Hdfs 212 Quiz 4

Front 1

1. What are the reasons that adolescents engage in risk taking?

Back 1

• 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

Front 2

2. On average, how many high school students have had sexual intercourse?

Back 2

Half

Front 3

Rates of abortion amongst pregnant teens

Back 3

40-45% get abortion

Front 4

Runaways - what are their characteristics?

Back 4

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

Front 5

5. What are the ways we can think positively about youth? (search your lectures)

Back 5

• 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

Front 6

6. Which communities are at high risk for initiating risk behavior? (and why?)

Back 6

• Low SES communities and neighborhood instability

Front 7

7. What is the difference between “early onset” (middle childhood) and “late onset” (teen) delinquency?

Back 7

• “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

Front 8

8. Strategies of community co-operation (collaborative communities lecture)

Back 8

• 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

Front 9

Youth/community partnerships

Back 9

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)

Front 10

9. Socio-economic status (SES) and neighborhood stability

Back 10

• 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

Front 11

10. Depiction of teens in media

Back 11

• Primarily involved in delinquent behavior, risk-taking, etc.

Front 12

11. Who admits to episodic drinking?

Back 12

• Who drinks at parties, etc

Front 13

12. Suicide rates amongst adolescents – how prevalent is it?

Back 13

• 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

Front 14

13. Ethnic and racial differences in onset and rates of suicide

Back 14

• 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

Front 15

14. Depression categories

Back 15

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

Front 16

15. Ginzberg phases of development

Back 16

• 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

Front 17

16. Super’s self-concept theory

Back 17

• Major theory of career development
(1) Crystallization
(2) Specification
(3) Implementation
(4) Stabilization
(5) Consolidation

Front 18

17. Holland’s personality theory

Back 18

• Major theory of career development
o Investigative
o Social
o Realistic
o Artistic
o Conventional
o Enterprising

Front 19

Left-brain oriented careers

Back 19

Left: Planners, Lawyers, Editors, Technologists, Writers, Bookkeepers, Critics, Management scientists, Administrators, Doctors, Authors, Tax experts, Researchers

Front 20

Right-brained orientated careers

Back 20

Policymakers
Artists
Poets
Sculptors
Politicians
Playwrights
Musicians
Philosophers
Architects
Clowns
Cartoonists
Entrepreneurs
Dancers

Front 21

19. Know 3 phases of vocational development – Ginzberg’s Theory

Back 21

(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

Front 22

20. Characteristics of employed adolescents – what struggles do they face?

Back 22

• 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

Front 23

21. Why are there so many “kids on the fringe”?

Back 23

• 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)

Front 24

22. Guns/firearms and deaths in school

Back 24

• 77% of violent deaths in school are caused by firearms

Front 25

23. Risk vs. resilience based approaches – what is resilience all about?

Back 25

• Resilience- focuses on strengths, abilities to overcome
• Risk – focuses on risk

Front 26

24. What do adults have to do with teenage resilience? (hint: think about mentoring, coaches, teachers, etc)

Back 26

• 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

Front 27

25. Resilience and parenting styles

Back 27

• 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

Front 28

26. Resilience: what does it involve

Back 28

• 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

Front 29

28. “Homeless to Harvard”

Back 29

• 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