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29 Cards in this Set
- Front
- Back
1. What are the reasons that adolescents engage in risk taking?
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• Underestimate dangers
• Look for peer acceptance / sense of belonging • Romanticize and identify with adult behavior (smoking and sex) • Feel alienated – sense of estrangement and loss … failure to cope • Media |
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2. On average, how many high school students have had sexual intercourse?
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Half
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Rates of abortion amongst pregnant teens
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40-45% get abortion
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Runaways - what are their characteristics?
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o Conflict within families
o Low self esteem o Depression o Poor interpersonal skills o Insecurity o Anxiousness o Impulsiveness o Little sense of control over life’s events |
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5. What are the ways we can think positively about youth? (search your lectures)
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• 3/5 of all teens between 12-17 are involved in service to their communities – volunteer work in public health, environment, public safety
• Promoting youth development requires helping adults to shift their paradigm about adolescence |
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6. Which communities are at high risk for initiating risk behavior? (and why?)
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• Low SES communities and neighborhood instability
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7. What is the difference between “early onset” (middle childhood) and “late onset” (teen) delinquency?
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• “Early onset”
o Middle childhood o Biological risk factors and child rearing practices combined • “Late onset” o Adolescence/puberty o Peer influences • Type of delinquent acts vary with age – adolescents violate curfews, smoke marijuana, drink alcohol, petty theft, vandalism, burglary, larceny |
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8. Strategies of community co-operation (collaborative communities lecture)
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• Coordinate a system of local services for children, youth and family
• Youth – parents (family) – community • Health, education, social and justice services provided to young people who may be moved from their home because of abuse, neglect, delinquency or special needs • Community includes socioeconomic characteristics of one’s neighborhood, service systems in community (including schools), religious organizations, the media, and people who live in the community • Ecological perspective – community characteristics have profound impact on adolescent development • Youth/community partnerships |
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Youth/community partnerships
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o Rebuilding communities is central to reinventing youth services… creating youth-empowering environments that offer young people the opportunity to …
• Experience feeling a part of supportive community • Meet needs for mastery of skills and tasks • Feel involved in determining their own future, while recognizing society’s need to control harmful behavior • Contribute to community o Cultivate good relations with local media to ensure organization’s positive efforts receive coverage o Connect with other youth-serving agencies to collaborate on strategies for promoting positive youth images o Conduct special community forums to educate people about need to shift away from funding categorical, problem-focused youth services to funding developmental opportunities for young people o Conduct local press conferences to share positive information about young people o Organize events at which youth are visible in the community in positive ways (ex. volunteering) |
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9. Socio-economic status (SES) and neighborhood stability
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• Links between low SES, adolescent delinquent and problem behavior may be due to lack of community interventions in poor neighborhoods to monitor youth activities
• High SES = positively associated with academic achievement, negatively associated with dropping out of school • Neighborhood instability linked with higher rates of substance abuse in young adolescents • Adolescent boys involved in criminal justice system who move to higher SES neighborhoods are less likely to be arrested again compared to those who remain in low SES environments |
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10. Depiction of teens in media
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• Primarily involved in delinquent behavior, risk-taking, etc.
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11. Who admits to episodic drinking?
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• Who drinks at parties, etc
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12. Suicide rates amongst adolescents – how prevalent is it?
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• Increasing in recent years
• 24% thought seriously about attempting suicide in past year • 18% made specific plan • 3rd leading cause of death among 15-19 year olds (14% of all deaths in age group) • Suicide peaks between 15 and 24 years • Every 90 min a young person commits suicide |
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13. Ethnic and racial differences in onset and rates of suicide
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• African Americans die by suicide a full decade before Caucasian Americans
o Suicidal ideation is similar to the general population o More black women than men report • Native Americans have highest suicide rate (large difference b/w tribes) o Navajos – close to national average o Apaches – 3 times as high as national average o More traditional tribes = lower rates |
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14. Depression categories
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a. Dysthymia
o Less severe form of depression, lasts much longer b. Adjustment disorder o Depressed mood brought on by stress, brief c. Major depressive disorder o Occurs when adolescents experience severe periods of depression lasting several weeks or more o Mean length: 6-9 months o Symptoms • Difficulty concentrating • Loss of pleasure • Slowed speech and movements • Vegetative signs: sleep, loss of appetite, weight changes o Risk factors • Developmental deficits • Family instability • Psychopathology and criminality in the biological family • Inhibited or under controlled temperaments in children |
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15. Ginzberg phases of development
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• Major theory of career development
• Factors influencing vocational choice o Personality o Family influences o Teachers o Gender stereotypes o Access to vocational information • Vocational preparation of non-college bound o 20% US, 15% Canada high school graduates do not continue o Many have limited job options o Often poorly prepared, lack vocational training (low level high school jobs) o Europe has model vocational training |
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16. Super’s self-concept theory
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• Major theory of career development
(1) Crystallization (2) Specification (3) Implementation (4) Stabilization (5) Consolidation |
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17. Holland’s personality theory
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• Major theory of career development
o Investigative o Social o Realistic o Artistic o Conventional o Enterprising |
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Left-brain oriented careers
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Left: Planners, Lawyers, Editors, Technologists, Writers, Bookkeepers, Critics, Management scientists, Administrators, Doctors, Authors, Tax experts, Researchers
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Right-brained orientated careers
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Policymakers
Artists Poets Sculptors Politicians Playwrights Musicians Philosophers Architects Clowns Cartoonists Entrepreneurs Dancers |
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19. Know 3 phases of vocational development – Ginzberg’s Theory
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(1) Fantasy Period
o Early and middle childhood o Fantasize about careers (2) Tentative Period o Ages 11-16 o Evaluate interests, abilities and values (3) Realistic Period o Late adolescence to adulthood o Explore careers and crystalize category |
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20. Characteristics of employed adolescents – what struggles do they face?
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• According to the 1996 Current Population Survey: Approximately 52% of youth ages 15-17 work in the retail sector (employed in department stores, grocery stores, restaurants, and retail stores) and 26% are employed in the service sector (working in education, recreation, health services, and private households)
• Characteristics o Look back at lecture and book o “who” • Effects o Paid work may limit time for leisure, school-related and volunteer activities o Young workers spend less time doing homework o Young workers are more likely to come to school tired and unprepared o May become more attached to unstructured leisure activity (going to parties, using drugs and alcohol, cruising around in cars) … more compatable with work schedule o Work hours during adolescence is positively associated with delinquency, substance abuse and sexual activity |
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21. Why are there so many “kids on the fringe”?
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• Factors associated with high numbers of kids on the fringes are
o Heightened level of personal freedom o Families with two working parents which leads to many latchkey children in our communities o Increased academic pressure o Cultural alienation (especially minority youth) |
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22. Guns/firearms and deaths in school
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• 77% of violent deaths in school are caused by firearms
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23. Risk vs. resilience based approaches – what is resilience all about?
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• Resilience- focuses on strengths, abilities to overcome
• Risk – focuses on risk |
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24. What do adults have to do with teenage resilience? (hint: think about mentoring, coaches, teachers, etc)
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• Schools that provide students with a sense of shared, cooperative responsibility and belonging, convey high expectations for participation, and provide high levels of individual support for students, tend to enhance resilience
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25. Resilience and parenting styles
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• A warm, nurturing parenting style, with both clear limit setting and respect for the growing autonomy of adolescents, appears to be associated with resilience in adolescents
• Strong, positive mother-adolescent relations have also been found to be associated with resilience among youth when fathers are absent from the home |
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26. Resilience: what does it involve
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• Young people with more access to social support are more resilient and make a smoother transition to adulthood
• “Resilience” refers to having good outcomes despite serious threats to healthy development • Can be facilitated not just by reducing the level of risk, but also by promoting competence and strengthening assets • Many psychologists propose that resilience should be seen as a function of developmental experiences that are grounded in a community context • The community should be able to offer the relationships, resources, and commitment needed to provide the kinds of supports and developmental experiences that produce resilient youth • Factors associated with resilience and positive outcomes o Stable, positive relationships with at least one caring adulthood o Religious and spiritual anchors o High, realistic academic expectations and adequate support o Positive family environment o Emotional intelligence and ability to cope with stress |
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28. “Homeless to Harvard”
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• Girl who’s mom is schizophrenic, addicted to drugs, has AIDS
• Liz is a smart girl • Does not go to school • Dad is smart but does not care • Eva and teacher – loving role models in Liz’s life |