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;
11 Cards in this Set
- Front
- Back
|
reorganization of social life- 4 changes |
1. increase in peer interaction relative to family/adult interaction 2. peer interaction apart from adult guidance/control (extend contacts beyond the local neighbor hood, and avoid adult supervision) 3. gender reorientation; seek members of opposite sex 4. increase in size of peer group, increase in intensity of friendship |
|
|
what is the importance of loyalty, intimacy, and self-disclosing conversations for adolescent friendships |
common interest, self-disclosing conversations, loyalty, and intimacy are important factors for adolescent friendship; proximity is no longer sufficient enough |
|
|
what are the gender differences in adolescent friendships |
adolescent girls' friendships are more intense than boys'; adolescent boys' friendships re less close, but more numerous; girls want friends in whom they can confide; boys what friends to support them when they get in trouble/need help |
|
|
what is a clique |
group of several young people that remains small enough so that members regularly interact; choose to be apart of |
|
|
what is a reputation-based crowd |
groups whose members may or may not be friends but whoa re perceived to share common behavior, interests, beliefs, and values; don't necessarily choose this group and the labels that come with it; ex- jocks, stoners, preppies, brains, loners, etc |
|
|
what is identity formation |
identity formation- the search for true self, creating a unified sense of self; identity- unique and consistent self definition; integrate individual and social self into a single identity |
|
|
what are the two factors essential to a mature identity |
1. crisis/exploration- actively examine future opportunities in life (examine choices parents have made, search for alternatives that are personally satisfying) 2. commitment- process by which adolescents commit to the goals, values, and beliefs they have adopted |
|
|
identity achievement |
crisis/exploration and commitment are both present; person understands who he or she is as a unique individual; reconsider goals set by parents and culture; actively pursue goals; optimal path |
|
|
foreclosure |
adolescent never goes through identity crisis/exploration; yet commit to identity; adopts parent's or culture's view wholeheartedly without question; premature identity formation; does not result in a mature identity |
|
|
moratorium |
adolescent has identity crisis/exploration but does NOT arrive at a decision (no commitment); exploring alternative without making final identity choices; identity crisis; not an optimal path; emotionally invested and actively experimenting, but just can't commit to a choice |
|
|
identity diffusion |
adolescent tries out several identities without being able to settle on one; does not seem to know or care about identity; cynical attitude towards whole process |
