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;
43 Cards in this Set
- Front
- Back
Autosociality
|
pre-school years, self-centered
|
|
Homosociality
|
elementary years, spending time with children of same sex
|
|
Heterosociality
|
teen and adult years, find pleasure with relationships of both sexes
|
|
Bullying
|
unprovoked agressive behavior that is intended to hurt another person
|
|
Relational aggression
|
using friends to hurt another person or keep them in line
|
|
Reputational aggression
|
spreading rumors or lies to hurt someone's reputation
|
|
Primary reason for teen marriage
|
pregnancy
|
|
Cliques
|
relatively small, tightly knit groups of friends that spend a lot or even all of their time together
|
|
Liaisons
|
individuals who have friends from several cliques but belong to one
|
|
School subsystems
|
academic, activities, friendship
|
|
Academic subsystem
|
the formal system, driven by administrators and teachers, rank by class (freshman to seniors)
|
|
Activities subsystem
|
the semiformal system, athletics, clubs, organizations driven by adults as well as students
|
|
Friendship
|
the informal system, no adult sponsorship, the most important subsystem for teens
|
|
How many hours a day do teens listen to music?
|
a little over 3 hours per day
|
|
Lawrence Kohlberg
|
pioneer of research related to moral development, preconventional morality, conventional morality, postconventional morality
|
|
Preconventional morality
|
ego-centric stage, primarily motivated by self-interest, avoid punishment and personal gain, younger children
|
|
Conventional morality
|
law and order, act in ways to gain approval of others, desire to conform to social expectations, obeying traffic laws
|
|
Postconventional morality
|
very few reach this, highest level, adherence to universal principals, equality, human dignity, freedom, concerned with serving the greater good
|
|
Carol Gilligan
|
a colleague of Kohlberg, emphasized research, agrees with levels of Kohlberg but assigns different meanings to these levels
|
|
Types of moral education
|
inculcation, moral development, values clarification, analysis, action learning
|
|
Inculcation
|
teaches students to accept specific moral values such as respect, responsibility, caring
|
|
Moral development
|
an approach to moral education which grew out of Kohlberg's work; this approach uses moral dilemmas to promote higher-level reasoning
|
|
Values clarification
|
concerned with the process not the content of values; helps students become aware of their own values and then be able to match their actions to their beliefs
|
|
Analysis
|
this approach teaches students to use critical thinking and reasoning when making moral decisions
|
|
Action learning
|
an approach emphasizing community service in order to facilitate the development of the connection between moral reasoning and moral action
|
|
Eli Ginzberg's Compromise with reality theory
|
a series of subdecisions made over time add up to a vocational choice
|
|
Three Stages of occupational choice according to Ginzberg
|
fantasy (up to age 11), tentative (11 to 17), realistic stage (age 17 plus)
|
|
Fantasy stage
|
up to age 11, age of childhood, choosing an occupation is based on imagination more than realistic expectation
|
|
Tentative stage
|
develop interests in certain areas, start to consider various job requirements
|
|
Realistic stage
|
explore career alternatives and narrow choices into a more specific decision
|
|
What is the primary class of jobs held by teens?
|
retail
|
|
Potential negatives of teen jobs
|
it can negatively impact health, educational experience, and other areas of life
lead to development of negative attitudes towards work may fund bad behavior by providing money for drugs or alcohol |
|
Potential positives of teen jobs
|
valuable life and career experience
provides income for teens provides time with peers gives teens a sense of responsibility and control |
|
Intent runaways
|
teens may be gone for long periods of time then return home, or they may run away and never return home
|
|
Throwaways
|
teen parents have actively encouraged them to leave or have them thrown out of the home
|
|
juvenile delinquency
|
violation of the law by a juvenile (most state laws say that a juvenile is a person under 18 years of age)
|
|
Five most common features of successful youth development programs
|
- enhance academic, social, and vocational competence
- instill self confidence and promote self esteem - foster strong relationships between adolescents and adult mentors and also teen peers - build character and instill positive values - promote caring and compassion for others |
|
Three most commonly used drugs in adolescents
|
alcohol, tobacco, marijuana
|
|
Four categories of drugs
|
narcotics, stimulants, depressants, hallucinogens
|
|
Narcotics
|
opiate based drugs that depress the central nervous system, thus relieving pain and causing sleep
opium, morphine, codeine, heroin |
|
Stimulants
|
drugs that energize the central nervous system; cocaine, amphetamines, methamphetamine, ritalin, adderall
|
|
Depressants
|
drugs that slow or depress the functioning of the central nervous system; barbiturates, inhalants, alcohol, valium, date rate drugs
|
|
Hallucinogens
|
drugs that act on the central nervous system to alter perception and state of consciousness, causing hallucinations; marijuana and LSD
|