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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 |
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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 |
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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 |
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Feared self |
The person the adolescent fears to become |
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False self |
A self they show to others while realizing it isn't who they really are (fake) |
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Self esteem |
A person's overall sense of worth and well-being |
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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 |
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Highest and lowest self esteem (in ethnic groups) |
Highest: African American Lowest: Asian American |
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Baselineself esteem |
Aperson's stable sense of worth and well-being |
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Highbaseline self-esteem |
Occasionalbad days where they are self critical but an overall positive evaluation ofthemselves (optimistic) |
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Lowbaseline self-esteem |
Peoplewho have a poor opinion of themselves though on good days they have positivefeelings about themselves |
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Barometric self esteem |
Fluctuatingsense of worth and well-being people have as they respond to differentsituations (fluctuating) |
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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 |
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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 |
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Causes of good self esteem |
Acceptance and approval from peers Love and encouragement from parents Academic success |
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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 |
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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 |
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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 |
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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 |
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Identity status model (4) |
Diffusion Moratorium Foreclosure Achievement |
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Diffusion |
No exploration, no commitment Not identifying with any religious belief and not giving it much thought |
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Moratorium |
Exploration but no commitment Exploring career choices but not committing |
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Foreclosure |
No exploration but committed Higher obedience to authority Family business |
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Achievement: |
Made definite choices about themselves |
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Postmodern identity |
People showing a different side of themselves to family, friends, coworkers |
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Assimilation |
Leaving behind ways of their ethnic group to be part of majority culture |
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Marginality |
Feeling rejected from your own culture and the majority |
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Separation |
Associating only with members of your ethnic group |
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Biculturalism |
Developing a dual identity One based on ethnic culture and the other based on majority |
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Hybrid identity |
Local culture integrated with global |
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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 |
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Social loneliness |
Lack of sufficient amount of social contacts |
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Emotional loneliness |
Relationships lack sufficient closeness and intimacy |
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Dyadic relationship |
Between two people |
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Disequilibrium |
Imbalance Normal and inevitable when living with an adolescent |
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Caregiver relationship |
One sibling serves parental functions Older sister/younger siblings |
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Buddy relationship |
Treat each other as friends |
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Critical relationship |
High levels of conflict and teasing |
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Rival relationship |
Compete against each other |
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Casual relationship |
Not emotionally intense Little to do with one another |
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Siblings in divorced families |
Greater conflict Greater closeness because of the support they provide |
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Extended family in traditional cultures |
Frequent contact (daily) Provide mutual support Living with extended family |
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Extended family in American culture |
Infrequent contact |
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Extended family in divorced families |
Increased contact with grandparents |
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Demandingness |
Rules and expectations for behaviour Require children to comply with them |
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Responsiveness |
Degree to which parents are sensitive with their children's needs Love, warmth, and concern |
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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 |
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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 |
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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 |
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Disengaged |
Low in demandingness low in responsiveness Parents barely there Do not have strong emotional ties to their children |
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Authoritative outcomes |
Most favourable Independent, self assured, socially skilled Develop optimism Allows enough autonomy paired with rules |
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Authoritarian outcomes |
Dependent Passive Conforming |
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Permissive outcomes |
Immature Irresponsible |
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Disengaged outcomes |
Impulsive Problem behaviours |
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Reciprocal/bidirectional effects |
Children effect their parents and vice versa |
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Differential parenting |
Parents behaviours differ towards different siblings One ado may see parents as authoritative and the other may see them as authoritarian |
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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 |
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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 |
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Insecure attachment |
Scared to explore environment Resist or avoid mother when she attempts to comfort |
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Internal working model |
Shapes expectations and interactions throughout life Quality of relationships in infancy will reflect those in adolescence |
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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 |
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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 |
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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 |
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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) |
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Divorce mediation |
Professionalmeets with divorcing parents to negotiate agreements on economic support andchild visitation |
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Family structure |
Outward characteristics of the family |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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) |
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Peers |
People who have certain aspects of their status in common |
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Friends |
Valued, mutual relationship Depend more on friends than siblings and families for companionship |
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Emotional states with friends |
Happiest moments Most negative emotions: anger, frustration, sadness Strong reliance on friends leaves them vulnerable |
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Intimacy andadolescent development |
Friends sharing personal knowledge, thoughts, and feelings Abstract thinking helps ados think moreGirls 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 |
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Similarity |
People tend to make friends with other people who are similar to them |
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Types of support (4) |
Informational: Advice Instrumental: Help with tasks Companionship: Rely on each other for company Esteem: Making them feel good about themselves |
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Friendship in emerging adulthood |
Intimacy important More likely to have other sex friendships Importance of friendships decline while intimacy rises |
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Clique |
Small group of friends that know each other well |
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Crowds |
Larger Reputation based Not necessarily friends |
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Liaisons |
Not part of a particular group Get along with everyone Accepted by most groups Move around socially May help two groups get along |
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Elites |
High social status Preps Popular Highest social acceptance |
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Atheletes |
Jocks Sports oriented |
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Academics |
Nerds Socially inept Low risk behaviour High school performance |
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Deviants |
Druggies High risk behaviour Low school performance |
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Others |
Normal Don't stand out Ignored |
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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 |
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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 |
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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 |
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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…) |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Controversialadolescents |
High in aggression High in social skills Ex: Maggie's boyfriend in 17 again --> Super aggressive, bully type but very popular jock
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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 |
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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 |
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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 |
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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 |
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Postfigurative cultures |
Technological change slow |
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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 |
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Prefigurative cultures |
Young people teach adults how to use technology |