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Reciprocal Socialization

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process by which children and adolescents socialize parents

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The family can be thought of as a

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constellation of subsystems. each family member is a participant in several subsystems a behavior of one family member changes can effect the others

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A studied aspect of family system is the link between marital relationships and parenting

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findings are that happily married parents are more sensitive responsive warm and affectionate toward their children and adolescents

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link between marital relationships and parenting

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positive family climate for adolescents involve both effective parenting and positive relationship between parents longitudinal study showed that positive family climate was linked to the degree of positive engagement the adol. showed toward their own spouses almost 20 years later

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adolescent changes

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conflict between parents and adolescents espeically between mothers and sons is the most stressful during the peak of pubertal growth earlier to maturation the more conflict with their parents

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parents as managers

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parents assume important roles as effective managers-who find information, make contacts, help choices and provide guidance. regulators of opportunities for the adol. social contact with peers, friends, and adults family management practices are positively related to students to students grades and self responsibilty

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diana baumrind four styles of parenting written

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are associated with different aspects of adolescents social behavior

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authoritarian written

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restrictive punitive demanding controling rejecting unresponsive

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authoritative written

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parents encourage adolescents to be independent but still place limits and controls on their actions demanding controling accepting responsive

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neglectful written

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parent is very uninvolved in the adolescents life undemanding uncontroling rejecting unresponsive

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indulgent written

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parents are highly involved with their adol. but place few demands on them accepting responsive undemanding uncontroling

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in general researchers have found authoritative parenting

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to be related to positive aspects of development

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parenting styles and ethnicity

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research with ethnic groups suggests that some aspects of the authoritarian style may be associated with positive child outcomes

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autonomy and attachment

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the adult attachment interview AAI is often used to assess secure and insecure attachment in adults individuals are classified into one of the four categories secure/autonomous dismissing/aavoidant preoccupied/ambivalent unresolved/ disorganized

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The most consistent outcomes of secure attachment in adolescents involve

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positive peer relationships and development of the adolescents emotion regulation capacities

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old model of parent adolescent relationships suggest that

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as adolescents mature they detach themselves from their parents and move into a world of autonomy apart from parents parent adolescent conflict is intense and stressful throughout adolescence

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new model emphasizes that

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parents serve as important attachment figures resources and support systems as adolescents explore a wider more complex social world in the majority of families parent adolescent conflict is moderate rather than severe and that everyday negotiations and minor disputes are normal

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Three important characteristics of sibling relationships written

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emotional quality of the relationship familiarity and intimancy of the relationship variation in sibling relationships

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adolescents adjustment in divorced families

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show poorer adjustment than their counterparts, those who have experiences multiple divorces are at greater risk

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predivorce period

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a time when the parents are often in active conflict with each other

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emotion security theory

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cummings and his collegues have proposed emotion security theory which states that children appraise marital conflict in terms of their sense of security and safety in the family a distinction is made between marital conflict that is negative for children and marital conflict that can be positive for children

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Most adolescents completely cope with their parents divorce

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and do not have significant adjustment problems

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family processes matter a great deal when

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divorced parents have a harmonious relationship and use authoritative parenting adjustment of adolescents is improved conflict between divorced parents was liked to emotional problems insecure social relationships and antisocial behavior in adolescents

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a secure attachment also matters

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a disequilibrium including diminished parenting skills occurs in the year following the divorce however by two years after the divorce restabilization has occured and parenting skills have improved

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factors involved in the adolescents individual risk vulnerability in a divorced family

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adolescents adjustment prior to the divorce personality and temperament developmental status custody gender relocation

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whether a divorce occurs earlier or later in childrens or adolescents development is linked

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to the types of problems the children and adolescents are likely to develop

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adolescents in stepfamilies have more

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adjustment problems than their counterparts in nondivorced families

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boundary ambiguity

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uncertainty in stepfamilies about who is performing or responsible for certain tasks in the family system

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there is an increase in adjustment problems in newly

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remarried family

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adolescents who had been in a simple stepfamily for a number of years were

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adjusting better than in the early years of the remarried family also functioning well in comparision with adolescents in conflicted nondivorced families and adolescents in complex stepfamilies

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children esp. girls of working mothers engage in less gender stereotyping

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and have more eglitarian views of gender

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latchkey adolescents

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typically do not see their parents from the time they leave for school in the morning until 6 or 7 at night without limits and parental supervison children find their way into more trouble, parental monitoring and authoritative parenting help the adolescent to cope more effectively with latchkey experiences espcially in resisting peer pressure

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children and adol. who are adopted early in their lives are more likely to have

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positive outcomes than their counterparts adopted later in life

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in general adopted children and adolescents are more likely to experience

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psychological and school related problems than nonadopted children vast majority of adopted children and adolescents adjust effectively

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adopted children and foster care

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adopted children and adol. fare much better than children and adol. in long tern foster care or in an institutional environment

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keys to effectively parenting adopted children

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many of the keys to effectively parenting adopted children are no different than those for effectively parenting biological childrenbe supportive and caring be involved and monitor the adolescents behavior and whereabouts be a good communicator help the adolescent learn to develop self control

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gays and lesbians are increasingly choosing parenthood through donor insemination or adoption

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children and adolescents created through new reproctive technologies are as well adjusted as their counterparts

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competent adolescent development written

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competent adolescent develipment is most likely to happen when adolescent have parents who show them warmth and respect demonstrate sustained interest in their lives recognize and adopt to their changing cognitive and socieomotional development communicate expectations for high standards of conduct and achievement display authoritative constructive ways of dealing with problems and conflict

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carnegie council on adolescent development identified some key opportunities for improving social policy

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School, cultural arts, religious and youth organizations, and health-care agencies should examine the extent to which they involve parents in activities with adolescents and should develop ways to engage parents and adolescents in activities they both enjoy. Professionals such as teachers, psychologists, nurses, physicians, youth specialists, and others who have contact with adolescents need not only to work with the individual adolescent but also to increase the time they spend interacting with the adolescent's family. Employers should extend to the parents of young adolescents the workplace policies now reserved only for the parents of young children. Community institutions such as businesses, schools, and youth organizations should become more involved in providing after-school programs.

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peer contexs

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peer interaction is influenced by contexts, which can include the type of peer the adolescent interacts with and the situation or location where they are peer contexts also are infuenced by such factors as how effectively parents manage adolescents peer interactions and whether adults are present

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individual difference factors

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among the wide range of factors of individual differences that can affect peer relations are personality traits one individual differences that has be found to impair peer relationships is the trait of negative emotionality which involves a very low threshold for experiencing anger fear anxiety and irritation other factors include the adolescents openness to peer influence and the status/power of the other adolescent or peer group

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peer influences can be positive

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adolescents explore the principles of fairness and justice by working through disagreements with peers adolescents learn to be skilled and sensitive partners in intimate relationships by forging close friendships

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peer influences can be negative

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rejection and neglect by peers are related to an individuals subsequent mental health for some adolescents, the peer culture can be corrupt influence that undermines parental values and control researchers found that college students with risky social networks were 10 times more likely to engage in heavy drinking

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peer pressure

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around 8th and 9 th grades conformity to peers especially to their antisocial standards peaks adolescents who are uncertain about their social identity which can appear in the form of low self esteem and high social anxiety are most likely to conform to peers peers are also more likely to conform when they are in the presence of someone they perceive to have higher status than they do.

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sociometric status

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extent to which children and adolescents are liked or disliked by their peer groups sociometric status is typically assessed by asking children to rate how much they like or dislike each of their classmates it may also be assessed by asking children and adolescents to nominate the peers they like the most and those they like the least

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the five types of peer statuses

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popular children- are fequently nominated as a best friend and are rarely disliked by their peers average children- receive an average number of both positive and negative nominations from their peers neglected children- are infrequently nominated as best friend but are not disliked by their peers rejected children- are infrequently nominated as someone's best friend and are actively disliked by their peers controversial children- are frequently nominated both as someones best friend and as being disliked

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popular children

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give out reinforcements listen carefully maintain open lines of communication with peers are happy control their negative emotions show enthusiasm and concern or others are self confident without being conceited

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short responce three reasons why aggressive peer rejected boys have problems in social relationships

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they are more impulsive and have problems sustaining attention they are more emotionally reactive they have fewer social skills in making friends and maintaining positive relationships with peers

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social cognitive perspective of peer relations

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as children move into adolescence they aquire more social knowledge there is considerable individual variation in how much one adolescent knows about what it takes to make friends to get peers to like him or her in a recent study social intelligence was related to peer popularity but not to academic achievement from a social cognitive perspective children and adolescents may have difficulty in peer relations because they lack appropriate social cognitive skills

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five steps in processing information about the social world written

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dodge argues that adolescents go through five steps in processing information about their social world decoding of social cues response search interpretation selection of an optimal response enactment

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strategies for improving social skills

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conglomerate strategies involve the use of a combination of techniques rather than a single approach to improve adolescents social skills a cong. strategy might consist of - demonstration or modeling of appropriate social skills, discussion and reasoning about social skills

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social skills training programs

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have generally been more successful with children 10 years or younger than with adolescents once an adolescent gains a negative reputation among peers the peer group attitude is often show to change, even after the adolescents behavior had been corrected skills interventions may need to be supplemented by efforts to change the minds of peers cooperative group training

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sullivan's theory of adolescent friendships

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has been the most influential theorist in the study of adolescent friendships everyone has basic social needs and whether or not these needs are fulfilled largely determines our emotional well-being during adolescence, friends become increasingly important in meeting social needs need for intimacy intensifies during early adolescence motivating teenagers to seek out close friends if adolescents failed to forge such close friendships they experience loneliness and a reduced sense of self worth

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cliques

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small groups that range from 2- 12 individuals and average about 5 to 6 individuals members are usually of the same sex and similar in age form because adolescents engage in similar activities such as being in a club together or on a sports team

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crowds

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are larger and less personal than cliques usually members of a crow based on reputation

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three stages in the development of romantic relationships written

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the three stages that characterize the development of romantic relationships are entry into romantic attractions and affiliations 11-13, triggered by puberty, developing a crush is common exploring romantic relationships 14-16, casual dating and dating in groups consolidation dyadic romantic bonds 17-19, strong emotional bonds more closely resembling those in adult romantic relationships

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romantic love

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also called passionate love, has strong sexual and infatuation component, and often predominates in the early part of a love relationship characterizes most adolescent love also extremely important among college students

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affectionate love

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also called companionate love, occurs when individuals desire to have another person near and have a deep caring affection for that person there is a strong belief that affectionate love is more characteristic if adult love than adolescent love

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attachment history and relationships

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attachment history is linked to couple relationships in adolescence adolescents with a secure attachment to parents are likely to approach romantic relationhips expecting closeness warmth intimacy they are likely to fell comfortable developing close, intimate romantic relationships adolescent observations of their parents marital relationship also contribute to their own construction of dating relationships parents are likely to be more involved or interested in their daughters dating patterns and relationships than their sons peer relationships friendships also provide the opportunity to learn modes of relating that are carried over into romantic relationships

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dating scripts

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cognitive models that adolescents and adults use to guide and evaluate dating interactions first dater were highly scripted along gender lines males a proactive dating script females a reactive script

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dictates about dating in various cultures

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the sociocultural context exerts a powerful influence on adolescent dating and on mate selection values and religious beliefs in various cultures often dictate : age at which dating begins how much freedom is allowed extent to which dates are chaperoned by parents or other adults respective roles of males and females in dating in the arab world asian countries and south american adults typically are highlt restrictive of adolescent girls romantic relationships immigrants to the us have brought these standards with them

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constructivist approach

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learner centered approach which emphasized the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher students should be encouraged to explore their world discover knowledge reflect and think critically with careful monitoring and meaning guidance from the teacher emphasis on collaboration

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direct instruction approach

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structured teacher centered approach that is characterized by teacher direction and control high teacher expectations for students progress maximum time spent by students on academic tasks efforts by the teacher to keep negative affect to a minimum an important goal is maximizing student learning time

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criticisms of both approaches

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advocates of the constructivist approach direct instruction approach turns students into passive learners and does not adequately challenge them to think in critical and creative ways direct instruction enthusiasts constructivist approaches do not give enough attention to the content of a discipline and that constructivist approaches are too relativistic and vague

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criticisms of NCLB legislation

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critics argue that the NCLB legislation is doing more harm than good. using a single test as the sole indicator students progress and competence presents a very narrow view of students skills. some critics stress that NCLB relfects social policy that focus only on academic reforms and ignores the social aspects of school

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common core standards

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initiative was endorsed by the national governors association in an effort to implement more rigorous state guidelines for educating students common core standards specify what students should know and the skills they should develop at each grade level in various content areas

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top-dog phenomenon

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moving from being oldest, biggest and most powerful students in elementary school to being the youngest smallest and least powerful students in the middle or junior high school less stressful when students have positive relationships with friends and go through the transition in team oriented schools in which 20- 30 students take the same classes together

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causes of dropping out of high school

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students drop out of school for school related economic family related peer related and personal reasons school related problems consistently associated with dripping out of school. students from low income families are more likely to drop out than those from middle income families many dropouts have friends who are also dropouts approximately 1/3 girls drop for reasons such as pregnancy or marriage

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written strategies for reducing the drop out rate

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most effective programs provided early reading programs tutoring counseling and mentoring importance of creating caring environments and relationships an offered community service opportunities early detection of children school related diffuclties and getting children and youth engaged with school in positive ways

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written strategies for classroom management

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authoritative strategy- encourages students to be independent thinkers and doers but still involves effective monitoring authoritarian strategy- restrictive and punitive with the focus manily on keeping order rather than on instruction and learning permissive strategy- offers students considerable autonomy but provides them with little support for developing skills or managing their behavior

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person-environment fit

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eccles argues that a lack of fit between the middle/junior high environment and the needs of young adolescents produces increasingly negative self-evaluations and attitudes toward school

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victims of bullying and effects of bullying

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anxious, socially withdrawn aggressive children are often the victims of bullying bullies and their victims in adolescence were more likely to experience depression and engage in suicide ideation and attempt suicide than their counterparts

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outcomes of participation in extra curricular activities

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participation in extracurricular activities is linked to higher grades, school engagement, less likelihood of dropping out, improved probability of going to college, higher self esteem, lower rates of depression, delinquency, an substance abuse adolescents benefit from a breadth of extracurricular activities more than they do when they focus on a single extracurricular activities the stronger the link is the positive development outcomes

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characteristics of schools in low income areas

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many adolescents in poverty face problems that present barriers to their learning compared with schools in higher income areas schools in low income areas are more likely to have more students with low grades, low graduation rates, small percentages of students going to college, more likely to have teachers with less experience, nonqualified teachers, more subsitute teachers, more likely to encourage route learning, do not provide adequate support for English language learners

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ethnicity in schools

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many of the inner city schools are still segreated are underfunded, and do not provide adequate opportunities for children to learn effectively almost 1/3 african americans and latino students are in schools with 90 minority groups us schools are doing an especially poor job of meeting the needs of america's fastest growing minority population latinos highschool graduation rate for latino lags behind that for any other ethnic minority group except native americans

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written strategies for improving relationships among ethnically diverse students know 4 of them

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turn the class into a jigsaw classroom, in which students from different cultural backgrounds are placed in a cooperative group encourage students to engage in perspective taking encourage students to have positive personal contact with other diverse students help students think critically and be emotionally intelligent about cultural issues reduce bias

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multicultural education

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education that values diversity and includes the perspectives of a variety of cultural groups its proponents believe that children and youth of color should be empowered and that multicultural education benefits all students an important goal is equal educational opportunity for all students multicultural education grew out of the civil rights movement of the 1960 and the call for equality increasing trend not to make ethnicity a focal point but to also include socioeconomic status gender religion and other forms of differences

question

1. All of the following are key opportunities for improving social policy identified by the Carnegie Council on Adolescent Development EXCEPT a. professionals who work with adolescents should aim to increase their contact time with the adolescents and decrease the time that they spend with the parents. b. community institutions should become more involved in providing after-school programs. c. employers should extend the benefits now afforded to parents of young children to parents of adolescents. d. All of these are recommendations.

answer

A

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Social-skills training programs have been generally most successful with individuals who are a. in early adolescence. b. age 10 and under. c. in middle adolescence. d. in emerging adulthood.

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b

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Which of the following refers to the fit between middle/junior high school and the needs of young adolescents? a. Person-environment fit b. Goodness of fit c. Temperament match d. Nature and nurture

answer

a

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