Term
Define the meaning of the word “intimacy.” |
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Definition
Feelings of emotional closeness, concern for each other, disclose private information, sharing of common interests and activities.
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Term
| Adolescents develop cognitively, socially and biologically that allow for the development of intimacy. Discuss how these developmental changes impact the ability of adolescents to develop intimacy. |
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Definition
-Cognitive: higher understanding and communication
-Social Changes: opportunities to be alone and acquire experiences
-Pubertal Changes: common concerns |
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Term
| Be able to describe the three major theoretical perspectives on adolescent intimate development. |
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Definition
-Bowlby theory (1980) Attachment: if secure, advanced social competencies, allows one to enter more satisfying intimate relationships, more assertive, autonomous, trusting, healthy. If insecure; more sensitive to rejection, more emotional and behavior problems,
-Erickson theory (1892-1949) Psychoanalytical perspective. Particular interpersonal needs: if satisfied leads to feelings of satisfaction and security. If not satisfied, leads to feelings of frustration and insecurity.
-Sullivan theory (intimacy versus isolation) Preadolescence, need for intimacy develops, a few close friends:
a) teaches the value of supportive, caring relationships
b) provides the basis for later relationships
c) consensual |
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Term
| What does Erickson mean by ‘pseudo intimacy’? |
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Definition
| Throw themselves into going steady but have not formed an identity (mistrustful). Superficial intimacy characteristic of relationships between individuals who are not emotionally mature. |
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Term
| Friendships change in many ways during the stage of adolescence. Name several advancements or changes that occur in friendships. |
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Definition
| Greater emphasis on intimacy, loyalty, shared values and attitudes. More disclosing about self, know intimate things about friends. Show higher level of empathy and social understandings – more responsive to friends needs. More likely to know how their friends feel. Intimate self-disclosure – good and bad. Better at solving conflict. |
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Term
| Discuss how intimate self-disclosure can be good or bad. In other words, a liability or an asset. |
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Definition
| Support, but also deficit; jealousy. |
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Term
| Discuss the differences in intimacy between males and females. |
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Definition
Girls report more self-disclosure
-No difference in intimate knowledge
-Females more intimate – males less – perhaps homophobia
-Boys profit more from opposite sex friendships
-Widen their circle of friends
-Females are more likely to mention intimacy-sensitive and empathy. Express greater interest and concern. More intimate conversations, only resolved with apology.
-Male conflicts are briefer, typically over issues of power and control, resolved by letting it go, can lead to physical. |
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Term
| Be able to discuss the negative and positive impact that relationships with parents and peers can have on the development of intimacy. How can the media impact adolescent’s development of intimacy. |
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Definition
-Relationship with parents: positive; learn from someone older and wiser, predictive of adaptation to the demands of new school – grades and attendance, strong attachment to parents and peers – better, healthier adjustment, good relationship with parents = greater chance of good friends relationship.
-Negative; low self worth, poorer social adjustment, also may develop friendships with teachers, work supervisors.
-Relationship with peers: positive outcomes; intimate friendships means better mental health, provides social support, share experiences who has similar perspective, low psychological distress when changing schools.
-Negative outcomes; low self worth, poorer social adjustment, rejection sensitivity, may provide opportunities for jealousy, insecurity, conflict and mistrust.
-The media glorifies sex and violence.
-Violence includes hitting, forced sex, name-calling, humiliation, insults, and criticism. |
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Term
| Discuss the cognitive, social and biological changes that impact the development of sexuality. |
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Definition
- Physical changes, i.e. early and late maturation
-Cognitive advancement – increased capacity to think about sexual feelings ideal – fantasize – imagine
-Social – New social meaning given to sexual behavior by society |
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Term
| When are adolescents most likely to engage in sex? |
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Definition
-Most often in one of the home’s – often males
-Most often on weekdays, after school
-Home of a friend |
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Term
| What type of challenges do adolescents encounter as they deal with sexuality? |
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Definition
Accepting one’s changing body
-Accepting one’s feelings of sexual arousal
-Understanding that sexual activity is voluntary
-Practicing safe sex |
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Term
| Discuss several negative factors that are correlated with early sexuality among youth. |
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Definition
-Experimentation with drugs and alcohol
-Lower levels of religious involvement
-Higher tolerance of deviant behavior
-Lower interest in academic achievement
-Higher orientation toward independence |
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Term
| Discuss how the meaning of sexuality differs for males and females. |
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Definition
-Males are more likely to: keep matters of sex and intimacy separate, experienced orgasm through masturbation, interpret intercourse in terms of recreation than intimacy.
-Females are more likely to integrate sexual activity into an existing capacity for intimacy and emotional involvement, take the view that sex is combined with romance, love, friendship and intimacy. Feel conflicted afterward because of societal pressures and worries about pregnancy. |
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Term
| Discuss how parents and peers influence sexual behaviors of youth. |
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Definition
-Parents; Positive and open parental-teen communication more effective in deterring risky sexual behaviors.
-If permissive parental attitudes more sexual activity
-If sexual active have more sexually active friends
-Use of alcohol and drugs are more predictive than parents
-Peers; if peers are sexually active, the peers establish a norm that sex is acceptable, peers or potential sex partners my exert direct influence through comments they make to the less sexually experience adolescents. |
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Term
| Discuss the outcomes for youth who are sexually abused. |
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Definition
-Higher than average rates of poor self-esteem
-Higher anxiety
-Higher levels of fear
-Higher levels of depression
-More likely to engage in risky behavior
-More likely to become pregnant |
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Term
| Why is contraceptive use poor among adolescents? |
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Definition
-Adolescents seldom anticipate having sex
-Using BC requires long-term planning which youth are reluctant
-Absence of planning
-Less thought about consequences
-Insufficiently educated |
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Term
| What is the negative outcome of sexual prowess? |
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Definition
| trivializes or subverts important aspects of sexual experiences such as love, romance, commitment, trust and health. |
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Term
| How does the cognitive, social and biological changes impact the developmental ability of youth to understand the self? |
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Definition
-Cognitive, see long-term outcomes – future orientation, can think about potential consequences of decisions and choices
-Social changes, more interaction with peers – feedback, self-conscious, question social roles
-Biological changes, changes in body image, appearance |
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Term
| How do cognitive changes, social changes and biological changes impact the development of self-concept. |
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Definition
- Links traits and attributes to specific situations, the ability to differentiate, conceive themselves in more sophisticated terms, more abstract, idealistic, future oriented.
-Conceive themselves in more sophisticated terms – More abstract – idealistic, future oriented.
-Can take into account who is doing the describing differentiate between their opinion and someone else.
-Realize that they may be seen differently, by different people. |
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Term
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Definition
| -intentionally presents a false self, inauthentic. |
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Term
| Be able to describe Erikson’s and Marcia’s theoretical framework of adolescent identity development. |
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Definition
-Erikson’s theoretical framework; identity versus identity diffusion. Three sorts of problems, diffusion – disjointed, incomplete sense of self (work, school, relationship problems). Foreclosure - no exploration. Negative identity – undesirable. Psychosocial moratorium-needs to explore, experiment, choose among options.
-Marcia’s theory; three specific areas (occupation, ideology, and interpersonal relations). Key concepts – commitment and exploration. Four identity categories: identity achieved, moratorium, identity foreclosed, identity diffusion. |
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Term
| Describe the three aspects of self-esteem as described by Simons, Rosenberg & Rosenberg (1973). |
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Definition
-Positively or negatively feeling of self (self consciousness).
-How much they worry about their self-image stability
-How much they feel their self-image changes from day to day self-image |
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Term
| Describe the three types of problems that can occur in identity according to Erikson’s theory. |
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Definition
-Diffusion; disjointed, incomplete sense of self (work, school, relationship problems).
-Foreclosure – no exploration
-Negative identity – undesirable |
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Term
| Know the three theories on the development of delinquent behaviors. |
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Definition
| -Jessor’s theory; Adolescents personality and social environment lead to risk-taking behaviors, tolerance of deviance, not connected to school/religious institutions, highly liberal views. Kandel’s theory; Involvement in one problem behavior may lead to involvement in a second one. Social control theory; Individuals who do not have strong bonds to society’s institutions, (family, work, school) will be likely to deviate and behave unconventionally. |
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Term
| Study the material on depression – 3 types – gender differences – Diathesis Stress Model |
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Definition
-Depressed mood (sadness only). Depressed syndrome (sadness plus crying, feeling worthless, guilty, lonely or worried). Depressive disorder (at least one year) includes two or more of the following; poor appetite or overeating, insomnia, low energy, poor concentration, feelings of hopelessness.
-If depressed, more at risk of school failure, delinquency, suicidal behavior.
-Diathesis stress model; One has a predisposition (a diathesis) and are exposed to chronic or acute strssors. The diathesis __________ (genetically linked) or cognitive style __________.
-Stress; family: conflict, style of parenting, divorce. Peers: unpopular, bullying. School: changing schools, learning. SES: money.
-Gender differences in depression; before adolescents, boys are more likely, after puberty, females are more likely to be depressed. Why: gender roles, higher levels of stress, ruminating more, greater sensitivity. |
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Term
| What are the various risk factors of suicidal behaviors? |
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Definition
-Relationships/attachment: family relationships, family structure, modeling, peer relationships, gangs/groups, childhood/adolescent history.
-Disorders or symptoms: disorders; depression, anorexia nervosa, anxiety disorder, conduct disorder, schizophrenia, alcohol/drugs, eating disorder. Symptoms: depressed affect, anger, violence, aggression, acting out, anxiety/fear.
-Aversive experiences: loss of or rejecting person, academic problems, high risk behavior, difficulty with social interactions, being bullied and victimized.
-Suicidality Affect: Feelings of alienation and/or hopelessness, ways of dealing with painful affect may be alcohol and/or drugs.
-Aversive sense of self: Negative self concept, low self-esteem, lack of insight, lack of understanding, poor problem solving and defense mechanisms.
-Belief; engaging in suicidal behavior is an option. Consists of ideation and/or attempt of completion. The belief is persistent or transient. 1) Specificity, such as intensity persistence, seriousness, severity, number of problems or difficulties, and perception of the risk factors. 2) Gender differences, these may or may not be: inherent to each risk factor and/or may be the only determining difference of a mediating or correlating risk variable between suicidal and non suicidal adolescents. |
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Term
| Study Conduct Disorder, Antisocial Personality Disorder |
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Definition
-Conduct disorder, 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). If CD persists beyond age 18, may be diagnosed with antisocial personality disorder, characterized by a lack of regard for moral standards (psychopaths).
-Antisocial personality disorder; antisocial behavior such as lack of regard for moral standards, persistent disregard for the rules of society, and the rights of others. |
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Term
| Describe five factors inherent to PTSD. What is meant by psychic numbing? |
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Definition
-Higher level of anger, loses temper easily, outbursts.
-Anxiety – recurring thoughts and dreams
-Decreased interest in previously enjoyed activities
-Difficulty expressing emotions
-Affects quality of peer relations
-May attempt to avoid people, places they’ve previously enjoyed
-Concentration, decline in academic performance, lower educational and career aspirations.
-Psychic numbing, the tendency for someone to withdraw from traumatic experience as well as current experiences. |
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