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106 Cards in this Set

  • Front
  • Back

Independent self

Promoted by individualistic cultures


Encourage reflection about the self


Focus on self-oriented issues

Interdependent self

Promoted by collectivistic cultures


Narrow socialization


Interests of the group supposed to come first Those who have high self esteem threaten the harmony of the group

Ideal self

The person the ado would like to be


Can become aware of discrepancy between actual and ideal self


Large discrepancy leads to feelings of failure, inadequacy, and depression

Feared self

The person the adolescent fears to become

False self

A self they show to others while realizing it isn't who they really are (fake)

Self esteem

A person's overall sense of worth and well-being

Imaginary audience consequences

Can make ados self-conscious


Decreases self-esteem


Suspect or fear that others are judging them harshly


Greater peer orientation, greater self-consciousness, and harsh judgement by peers decreases self-esteem in early ado

Highest and lowest self esteem (in ethnic groups)

Highest: African American


Lowest: Asian American

Baselineself esteem

Aperson's stable sense of worth and well-being

Highbaseline self-esteem

Occasionalbad days where they are self critical but an overall positive evaluation ofthemselves (optimistic)



Lowbaseline self-esteem

Peoplewho have a poor opinion of themselves though on good days they have positivefeelings about themselves

Barometric self esteem

Fluctuatingsense of worth and well-being people have as they respond to differentsituations (fluctuating)

SelfPerception profile for adolescents (8)


(do not need to have all 8 to have a good self esteem)

Scholastic competence


Social acceptance


Athletic competence


Physical appearance


Job competence


Romantic appeal


Behavioural conduct


Close friendship

Selfesteem and physical appearance

Most strongly related to global self esteem along with social acceptance


Ado girls more than boys to emphasize physical appearance as a basis for self esteem

Causes of good self esteem

Acceptance and approval from peers


Love and encouragement from parents


Academic success

Girls and emotions

Typically succumb to gender socialization of their culture


Become more insecure


Mute themselves


Found that mostly "girly and feminine" females do this compared to more androgynous females who have both female and male characteristics

Identity vs. Identity confusion

Establishing a clear sense of how you are and how you fit in the world around you Vs. failure to form a secure/stable identity


Identity issues most prominent in adolescence



Identifications

Who you identify with as you grow up (parents, loved ones), then choosing and rejecting some of their identifications


Create an identity by modelling themselves off of others close to them

Psychosocial moratorium

Adult responsibilities postponed so young people can try new things out


Not a characteristic of ass societies but ones with individualistic values where independence is supported

Identity status model (4)

Diffusion


Moratorium


Foreclosure


Achievement

Diffusion

No exploration, no commitment


Not identifying with any religious belief and not giving it much thought

Moratorium

Exploration but no commitment


Exploring career choices but not committing

Foreclosure

No exploration but committed


Higher obedience to authority


Family business

Achievement:

Made definite choices about themselves

Postmodern identity

People showing a different side of themselves to family, friends, coworkers

Assimilation

Leaving behind ways of their ethnic group to be part of majority culture

Marginality

Feeling rejected from your own culture and the majority

Separation

Associating only with members of your ethnic group

Biculturalism

Developing a dual identity


One based on ethnic culture and the other based on majority

Hybrid identity

Local culture integrated with global

Adolescents alone

Ados spend about one fourth of their time alone Use their time for self reflection and mood management


A lot or not enough time alone have higher rates of depression, school problems, and other psychological difficulties

Social loneliness

Lack of sufficient amount of social contacts

Emotional loneliness

Relationships lack sufficient closeness and intimacy

Dyadic relationship

Between two people

Disequilibrium

Imbalance


Normal and inevitable when living with an adolescent

Caregiver relationship

One sibling serves parental functions


Older sister/younger siblings

Buddy relationship

Treat each other as friends

Critical relationship

High levels of conflict and teasing

Rival relationship

Compete against each other

Casual relationship

Not emotionally intense


Little to do with one another

Siblings in divorced families

Greater conflict


Greater closeness because of the support they provide

Extended family in traditional cultures

Frequent contact (daily)


Provide mutual support


Living with extended family

Extended family in American culture

Infrequent contact

Extended family in divorced families

Increased contact with grandparents

Demandingness

Rules and expectations for behaviour


Require children to comply with them

Responsiveness

Degree to which parents are sensitive with their children's needs


Love, warmth, and concern

Authoritative

High in demandingness and high in responsiveness


Parents explain the reasons behind their rules Make compromises


Engage in discussion


Warm and loving


Respond to what their children want and desire

Authoritarian

High in demandingness and low in responsiveness


Punish disobedience without compromise


Expect their demands to be followed


Little care or warmth


Little emotional attachment


Discourages independence

Permissive

Low in demandingness and high in responsiveness


Few clear expectations


Rarely disciplined


Give their children a lot of freedom


Provide them with love and warmth

Disengaged

Low in demandingness low in responsiveness Parents barely there


Do not have strong emotional ties to their children

Authoritative outcomes

Most favourable


Independent, self assured, socially skilled


Develop optimism


Allows enough autonomy paired with rules

Authoritarian outcomes

Dependent


Passive


Conforming

Permissive outcomes

Immature


Irresponsible

Disengaged outcomes

Impulsive


Problem behaviours

Reciprocal/bidirectional effects

Children effect their parents and vice versa

Differential parenting

Parents behaviours differ towards different siblings


One ado may see parents as authoritative and the other may see them as authoritarian



Parenting in traditional cultures

Authoritative parenting style rare


Expect that their authority will be obeyed without question


China, Japan, Vietnam, South Korea


Parents not supposed to provide reasons why they should be respected and obeyed


High in demandingness and responsiveness


Do not fit into the authoritarian parenting style


No negative effects shone with typical authoritarian parenting

Secure attachment

Children use mom as secure start to be able to further explore


Retreat back to mom for physical comfort if something goes wrong

Insecure attachment

Scared to explore environment


Resist or avoid mother when she attempts to comfort

Internal working model

Shapes expectations and interactions throughout life


Quality of relationships in infancy will reflect those in adolescence

Conflict and sources of parent-ado conflict

Increases sharply in ado


As conflict rises, closeness declines


Remains high for several years until decline in late ado


Late ado-emerging adulthood conflict diminishes a lot


Ados becoming bigger and stronger in presence Sexual maturity


Increase of abstract thinking makes them better arguers


Parents and ados both feel they should decide issues for themselves

Conflict in traditional cultures

Rare for parents and ados to engage in petty fights


Family harmony important because of economic dependence


Levels of conflict low in non and industrialized traditional cultures


Questioning authority not part of their beliefs Interdependence highly valued

Leaving the nest

Reasons: going to college, sharing with a partner, independence


Benefits: Relationships between parents and children improve, greater closeness and fewer negative feelings towards parents, appreciate parents more


White Americans

Divorce

50% of marriages end in divorce


Higher rates of drug and alcohol abuse and earlier sexual initiation in ados


Ados show fewer negative effects of divorce than children do


Affects parenting practices, especially mothers for the worse


Less affectionate, more permissive


Pressure for children to take sides (sympathies lie more with mother than father)

Divorce mediation

Professionalmeets with divorcing parents to negotiate agreements on economic support andchild visitation

Family structure

Outward characteristics of the family



Rise of singleparent households

Mostly due to divorce rate

Mother is custodial parent: parent who lives in the same home as the child


Ados at greater risk for anxiety, depression, conduct problems

Remarriage

Negative impact on ados when mother remarries

Depression, anxiety, conduct disorders


Have to adapt to new family structure and integrate someone new into already existing family

Dual earnerfamilies

More women going to work

Positive effect on ado girls: more confident and higher career aspirations


Negative effect on ado boys: more arguments with their mothers and siblings


Both boys and girls have higher risk of problems when both parents work full time

Physical abuse

More likely to be inflicted in adolescence


Commonly inflicted on boys


Abusive parents are more likely to be abused in their own childhood


Ados tend to be more aggressive in interactions when they've been abused

Sexual abuse

Commonly inflicted on girls by their father figure

Fathers who abuse ado daughters tend to have a detached relationship from them


More likely to be committed by step fathers than fathers


Daughters cope with it far better if the mother believes and reassures them

Running away fromhome

Ados who run away from home experience high conflict, physical, or sexual abuse from parents Low family income

Parental alcoholism


High conflict between parents


Parental neglect


More likely to be LGBT

Street childrenaround the world

India:

Poverty, overcrowded homes, physical abuse, parental substance abuse


Brazil:


Some return home from begging


Others return home rarely


Kenya:


Maintain contact with families


Resourceful (boys)


Forming friendships (boys)


Avoiding sexual abuse (girls)


High risk for diseases, substance abuse, prostitution (all)

Peers

People who have certain aspects of their status in common

Friends

Valued, mutual relationship


Depend more on friends than siblings and families for companionship



Emotional states with friends

Happiest moments


Most negative emotions: anger, frustration, sadness


Strong reliance on friends leaves them vulnerable

Intimacy andadolescent development

Friends sharing personal knowledge, thoughts, and feelings

Abstract thinking helps ados think more

Girls spend more time than boys do talking about their feelings


Girls are more likely to be encouraged to express their emotions


Boys are not and labeled as wimps

Similarity

People tend to make friends with other people who are similar to them

Types of support (4)

Informational: Advice


Instrumental: Help with tasks


Companionship: Rely on each other for company


Esteem: Making them feel good about themselves

Friendship in emerging adulthood

Intimacy important


More likely to have other sex friendships


Importance of friendships decline while intimacy rises

Clique

Small group of friends that know each other well

Crowds

Larger


Reputation based


Not necessarily friends

Liaisons

Not part of a particular group


Get along with everyone


Accepted by most groups


Move around socially


May help two groups get along

Elites

High social status


Preps


Popular


Highest social acceptance

Atheletes

Jocks


Sports oriented

Academics

Nerds


Socially inept


Low risk behaviour


High school performance

Deviants

Druggies


High risk behaviour


Low school performance

Others

Normal


Don't stand out


Ignored

Antagonistic interactions

Serve to bring people in the group who don't conform back into line


Ridicule people outside the clique to create a division

Relational aggression

Non physical aggression that harms others by messing up relationships


Sarcasm, ridicule, gossip, spreading rumours, excluding, snubbing


More common in girls


Way of asserting dominance

Crowdsin childhood vs adolescence

Harder to distinguish crowds in elementary school

Exist more in larger secondary schools


Crowd structure helps teens make sense of complex social system


Crowd structures help teens define themselves When identities are better established in late adolescence crowd structure is no longer relied on for self definition

Crowds in minoritycultures

Same crowds exist in predominantly non-white schools

High schools with multiple ethnicities there are subdivisions in separate ethnic cultures (ex: non Asians see the Asians as the Asian group but within the Asian group there are Asian elites, Asian Athletics…)

Crowds intraditional cultures

Usually one adolescent peer crowd

Less strictly age graded


Dormitory: where ados sleep and spend leisure time (most times place of first sexual experiences)


Men's house: for ado boys, divorced and widowed men

Stages of changes in cliques (5)

First stage: Same sex cliques


Second stage: Boys and girls become more interested in one another


Third stage: Gender divisions break down as clique leaders form romantic relationships Fourth stage: All cliques are mix-gendered


Fifth stage: Pair off in more serious romantic relationships

Sociometry

Students rate the status of other students

Found physical attractiveness and social skills factors to popularity at all ages


High intelligence related to popularity


Academic group are not popular not because they're smart but because they're socially inept

Rejectedadolescents

Actively disliked by peers

Others find them aggressive, disruptive


Tend to group together because none of their peers will accept them


Less likely to develop good social skills later on because they are not included in positive social exchanges

Neglectedadolescents

Do not make enemies

Do not have many friends


Tend to be ignored


Shy and withdrawn


Less likely to develop good social skills later on because they are not included in positive social exchanges

Social informationprocessing

Interpretations of others behaviour in interactions

Ex: rejected adolescents see the world filled with potential enemies so if someone bumps into them and they spill their drink they are more likely to take it as an attack rather than an accident

Controversialadolescents

High in aggression High in social skills Ex: Maggie's boyfriend in 17 again --> Super aggressive, bully type but very popular jock

Negativeconsequences of unpopularity

Depression Behaviour problems

Academic problems


Rejected children at greater risk for problems than neglected children


End up becoming friends with other aggressive adolescents


More likely than others to drop out


Neglected children higher risk of alcohol abuse, low self esteem, depression, and loneliness

Bullying

3 components: Aggression Repetition Power imbalance


Peaks in early adolescence


Physical symptoms: headaches, backaches, bruises


Psychological symptoms: loneliness, helplessness, anxiety, unhappiness Victims: low status ados

Youth culture

Young people are separate from children and adults


Hedonism: Seeking pleasure


Irresponsibility: Postponing adult responsibilities Inverse of the values of adult society


Does not exist in opposition or rebellion to adult society (although some do ex goths and druggies)


Many youth subcultures Developed around musical forms

3 components to style ofyouth culture

Image: the way you dress, how you present yourself, hairstyle, piercings, tattoos

Demeanour: Way of walking, stride, gesture, posture


Argot: Vocabulary and way of speaking ex: it's chill

Postfigurative cultures

Technological change slow

Configurative cultures

Young people learn what they need to know from adults and other young people


Globalization encourages traditional cultures to move from postfigurative to configurative

Prefigurative cultures

Young people teach adults how to use technology