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81 Cards in this Set
- Front
- Back
self |
the self consists of all the characteristics of a person |
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identity |
is who a person is, representing a synthesis and integration of self-understanding |
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personality |
refers to the enduring personal characteristics of individuals. personality is viewed as the broadest of the three domains and encompassing the other two (self and identity) |
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self-understanding |
is the cognitive representation of the self, the substance of self-conceptions.
example: 11 year old boy knows he is a student, boy, football player, and a family member. |
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perspective taking |
is the ability to assume other people's perspectives and understand their thoughts and feelings |
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possible selves |
what adolescents hope to become as well as what they dread they will become |
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self-esteem |
refers to global evaluations of the self
example: person may perceive themselves as not merely a person but a "good" person |
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self-concept |
refers to the domain-specific evaluations of self
example: individuals can make self-evaluations in domains such as academic, appearance, and so on |
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self-regulation |
involves the ability to control one's behavior without having to rely on others' help |
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selective optimization with compensation theory |
states that successful aging is linked with three main factors: 1. selection 2. optimization 3. compensation |
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identity versus identity confusion |
Erikson's 5th stage: stage of development: which occurs in the adolescent years; they're faced with finding out who they are, what they are all about, and there they are going in life |
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psychosocial moratorium |
Erikson's term for the gap between childhood security and adult autonomy that adolescents experience as part of their identity exploration |
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crisis |
a period of identity development during which the individual is exploring alternatives |
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commitment |
is personal investment in identity
1. identity diffusion 2. identity foreclosure 3. identity moratorium 4. identity achievement |
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identity diffusion |
Marcia's term for the status of individuals who have not yet experienced a crisis ( explored meaningful alternatives ) or made any commitments |
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identity foreclosure |
Marcia's term for the status of individuals who have made a commitment but have not experienced a crisis |
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identity moratorium |
is the status of individuals who are in the midst of a crisis but whose commitments are either absent or only vaguely defined |
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identity achievement |
is the status of individuals who have undergone a crisis and have made a commitment |
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individuality |
two dimensions: self-assertion, which is the ability to have and communicate a point of view; and separateness, which is the use of communication patterns to express how one is different from others |
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connectedness |
two dimensions: mutuality, which involves sensitivity to and respect for others' views; and permeability, which involves openness to others' views |
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ethnic identity |
is an enduring aspect of the self that includes a sense of membership in an ethnic group, along with the attitudes and feelings related to that membership |
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trait theories |
state that the personality consists of broad dispositions, called traits, that tend to produce characteristic responses
example: the way they behave; whether they are outgoing/friendly or assertive/dominant |
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big five factors of personality |
1. openness to experience 2. conscientiousness 3. extraversion 4. agreeableness 5. neuroticism |
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contemporary life-events approach |
emphasizes how life events influence the individual's development depends not only on the event but also on mediating factors (physical health and family supports) |
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generativity versus stagnation |
Erikson's 7th stage
generativity encompasses adults desire to leave a legacy of themselves to the next generation
stagnation "self-absorption" develops when individuals sense that they have done nothing for the next generation |
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gender |
refers to the characteristics of people as males and females |
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gender identity |
involves a sense of one's own gender, including knowledge, understanding, and acceptance of being male or female |
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gender roles |
are sets of expectations that prescribe how females or males should think, act, and feel |
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gender typing |
refers to acquisition of a traditional masculine or feminine role
example: fighting = masculine crying = feminine
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estrogens |
primarily influence the development of female physical sex characteristics and help regulate the menstrual cycle |
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androgens |
primarily promote the development of male genitals and secondary sex characteristics
example: testosterone |
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social role theory |
which states that psychological gender differences result from the contrasting roles of men and women |
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psychoanalytic theory of gender |
preschool child develops a sexual attraction to the opposite-sex parent. 5-6 years the child renounces this attraction with anxious feelings. |
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social cognitive theory of gender |
children's gender development occurs through observation and imitation, and through the rewards and punishment children experience for gender-appropriate and gender-inappropriate behavior |
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gender schema theory |
states that gender-typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture |
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gender stereotypes |
are general impressions and beliefs about males and females
example: men are powerful, women are weak men are good physicians, women are good nurses |
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gender-intensification hypothesis |
states that psychological and behavioral differences between boys and girls become greater during early adolescence because of increased pressures to conform to traditional masculine and feminine gender roles |
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rapport talk |
is the language of conversation; it is a way of establishing connections and negotiating relationships |
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report talk |
is talk that is designed to give information; this category of communication includes public speaking |
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sexual scripts |
stereotyped patterns of expectancies for how people should behave sexually |
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traditional religious script |
sex is only accepted in marriage |
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romantic script |
when two people fall in love, it is acceptable to have sex whether married or not |
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bisexuality |
when someone is sexually attracted to both sexes |
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sexually transmitted infections (STIs) |
are diseases that are primarily contracted through sex |
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rape |
is forcible sexual intercourse with a person who does not give consent |
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date or acquaintance rape |
which is coercive sexual activity directed at someone with whom the victim is at least casually acquainted with |
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sexual harassment |
is a manifestation of power of one person or another
example: inappropriate sexual remarks and physical contact |
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climacteric |
term used to describe the midlife transition in which fertility declines |
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menopause |
is the time in middle age, usually during the late forties or early fifties, when a woman's menstrual periods cease |
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perimenopause |
is the transitional period from normal menstrual periods to no menstrual periods at all, which often takes up to 10 years |
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moral development |
changes in thoughts, feelings and behaviors regarding standards of right and wrong |
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heteronomous morality (Piaget) |
first stage: 4-7 years; justice and rules are conceived of as unchangeable properties of the world, removed from the control of people |
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autonomous morality |
second stage: 10 and older; children become aware that rules and laws are created by people and that in judging an action they should consider the actor's intentions as well as consequences |
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immanent justice |
belief that if a rule is broken, punishment will be meted out immediately |
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Kohlberg's |
stage 1: preconventional stage 2: conventional stage 3. postconventional |
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preconventional reasoning |
is the lowest level of moral reasoning, good and bad are interpreted in terms of external rewards and punishments
heteronomous morality: first stage; which moral thinking is tied to punishment
individualism, instrumental purpose, and exchange: individuals pursue their own interests but also let others do the same |
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conventional reasoning |
is the second, intermediate, individuals apply certain standards of others such as parents or the laws of society
mutual interpersonal expectations, relationships, and interpersonal conformity: third stage; individuals value trust, caring, and loyalty to others as a basis of moral judgments
social systems morality: fourth stage; moral judgments are based on understanding the social order, law, justice, and duty
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postconventional reasoning |
highest level: the individual recognizes alternative moral courses, explores the options, and then decides on a person moral code
social contract or utility and individual rights: fifth stage; individuals reason that values, rights, and principles undergird or transcend the law
universal ethical principles: sixth and highest stage; individuals develop a moral standard based on universal human rights |
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justice perspective |
moral perspective that focuses on the rights of the individual; individuals independently make moral decisions |
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care perspective |
perspective based on connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others |
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social conventional reasoning |
focuses on conventional rules established by social consensus and convention, as opposed to moral reasoning which stresses ethical issues |
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social cognitive theory of morality |
theory that distinguishes between moral competence - the ability to produce moral behaviors - and moral performance - performing those behaviors in specific situations |
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`ego ideal |
the component of the superego that rewards the child by conveying a sense of pride and personal value |
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conscience |
component of the superego that punishes the child for behaviors disapproved of by parents by making the child feel guilty and worthless |
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empathy |
reacting to another's feelings with an emotional response that is similar to the other's feelings |
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moral identity |
the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives |
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moral exemplars |
people who have moral personality, identity, character, and set of virtues that reflect moral excellence and commitment |
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hidden curriculum |
the pervasive moral atmosphere that characterizes every school |
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character education |
a direct moral education program in which students are taught moral literacy to prevent them from engaging in immoral behavior |
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values clarification |
program which students are helped to clarify what their lives are for and what is worth working for. students are encouraged to define their own values and understand others' values |
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cognitive moral education |
based on their belief that students should learn to value things like democracy and justice as their moral reasoning develops |
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service learning |
a form of education that promotes social responsibility and service to the community |
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altruism |
an unselfish interest in helping another person |
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forgiveness |
prosocial behavior that occurs when the injured person releases the injurer from possible behavioral retaliation |
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gratitude |
feeling of thankfulness and appreciation, especially in response to someone's doing something kind or helpful |
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conduct disorder |
age-inappropriate actions and attitudes that violate family expectations, society's norms, and the personal or property rights of others |
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juvenile delinquency |
actions taken by an adolescent in breaking the law or engaging in illegal behavior |
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values |
beliefs and attitudes about the way things should be |
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religion |
organized set of beliefs, practices, rituals, and symbols that increases an individual's connection to a sacred or transcendent other (God or higher power) |
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religousness |
the degree of affiliation with an organized religion |
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spirituality |
experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society |