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unit 2 AP
| Question | Answer |
|---|---|
| self-concept | an evaluation of strengths, weakness, abilities, characteristics who am i? an overarching idea we have about who we are |
| self-esteem | determination of our value or worth component of broader self-concept |
| identity exploration | occupational identity political identity religious identity gender and sexual identity cultural/racial identity |
| role confusion | when exploration isn't happening or isn't going well: confusion and fragmented sense of self |
| parental monitoring | what should they be monitoring? adolescents less likely to engage in problem behaviors when monitoring in place |
| self-disclosure | linked with positive adjustment and fewer problem behaviors |
| conflict with parents | does not usually get progressively worse many have little to no conflict with parents usually about dress, curfew, friends mostly mother-daughter |
| siblings | sibling often get closer in late adolescence-emerging adulthood |
| friends | critically important during adolescence support system as they navigate school/life together work on social problem-solving skills provide perspective on acceptable values, attitudes, and behaviors |
| crowds | broad groups, like-minded/things, in common, don't necessarily know each other |
| cliques | within crowds are smaller groups with similar interests, values, hobbies |
| relational victimization | bullying shifts from physical to relational |
| fundamental of attachment | relationship pattern with primary caregivers becomes the default template attachment style has a direct relationship with how we navigate future relationships |
| attachment styles | secure attachment anxious/ambivalent attachment avoidant attachment disorganized |
| before the dating begins | biological changes social changes cognitive changes cultural and religious context family expectations |
| developmental benefits of dating | identity development compatibility navigating intimate relationships its not all about me |
| purpose of dating (early dating) | novelty, fun, exciting, growing up, less about love/intimacy |
| purpose of dating (mid-later adolescence) | intent becomes important.... become more serious and personal, greater desire for intimacy and physical relationship |
| attachment style and dating | avoidant ambivalent/anxious disorganized secure |
| avoidant | harder to 'connect', cautious, distant. wants to be close but does not like the vulnerability. jealous. break off if it starts to get too serious |
| ambivalent/anxious | wants reassurance that things are good. wants to please partner. the success of the relationship is up to me. its my fault if things dont go well |
| disorganized | hot mess. intensity, alternates between angry and passive, reading between the lines, suspicious, jealous |
| secure | values relational safety (less drama), balances my needs/ your needs, progressive disclosure and intimacy with personal values-based boundaries |
| down sides of dating | emotionally hurt break ups consequences associated with sexual activity risk of sexual/relationship violence |
| what is NSYR | the largest, most reliable sociological study ever done on youth and religion 15 years in the running mixed research methods examination of: religious practices, social factors, faith practices, demographic differences, life effects |
| MTD | moralistic therapeutic deism |
| James fowler- stages of faith development | intuitive-predictive mythical- literal synthetic-conventional individual- reflective conjunctive universalizing |
| Kohlberg's stages of moral development | obedience and punishment individualism and exchange good boy/girl low and order social contract principled conscience |
| Gilligan's stages of the ethic of care | orientation to individual survival selfishness to responsibility goodness as self-sacrifice goodness to truth morality of nonviolence |
Created by:
abishopmnu