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168 Cards in this Set

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Concept of Adolescence
- symbolic transitions to adulthood
- importance of society's economic system
Three Stages of adolescence
- Early adolescence
10-14 years old
Three Stages of adolescence
- Middle adolescence
15-17 years old
Three Stages of adolesnce
- Late adolescence
18-22 years old
Adolesnce as "storm and stress"
Predominant view that adolesnce is a period when major physical, intellectual and emotional changes create lots of distress and crisis within the individual
G. Stanley Hall's view of adolesnce
It is a time where adolescence performs bad acts: stealing, lying, etc.
Freud's view of adolescence
Adolescence has to free themselves from those sexual feelings for mom or dad
Reaction Formation
you act the opposite way of what you truly feel. The adolescence temporarily replaces the respect/love they have for their parent to disgust/contempt/hate.
Why is reactino formation needed/
This is needed so that the adolescence transfers their feelings for their parent of the opposite sex in order to have feelings for someone outside of the family of the opposite sex.
Anna Freud's view of adolescence
Parent should be upset if adolescence does not go through an emotional time. Adolesence needs therapeutic help for development here. Age 14-16 is good, this child need therapy because they are not supposed to be calm at this age
Major change during puberty #1.
- avg. heigh 59/60 inches at 11 years old
- by age 18 boys avg 69 inches/5'9ft and girls avg. 64 inches/5'4 ft.
- girls start growth spurt first age 11-12 and boys start age 13-14
Major change during puberty #2
- further development of gonads, or sex glands
- avg age of first period is 11-12 years old.
- boys start to ejaculate sperm at age 12-13 years old
How do boys learn about ejaculation
by figuring it out through masturbation or nocturnal emission
What factors are dependent on a girl getting her period
Nutrition, percentage of body fat. Girls need to put on a certain amount of body fat before your body begins to menstruate
Is getting your period the first sign of puberty?
NO
Major change during puberty #3
Development of secondary sex characteristics
- changes in genitals, breast, grow pubic hair, body hair, voices start to lower, girls wear bras
Major change during puberty #4
changes in body composition
- avg girl gains 38 lbs, boys gain 32
- boys are gaining mm uscle and girls are gaining body fat: hips, boobs, etc.
Major puberty change #5
Changes in the circulatory and respiratory system
- the lungs triple in weight, which allows for much deeper breathing
- the heart doubles in size and heart rate decreases
- these changes increase your endurance and improve muscle strength
Early maturing boys
- experience advantages in muscular appearance which gains them attention
- tend to be more popular because of their physic
- good in sports, more self-confident, mature, choosen as leaders, serious/studious/submissive/less spontaneous/creative
- more likely to get in trouble with the law, drinking and drug abuse
Late maturing boys
-teachers view them as impulsive/immature and lacking self confidence
- regarded as socially inferior due to lat ephysical development in school
- physical immaturity may protect them from the pressure of becoming more sexually active and allows them to work more on themselves, their interests and activities and help them figure out who they really are
Early maturing girls
- feel less attractive and more concerned about their physical appearance
- early development puts them out of step in the socially accepted picture of beauty
- tend to get more attention from boys
Late maturing girls
- overlooked in dating activities, do not have very high social status
- once they develop they tend to be happier with themselves and their bodies and have fewer emotional problems
Sexually transmitted diseases
- Teens and young adults <25 account for more than 50% of the 20million STD cases reported annually
- 25% (1 in 2 sexually active teens) will become infected with an STD before graduating from high school
Risk of chlamydia
40% cases are reported in the 15-19 year old age group
Gonorrhea
adolescents are the highest reported group to contract this STD, prostitutes are the only group more likely to get gonorrhea more than adolescents
Risk factors for STDs
- increased sexual activity in our culture
- contraception issues
- many parents are afraid to talk to their chidlren about sex
Contraception issues
teens are more likely to use the pill instead of condoms. But the pill does not protect you for STD
Adolescence Cognitive Development
- Piaget's formal operations
- fourth stage, ages 12+
- abilities develop through a combination of physical maturationi and environmental experience
Stage differs from concrete operations in three important ways: Possibilities vs. Realities
- adolescents can imagine new alternative possibilities and can use hypothetical thinking
- what is real is the subset of what is possible for adolesence
- what's real and what is possible is the same for children
- adolescence can start to analyze a situation and abstract possibilities: regarless of race, SES possibilities Abstract values: justice, truth. Concrete operation kids are not able to think about abstract values
Adolescence Cognitive Development: scientific reasoning (piaget)
- deductive reasoning: drawing conclustions for theories. General principle
- inductive reasoning - experiments that all draw to a general conclusion. Able to solve problems using this logic and reasoning where chidren are unable to do this
Adolescence Cognitive Development: logical combination of ideas (piaget)
- adolescence gain the ability to think about things in a multi-dimensional way
- can hold several idase in their mind at the same time and combine or integrate them
Do we always use formal operational thought?
- according to piaget we do. According to research we use formal thinking inconsistently and the majority of adolescence and adults may even fail to use it at all.
- Adolescents become overly idealistic – they think that logic and reasoning will solve all the problems. They don’t understand the practical aspects that come along with them.
Does cognitive development occur in universal, steplike stages?
- First of all there are significant and cultural differences from one person to the next.
- Piaget was incorrect in saying that once you reach a stage, there are still problems and difficulties you have
Does cognitive development occur in rapid shifts?
- Skills build on one another prior to the last one.
- They are ongoing and more continuous than Piaget suggested.
Was Piaget accurate in estimating ages of cognitive abilities?
- NO. Kids are more sophisticated and he underestimated their abilities.
Adolesent Egocentrism
Refers to a state of self-absorption where the world is viewed from your own point of view
- Egocentrism may lead to criticism of authority figures and unwillingess to accept criticism. They are very quick to criticize that no one knows anything
Adolescent Egocentrism:
Invincibility fable
belief that as an adolescent you are not at risk to common dangers Other people can’t have a couple of beers and drive well, but I can.

- “nothing bad is going to happen to me”
Adolescent Egocentrism: Imaginary audience
belief that you are constantly being scrutinized by others. You are always on stage. They are so self-absorbed about what other people are thinking about them but really that’s how everyone else feels so no one really notices. They don’t realize that they are extremely self-centered/self-absorbed
Adolescent Egocentrism: Personal fable
The belief that what happens to them is so unique and so exceptional that no one else can understand. An inflated version of themselves and their opinions that they are so important.
Moral development
Refers to change sin people's sense of justice and of what is right and wrong
- children are not born knowing right from wrong; they need to learn society's rules, their own ethics and conscience
Approaches to moral development: Social Learning
How the environment produces moral behavior
- The best predictor of m oral conduct in children is whether they have received positive reinforcement or activity in a morally appropriate way.
Importance of modeling
- Observing the behaviors of others. Models that are reinforced are more likely to be copied.
- by watching society's models they're reminded of society's norms: taught social norms by parents, teachers, etc.
Empathy
the understanding of what another individual feels.
When does empathy begin
- 1 year old infants will cry when they hear other babies crying
- 2-3 year olds will offer girfts, share toys with children that are strangers to them
- it continues to develop through the preschool years (both social learning and empathy)
Heteronomous morality stage: Moral realism (piaget)
- ages 4- 10
Heteronomous morality stage: Moral realism (piaget)
- Rules are unchangeable
rules are handed down by teachers, parents and the rules are permanent. You can't change them and you have to obey them
Heteronomous morality stage: Moral realism (piaget): Intention unimportant
children in this stage judget the child who accidentally broke 15 cups worse than the child who intentionally broke 1 cup
Heteronomous morality stage: Moral realism (piaget): imminent justice
Rules that are broken deserve immediate punishment even if authority figure isn't there to witness it or see you do it
Autonomous morality stage
time frame: age 10
- Autonomous morality stage
- People can have different perspective on different matters
- Intention now becomes apparent. The boy who broke one cup is naughty and the boy who accidentally broke 15 cups is no.
- Punishment for misdeeds is determined and administered by people. Children become more sneaky – understand that if people don’t see you they can’t administer a punishment to you for what you did wrong.
- Children no longer view rules as fixed. They regard rules as socially agreed on principles that can be revised; the rules can be changed.
Flaws in Piaget's approach: underestimation
- preschoolers understand the notino of intent by the age of 3
- he thought they weren't taking intent to account by age 10
Kohlberg's theory
-Answer vs. reasons: It’s not the answers to a moral situation that is right or wrong but the reason why you should or should not
-Presented ethical dilemmas to children and adults, created six stages.
Kohlberg’s theory: Preconventional level: stage one
1.The concrete interests of the individual are considered in terms of rewards and punishment: it is the most self-centered level.
2.Punishment and obedience orientation – “might make right”
3.Child obeys rules in order to avoid punishment
4.No internalization of moral standards. It is just I am going to do the right thing because other people will get mad at me and I am going to get in trouble.
Kohlberg's theory: stage two
1.Instrumental and relativist orientation – “look out for number one”
2.Rules are followed only for person’s own benefit
3.Reciprocity is self-serving and manipulative. The only reason that you are sharing is because you want something from them later on.
4.Self-centered way of being moral
Kohlberg's theory: Level Two: Conventional level
- People approach moral problems as members of society.
- They are interested in pleasing others by acting as “good” members of society – want other people to like/approve of them.
- Emphasize is on social rules.
Kohlberg's theory: Stage Three
- “good girl and nice boy” orientation
- Child is concerned with winning approval of others and avoiding disapproval
- Intention becomes important. Consideration is given to your intent
Kohlberg's theory: Level Three: Postconventional
- People use moral principles which are seen as broadeder than those of any particular society.
- People do what is right because of a sense of obligation to laws which are agreed upon within society
- Understanding what laws can be modified.
- Follow the laws because we all can agree on them but we can change them as a group but not break them individually.
Kohlberg's Theory: Stage Six
- Universal ethical principles orientation
- A person follows laws because they are based on universal ethical principles
- Laws that violate the principles are disobeyed. It is ok to disobey and it is encouraged to disobey these laws. If you follow them you are going against your ethical principles that a larger group of people will recognize.
- It is recognized by a higher level of conduct/conscience.
Does everyone achieve stage six reasoning?
- Everyone should move through the stages in order. And most adults reasoning usually remains at the conventional level – level 4. Most people don’t go to stages 5 and 6.
-Is your level of reasoning associated with your age and level of cognitive development?
- Yes – older more advanced thinkers are more developed in their cognitive development
-Is the sequence of stages correct?
- No one skips any of the stages. People should become more advanced in their reasoning or stay at the same level. People should not regress.
- Only a very small percentage regress to a lower stage.
-Are the stages universal?
- Kids – yes; adults – probably not
- When children and adolescence in cultures worldwide are asked about their moral reasoning – it is the same as children in America. Stages 2-3. All children are the same.
- In other cultures adults are not the same as in America when they think about moral dilemmas. Don’t emphasize judgments in stages 5-6
-Can the form of moral beliefs be separated from the content?
- Maybe you can, maybe a child’s reasoning about unfamiliar situations might not be a predictor for reasoning that they encounter in everyday life
- Children have a better sense of fairness about playing with other children compared to stealing drugs for a good reason.
- The kind of thinking they do is better for things that are familiar to them
- Women think in more mature and advanced way about ethical topics; i.e – premarital sex, abortions. But they aren’t that good when it comes to other situations that they aren’t that familiar to or don’t seem that ethical to them. FORM vs. CONTENT
Moral Development; Girls
Kohlberg’s stages based on male subjects – his theory does a better job in describing boys.
 Carol Gilligan’s hypothesis suggests that differences in the way boys and girls are raised, leads to basic distinctions between men and women impacts how they view moral issues.
- Gilligan’s Three-Stage Process: Level One - orientation of individual survival
 Women’s thinking is based on practical and social survival. Self-centered approach to life, thinking is based on self-interest. i.e – socialite mom
- Gilligan’s Three-Stage Process: Transition stage One - from selfishness to responsibility
 Starts to transition out of the selfishness and starts to think of others who depend on her and who she is responsible for
- Gilligan’s Three-Stage Process: Level Two - Goodness as Self-sacrifice
 Everyone else’s needs have to come first and she thinks her needs are not important because she is worried about what others will think about her. She subordinates her own needs; i.e – farm mom
- Gilligan’s Three-Stage Process: Transition Two - From goodness to truth
 The women becomes less concerned about what others think and now starts to think about her behavior and starts to evaluates her behavior based upon the consequences and intentions of her actions. Evaluate how moral their behavior is based on their actions.
- Gilligan’s Three-Stage Process: Level Three - The Morality of Nonviolence
 Women is trying to avoid hurting everyone else and avoid hurting yourself.
 MORAL EQUIVALENCE – the women comes upon this – there needs to be equivalence between herself and other people, making her needs and the needs of others equal. This is the most sophisticated level of moral reasoning
Adolescent Psychosocial Devleopment: Freud’s Genital Stage
- Last Stage: Begins at Puberty
- Stage of mature sexual love: feelings lust and feelings of genuine respect, caring and affection for somebody else.
- Ideals of love and work: Good emotional health, which is what you want to have or you, will not be emotionally healthy.
- Women may finally resolve the phallic stage dilemma (women in love with their dads/penis envy) Women who are able to mature successfully are women who accept the absence of a penis and begin to identify with the vagina and once they begin to do this then the clitoris becomes unimportant.
o Having a son helps to get over penis envy
Adolescent Psychosocial Development: Erikson’s Identity vs. Role Confusion
- Occurs at puberty
- Identity refers to the confidence that others see us as we see ourselves: can result in role confusion because you can see yourself in one way and others can view you in another way.
- Strength = fidelity: opportunity for the adolescent to be true to himself and other people. Not to be a fake person. Can be true to an ideological view – support certain political positions, etc.
Adolescent Psychosocial Development: this.
Marcia’s Four Major Identity Statuses
Developed his idease from Erikson's concept of identity
Adolescent Psychosocial Development: this.
Marcia’s Four Major Identity Statuses

-Two important characteristics:
1. Exploration – when the adolescent consciously chooses among various alternatives; checking out other options. Can be present or absent
2. Commitment – psychological investment in a course of action or ideology. – You choose to take a stand for something.
Marcia's Four Major Identity STatuses: 1. Identity diffusion
no commitment and no crisis/exploration. These kids shift from one thing to the next, don’t stay with anything for very long. They’re lack of commitment inhibits them from forming good relationships with others. They are socially withdrawn and don’t engage well with others, don’t have many friends.
Marcia's Four Major Identity STatuses: 2. Identity Foreclosure
exploration is absence but the commitment is presence. These adolescence tend to accept other people’s decisions for them about what is best and what they should be doing. i.e – a son entering the father’s family business without exploring other options and immediately committing to this. They are not necessarily unhappy kids, but they do have a higher need for social approval and want other people to approve of them.
Marcia's Four Major Identity STatuses: 3. Identity Moratorium
exploration is present but commitment is not present. i.e – a college student consistently switching majors in one year. They look at many options and never commit to anything. These kids tend to show high anxiety, more psychological conflict. Not sure who they are, what they want to believe, what they be. They are appealing kids, like intimacy with others – not withdrawn like the diffusion kids. Typically do shift into identity achievement; it is just difficult for them to go through this transition.
Marcia's Four Major Identity STatuses: 4. Identity Achievement
– commitment and crisis/exploration, made a commitment to something. These teenagers tend to be the most psychologically healthy and higher in achievement motivation and the desire to succeed and do well. Also tend to score higher in moral reasoning compared to the other adolescents of other statuses
- Are adolescents forever stuck in one category?
NO
1. Religious Beliefs
2. Vocational choice (career)
3. Sex role preferences
4. Political beliefs
1. Achievement
2. Achievement and moratorium
3. Foreclosure (we tend to do what ouare parents did, roles in the marriage, household)
4. Diffusion
Relationships with family
- there is a struggle for independence from their parents, especially as they go through high school
- parents realize it is an important shift for their kids to make. Parents want their kids to become more independent and more in control
Is there a "generation gap?"
o A common belief: Driven by a major discrepancy between the way that the parents view the world and the teens view the world: this leads the teen to strive for independence.
o Research has found that the generation gap is actually quite narrow. Adolescence and their parents see eye to eye in a variety of issues. Have similar views on religion, politics, social issues, work/career.
o The generation gap exists over issues of personal taste such as clothing, music, entertainment, body piercing, etc.
impact of developing cognitive abilities: teenagers
o As teenagers are in this formal operational stage are able to reason/use logic better. Parental arguments that used to work for a school age child no longer work with teenagers. “because I said so” – has no sway. Teenagers want to argue about the reasoning
o Teenagers come to view their parents in less idealized ways. Most parents realize that this increasing conflict is a positive indicator of maturity; parents want teenagers to question and argue with them in order for the teenagers to stand up for themselves and argue with other people in society. Helps with teenagers logic/reasoning.
most parent adolescent relationships are characterized by love and respct
o Majority of teen/parent relationships are characterized by emotions.
o No research suggests that family problems are worse during adolescent times than during any other stage
Significant minority of adolescents have problems
- 20% of teens struggle with depression, eating disorders, juvenile delinquency.
Relationship with Peers:
B. Bradford Brown's four roles of peers
Relationship with peers:
1. Provides information on important matters
new feelings, new emotions. They function as a self-help group – at times can provide bad information.
Relationship with peers:
2. Provides support for school changes
middle school to high school
Relationship with peers:
3. Provides mirror
individual can checkout and compare his interest, personality, etc. Peers can help define you by helping you define what you are not.
Relationship with PEers:
4. Provides sounding board for defining your values and finding your goals
Teens experiment with different views and attitudes.
Impact of peer pressure
o It is a bad thing, many people are concerned. Teens turn to those who they see as an expert on the issue.
o The older teens get – the susceptibility to peer pressure decreases over time and teens make decisions for themselves.
Peer Social Issue:
Teens are susceptible to peer pressure when it comes to social issues: what clothes to wear, what music to listen to, who to date, etc.
Peer non-social issues
choosing a college, career path, dealing with a problem where your friends aren’t going to know what to do i.e – soccer coach harassing you (tend to talk to an adult). Teens tend to turn to their parents or other experienced adults/mentors/teachers for these non-social issues.
Suicide: prevalence
o Adults overall more likely to commit suicide than adolescence.
o Change in adolescent rate of suicide – it has increased over 200% since the 1950s.
o Gender difference in attempters vs. completers.
 Girls attempt 3x’s more and men are 4-5x’s more successful.
 Boys use things like guns, hanging themselves
 Girls take pills, slit their wrists.
Racial differences of suicide
 It is higher in whites than non-whites; overall in society.
 Highest suicide rate is in Native Americans.
 Suicide rate among young male African Americans has tripled over the last 30 years.
 Powerlessness, alienation in society.
 80% give warning signs of their suicide.
Warning signs of suicide
o DEPRESSION: monitor people who are sad, especially sadness due to loss: parent, pet, relationship, etc.
o Retreating from others and usual activities
o Giving away valuable possessions – especially in adolescents.
o Suddenly doing poorly in school
o Saying or writing escape thoughts
o Threat to commit suicide: Parents don’t want to believe child is thinking about committing suicide – tend to think it’s an attention problem.
o Sudden happiness after depression – “why not be happy for the few couple of days” the happiness must be genuine and not “im ready to go”
o Deterioration in personal appearance
o Alcohol use – 15-30% of adolescents
What to do if you find out someone you know wants to commit suicide?
o Listen to them and encourage them to talk
o Check for warning signs
o Let them know where help is available.
o Enlist in the help of a family member – the friend who was sworn to secrecy should tell the family and encourage the family to get their child some help.
o After getting the help of a family member, call a professional yourself
oBackground information for anorexia
1. Refusal to maintain body weight above a minimally normal weight for age and height.
2. Intense fear of gaining weight, even though underweight.
3. Disturbed body perception, undue influence of weight or shape on self-evaluation, or denial of the seriousness of the current low weight.
4. In postmenarcheal females, amenorrhea.
Who usually has eating disorders: Prevalence
- Age of onset, prevalence: affects about 5-1% of teenage girls. The disorder is 95% females
- Prevalent in upper socioeconomic classes.
- Between 2-10% of anorexic individuals end up dying. Its either from suicide or medical problems/complications from anorexia.
Medical complications of anorexia
- low blood pressure
- reduced bone density
-metabolic/electrolyte imbalances
- effects of nutritional deficiencies
Background information for bulimia
1.Recurrent episodes of binge eating.
2.Recurrent inappropriate compensatory behavior in order to prevent weight gain
3.Symptoms continuing, on average, at least twice a week for three months. (usually 2-3 times a day)
4.Undue influence of weight or shape on self-evaluation.
Who is usually bulemic: Prevalence
-Age of onset, prevalence: age 16-21, between 1-3% of teenage/young adult women
Medical complications of bulimia
o Dental problems – due to the acids
o Potassium deficiencies may lead to intestinal disorders, kidney disease or heart damage, chronic diarrhea can also cause potassium problems.
-Etiology
Biological/genetic explanations of eating disorders
 Both anorexia and bulimia tend to run in families (mom, grandma, aunt) – are higher risk that you are to develop this.
 Genetics loads the gun and the environment pulls the trigger.
 Relatives of someone with an eating disorder are 6x’’s more likely to have an eating disorder (than someone who’s relative doesn’t have an eating disorder)
 Monozygotic twins have a higher risk that a dizygotic twins. Identical twins are much more likely to develop this disorder than fraternal twins.
Personality traits of those with eating disorders (more focus on anorexia than bulimia)
1.Perfection- alism
2.persistent
3.Tendency towards ridged methodical problem solving. “This is the way to look at the problem; this is the way to solve it.” Not good at thinking outside of the box.
4.Emotional restraints – more reserved and keep things close to them.
5.Have a preference for the familiar, for the routine. If there is a change and disruption in their routine they will FREAK out.
6.Obsessive worrying about everything.
7.Poor adaptability to change
8.Hypersensitivity to signs of rejection and disapproval. Really want other people to approve of them, very sensitive to signs of rejection or signs that others are not happy with them.
9.Real dependency and deference to others. Let other people make the decision. VERY DEPENDENT
- Diathesis/stress model: Eating disorders
underlying diathesis is the personality structure and it is possible that the stress that occurs during adolescence is puberty. Puberty is a very stressful event for a young teenage girl who is used to being in control of their life (characteristic of anorexic) – Puberty can be very disruptive for them.
History of thinness: history of societal impact
larger figures were considered the ideals, very beautiful and a sign of economic prosperity. (1800’s) being fat meant that you were healthy because you made enough money to eat well.
History of thinness: 1920's Flapper
a woman who was more independent and a sign of her independence was to be more thin and wearing short dresses and cut her hair. Being thin became a sign of status and a sign of mastery.
Emphasis on thinness in society: 1950's
fats were considered ideal again: Marilyn Monroe (size 12-14) She had an hour glass shape.
Emphasis on thiness: since the 1950's
we've experienced the shift back to the thinner frame
Point 1 on thinness
•Lean look has accelerated since the 1950s. The leaner look has been more popular. 1980’s: heroin sheek – thin became in again (they were “coke”d up) - examples: playboy centerfolds, models, actresses, etc. (thinness is valued in these groups) Average Ms. America contestant was 16% below her average weight and height.
-Number of people who are dieting has increased
-Increase in liposuction, gastric bypass procedures
-Statistics that younger girls are now dieting
Point 2 on thinness
• Thinness as an ideal has focused almost exclusively on women. Women have gained more esteem from their appearance and men have gained esteem by their successfulness.
- On t.v – women much thinner than men. Fat men on t.v. have wives who are thin.
- Teenage and women consistently talk about being overweight but there are just as many overweight boys and men.
- Men are not pressured by society to be thin – they are pressured to be muscular, athletic (excessive weight lifting, steroid abuse) REVERSE ANOREXIA (bulking up, gaining muscle)
Point 3 on thinness
• Ideal body is attainable through willpower and effort.
- That perfect body will bring you love and happiness.
Treatment for those with eating disorders
o Many treatment modalities have been tried: family therapy, individual therapy, group therapy.
 Family therapy for anorexia might be the way to go because they are usually younger and to get the parents involved might be your best treatment
Do many recover from their eating disorder, how many do not recover?
Less than 25% recover after one year
For which group of eating disorder is cognitive-behavioral therapy promising?
People with bulimia
Concept of Adulthood: Sockal Clock
Culturally - set timetable that is established when these events are appropriate:
- you may have achieved some of the roles of an adult, but not all
- you may be in schoo, but you may be a single adult
Adult markers in non-Western cultures: concept of adulthood
- once you are married, you are a grown-up
- have a set criteria of what boys need to be to be thought of as an adult: provide, protect, impregnate
Post formal thoughts
Cognitive development doesn't end in adolescent like Piaget thought, but in adulthood
Post formal thoughts
1. truth may vary from situation to situation
2. solutions must be realistic in order to be reasonable
3. ambiguity and contradiction are the rule, rather than the exception
4. emotion and subjective factors play a role in thinking
Dialectical thought
- some therorists consider this to be the most advanced form of cognition
- involves considering two opposite sides of an argument simultaneously, then integrating them into a new idea (creating union between beliefs and your experiences in the new world)
Schiae's stages of adult development
1. Build's on Piaget's stages
2. focuses on how information is used during adulthood
3. Acquisitive stage
4. Achieving stage
Acquisitive Stage
- encompasses all of childhood and adolescents
- summarizing Piaget's stages, and saying that they acquiring information, learning facts about social and physical world
- abstract reasoning, concrete thinking stages from Piaget
Achieving Stage
- young adults have to confront and resolve major issues
- who are they going to marry, their career, where they want to live?
Who goes to college?
- Primarily white and middle class
- 40% white hs grads
- 29% blacks
- 31% hispanic
- proportion of minority population that enters college has decreased, less financial aid is available now
Do women outnumber men in college?
Yes , 55% of undergraduates are female
What do college students learn?
- specific knowledge about major
- dualistic vs. multiple thinking
Dualistic vs. multiple thinking : learned in college
- students come into college with dualist (black and white thinking)
- as they progress during college, dualistic thinking declines and is replaced by multiple thinking
Who completes college?
- 40% who start recieve degree four years later
- half eventually finish, other half don't
Drop out rate is higher for minorities?
YES
- 70% of blacks drop out
Reasons people drop out of college
- finances
- change in life (pregnancy, marriage)
- academic reasons
- get too involved in partying, skipping of class, - not because they COULDN'T do it, but because they DIDN'T do it
Erikson's Intimacy vs. Isolation
Intimacy is the capacity to commit to a relationship without losing one's own identity
Selecting a marriage partner
60% of men and 46& of women have not married by age 30
Marriage: Impact of HOMOGAMY
tendency to marry someone who is similar to you
Marriage: SOCIAL HOMOGAMY
similar in leisure tendencies and role prefereces
Marriage: MARRIAGE GRADIENT
men mary women who are younger, smaller and lower in status, and vice versa
Marriage: IMPACT OF GRADIENT
- women in general, tends to limit the # of potential partners, as you age, the pool shrinks
-- "bottom of the barrel" men
- cream of the crop women
- well educated black women
"bottom of the barrel" men
men of such low status that they can't find a women of lower status
"cream of the crop" women
- some women are unable to marry, b/c they are of higher status then all of the men around them
Well- educated African American women : Marriage
- fewer african-american men attend college
- more likely to marry men who are less educated or they marry outside of their race
Gottman's Marital Research - Background info
Has been studying married couples for a very long time, measures heart rate, BP, studies facial expressions, interviews, questionnaires
- successful marriages find a healthy balance b/n positive and negative emotional interactions, ratio needs to be 5:1
Type of marriage 1. Validating
o Very compatible, agree on religion, how to discipline children, want they don’t agree on, they compromise, when they disagree they resolve conflict in a fair and compromising way, they listen and offer ideas or suggestions, they try to persuade the person and if that doesn’t work then they agree to disagree
Type of marriage 2. Volatile
o The couple lives to fight, intensely emotional, lots of sarcasm, jealousy and bickering, don’t tend to fight fairly, they don’t calmly listen, they try and hurt the other person, this type of marriage is not doomed, as long as they maintain the 5:1 ratio then it will work, when it does work, then it is more passionate
Type of Marriage 3. conflict avoiding
o Cannot stand fighting, when a potential disagreement arrives, then they are more likely to walk around the issue, they just end up not resolving any issues, they are not doomed as long as they maintain the 5:1 ratio, they don’t have as many positive interactions b/c they aren’t very emotional connections, but they don’t really have any negative
Sternberg's triangular model of love
- intamacy --> the closeness two people feel, the strength of their bond
- passion --> romance, physical attraction,sexual intimacy
- decision/commitment --> cognitive factors - decision to get married, remain with someone even after they've hurt you, decision to have a child with someone
Reults vary with love combinations: Liking
imtamacy alone
Reults vary with love combinations: Romantic love
intimacy + passion
Reults vary with love combinations: infatuation
passion + love at first sight
Reults vary with love combinations: fatuous love
-passion + commitment.
- Commitment that is only based on passion, (i.e. – getting married in Vegas, marry someone who is really hot, but you don’t know anything about their background or lives)
Reults vary with love combinations: empty love
- decision/commitment alone
– decide to love somebody else without any passion/intimacy. (i.e. – arranged marriage)
Reults vary with love combinations: compasionate love
intimacy + commitment
Reults vary with love combinations: consumate love
love of all three. it is difficult to obtain this ideal
choosing occupation: holland's theory - six personality types
1. realistic
2. investigative
3. social
4. conventional
5. enterprising
6. artistic
choosing occupation - holland's theory: realistic
- Mechanic, truck drivers, construction workers, farmers, etc.
choosing occupation - holland's theory: invetigative
- Task oriented individuals – scientists, technical writers, math majors, etc.
choosing occupation - holland's theory: social
- Skilled verbally, personally – enjoy problem solving these inner personal skills. Teachers, sales people, counselors, social workers, etc.
choosing occupation - holland's theory: enterprising
- Like using their verbal skills and possessions of leadership – business executives, managers of the world, t.v. producers (bringing a project together) real estate agents, politicians
choosing occupation - holland's theory: artistic
- Enjoy expressing themselves through unstructured tasks. Actors, musicians, poets, writers.
Why people work: extrinsic
we get paid to work, ,get money, status - drives to get tangible things, work to obtain to get the things we want
Why people work: intrinsic
people work for their own enjoyment. people in Western society's belief that work is important in itself - it brings psychological satisfaction.
reasons why people work
- work for a sense of identity
- improtant element of social life (develop friends, social activities at work)
- determines status - evaluatin of society by the role tha tyou play, how important your job is
factors related to job status and job satisfaction
generally, the higher the satus of the job, the more satisfied the worker tends to be
other factors relating to job satisfaction
- workers sense of control over the job
- having a variety of tasks
- related to the amount of time you work - high satisfactino in the beginning, may drop or rise as you age
reasons to decide to have children
- love of children
- some women really desire to experience pregnancy and childbirth
- demonstrate adult status
- impact of own childhood experiences - show them the same good experience you had or a better one than yours
- conform to social expectations (pressure from religion, family, friends, media)
reasons for smaller families
- delayed child barring (women marry later, in school longer, get married later, pursue career, etc.)
- infertility
- money - kids are not cheap, they are VERY expensive
when does marital satisfaction go down
after the birth of the first child
gender differences in parenthood and marital satisfaction: who is more unhappy
Women are - it is a very stressful time for them and who does what in the household, raising the childhood and working outside of the home
Movie about marriage: definitino of the the FOUR horsemen of the apocalypse
couples who are on their way to marriages falling apart/divorce
Four horsemen of the apocalypse
1. criticism - more global, has more blaming = "what is wrong with you..."
2. defensiveness
3. contempt - however its expressed (facial expressions)
4. Withdrawing in the interaction – the number one predictor of divorce – especially when men do it because men are more likely to do this. “I’ve compromised and my compromising is over”