CFS 4051- Spring 2022 Final Exam Study Guide

Flashcards for Chapter 8-Friends, Chapter 9- Love and Sexuality, Chapter 10-School, Chapter 11- Adolescent Work, Chapter 12- Media and Young People's Development, Chapter 13-Externalizing Problems, and Coming of Age in America

Selective Association

The principle that most people tend to choose friends who are similar to themselves.

Informational Support

Advice and guidance in solving personal problems is prioritized between friends.

Instrumental Support

Help with tasks of various kinds is prioritized between friends (ex: running errands with a friend)

Companionship Support

Reliance on each other as companions in social activities is prioritized between friends (ex: having conversations, sharing experiences, engaging in shared hobbies)

Esteem Support

The support friends provide each other by providing congratulations for success and encouragement, or consolation for failure (ex: giving your friend a card or a gift to congratulate them, console them, or encourage them)

Clique

Small groups of friends who know each other well, do things together, and form a regular social group.

Crowd

Large, reputation-based groups of adolescents. (Examples of crowds: Elites, Athletes, Academics, Deviants, Others)

Dormitories

In some traditional cultures, the center of teen social life and separate living conditions from their parents; where the community's teens sleep and spend their leisure time.

Mens House

A dormitory where adolescent boys sleep along with adult men who are widowed or divorced; has the same purpose of adolescent dormitories (sleep and leisure time)

Relational Aggression

A form of nonphysical aggression that harms others by damaging their relationships, for example, by excluding them socially or spreading rumors about them.

Bullying

In peer relations, the aggressive assertion of power by one person over another.

Cyberbullying

Bullying via electronics means, mainly through the internet.

Intimacy

Feelings of closeness and emotional attachment; includes mutual understanding, mutual support, and open communication about issues not discussed with anyone else.

Passion

Physical attraction and sexual desire; it is emotional as well as physical and may involve intense emotions such as anxiety, delight, anger, and jealousy.

Commitment

The pledge to love someone over the long run, through the ups and downs that are often part of love. Commitment sustains a long-term relationship through fluctuations in passion and intimacy.

Liking

INTIMACY alone, without passion or commitment. (characterizes most friendships)

Infatuation

PASSION alone, without intimacy or commitment. (involves physiological and emotional arousal, heightened level of sexual desire; without emotional closeness)

Empty Love

COMMITMENT alone, without passion or intimacy. (applies to couples who have been married for years and who have lost passion and intimacy in their relationship, but still stay together.

Romantic Love

Combines PASSION and INTIMACY, but without commitment. (kind of love that people mean when they talk about being “in love;” often experienced an intense and joyful, but it rarely lasts long.)

Companionate Love

Combines INTIMACY and COMMITMENT, but without passion. (applies to married or long-term couples whose passion for each other has gradually declined but who have maintained the other qualities of their love)

Fatuous Love

Involves PASSION and COMMITMENT without intimacy. (applies to a “whirlwind” courtship where two people meet, fall passionately in love, and get married, all within a few weeks, before they even have time to know each other well)

Consummate Love

Integrates all three aspects of love into the ultimate relationship. (ideal love for many people)

Initiation Stage

Early adolescence when the first tentative explorations of romantic interests begin, usually superficial and brief, often filled with anxiety, fear, and excitement

Status Stage

Teens begin to gain confidence in their skills at interacting with potential romantic partners and begin to form their first romantic relationships, assessing not just how much they like and are attracted to the person, but also how their status with friends and peers would be influenced.

Affection Stage

Teens come to know each other better and express deeper feelings for each other, as well as engage in more extensive sexual activity.

Bonding Stage

The romantic relationship becomes more enduring and serious; partners begin to discuss the possibility of a lifelong commitment to each other.

Consensual Validation

The principle that people like to find in others an agreement or consensus with their own characteristics and view of life. (teens usually date someone from their crowd; two band kids dating)

Dating Scripts

The cognitive models that guide romantic interactions (basically the roles we play in interactions with a romantic partner learned from society)

Proactive Scripts

Primarily associated with males; initiating the relationship, deciding where they will go, controlling the public domain (ex: driving the car and opening the doors), and initiating sexual contact.

Reactive Scripts

Primarily associated with females; focuses on the private domain (ex: spending time on dress and grooming), responding to the partner's gestures in the public domain (ex: being picked up, waiting for him to open doors), and responding to his sexual initiatives.

Sexual Harassment

Threatening or aggressive behaviors related to sexuality, from mild harassment such as name-calling, jokes, and leering looks to severe harassment involving unwanted touching or sexual contact

Sexual Coercion

An act of sexual aggression in which a person (usually a woman) is forced by a romantic partner, date, or acquaintance to have sexual relations against her will.

College preparatory school

Similar to American high schools; offers a variety of academic courses, and the goal is general education rather than profession-specific education.

Vocational school

Teens learn the skills involved in a specific occupation, such as plumbing or auto mechanics.

Professional school

Devoted to teacher training, the arts, or some other specific purpose.

School climate

The quality of interactions between teachers and students, including how teachers interact with students, what sort of expectations and standards they have for students, and what kinds of methods are used in the classroom.

Engagement

The quality of being psychologically committed to learning, including being alert and attentive in the classroom and making a diligent effort to learn.

Big Fish in a little pond effect

Individuals feel more confident and competent when they are among the highest achievers in a group, compared to when they are surrounded by peers who are generally more talented.

Occupational deviance

Deviant acts committed in relation to the workplace, such as stealing supplies.

The new basic skills

Skills identified by Murnane and Levy that are required for high school graduates who wish to be able to obtain the best jobs available in the new information-based economy.

Second shift

The domestic work shift performed in the household by women after they complete their first shift in the workplace.

Crystallization

Ages 14 to 18 when teens learn about interesting occupational fields

Specification

Ages 18 to 21 when teens focus on a specific occupation and begin to pursue the education needed for it

Implementation

Ages 21 to 24 when teens enter the job

Stabilization

Ages 25 to 35 when teens established themselves in their career

Consolidation

Age 35 and up when teens seek advancement in their career

Cultivation Theory

Media theory proposing that TV consumption shapes people’s worldviews to resemble what is depicted on TV.

Mean World Syndrome

Theory that the more people watch television, the more likely they are to believe that the world is dangerous and that they are at risk for being a crime victim.

Social Learning Theory

Theory proposing that people tend to imitate behaviors they see rewarded when performed by others.

Sensation seeking

A personality characteristic defined by the extent to which a person enjoys novelty and intensity of sensation.

Externalizing Problems

Examples: delinquency, substance use, unprotected sex; more common among males and motivated by desire for excitement

Internalizing Problems

Examples: depression, anxiety, eating disorders; more common among females and experience distress

Diathesis-stress model

A theory that mental disorders result from the combination of a diathesis (biological vulnerability) and environmental stresses.

Major Depressive Disorder

Psychological diagnosis that entails depressed mood or reduced interest or pleasure in all or almost all activities, plus at least four other specific symptoms. Symptoms must be present for at least 2 weeks and must involve a change from previous functioning

Cognitive-behavior therapy (CBT)

Focuses on changing negative ways of thinking and practicing new ways of interacting with others.

Anorexia nervosa

Intentional self-starvation.

Bulimia

Episodes of binge eating followed by purging (self-induced vomiting).

Twixster

20-something, finished college, doesn't yet have a distinguished career, living back at home.

Boomerang children

Youth in their late teens/early twenties will move back in with their parents after a period of living apart from them

Leavers

Leave to go to college and have successful career, carefully cultivated by their environment around them, leaves with a goal in mind

Seekers

Leaves for the experience, personal reasons why they left, usually dont have the financial resources or the grades to go to college, no plan

Returners

Typically graduate from a 2-year program, returning was apart of their initial plan when they left, return to the familiar because the reality didnt meet their expectations.

High-Flyers

Return to hometown after completing training in a profession or to become successful entrepreneurs/business people

Material support

college tuition - housing - monthly stipends - down payments for homes intermittent gifts - regular/ intermittent care to their grandchildren (babysitters)

Immigrant optimism

Foreign born parents hold higher educational aspirations for their children than native-born parents.

Motivated Achievers

Made up 18% of the sample - Expected to earn a 4-year or advanced degree and successfully did so or were on track by age 24 - Often supported by family resources and encouragement

Optimistic Strivers

Accounted for 43% of the sample - Aspired to earn a 4-year or advanced degree but achieved only a 2-year degree or were not on track to complete their goal - Education often pursued to satisfy parents rather than for personal fulfillment

Wishful Thinkers

Had high educational expectations in high school but failed to come close to achieving them by age 24 - Common among children of poor or undocumented immigrants

Uncertain Achievers

A rare 2% of the sample - Exceeded their own low educational expectations and achieved more than they anticipated in high school - Often motivated later by practical concerns like wage stagnation