
Brief and unstable |
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Alternative to marriage |
-couple who live together for an extended period of time with no plans to marry -"I don't believe in the institution of marriage." -outcome: successful together as long as a married couple, long-term |
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Engaged cohabitation |
-couples who become engaged before moving in together -outcome: successful, have made the commitment |
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Pre-engaged cohabitation |
-couples who become engaged after moving in together -outcome: left successful marriage |
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Alternative to being single |
Individuals who live together because neither wants to be alone or without a relationship -outcome: less successful marriage, may or may not get married |
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Cohabitation before marriage is related to _____ rather than ____ likelihood of later divorce. |
Higher, lower Why? Commitment isn't there, test and trial, testing moving in, testing getting married, hard to get out of testing mindset |
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Is cohabitation bad? |
-not sure if cohabitation is bad -alternative to marriage and engaged cooperation are good -other two are bad -cannot say overall is bad |
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Who is more likely to end the relationship? |
Women -Why? In charge of relationship maintenance, "know when it's over." |
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Who experiences relationship distress? |
rejected men-they are lacking intimacy, self-disclosure, emotional support network gone rejected women- social embarrassment, may feel that we failed or did something wrong |
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Who found it harder to accept the end of the romantic relationship & to stay friends? |
Rejected men: women must maintain harmony in relationships, want to be friends *Stalking- romantic harassment: trying to get back together with girl |
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What is the most common reason emerging adults give for breaking up? |
Lack of common interest |
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Sexual self: 3 dimensions |
Sexual self-esteem Sexual self-efficacy Sexual self image |
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Sexual self-esteem |
-perception of their worth as sexual beings -sexual appeal: "do other people find me sexually attractive?" "Am I hot or not?" -sexual adequacy: "do I know what I'm doing?" |
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Sexual self-efficacy |
-perception of control over sexual experiences -communication: "can I say yes if wanted, no if not?", express sexual inteny -contraception: "do I know how to use it & where to get it?" |
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Sexual self-image |
-beliefs about sexual needs -sexual experimentation: "how experimental do you want to be?" (Sex ranging from one way to 50 shades of grey) -level of commitment needed: ranges from "easy" to "we have to be married first." |
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Sexually naive |
-have little confidence in sexual attractiveness, feel no control over sexual situations Ex: virgin, no experience -student population: mostly younger girls |
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Sexually unassured |
-low self-esteem and little sense of control in sexual encounters, but interested in exploring their sexuality ex: horny high school boy -student population: younger boys |
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Sexually competent |
-confident of sex appeal and ability to control sexual situations, interested in exploring sexuality & were sexually experienced -average junior/ senior in high school -student population: older high school boys and girls |
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Sexually adventurous |
-have high levels of sexual arousal and interest in sexual exploration, have little anxiety and little relationship commitment -any opportunity, boys are ready -student population: older high school boys -"if it happens it happens." |
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Sexually driven |
-similar to sexually adventurous -unable to say no to sex -anything they do looking for sex goes to bars, concerts, class, to hook up -student population:older high school boys -competition, "how many people can I sleep with?" "in It to Win It." |
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Sexual orientation |
- a physiological predisposition toward patterns of emotional, romantic, sexual, or affectional attraction of varying degrees to members of one's sex, the other sex, both sexes, or neither sex -on a continuum, not categories |
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Romantic attraction |
Emotions/thoughts Ex: love, care, fantasies |
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Sexual behavior |
-actions Ex: kissing, sex |
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Sexual identity |
-not the same as sexual orientation -one important component of sexual identity is the understanding an individual holds about his or her sexual orientation |
