Adol test 2

Self

All of the characteristics of a person

Self-understaning

The individual's cognitive representation of the self; the substance and content of self conceptions

Possible self

What individuals might become, what they would like to become, and what they are afraid of becoming

Perspective talking

The ability to assume another person's perspective and understand his or her thoughts and feelings

Self-esteem

The global evaluative dimension of the self; also referred to as self-worth or self-image

self-concept

Domain-specific evaluations of the self

Narcissism

A self-centered and self-concerned approach toward others

Self-regulation

The ability to control one's behavior without having to rely on others for help

Identity

Who a person believes he or she is, representing a synthesis and integration of self-understanding

Identity vs. identity confusion

Erikson's fifth developmental stage, which occurs during adolescence. At this time, individuals are faced with deciding who they are, what they are all about, and where they are going in life

Psychosocial moratorium

Erikson's term for the gap between childhood security and adult autonomy that adolescents experience as part of their identity exploration

Crisis

A period of identity development which the adolescent is choosing among meaningful alternatives

Commitment

The part of identity development in which adolescents show a personal investment in what they are going to do

Identity diffusion

Marcia's term for the state adolescents are in when they have not yet experienced an identity crisis or made any commitments

Identity foreclosure

Marcia's term for the state adolescents are in when they have  made a commitment but have not experienced identity crisis

Identity moratorium

Marcia's term for the state of adolescents who are in the midst of an identity crisis but who have not made a clear commitment to an identity

Identity achievement

Marcia's term for an adolescent who has undergone an identity crisis and made a commitment

Individuality

An important element in adolescent identity development. It consists of two dimensions: self-assertion, the ability to have and communicate a point of view; and separateness, the use of communication patterns to express how one is different from others.

Connectedness

An important element in adolescents identity development. It consists of two dimensions: mutuality, which is sensitivity to and respect for others' views; and permeability which is openness to others' views

Ethnic identity

An enduring, basic aspect of the self that includes a sense of membership in an ethnic group and the attitudes and feelings related to that membership

bicultural identity

Identity formation that occurs when adolescents identity in some ways with their ethnic group and in other ways with the majority culture

racial identity

The collective identity of any group of people socialized to think of themselves as a racial group

intimacy vs. isolation

Erikson's sixth developmental stage, which individuals experience early adulthood. At this time, individuals face the developmental task of forming intimate relationships with others

emotion

Feeling, or affect, that occurs when a person is in a state or an interaction that is important to the individual, especially to his or her well-being

personality

The enduring personal characteristics of individuals

big five factors of personality

Five core traits of personality: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism (emotional instability)

optimism

Involves having a positive outlook on the future and minimizing problems

temperament

An individual's behavior style and characteristic way of responding

easy child

A child who generally is in a positive mood, quickly establishes regular routines, and adapts easily to new experiences

difficult child

 A child who reacts negatively to many situations and is slow to accept new experiences

slow-to-warm-up child

A child who has a low activity level, is somewhat negative, and displays a low intensity of mood

goodness of fit

The match between an individual's temperament style and the environmental demands faced by the individual

feared self

Able to try to avoid feared self: Don't want to be crazy cat lady, shows insecurities

ideal self

How my life would be in the perfect world: Where will I live, shows what's important to you

false self

Want to portray ourselves in a certain way: How you act when you want to impress someone, cognitively think about how people will react

gender

Characteristics related to femininity and masculinity based on social and cultural norms

gender identity

Involves a sense of one's own gender, including knowledge, understanding, and acceptance, of being a boy/man, a girl/women, or another gender

gender roles

Expectations that prescribe how girls/women and boys/men should think, act, and feel

social role theory

Theory stating that gender differences mainly result from the contrasting roles of women and men, with women having less power and status and controlling fewer resources than men

social cognitive theory of gender

Theory emphasizing that children's and adolescents' gender development occurs through observation and imitation of gender behavior, and through rewards and punishments they experience for gender-appropriate and gender-inappropriate behavior

gender schema theory

Theory stating that an individual's attention and behavior are guided by an internal motivation to conform to gender-based sociocultural standards and stereotypes

gender stereotypes

Broad categories that reflect our impressions and beliefs about girls/women and boys/men

rapport talk

The language of conversation, establishing connections and negotiating relationships

report talk

Talk that gives information, such as public speaking

androgyny

The presence of a high degree of desirable feminine and masculine characteristics in the same individual

gender-role transcendence

The belief that when an individual's competence is at issue, it should be conceptualized not in regard to masculinity, femininity, or androgyny but on an individual basis

transgender

A broad term that refers to individuals who adopt a gender identity that differs from the one assigned to them at birth

gender intensification hypothesis

Hypothesis stating that psychological and behavioral differences between boys and girls become greater during early adolescence because of increased socialization pressure to conform to masculine or feminine gender roles

sexual script

a stereotyped pattern of role prescriptions for how individuals should behave in sexual contexts. Females and males have been socialized to follow different sexual scripts

sexual minority

Someone who self-identifies as lesbian, gay, bisexual, or transgender

homophobia

Irrational negative feelings against individuals who have same-sex attractions

STIs

Infections that are contracted primarily through sexual contact. The contact is not limited to vaginal intercourse but includes oral-genital contact and anal-genital contact as well

AIDs

Acquired immune deficiency syndrome, a sexually transmitted infection caused by the human immunodeficiency virus (HIV), which destroys the body's immune system

genital herpes

A sexually transmitted infection caused by a large family of viruses of different strains. These strains also produce nonsexually transmitted diseases such as chicken pox and mononucleosis

genital warts

An STI caused by the human papillomavirus; genital warts are very contagious and are the most commonly acquired STI in the U.S. in the 15-14 age group

gonorrhea

A sexually transmitted infection caused by the bacteria Neisseria gonorrhoeae, which thrives in the moist mucous membranes lining the mouth, throat, vagina, cervix, urethra, and anal tract. This STI is commonly called the "drip" or the "clap"

syphilis

A sexually transmitted infection caused by the bacterium Treponema pallidum, a spirochete

chlamydia

One of the most commonly sexually transmitted infections, names for chlamydia trachomatis, an organism that spreads by sexual contact and infects the genital organs of both sexes

quid pro quo sexual harassment

Sexual harassment in which a school employee threatens to base an educational decision (such as a grade) on a student's submission to unwelcome sexual conduct

hostile environment sexual harassment

Sexual harassment in which students are subjected to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the students' ability to benefit from their education

compulsory heterosexuality

assumed starting point… commitment to assumption of heterosexuality that matches dominant culture (like foreclosure)

active exploration

purposeful questioning of compulsory heterosexuality… learn about and possibly experiment with different ways of expressing identities… cognitive, behavioral, or both (like moratorium)

diffusion

not buying into compulsory heterosexuality but also a lack of purposeful exploration and lack of commitment to sexual identity (same as Marcia's diffusion)

Carefree diffuser: not distressed

Diffused diffuser: worried about lack of commitment

deepening and commitment

heading toward a commitment to one's sexual needs and preferences… perhaps due to exploration and perhaps due to committed compulsory heterosexuality (can be like Marcia's achieved status if exploration occurred)

synthesis

after deepening and commitment, overall sexual self-concept which includes a combination of individual sexual identity, group membership identity, and attitudes toward various sexual identity groups…openness to others likely to occur if exploration precedes synthesis (not part of Marcia's theory)

moral development

thought, feelings, and behaviors regarding standards of right and wrong

preconventional reasoning

the lowest level in Kohlberg's theory of moral development. At this level, the individual's moral reasoning is controlled primarily by punishment-and-obedience orientation

conventional reasoning

the second, or intermediate, level in Kohlberg's theory. Individuals at this level develop expectations about social roles, such as roles of parents and children, and they understand the importance of following the laws of society

postconventional reasoning

the third and highest level in Kohlberg's theory. At this level, conventional considerations are now judged against moral concerns such as liberty, justice, and equality, with the idea that morality can improve laws

justice perspective

A moral perspective that focuses on the rights of the individual. Individuals are viewed as making moral decisions independently

care perspective

the moral perspective of Carol Gilligan, which views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others

social cognitive theory of moral development

theory that distinguishes between moral competence (the ability to produce moral behaviors) and moral performance (enacting those behaviors in specific situations)

altruism

unselfish interest in helping another person

forgiveness

an aspect of prosocial behavior that occurs when an injured person releases the injurer from possible behavioral retaliation

gratitude

a feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful

ego ideal

the component of superego that involves ideal standards approved by parents

conscience

the component of the superego that discourage behaviors disapproved by parents

empathy

reaction to another's feelings with an emotional response that is similar to the other's feelings

moral identity

an aspect of personality that is present when individuals have moral notions and commitments that are central to their live

moral exemplars

people who have led exemplary lives

social domain theory

theory that identifies different domains of social knowledge and reasoning, including moral, social conventional, and personal domains. These domains arise from children's and adolescents' attempts to understand and deal with different forms of social experience

social conventional reasoning

thoughts about social consensus and convention, as opposed to moral reasoning that stresses ethical issues

love withdrawal

a disciplinary technique in which a parent withholds attention or love from the adolescent

power assertion

a disciplinary technique in which a parent attempts to gain control over the adolescent or the adolescent's resources

induction

a disciplinary technique in which a parent uses reason and explains how the adolescent's action affect others

hidden curriculum

the pervasive moral atmosphere that characterizes every school

character education

a direct moral education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behavior or doing harm to themselves or others

values clarification

an educational approach that focuses on helping people clarify what is important to them, what is worth working for, and what is their purpose in life. Students are encouraged to define their own values and understand others' values

service learning

A form of education that promotes social responsibility and service to the community

values

beliefs and attitudes about the way things should be

religion

an organized set of beliefs, practice, rituals, and symbols that increase an individuals connection to a sacred or transcendent other (God, higher power, or higher truth)

religiousness

an individual's degree of affiliation with an organized religion, participation in prescribed rituals and practices, connection with its beliefs, and involvement in a community of believers

spirituality

experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society

heteronomous

Ages 4-7

Rules are property of the world and cannot be change, outside of human control

immanent justice

behaviors automatically trigger consequences/punishments

autonomous

Ages 10+

Rules are created by people and therefore can change with the situation

heteronomous morality

stage 1: moral thinking is related to potential for punishment

individualism, instrumental purpose, and exchange

stage 2: If it's right, it involves an equal exchange

good boy/good girl stage

stage 3: Good = what good people do

social systems morality

stage 4: Greater understanding of laws, duty, and social order