quiz 4: adol

intimacy

emotional attachment between people

intimacy in peers v parents

peers are more important but parents aren’t worth any less

same sex differences in intimacy

girls: more self-disclosure, if neg = neg mental health

online v in-person intimacy

both: self-disclosure, support, companionship, and conflict, little closer in-person

sullivan’s theory

The challenges of adolescence revolve around trying to satisfy changing interpersonal needs

sullivan’s theory: intimacy development

Intimacy = starts with same-sex relationships before adolescence and the transition from non-romantic to romantic relationships

sullivan’s theory: sexuality development

transition from non-romantic to romantic relationships

infant attachment & adolescent connection

Whatever you wanted or did not have in infancy, you are missing or want in adolescence

outcomes for secure attachment in adol

physiologically healthier and socially skilled

jealousy research found…

Concerns in girls about loyalty and anxieties over rejection temporarily overshadow self-disclosure, moreso in friends first

conflict research found…

Conflict less frequent in close peers

outcomes of early sexual activity

Pressure to engage in sexual activity before willing or ready, “pseudo-maturity”

pseudo-maturity

behavior that appears mature, confident, or adult-like on the surface but lacks genuine emotional depth, experience, or stability

outcomes for parental conversation about sex (6)

doesn’t prevent or increase early sex, reduces risky sex, the more frequent conversations = more condom use, fewer sex partners, lower risk of STIs, more discussion w/ future partners

barriers to conversations about sex (3)

parental conflict, perception of child, limited knowledge

barriers to conversations about sex: parental conflict

embarrassment or limit to safe topics

barriers to conversations about sex: perception of child

waiting can miss opportunities, feel they are too young

barriers to conversations about sex: limited knowledge

feel like they dont have enough to support and be vauge

longitudinal studies & sex

Repetition = more closer to parents, more conversations, increased safe sex

how common is sexual activity in adol

34% had sex by sophomore year and the 57% senior year, fondling/exploring even before puberty

trends in sexual activity overtime

More students had other types sex in high school compared to vaginal sex, less early sexual behaviors, decline in age for females' first sex experience

research on sex activity and psychological adjustment

Risky sex is correlated with forms of sexual risk-taking, exposure to porn worsens this, depends more on impact on culture and society-based views

comprehensive sex education

contraception, pregnancy, consent, boundaries, safe sex, enhance norms

outcomes for comprehensive sex ed

Does not increase sexual activities, deters teen pregnancies

abstinence-based sex ed

Avoid sexual activity and no info on safe sex

outcomes for abstinence-based sex ed

teen pregnancies, more births, STIs

adol perception of thier sex ed

Rarely consulted, less satisfied with just abstinence, wanted practice sex information, LGBTQ feels excluded

characteristics of inclusive sex ed (4)

Increased visibility, affirming positive relationships, enhanced relevance, inclusive language

characteristics of inclusive sex ed: Increased visibility

range of idenities

characteristics of inclusive sex ed: affirming positive relationships

focused on healthy relationships

characteristics of inclusive sex ed: enhanced relevance

topics for all, specific terms

characteristics of inclusive sex ed: inclusive language

for romantic partners

trends in teen pregnancy

¼ by 20 years old, less because of more contraception use, more so in black then latinex, lowest in asian

trends in adol parenthood

Based in income inequality and school attendance

abortion research

Those who abort are more psychologically, socially and emotionally positive, extends to fathers of child

outcomes w/ teen parenthood for children

more behavioral, psychological, and scholastic problems, poverty, teen pregancy, risky sex

outcomes w/ teen parenthood for mothers

disruptions in education and careers, remain poor

3 categories of psychological concerns

substance use, externalization, internalization

coping strats (2)

voluntary & involuntary

coping strats: voluntary (def)

conscious and geared toward regulating responses to stressors

coping strats: involuntary (def)

outside conscious awareness and control

coping strats: voluntary kinds (2)

primary & secondary

voluntary coping: primary

aim to change the situation

voluntary coping: secondary

aim to adapt to the problem

coping strats: involuntary kinds (2)

engagement & disengagement

involuntary coping: disengagement

no feelings, shutting down, cannot think

involuntary coping: engagement

rumination, physical reactions, less emotional regulation

progression to substance use

Wine and liquor before weed use, then illicit drugs

risk factors for substance use (4)

psychological, familial, social, contextual

risk factors for substance use: psychological

personality traits, resilience, anger, impulsivity, sensation seeking

risk factors for substance use: familial

hostile families, substance use in families

risk factors for substance use: social

friends that tolerate drug use

risk factors for substance use: contextual

lower purchasing ages, lower legal ages

externalizing challenges (2 disorders)

conduct disorder, oppositional disorder

externalizing challenges: oppositional disorder (def)

Earlier form of conduct disorder; excessively angry, spiteful, and stubborn,

externalizing challenges: conduct disorder (def)

repetitive and persistent pattern of antisocial behavior that results in problems at work, school or relationships

externalizing challenges: conduct disorder (criteria - 4)

Aggression to people or animals, destruction to property, deceitfulness or theft, serious violation of rules

types of offenders (2)

life course and adol limited

offender: life course def

antisocial behavior before and during adolescence

offender: adol limited

antisocial behavior only during adolescence

strategies for externalizing challenges (3)

engage in productive behaviors and include families, larger community-based interventions, encourage prosocial behaviors

progression of antisocial behavior (8)

Starts as stubbornness, defiance, disobedience, serious problems to authority, stealing, serious offenses, fighting, then violent behavior

parents & shaping school achievement

Parents = values, expectations, high standards, structure, active involvement help

which parental behaviors are helpful in supporting career choices

Authoritative parenting, allowing failure to happen

work values differ by culture

Culture = intrinsic, extrinsic and interpersonal factors; US = mix of all 3 while (less interpersonal); colletiveist cultures = interpersonal and extrinsic

work values differ by generation

Generation = millennial (work-life balance, personal development and meaning, more intrinsic rewards) and gen Z (stability, financial, and path for growth, more extrinsic and transferable skills, work environments)

work values

Rewards individuals seek from their jobs (income, security, enjoyment, influence)

how do work values change over time

They become more focused on real achievement and reachable items than “having it all”

SES and adol work choices

Higher class = value intrinsic rewards and influence, not extrinsic and reward-based; Middle = strong achievement-based and exploration

sex differences in depression

Before adol = boys; after puberty = more girls; 2x higher in women, correlated with body image and low masculinity

risk factors in suicide (4)

Having a psychiatric problem, suicide in the family, under stress about achievement, being bullied/victimized

causes of depression/internalizing disorders (3)

Biological predisposition, what people think of themselves (parents, peers), stress (troubled family, poor peer relationships/none, adversity)