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Chapter 16 - Emotional and Social Development in Adolescence (PEER…

- - - - Romantic appeal
      - Job competence
      - Close friendship
  - - - IDENTITY MORATORIUM: exploration without having reach commitment
        
        Personality characteristics: higher self-esteem, feel more in control of their own lives, view school and work as avenues for realizing their dreams, more advanced in moral reasoning, use an active, information-gathering style when making personal decisions and solving problems, appreciate that they can use rational criteria to choose among alternatives, feel attached to parents but are also free to voice their own opinions
      - IDENTITY FORECLOSURE: commitment in the absence of exploration
        
        Personality characteristics: show a dogmatic, inflexible cognitive style, fear rejection on those that they rely on for affection and self-esteem, assume that absolute truth is always attainable, have close bonds with parents but lack healthy separation
      - IDENTITY ACHIEVEMENT: commitment to values, beliefs and goals following a period of exploration;
        
        Personality characteristics: higher self-esteem, feel more in control of their own lives, view school and work as avenues for realizing their dreams, more advanced in moral reasoning, use an active, information-gathering style when making personal decisions and solving problems, appreciate that they can use rational criteria to choose among alternatives, feel attached to parents but are also free to voice their own opinions
      - IDENTITY DIFFUSION: an apathetic state characterized by lack of both exploration and commitment
        
        Personality characteristics: use a diffuse-avoidant cognitive style in which they avoid dealing with decisions and problems, entrust themselves to luck or fate and tend to go along with the crowd; have time-management and academic difficulties, most likely commit antisocial acts, lack confidence in the prospect of ever knowing anything with certainty, report the lowest levels of warm, open communication at home
      - Factors affecting identify development
        
        Exposure to diverse peers encourages explorations; friends can act as a secure base, predict success in choosing a career
        
        Ways schools can foster identity development during adolescence: offer rich and varied opportunities for exploration, classrooms that promote higher level thinking, activities that offer kids role consistent with their talents and interests, high quality vocational training, encourage least likely kids to go to college
        
        Ways that adults can support healthy identity development
        
        Provide opportunities to participate in extracurricular activities and vocations
        
        Opportunities to talk to adults/peers who have work through their questions about identity
        
        Initiate discussions that promote high level thinking at home and school
        
        Opportunities to explore ethnic heritage and learn about other cultures in an atmosphere of respect
        
        Engage in warm and open communication
    - - ACCULTURATIVE STRESS: psychological distress resulting from conflict between the minority and the host culture
      - Unique problems of ethnic minority kids in developing identity: minority youths are caught between standards of the larger society and the traditions of their culture of origin. Discrimination decreases likelihood of forming a positive ethnic identity
      - Ways that society can promote minority adolescents resolving their identity conflicts positively
        
        Respect youths' native languages, unique learning styles and right to high quality education
        
        Foster contact with same ethnicity peers, plus respect between ethnic groups
        
        Promote effective parenting where family ethnic pride is benefitted from
      - Benefits of a strong, secure ethnic identity: higher self-esteem, optimism, a sense of mastery over the environment, more positive attitudes towards one's ethnicity
      - BICULTURAL IDENTITY: formed by exploring and adopting values from the adolescent's subculture and the dominant culture
        
        Benefits include: identity achievement and favorable relations with members of other ethnic groups
- - - - Actively grappling with moral issues and noticing weaknesses in one's reasoning
      - Gains in perspective taking which permit individuals to resolve moral conflicts in more effective ways
    - - CONVENTIONAL: People regard conformity to social rules as important; actively maintaining the current social system ensures positive human relationships and societal oder
        
        GOOD BOY-GOOD GIRL ORIENTATION: desire to obey rules because they promote social harmony
        
        SOCIAL ORDER MAINTAINING ORIENTATION: laws must be obeyed under all circumstances, rules must be enforced in the same even handed manner for everyone, and each member of society has a personal duty to uphold them
      - POSTCONVENTIONAL: people have moved beyond unquestioning support for the laws and rules of their own society. They define morality in terms of abstract principles and values that apply to all situations and societies.
        
        SOCIAL CONTRACT ORIENTATION: regard laws and rules as flexible and emphasize fair procedures for interpreting and changing the law in order to protect individual rights and the interests of the majority
        
        UNIVERSAL ETHICAL PRINCIPLE ORIENTATION: right action is defined by self-chosen ethical principles of conscience that are valid for all humanity, regardless of law an social agreeement
      - PRECONVENTIONAL: morality is externally controlled. Kids accept rules and judge actions by their consequences. Behaviors that result in punishment are viewed as bad.
        
        PUNISHMENT and OBEDIENCE ORIENTATION: Ignore people's intentions and focus on fear of authority and avoidance of punishment as reasons for behaving morally
        
        INSTRUMENTAL PURPOSE ORIENTATION: view right action as flowing from self-interest; reciprocity is understood as equal exchange of favors
      - Little evidence that postconventional morality exists
    - - People often rise above self-interest to defend others' rights (more in line with Kohlberg)
  - - - Not backed up by research
  - - - As they integrate personal rights with ideal reciprocity, they demand that the protections they want for themselves extend to others. Become increasingly mindful of the overlap between moral imperatives and social conventions
  - - - Same with peer influences
  - - - School characteristics: Democratic climate, teachers promote respectful debate, fosters knowledge and critical analysis of politics and social causes
      - Community characteristics: Community viewed as one that cares about youth participation in nonsport extracurricular activities and in community youth organizations
      - Family Characteristics: Encourage kids to form opinions about controversial issues, parents who engage in community service, and stress compassion for the less fortunate
- - - - Social factors: Encourage gender-role beliefs; increased attractiveness
      - Cognitive factors: Greater concern with what others think
      - Biological factors: pubertal changes
- - - - Examples: Brains, jocks, populars, partiers, nonconformists, burnouts, normals
  - - - Younger children: Date for recreation and achieving peer status; relationships casual and shortlived; early dating relationships are typically shallow and stereotyped
      - Older children: people are ready for increasing intimacy, they look for someone who offers companionship, affection and social support
    - - Factors associated with dating violence: history of uninvolved parenting; aggression in family/peer relationships; drug use; delinquency; poor academic achievement; early dating
- - - - Biological: Heredity. NT balance in the brain, development of brain regions in decreased negative emotion or the body's hormonal response to stress
      - Environmental: Maladaptive parenting from stressed parents, learned-helpless attributional style, numerous negative life events
  - - - Highly intelligent but solitary, withdrawn and unable to meet their high standards
      - Antisocial tendencies, increased risk taking and drug abuse, turn their anger and disappointment inward
      - Cognitive changes that contribute to the rise in suicide: teenagers' increased ability to plan ahead; learned helplessness increased the likelihood when faced with a stressful event, deepening despair, hopelessness and isolation
    - - Extreme fatigue, lack of energy, boredom
      - No desire to socialize; withdrawal from friends
      - Feelings of sadness, despondency, "not caring"
      - Sleep change - loss of sleep or excessive sleepiness
      - Efforts to put personal affairs in order
    - - Communicate a caring, capable attitude
      - Assess the immediacy of risk
      - Be psychologically and physically available
      - Empathize with the young person's feelings
  - - - Not effective, by excluding students from school, these practice promote high school drop out and antisocial behavior
    - - Early onset: inherit traits that predispose them to aggressiveness and hyperactivity; frequently in contact with peers and adults
      - Late onset: display antisocial behavior for the first time around puberty; conduct problems start from peer group; when more privileges are granted, youths will draw on prosocial skills mastered before adolescence and abandon antisocial way
    - - Authoritative parenting
      - Close, supportive friendships
      - Parental monitoring and school involvement
      - High quality vocational education
      - Balance between family connection and separation