Adolescent Dev Exam 3 – Flashcards
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What is school climate? What does it include?
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the quality of interactions between teachers and students: 1) how they interact; 2) teacher's expectations; 3) methods used in the class
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What main aspects of school climate are distinguished and measured by researchers? Why are these important?
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-Safety- 1) Rules and Norms, 2) Sense of Physical Security, and 3) Sense of Social-Emotional Security -Teaching and learning- 4) Support for Learning, 5) Social and Civic Learning -Relationships- 6) Respect for Diversity, 7 )Social Support—Adults, and 8)Social Support—Students -External environment- 9) School Connectedness/Engagement, 10) Physical Surroundings
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Where is school violence especially a problem? What are zero-tolerance policies?
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-Violence more common in overcrowded schools in poor urban neighborhoods -Asian Americans targeted because of perceived teacher preference toward these students - in schools, a policy of punishing any infraction of a rule, regardless of accidental mistakes, ignorance, or extenuating circumstances. -policies concern possession or use of illicit drugs or weapons. -If there's any physical violence, both parties get punished.
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Discuss school shootings, how common are they, how/if can you predict the perpetrators of such violence, what can be done about it?
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-Widely publicized, but rare, school shootings declined since 1990s. -Impossible to predict which students will commit these acts. -Can be prevented by taking action against bullying, and noticing students who are depressed and who are being harassed.
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How do teacher expectations influence student achievement?
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-Supportive teaching practices; encouragement and constructive feedback -positive school climate is positively correlated with greater student achievement and negatively with depression.
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What is unemployment, how does unemployment among emerging adults compare with unemployment among older adults?
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-refers only to people who are not in school, are not working, and are looking for a job - in both Europe and the US, the unemployment rate for emerging adults is at least twice as high compared to older adults (26+) ,
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What is engagement with schooling? What is the general trend over the last few decades in engagement?
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-the quality of being psychologically committed to learning - from 1983-2000, engagement in schooling rates have dropped: Steinberg (1996),"more and more, students are physically present but psychologically absent
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Describe the combinations of concentration and motivation among various activities that adolescents can be engaged in. What is the conclusion as to incidence of the most positive mental states?
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-in class(concentration=moderate, motivation=low) -during sports (concentration=high, motivation=slightly higher) -with friends (concentration=low, motivation=high) -during arts, hobbies, + in organizations(concentration=very high, motivation=highest) *mind state more positive in structured leisure activities than in classes or with friends
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What extracurricular activities are most popular among American teens?
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-Athletics most popular in the United States 50% -Other popular activities: Music (band, chorus, orchestra, glee club) 25%, and Academic (science club, language clubs) 20%
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What is the effect of involvement in extracurricular activities on achievement?
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Participation in extracurricular activities benefits less competent students more than their academically talented counterparts
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What are the factors related to problem behavior during unstructured leisure time?
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-Eight million U.S. school-aged youngsters not supervised by parents after school. -More arrests occur in school day afternoons
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What types of things can parents do to prevent problem behavior as a result of unstructured leisure time?
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parental supervision
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Wherein lies the influence that parents have over academic achievement in their children?
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-Parents' high expectations for achievement -Parents' involvement in their adolescent child's education -Authoritative Parenting style: High demandingness and high responsiveness
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How do peers influence academic achievement?
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In relation to school, the influence of friends is greater than that of parents in some respects: -Consistency of class attendance -Time spent doing homework -How hard they try -Grades *Adolescent friends with high achievement and aspirations support and encourage each other in school
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How does work outside school influence academic achievement?
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Working more than 10 hours/week can decrease academic performance
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What are the relationships between SES and academic achievement? What are thought to be the explanations for this?
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Compared to lower-class peers, middle-class adolescents: -Score higher on basic tests of academic skills -Earn higher grades in school -Complete more years of schooling Reasons for worse school performance of poor youth: -They begin school with a distinct academic disadvantage (scoring lower on tests of basic skills) -Genetic (lower IQ) and environmental (less cultural and social capital) disadvantages
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How has the worker status of high school students changed in the past century?
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- adolescents were either students or workers not both - proportion of high school students with part time jobs rose dramatically between 1940 - 1980
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What is the relationship between work and school in nonindustrialized countries?
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Non-industrialized societies: -Work and family life less distinct -Integrated into the world of work before adolescence -Generally leave school at ages 15 or 16
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What is the pattern of employment among adolescents in industrialized countries other than the US?
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Industrialized countries -75% U.S. high school juniors hold jobs during the school year; only 25% Japanese and Taiwanese juniors do -Paid employment even rarer in most European countries -Structured apprenticeship programs in career-related jobs more common in other countries
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What types of jobs do American adolescents have? What differences according to age and gender?
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-Among younger teens- baby-sitting (girls) and yard work (boys) -Among older teens-retail and service jobs (boys- manual labor) (girls-service jobs)
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What are the characteristics of most of the jobs that American adolescents fill?
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New jobs in retail trade and services (low wages, short shifts)
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What are the 'benefits' that are supposed to accrue to those who have part-time employment while in school?
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Notion about teen employment: -builds character, -teaches about real world, -prepares for adulthood -Thought that working would keeping teens out of trouble
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What is the evidence that having part-time employment while in school increases responsibility?
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- generally, work does not keep you out of trouble; working middle class teens are associated with problem behaviors - although, poor youth teens who give their money go to their families so they are less likely to be in trouble
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What is the general trend in the relationship between hours worked in part-time employment while in school and school performance?
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Beyond 10 hrs/week, the more adolescents work, the poorer their school performance.
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What is the evidence that part-time employment while in school "keeps kids out of trouble"?
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- work does not keep you out of trouble - middle class teens are associated with problem behaviors - poor youth teens have their money go to their families so they are less likely to be in trouble
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What are the suggested explanations for the association between work and smoking, drinking and drug use?
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-Working long hours may actually be associated with increases in drug ; alcohol use, aggression, school misconduct, precocious sexual activity, minor delinquency (occupational deviance)
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Explain the idea of premature affluence. What are thought to be the effects of premature affluence?
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- the experience of having disposable income with few responsibilities, which may give adolescents unrealistic attitudes toward money - deep financials trouble for future
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What do adolescent consumers spend their money on (girls and boys)?
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In this order: -girls - clothes, food, and cosmetics -boys - food, clothes, and saving for big ticket items
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What are (very generally) the differences in unemployment between HS dropouts, those with a HS diploma, those with some college, and those with a bachelor's degree.
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-The majority of unemployed youths are high school dropouts. So stay in school!! -the more education one attains, the more likely they are to be employed, and by higher paying jobs.
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How has the proportion of adolescents attending college changed over the past century?
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in 1900 it was 4%, today 75% of high school graduates enroll in college
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How accessible is college in the US in comparison to other countries?
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Colleges in US are more diverse and accessible.
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What are the approximate graduation rates for those enrolling in 4-year colleges?
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Only 50% of students enrolling in a 4-year college complete degree within 6 years
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Who are the "forgotten half"? What are the problems for those adolescents who do not go to college after high school? What are critics suggesting needs to improve for the non-college-bound students?
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-This report focused on young Americans who do not attend college -A follow-up report published 10 years later in 1998 outlined that the prospects for the forgotten half have become worse -Special focus was on the loss of manufacturing jobs that used to provide well-paying jobs for unskilled workers Secondary schools geared toward the college-bound, rise in minimum wage service jobs, dropouts -Critics: ease transition to adult world of work for non-college bound (apprenticeships; advanced skilled job training)
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Explain (in general) how apprenticeships work in Germany.
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-Apprenticeships are alternatives to college that specializes in a work and teaches the knowledge and hands on experience to master. -Unlike college, you don't learn material and then look for a job. You are actually learning both the theoretical and practical knowledge necessary to working in a specific field.
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What are the 6 basic skills that non-college goers need for office and factory jobs?
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-Reading at a ninth-grade level or higher -Doing math at a ninth-grade level or higher -Solving semi-structured problems -Communicating orally and in writing -Using a computer for word processing ; other tasks -Collaborating in diverse groups
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Explain Super's theory of occupational plan development as it relates to the development of adolescent's occupational plans.
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-Occupational plans develop in stages 1)Growth stage - childhood ; early adolescence 2)Exploration stage - mid-adolescence to mid-twenties -Crystallization (ages 14 to 18)(you have a general idea about what you want to do (ex. psychologist) -Specification (ages 18 to 21) (you choose exactly what you want to do (ex. clinical? Developmental?) -Implementation, Establishment, Maintenance, Decline -Involves an integration of influences from one's past with hopes for the future - career maturity [Labor force changes have pushed this process back to later ages] - now crystallization may begin in late college years, and - specification not until mid-20s
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What is John Holland's perspective on people's choices of occupational fields? How is this useful?
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Self-directed search (realistic, investigative, artistic, social, enterprising and conventional)
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How do parents influence the choice of careers?
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- Values: When both parents enjoy their work, show effort, pride- adolescents learn work values Parents communicate how important college or professional degree is; transmit values Having peers with high career standards- more likely to seek higher- status careers - encouragement of interests and exploration - resources
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Why particularly is achievement an adolescent issue?
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Adolescents' beliefs about their abilities, goals and attributions influence their actual achievement, which, in turn, shapes their beliefs about their abilities
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Explain why intrinsic motivation involves learning goals and extrinsic motivation performance goals. How do parents sometimes stimulate extrinsic motivation?
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intrinsic (learning goals) - strive to achieve because of the internal pleasure they get out of learning and mastering the material extrinsic (performance goals) - strive to achieve because of external rewards or punishment for performance * problems with adding extrinsic motivation
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Explain how the stereotype threat beliefs work.
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Telling ethnic minorities or females or old people that their group typically does poorly on a certain kind of test results in lower scores on that test
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Explain how people's beliefs about the nature of intelligence can affect their achievement.
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mastery-oriented learning leads to more achievement when knowing that intelligence is improvable when putting in a maximum amount of effort, whereas, learned helplessness leads to less achievement when believing that intelligence cannot be changed, regardless of effort.
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Explain the difference in attributions of success and failure in learned helplessness and mastery orientation.
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(Mastery-Oriented) -Incremental view of ability; Can improve by trying -Attribute success to ability, failure to lack of effort -Focus on learning goals (Learned Helplessness) -Entity view of ability; Cannot be changed -Attribute success to luck, failure to lack of ability -Focus on performance goals
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What are the three general trends in the development of value autonomy during adolescence?
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1. Increasingly abstract in the way they think about moral, political, and religious issues 2. Increasingly rooted in general principles that have some ideological basis 3. Increasingly founded in young person's own values and not merely in a system of values passed on by parents or authority figures
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Explain how moral reasoning is assessed, and why dilemmas are such a good tool to do this.
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? Fictional dilemmas are a good moral reasoning tool because according to Kohlberg, what is crucial for understanding the level of a person's moral development is not whether they concluded the actions of the persons in the dilemma were right or wrong, but how they explained their conclusions.
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What are the levels of moral reasoning distinguished by Kohlberg?
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? Pre-conventional- moral reasoning is based on perceptions of the likelihood of external punishments and rewards. What is right is what avoids punishment or results in rewards. ? Conventional- moral reasoning is less egocentric and the person advocates the value of conforming to the moral expectations of others. What is right is whatever agrees with the rules established by tradition and by authorities. ? Post-conventional- moral reasoning is based on the individual's own independent judgments rather than on what others view as right or wrong. What is right is derived from the individual's perception of objective, universal principals rather than the subjective perception of either the individual (as in Level 1) or the group (as in Level 2).
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Describe reasoning at the pre-conventional level. What are the stages within this level of reasoning (names and differences in focus).
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PRE-CONVENTIONAL REASONING: (level 1) • Stage one: Punishment & obedience 1. Rules should be obeyed to avoid punishment from authority figures. 2. Intentionality is not considered; only consequences • Stage two: Instrumental; or Individualism & purpose 1. What is right is what satisfies one's own needs and occasionally the needs of others, and what leads to rewards for oneself. 2. Do what benefits you - do what feels good ; is rewarding; Self-interest
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Describe reasoning at the conventional level. What are the stages within this level of reasoning (names and differences in focus).
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CONVENTIONAL REASONING: (level 2) • Focus on maintaining social order • Have adopted the standards of the community - so behavior goes beyond avoiding punishment to living up to standards of a group • Behavior still lacks internal control • Kohlberg says this is the dominant mode during adolescence • Stage three: Interpersonal norms/nice girl-good boy 1. Moral behavior is that which pleases others and is approved by them - "he means well" - intention important • Stage four: Social accord/law ; order 1. To maintain social order, the laws must be followed; society serves the law 2. Social rules and laws must be respected for social order to be maintained
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Describe reasoning at the post-conventional level. What are the stages within this level of reasoning (names and differences in focus).
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POST-CONVENTIONAL REASONING: (level 3) • Development of genuine inner controls • Stage five: Social contract 1. Laws are important, but can be changed, some values are more important than the law 2. Good benefits the most in a given situation • Stage six: Universal principles 1. Rare 2. Social conventions are imperfect reflections of universal ethical principles 3. Individual must look beyond convention and even law to own principles when making moral decisions 4. Person uses own sense of right or wrong to determine morality
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How is moral behavior different from moral reasoning?
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? Moral reasoning- explanations for why a behavior is right or wrong; how people think about moral situations and reach conclusions • Much of moral development research focuses on moral reasoning • The emphasis is on changes in thinking, it shifts in the type of reasoning people use in making moral decisions. ? Moral behavior- do people actually behave morally in different situations. It is situationally specific.
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What is the general finding with regards to the relationship between moral behavior and moral reasoning?
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Moral reasoning is most important/influential factor in moral behavior
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What is the general finding with regards to adolescents' expectations for moral behavior in others versus themselves?
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Adolescents often have higher standards for others than for themselves
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What are the general trends of development in thinking about politics in adolescents?
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? More based on principles ? More abstract ? More independent
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What are reasons that identity is an adolescent issue?
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- physical changes of puberty affects appearance and relationships with others - cognitive changes affects how one imagines possible self and how to develop a future orientation - social changes affects self conceptions, self esteem, and sense of identity
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What are the three ways in which identity or self development has been studied. Be sure you can explain the differences among these three ways of looking at self or identity.
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Researchers/theorists have taken three different approaches to how individual's identity changes over adolescence: Self-conceptions: Traits/attributes that individuals use to describe themselves Self-esteem: How positively or negative they feel about themselves Sense of identity: The extent to which individuals feel secure about who they are and who they are becoming
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How does self-conception change from childhood to adolescence? What does it mean that self-conception becomes better organized and integrated?
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Compared to children, adolescents use more complex, abstract, and psychological self-characterizations when describing themselves Self-conceptions become more differentiated (specific) and better organized into a more logical/coherent whole A more differentiated self concept allows adolescents to distinguish between actual self, ideal self, and feared self
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What is false self-behavior? In which situations are adolescents more likely to show it? Think of examples from your own past.
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- a self that they present to others while realizing tat it does not represent what they are actually thinking and feeling - most likely to exhibit false-selves with dating partners, and least likely with their close friends, with parents in between. (Harter)
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What is self-esteem? Explain the difference between baseline self-esteem and barometric self-esteem.
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- a person's overall sense of worth and well-being - baseline: self esteem is fairly stable over time - barometric: self esteem fluctuate day by day
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What happens to barometric self-esteem during early adolescence?
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increased variations of barometric self-esteem that are especially intense
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Explain the notion of multidimensional self-esteem.
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- academic competence - social competence - athletic/physical competence - appearance - romantic appeal - moral conduct - job competence
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What are the main sex-differences in self-esteem? What are the causes thought to be?
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- greater for boys than girls, although difference becomes smaller over course of adolescence - masculine boys learn to assert their opinion, where as feminine girls lose their "voice" and become insecure (Gilligan).
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What are SES differences in self-esteem?Describe the differences in self-esteem in various ethnic groups. What causes have been put forward for these differences?
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- middle class individuals have higher self esteem than their less affluent peers - SES discrepancy grows larger over the course of adolescence
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What appear to be antecedents for high self-esteem across all groups?
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- parental approval - peer support - success in school
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Describe Erikson's crisis of identity versus identity diffusion. How is this crisis resolved according to Erikson? How does this make the social context in which identity formation takes place of importance?
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- Establishment of coherent sense of identity is the chief psychosocial crisis of adolescence -The adolescent's identity results from a mutual recognition between the young person and society - identity crisis: intense period of struggle that adolescents experiences in the course of forming an identity. - identity diffusion: no exploration with no commitment - Identity Crisis Resolution? actively seek information and approach identity-related decisions with an open mind.
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Explain what psychosocial moratorium, identity diffusion, identity foreclosure and negative identity are.
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psychosocial moratorium - time out from excessive responsibilities and obligations; experiment with different roles, views, and careers; luxury identity diffusion - incoherent, disjointed, incomplete sense of self identity foreclosure - bypassing the period of exploration and experimentation negative identity - identities that are undesirable to parents or the community
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Explain how James Marcia organized identity development.
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determined an adolescent's identity status by degree of commitment and degree of exploration
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How does identity develop over time? Which aspects are developed earlier and which later? What is the effect of college on identity development?
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- identity generally does not established before age 18 - during college, vocational plans solidify but not religious and political beliefs - college may prolong psychosocial moratorium especially for political and religious beliefs - individuals may move from one identity status to another particularly during adolescence and young adult years
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What is the difference between an ethnic group and an ethnic identity?
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Ethnic identity is the extent to which one identifies with a particular ethnic group(s). Refers to one's sense of belonging to an ethnic group and the part of one's thinking, perceptions, feelings, and behavior that is due to ethnic group membership. The ethnic group tends to be one in which the individual claims heritage
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Explain the different ways in which someone can combine relating to the ethnic group and majority group.
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- Assimilation: adopting the majority culture's norms and standards while rejecting those of one's own group - Marginality: living within the majority culture but feeling estranged and outcast - Separation: associating only with members of one's own culture and rejecting the majority culture - Biculturalism: maintaining ties to both the majority and the minority cultures
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What is the ethnic identity status of the various minority groups in the US?
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- They possess characteristics considered different from those of the dominant group. - They suffer prejudice and discrimination within the society by the dominant group. - Group members share a sense of solidarity and identity.
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What types of media are adolescents exposed to? What are the age and gender trends?
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TV: Boys>Girls (Sports: Boys>Girls) Music: Girls>Boys Video games: Boys>Girls
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What is the uses and gratifications view of adolescents and the media? What types of reasons do people have to engage with media? Recognize research that takes this approach.
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- Uses and gratifications approach(e.g. crimes, guilty pleasures?)- people differ in numerous ways that lead them to make different choices about which media to consume and that even people consuming the same media products will respond to it in a variety of ways, depending on their individual characteristics. - Why use media? Diversion, Information, Socializing, Withdrawal, & Identity.
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Explain how the media practice model applies identity issues and the uses and gratifications approach.
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applies the uses and gratifications approach. Uses of media include entertainment, identity formation, high sensation, coping, and youth culture identification
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What is the cultivation theory view of adolescents and the media? Recognize research that takes this approach.
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Cultivation Theory: watching TV gradually shapes or "cultivates" a person's worldview most frequently depicted in TV, for e.g. setting the norms(e.g. sex and sex-appeal, body image); "Mean World Syndrome"- exposure to violent and aggressive news and drama shows can lead viewers to cultivate a view of the world as mean.
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What did we see in class about the views 'cultivated' in the media about body image and sex in various time periods?
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Many teens get sex information from television (Most teens have seen online pornography) - Do TV and movie portrayals distort adult sexual relationships? On TV couples are young, unmarried ; uninvolved; sex is glamorous, unplanned, unprotected, and without negative consequences - adolescents store this version of reality and rely on it later-
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How is the social cognitive theory different from the cultivation theory of media and its effects? Recognize research that takes this approach.
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Cultivation: setting the norms(e.g. sex and sex-appeal, body image) Social Learning theory: monkey-see, monkey-do.(e.g. violence)
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What are the general findings on the effects of exposure to sex, violence and drug use in media on the attitudes and behaviors of adolescents with respect to these issues?
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- exposure to sex affects the attitudes about it - exposure to violence leads to more aggressive behavior - exposure to drugs affects the beliefs about these matters
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Why are people more worried about violence in video games than violence in movies?
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- prevalence of violence - explicitness - involvement - popularity - lack of diversity
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What are potential positive and negative sides of internet use?
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Benefits: - Access to information - potential to enhance education - Can be a source of positive social interactions - opportunities to practice communication, engage in "identity play," and find answers to problems Cautions: - Chat rooms sometimes frequented by sexual predators seeking to victimize children and adolescents - Academic cheating via downloading or purchasing pre-written papers - Promote social isolation (displacement effect)
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What are mobile phones used for mostly by adolescents?
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- Cell phones as a way to stay in contact virtually all day long - Cell phones are most popular among adolescents and emerging adults of any other group - Adolescents use cell phones for text messaging even more than for talking
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What are the general principles about problems in adolescence that your book sets out?
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- In general, adolescents do not develop serious psychological or social problems - For those that do have problems: Most problems reflect transitory experimentation, not enduring patterns of bad behavior Not all problems begin in adolescence Most problems do not persist into adulthood Problems during adolescence are not caused by biological changes Status offenses
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What are the two categories of psychosocial problems that are generally distinguished in adolescence? Explain the difference between internalizing and externalizing problems.
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Externalizing disorders - problems are turned outward- taking problems out on external world, for e.g., people around them Internalizing disorders - problems are turned inward- taking problems out on themselves -Comorbidity among internalizing problems -Underlying factor could be Negative Affectivity= How easily someone becomes distressed
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What is comorbidity?
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different problems that tend to show up at the same time in the same person
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What is a common comorbidity for externalizing problems?
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Substance abuse problems often with externalizing problems
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What is negative affectivity? What is thought to be at the root of internalizing problems?
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Underlying factor could be Negative Affectivity= How easily someone becomes distressed
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What are the three drugs that are most experimented with in adolescence? What does this imply for drug education programs?
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alcohol, tobacco, and marijuana
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What is the most worrisome finding as far as changes in drug use over the past 30 years is concerned?
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- Adolescents experimenting with drugs at earlier ages than in the past
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What is the biological reason that chances of addiction to nicotine or alcohol (or other drugs) are greater in adolescence than in adulthood?
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- Chances of becoming addicted to alcohol or nicotine increased when use begins during adolescence she brain is still developing - Drugs can affect dopamine production in the brain, possibly altering it permanently - Effects of alcohol and nicotine on brain functioning (especially memory) are worse in adolescence than adulthood - Adolescents need more stimulation to get the same rewards as adults. Their set point levels are averagely higher. Long term negative effects: don't feel usually happy anymore;
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What is a gateway drug?
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- a habit-forming drug that, while not itself addictive, may lead to the use of other addictive drugs. - "many believe that alcohol and cigarettes are gateway drugs that increase the risk of subsequent involvement with illegal drugs"
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What types of risk factors are there for substance abuse? What are the protective factors for substance abuse.
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Major risk factors are: - Personality - Anger, impulsivity, and inattentiveness - Family - Distant, hostile, or conflicted relationships - Socially - Friends who use and tolerate the use of drugs, living in a context that makes drug use easy Major protective factors are: - Positive mental health, - High academic achievement, engagement in school, - Close family relationships, and involvement in religious activities
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What is disordered eating?
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Patterns of eating, attitudes, and behaviors that are unhealthy.
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What are anorexia nervosa & bulimia? Which is more common?
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Eating Disorders: - Anorexia Nervosa - limit food intake, excessive exercise, very thin - Bulemia - bingeing, purging, normal weight - Bulimia is 3 ½ X more common than anorexia.
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What is the most common internalizing disorder?
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depression
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What are the symptoms of depression?
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- Emotional symptoms - dejection, decreased enjoyment of pleasurable activities, low self-esteem - Cognitive symptoms - pessimism and hopelessness - Motivational symptoms - apathy, boredom - Physical symptoms - loss of appetite, difficulty sleeping, loss of energy
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What are thought to be reasons for a sex difference in depression?
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- Before adolescence, boys are more likely to exhibit depressive symptoms - After puberty, females more likely to be depressed, possible causes: Gender roles Greater levels of stress during early adolescence Ruminating more Greater investment in others
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What is the diathesis-stress model of depression?
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- Depression occurs when people with a predisposition (a diathesis) toward internalizing problems are exposed to chronic or acute stressors (a stress) - The Diathesis: May be biological factor or cognitive style - The Stress: Primarily from high-conflict family, being unpopular, or reporting more chronic and acute stressors
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What are the sex differences in suicide-related incidence (ideation, planning, attempts, deaths) What are ethnic differences in suicide deaths?
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- Girls have a higher incidence than boys in ideation, plans & attempts, but boys have a higher incidence in deaths. - Suicide rate is highest among Native American Indian and Alaska Native adolescents
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What three categories of externalizing problems were discussed?
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Conduct disorder Aggression Juvenile offending
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Explain the difference between oppositional-defiant disorder, conduct disorder and antisocial personality disorder.
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- Conduct disorder (CD) - a pattern of persistent antisocial behavior that routinely violates the rights of others and leads to problems in social relationships, school, or work - Related diagnosis is oppositional-defiant disorder (less aggressive) problems doing what people tell you to do - If CD persists beyond age 18, may be diagnosed with antisocial personality disorder, characterized by a lack of regard for moral standards (psychopaths)
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What is the age progression and gender difference in aggressive acts? (see the graphs in the slides)
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- males' aggression is higher but then declines rapidly - females' aggression is lower and declines steadily
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What is the difference between crime & delinquency (see slides & book)
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- Delinquency in underage = criminal offenses in adults
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What are status offenses, index crimes and nonindex crimes (slides & book)
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- Status offenses - violations of the law only because they are committed by juveniles, e.g. guilty for running away from home, truancy, consensual sex, purchasing alcohol - index crimes- serious crimes, violations of the law committed by person of any age, e.g. violent crimes such as rape, assault, murder, and property crimes, such as robbery, car theft, and arson. -non-index crimes- less serious offenses, regardless of age, such as illegal gambling and disorderly conduct
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Explain what the age-crime curve is. (slides & book)
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crime peaks during ages 12-25 for men and then declines rapidly.
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What is the difference between life-course persistent offenders, and adolescence-limited offenders? (slides & book)
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Life-course persistent offenders: - Demonstrate antisocial behavior before adolescence - Are involved in delinquency during adolescence - Are at great risk for continuing criminal activity in adulthood Adolescent-limited offenders: - Engage in antisocial behavior only during adolescence and typically do not continue them into adulthood - Do not usually show signs of psychological problems or serious family pathology - Still show more problems than teens who are not at all delinquent - More mental health, substance abuse, and financial problems
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What are the characteristics of life-course persistent offenders? (slides & book)
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- Usually poor, male, perform poorly in school - more likely than other children to have grown up in high risk environments (low-income family, single parent). * Disorganized families with hostile or inept parents: - Harsh parenting can affect brain chemistry (serotonin) - Worse behavior elicits more bad parenting, vicious cycle - problems originate in neuropsychological deficits that are evident in difficult temperament in infancy - Histories of aggression identifiable as early as 8 - Have problems with self regulation (more likely to have ADHD) - Exhibit hostile attributional bias
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What are the risk factors for adolescence-limited offenders? (slides & book)
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- more substance use + financial problems - Poor parenting (especially poor monitoring) - Affiliation with antisocial peers
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What are the different activities that can constitute "dating"?
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- Group activities involving boys and girls - Casual dating in couples - Serious involvement in a steady relationship
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What are the reasons adolescents form 'love relationships'?
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- Recreation: Fun and enjoyment - Learning: Becoming more skilled at dating interactions - Status: Impressing others according to how often and whom one dates - Companionship: Sharing pleasurable activities with another person - Intimacy: Establishing a close emotional relationship with another person - Courtship: Seeking someone to have as a steady partner
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Is there a difference in the impact on wellbeing between dating in early adolescence and later in adolescence? What appears to be the border-age for this difference?
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- Serious dating before age 15 has a stunting effect on psychosocial development - A moderate degree of dating, without serious involvement until late adolescence, is associated with better mental health and well-being
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What is associated with no dating at all in adolescence in girls?
answer
Not dating at all in adolescent girls is correlated with: - slower social development - more dependency on parents - feelings of insecurity
question
Explain Ford and Beach's distinction of societies into restrictive, semirestrictive and permissive with respect to sexual activity.
answer
Sexually Restrictive Societies: - Discontinuous transition - Sometimes, separation males and females throughout childhood and adolescence - Women cant be out with out father, brother, or husband. Semi-Restrictive Societies: - Sexual activity among adolescents frowned on but prohibitions are not consistently enforced - Premarital promiscuity is common - America, then Sweden Permissive Societies: - Highly continuous transition into sexual activity, begins in childhood - Seeking privacy to engage in sex play is approved of by adults
question
What is serial monogamy?
answer
only sleeping with/going out with one person steadily at a time.
question
What percentage range of adolescents has had intercourse by the end of high school?
answer
more than 60%
question
How has sexual behavior of adolescents changed in recent history? Is there a gender difference?
answer
- The percentage of sexually active adolescents increased during 1970s and 80s, decreased slightly from 1995 to 2001 - One-third of adolescents have early sexual intercourse (before ninth grade) - Greatest increase in prevalence of premarital intercourse has been among females
question
What is considered early sexual activity? What behaviors does it appear to be associated with?
answer
early sexual activity (before age 16) has negative correlates like: - Experimentation with drugs and alcohol - Higher tolerance of deviant behavior - Lower interest in academic achievement
question
What appears to be the consequence of authoritative parenting on sexual activity of adolescents? What appears to be the effect of parent-adolescent communication about sex?
answer
- Authoritative parenting: less early sexual activity, less risky sexual activity - Parent-adolescent communication about sex: less risky sexual activity, no decrease in overall sexual activity
question
Compare the effects of parents and peers on adolescents' sexual activity.
answer
Peers Influence: - Having sexually active peers establishes a normative standard that having sex is okay - Peers can communicate directly about sex - Risk factors for sexual activity are cumulative
question
What are some risk factors for early sexual activity?
answer
- experimentation with drugs and alcohol - higher tolerance of deviant behavior - lower interest in academic achievement
question
What are some of the STDs mentioned in class/on slides, what is pernicious about the viruses?
answer
- Bacteria - Gonorrhea and Chlamydia - Virus - Herpes, Human Papilloma Virus, Human immunodeficiency virus (HIV) - Viruses never go away!
question
What percentage of adolescents do not always use contraceptives?
answer
40%
question
What is the percentage of American women who become pregnant before age 20? What is the percentage for births to teen mothers?
answer
- Nearly one-third (33%) of American women become pregnant by age 20 - 50% of teen mothers keep their babies
question
What are some of the factors that are most harmful to children of teenage mothers?
answer
- environment of single parenthood and poverty are more harmful than mother's relative youth for child development - adolescent mothers may perceive their babies as being more difficult and have problems interacting with them
question
What is the spectrum of results for teen mothers, 18 years later?
answer
- 25% were still on welfare - 25% had succeeded in making it into the middle class - A majority had eventually completed high school - 33% had completed at least some college education
