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Adolescent Dev
Biopsychosocial
| Question | Answer |
|---|---|
| Working Memory | the ability to hold and manipulate information in one's mind over short periods |
| Short-Term Memory | Serves as a brief storage facility (does not allow for manipulation) |
| Inhibitory Control | the ability to resist impulses and distractions |
| Cognitive Flexibility | the ability to adapt to new situations and switch between different tasks |
| T/F: inconsistent discipline can lead to higher error rates and poorer executive function performance | True |
| T/F: parents who set clear expectations and provide consistent support can help their children develop better working memory and inhibitory control | True |
| Social Cognition | the ability to understand and manage social interactions, is closely linked to executive functioning |
| While adolescents gain improved skills in planning, monitoring, and emotional regulation, they may also exhibit impulsive or risk-taking behaviors due to the still-developing __________ systems. | inhibitory |
| _______-_____________ is a critical component of executive functioning that involves the ability to manage one's emotions, behaviors, and thoughts in a goal-directed manner | Self-regulation |
| Self-regulation encompasses several sub-skills, including: __________ regulation, ____________ regulation, and __________ regulation. | emotional regulation, behavioral regulation, cognitive regulation |
| Parenting behaviors play a crucial role in development of executive functioning. T/F | True |
| Emotional Regulation | the ability to manage and respond to emotional experiences in a constructive way |
| Behavioral Regulation | the ability to control one's actions and impulses |
| Cognitive Regulation | the ability to manage and direct one's thoughts and attention |
| Social workers can connect adolescents with _________ or ________ _______ to provide a sense of community and support. | mentors; support groups |
| Social workers can provide __________ _____________ to help adolescents develop better emotional regulation and __________ mechanisms. | individual therapy; coping |
| adjuvant | a substance or component added to a product or treatment to enhance, accelerate, or modify the effectiveness of its primary active component |
| acute | sharp, severe, or having a sudden onset and short duration |
| Predisposing Factors | traits or conditions (e.g., high emotional reactivity) that increase one's vulnerability |
| Precipitating Factors | situational conditions (e.g., stressful life events) that trigger the onset of condition or situation |
| Perpetuating Factors | behaviors and cognitions that contribute to the transition from acute to chronic condition and maintain condition long term |
| CBT-I | Cognitive Behavioral Therapy for Insomnia |
| In CBT-I, these factors are the primary focus of treatment. | Perpetuating Factors (e.g., going to bed earlier to compensate for sleep loss, worrying about daytime functioning) |
| According to the three-factor model of insomnia, there are 3 primary factors that contribute to the development of insomnia: | 1) Predisposing factors 2) Precipitating factors 3) Perpetuating factors |
| Resilience | the ability to adapt and recover from adversity, stress, or trauma |
| Adaptability | the ability to adjust to changing circumstances and recover from setbacks |
| Coping Skills | Strategies used to manage stress and adversity |
| Social Support | the presence of supportive relationships with family, friends, and community |
| Self-Efficacy | the belief in one's ability to succeed and overcome challenges |
| Protective Factors | elements in one's environment that reduce the risk of negative outcomes and promote positive development ( |
| In adolescence, protective factors can be categorized into 3 main areas: | family, school, and neighborhood |
| Family-Level Protective Factors | 1) Parental support, 2) Clear boundaries and rules, 3) Open communication, 4) Modeling positive behaviors |
| School-Level Protective Factors | 1) Positive school climate, 2) Mentorship and role models, 3) Extracurricular Activities, 4) Academic support |
| Neighborhood-Level Protective Factors | 1) Community resources, 2) Safe environment, 3) Positive peer relationships, 4) Civic engagement |
Created by:
hdemerly