STUDY guide HDFS 405

How are American high schools different from high schools in other developed countries

american high schools = more social and tedious and are lower achieving whereas high schools in other countries are less social and more challenging and high achieving

• American high school students describe their experience as more tedious, unchallenging and more for social purposes

• in other countries students describe their experience as more academically focused and less social

Identify 2 ways that schools can foster adolescent self-regulation?

opportunities for students to build psychosocial skills

physical activity

mindfulness activities

goal setting and monitoring activities

Explain why parents and adolescent children often argue about mundane issues (e.g., household chores, messy room).

parents view the issue as a matter of custom or convention. adolescents view these same issues as a matter of personal choice

List 2 ways that parents can minimize the negative effect of marital conflict on their adolescent children.

keep marital conflict private

don't make arguments about adolescent

continue to make time for attentive parenting

Spillover hypothesis

problems in marital relationship lead to more problems in parent child relationship

more evidence to support this theory

Compensatory hypothesis

parents counterbalance problems in their own marital relationship by investing more positively in their relationship with their children

less evidence

Indifferent parenting

hands off lack of rules lack of affection neglectful

poor or little communication

pose few demands

do not monitor or supervise

minimize time and energy they devote to interacting with child

no goal

authoritarian parenting

Strict rules and expectations

Little warmth or communication

Unilateral decision making

Expects obedience

Punitive punishment

Goal: Child obedience

indulgent parenting

1. Affectionate, lack of boundaries, high child freedom

2.  Child-centered, indulgent, appeasing

3.  Warm, accepting, nurturing

4.  Avoid confrontation, rarely discipline adolescent

5.  Few rules or expectations

6.  Goal: Child happiness

Authoritative parenting

Warm and fair, but also firm and structured

Warm, accepting, involved, trusting

Establish firm behavioral guidelines

Engage adolescent in decision making

Monitoring

Supports assertiveness, responsiveness, and self-regulation

Goal: Child self-regulation

parental monitoring

1. awareness of where children are, who they are with what they are doing 

parental regulation

placement of structure around a child's behavior through expectations, standards, and rules and enforcing consequences

3 keys of authoritative parenting

warm, firm, build maturity

how are authoritative parents warm

affectionate, deep involvement, responsive to children's needs

Deep sustained involvement - one of the best predictors of childrens and adolescents well-being

how are authoritative parents firm

consistency and limits imposed by parents

clearly articulate rules and have demands

be consistent

adolescents develop self - control by taking the rules in and imposing them on themselves

rules and expectation should change as the child matures and demonstrates more ability to self regulate

regulation and monitoring

higher monitoring and more regulation are associated with less risk taking

How do authoritative parents build maturity

1. encourage adolescents growing capacity for self increments 

2. scaffolding 

   1. provide opportunities for growth 

   2. helping adoelcents think through decisions vs making them for her 

List 3 ways that adolescent peer group crowds affect adolescent behavior.

Crowds act as reference groups

• Crowds establish and reinforce social norms

• Crowd membership shapes identity and self-esteem

• Youth imitate the behavior of high-status peers

List two personal or family factors that predict each form of popularity. Which form of popularity is associated with better outcomes during adulthood?

Likeabiliy

• not aggressive

• leaders

• polite

• funny

• helpful

• patient

• parent likalbelilty and authoritative parenting

• seen as physically attractive

• intelligent

• good at problem solving

status

• aggressive/dominnat

• belittling

• assertive to maintain status

• physically attractive

• look older

• exposed to aggression from parents to reach goals

• following teen rather than child or adult values

Likability - predicts later happiness, job promotion, lower mortality risk

characteristics of bullying

Aggression with an intent to harm (e.g., rather than

something playful)

Power imbalance between bully and victim based on personal

characteristics (e.g., social status, physical status, some vulnerability)

Repetition of the aggressive act

Negative impact (even if that isn’t the intent)

examples of ineffective bullying efforts from parents

Just stand up to the bully”

“Just ignore it”

“Let me (parent) take care of it”

Asking the teacher to take care of it

1.  ineffective bullying efforts from schools.

Knowledge and reasoning-based programs

Raise awareness (e.g., assembly)

Use bad incident (e.g., suicide) as a teachable moment

Explain why bullying is bad

Fostering empathy

Punitive school policies

3 strikes and your out (of school)

Zero tolerance

Detention/expulsion

effective bullying prevention strategies - parents

Look for signs of bullying

Anxiety about school, doesn’t want to talk about school, moody,

withdrawn, sleep problems, cuts or bruises

Foster better dialogue (be an askable parent)

Model conversation about your day

Avoid parental interrogation

E.g., how was your day? How was school?

Quantity and quality of time

Idle time together, don’t have to be doing something

examples of effective bullying prevention - schools

Focus on school climate

Quality of relationships

Clear rules and expectations

Fair, non-harsh discipline

Focus on students as whole

Leverage bystanders

Develop a culture where bullying is not supported by anyone

No code of silence

Multilevel interventions

Schools, teachers, other staff, parents

Students practice how to respond to bullying

risk factors especially among girls for experiencing negative effects from early serious relationships

dating older boys, early puberty, few friends

factors that influence an adolescent’s comparison levels for a romantic relationship. Provide a specific example of how this factor can appear within an individual.

1. Family of Origin experiences

2. Peer relationship observations

3. Past relationship experiences

4. Cultural norms

5. Partner’s perceived costs and rewards from

6. relationship

How is the level of romantic relationship attraction determined based on social exchange theory? Please provide an example

when current outcomes ( ration of rewards to costs) exceeds comparison level ( standards) relationship attraction is high

Overall, she still feels like she benefits more than she loses in the relationship (outcomes) and Alex does most of the things that a good partner should do (comparison level), which keeps her attracted to their relationship (attraction

How is the level romantic relationship dependence determined based on social exchange theory? Please provide an example.

degree to which individuals rely on partner for rewards

dependence = current outcomes - comparison level of alternatives

Emma starts to realize that, compared to Casey, Alex isn’t

meeting her needs as much as she once thought. However, she

still feels happy with Alex and, when considering other options at

her school, decides that she wouldn’t be happier if she left

(dependence

Is experiencing a higher level of dependence related to higher or lower relationship power?

When both partners are similarly dependent on each other, they tend to have equal power

Power and dependence are inversely related

More dependent = less relationship power

Less dependent = more relationship power

When partners have significantly different levels of dependence....

Highly dependent partner has less power, control

what is identity

sense of self ( who am i, what defines me, what gives me significance and meaning)

sense of worth ( how do I feel about myself)

How does identity formation differ between individualistic (e.g., Western) and collectivist (e.g., non-Western) cultures?

individualist cultures

Identity is something I achieve

Look ‘inside’ of you and find the ‘real you’

Emphasizes self-assertion

Collectivist

identity is something given to you

Often in relation to roles of family or community

Look outside of you to find the ‘real you’

Emphasizes self-denial

Feel good if fulfilling family/community

examples of good self regulation

Good self-regulation involves many different actions...

• Inhibiting initial and dominant thoughts, feelings, behavior

(impulse control)

• Persisting in goal-directed behavior

• Delaying immediate gratification

• Planning

Fostering self-regulation

setting goals and making plans

self monitoring ( comparing goals with where you currently are)

avoiding distractions ( internal and external)

How does popularity change from middle school to late middle school and highschool

Popularity in early middle school and before is more centered around likeability. whereas as children age status becomes more important

• status is more important for girls than boys

• boys can have likability and status but girls mainly just status

Based on attraction why may someone stay in a relationship even if it is unsatisfying

• low costs

• low comparison level

potential problems in identity development that adolescents may face

identity confusion

identity foreclosure

negative identity

prevention efforts for identity confusion

Incoherent, disjointed, incomplete sense of self

make plans, set goals

make connections to real world

scaffold a pos aspect of teens identity

prevention methods for identity foreclosure

the premature establishment of a sense of identity before sufficient role experimentation has occured

• promote opportunities for identity experimentation and introspection prior to serious commitments

prevention methods for negative identity

• the selection of an identity that is undesirable in the eyes of significant others and broader communitiespromote pos identity through

• adult role models

• teen adult Collab and adolescent leadership