Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
PCA ch. 15
PCA ch. 15 and 13.3
| Question | Answer |
|---|---|
| descriptors of an adolescent's self-concept | more self-reflective, more abstract and complex concepts, contradictory characteristics, envision an ideal self, input from closed ones, social comparison |
| most older adolescents can form an integrated view of themselves, and as a result, they no longer see conflicting statements about themselves as contradictory | social-cognitive theory |
| the opinions of peers are a strong influence on adolescents' self-concepts and self-esteem during this period | early-middle adolescence |
| self-esteem tends to decline somewhat on the average compared to middle childhood | early-middle adolescence |
| adolescents can make contradictory statements about themselves and are sometimes bothered by the contradictions | early-middle adolescence |
| adolescents tend to form an integrated view of the self | late adolescence |
| self-esteem tends to rise during this period as adolescents "find their niche" | late adolescence |
| adolescents are less concerned about their peers' opinions and strive to develop personal beliefs, values, and moral standards | late adolescence |
| the process of integrating your personal characteristics (for example, self-concepts) with a set of values and a set of future goals | identity development |
| exploration followed by commitment; high exploration and commitment); increases with age | identity achievement |
| exploration without commitment; high exploration without commitment | identity moratorium |
| commitment to an identity without having explored alternatives; high commitment without prior exploration | identity foreclosure |
| an absence of either exploration or commitment; decreases with age | identity diffusion |
| transition period (19-25) that shares some features associated with adolescence (exploration of multiple career and lifestyle possibilities) and some features associated with adulthood (trying to live independently of one's parents) | emerging adulthood |
| first cycle of exploration and commitment in which an individual engages in exploration in breadth and commitment making in specific areas of identity | identity formation |
| the second cycle of exploration and commitment in which people reexamine identity choices from the first phase (exploration in depth) and transition to identification with commitment (integrating commitments into an overall sense of identity) | reconsideration of commitments |
| attitudes and beliefs people have about the meaning of their ethnic or racial group memberships; sense of membership in an ethnic group | ethnic-racial identity |
| children and adolescents haven't reflected on what it means to be in a particular ethnic group; prefer values of majority culture; go along with parents and other members of their ethnic group; don't reflect on cultural differences | stage 1: unexamined ethnic identity |
| experiences of rejection or humiliation --> values of majority culture differ from their own group, active exploration | stage 2: ethnic identity search |
| resolve conflict between ethnic-racial identity and majority culture, acquire reasonably secure ethnic-racial identity | stage 3: ethnic identity achievement |
| a period of conflict in which one considers alternative identities | identity crisis |
| the tendency for people to seek out and socialize with others who are similar to themselves | homophily |
| three influences of friends on social and emotional development | help adolescents understand others' emotions, social roles, and perspectives, help teens deal with stressful times, provide support and companionship as adolescents develop their identity |
| a situation in which two friends keep revisiting upsetting issues, putting them at risk of anxiety or depression | co-rumination |
| a process by which deviant conversations among antisocial friends lead to deviant actions | deviancy training |
| acts of delinquency committed primarily during adolescence | adolescence-limited antisocial behavior |
| acts of delinquency that are part of a pattern of antisocial behavior beginning in early childhood and continuing through adolescence | early-onset antisocial behavior |
| popularity as rated by peers | perceived popularity |
| a small group of friends and close acquaintances that provides a secure base and social support for a young person | cliques |
| a large group of peers that share a general identity, such as the "brains" or "populars" | crowd |
| the use of electronic communication to bully an individual | cyberbullying |
| positive aspects of social networking | sharing pictures with friends, posting photos as an outlet for creative expression, and getting information through a newsfeed |
| The chief impetus for the arguments is the teen's desire to | renegotiate their position in the direction of greater control over the daily schedule and personal choices |
| Conflict during adolescence may actually serve to strengthen parent-adolescent relationship if it | provides a means of communicating interpersonal issues and personal concerns that merit attention |
| a view that sexual activity, particularly casual activity, is more appropriate for males than females | sexual dobule standard |
| prevailing ideas about how males and females are supposed to interact with each other in romantic or sexual situations | cultural scripts |
| the sex or gender of the person(s) to which one is sexually attracted, including not having a clear preference or interest | sexual orientation |
| milestones in developing LGB sexual identity | awareness, realization, experience of activity, disclosure to friend and family member, having intimate relationship |
| stressors associated with having a minoritized sexual and/or gender identity affect individual well-being and induce psychological distress | minority stress model |
| diseases or infections that are transmitted primarily, though not exclusively, by sexual contact | sexually transmitted diseases |
| programs that promote abstinence from sex as the solution to teen pregnancy and risks of getting an STD but do not cover contraception | abstinence-only sex education |
| programs that include education on the use of contraception, sexually transmitted diseases, teen pregnancy, and abstinence | comprehensive sex education |
| six societal and scientific changes leading to emerging adulthood | more education, fewer entry-level jobs after schooling, less rush to marriage due to general acceptance of PMS, CH, BC, women delay preg. beyond fertile years (wide range of CO and ART), on family insurance until age 26, prefrontal cortex matures at 25 |
| love and work/relationships and careers | identity exploration |
| life circumstances and living situations | instability |
| not raising children or older adults in relationships | self-focused |
| feeling adultlike or dependent on others | feeling in-between |
| decisions | age of possibilities |
| Marriage Holding full-time job Living independent from parents | historical adulthood |
| Accept responsibility Financially independence Become less self-oriented, develop greater consideration for others Decide on personal beliefs and values independent of parents or other influences | modern adulthood |
| At what ages do mother-child arguments tend to peak? | ages 15-16 |
| four main mechanisms by which friends socialize one another | rewards, emulation, peer pressure, compromise |
| progression of heterosexual dating | Entry into romantic attractions and affiliations (ages 11-13) Exploring romantic relationships (ages 14-16) Consolidating dyadic romantic bonds (ages 17-19) |
| characteristics of LGBTQ linked to sexual activity | Generally similar across sexual and gender identities Smaller, more fluid dating pool High acceptance rate |
| those who date are more likely to be | accepted by peers and to be perceived as more physically attractive. |
| cognitive factors in sexual-risk taking | 1. Attention problems 2. Multiple school problems, antisocial behavior, substance use in middle school 3. Self-regulation (emotions and behaviors) |
| What your teen wishes you knew about sex ed (part 1) | don't wait until puberty to stark talking about puberty, if your teen speaks up about sex, sexuality, listen, love and be humble, teens need to understand the basics of a healthy relationship |
| What your teen wishes you knew about sex ed (part 2) | sex feels good. don't try to hide that from your kids, porn isn't real life, and your kids need to hear that, you may want to get backup |
Created by:
alumesi