Exam 2 Adolescent Psychology

Ineffective Parental Monitoring Strategies

Too close, intrusive.

Can lead to secrecy and hiding

Associated with greater delinquency

Parental Monitoring

Being aware of adolescent’s whereabouts and companions

Effective Parental Monitoring

Warmth, respect for autonomy and privacy.

Associated with overall well-being: academic performance, less harmful risk behaviors (When done effectively)

Discuss why friendships and peer influences are especially critical in adolescence?

Peers are an increasingly important source of support

Peers are an increasingly powerful source of pressure

Shift in attachment from parents to peers

Peers are experienced as rewarding. Friendships and romantic relationships feel especially good. Adolescents brains are especially sensitive to rewards.

Hierarchies and social status within peer group. Important to make a place for yourself within the group and gain approval to avoid threat of rejection.

Vulnerable transition points, like switching schools or starting puberty are times of heightened Sensity to peer influence.

Trying to get your footing in uncertain times by looking at other people around you.

Parental Monitoring (Class Notes)

Awareness of their adolescent's whereabouts and companions

Effective Parental Monitoring (class notes)

Balance of warmth and control. Control of their children's behavior. Don’t be Either too cold or punishing or too strict can cause problems. Don’t overly restrain them. 

-Substantial room for privacy and autonomy -Especially older adolescents 

-It’s common don’t freak out (parents). 

-Some moderating but some freedom 

-Better mental health academic performance and less harmful risk behavior. 

Kind of risks they're taking but lower. 

Ineffective Parental Monitoring (class Notes)

Overly restrictive, too intrusive 

-Greater delinquency 

-greater secrecy

-Context-dependent: Higher criminality: violence and substance use in the environment. 

-Greater control is beneficial 

-Balance is the key. 

Discuss why friendships and peer influence are especially critical in adolescents (class notes)

Natural inclination to care more about what our peers think than parents in adolescents. 

Why? 

-Shifting attachment away from parents toward peers. 

-Attachment toward our peers 

-Reward sensitivity is heightened due to brain changes. -Peers are especially rewarding. Positive interaction with a friend. 

-Positive aspects of taking a risk vs. negative. 

-Adolescents' social environments tend to be strongly hierarchical- draw attention to peers. 

-Not at the bottom of the food chain. 

–Vulnerable transition points

      -Puberty timing of puberty relative to their peers. 

      -School transitions 

Identify the average age when peer influence is at it’s peak and potential reasons why? (class notes)

A peak in peer conformity around age 14. Transition to high school. Bottom of the social hierarchy. 

Identify the average age when peer influence is at it’s peak and potential reasons why

Peak pressure to conform at age 14

Contrast how peer pressure affects risk-taking in adolescence vs. adulthood

-          Peer influence is not inherently bad. Pressure can go toward good or bad things.  Ex: taking school and academics seriously; volunteering; doing creative things; exercising; supporting friends; not tolerating bullying or mistreatment of others

Peer conformity & driving simulation video:

Identify the average age when peer influences is at it’s peak and potential reasons why (reading quiz)

Pressure to conform to peers reaches its peak around age …. 14

Differentiate between “cliques” and “crowds” (reading quiz)

A small tight knit handful of adolescents who normal hang out together is known as a… clique

Contrast how peer presence affects risk-taking in adolescents vs. adulthood (Class notes)

Is it bad? 

-No and yes 

-Peer attention- Tends to increase risk behavior 

-Peer pressure push’s us into positive directions 

(not true of adults care less what people think in adulthood) 

Adolescents are much more likely to take risks. Emboldened by their friends around them like dying their hair blue and green. 

Differentiate between “cliques” and “crowds” (cliques)

During adolescence, one-on-one friendships tend to expand into tightly knit peer groups of anywhere from three to about nine but most commonly around five members who are close friends. These close-knit, friendship-based groups are known as cliques. Like most close friends, members of cliques tend to share similarities such as demographics and attitudes

Differentiate between cliques and crowds (crowds)

During adolescence, one-on-one friendships tend to expand into tightly knit peer groups of anywhere from three to about nine but most commonly around five members who are close friends. These close-knit, friendship-based groups are known as cliques. Like most close friends, members of cliques tend to share similarities such as demographics and attitudes

Differentiate between intrinsic and extrinsic motivation. Intrinsic

: internal desire, curiosity, interest, challenge

Differentiate between intrinsic and extrinsic motivation. Extrinsic

external factors - rewards, punishments

Differentiate between intrinsic and extrinsic motivation (class notes)

Student motivation 

-Intrinsic vs. extrinsic motivation 

Intrinsic-Internal want to do it, interest, curiosity, desire

Extrinsic- External, rewards/punishment

Discuss the three main elements of self-determination theory and provide examples of approaches or strategies that enhance or undermine each element

o   Autonomy – feeling able to have own decision-making power

o   Competence – feeling good at what you're doing

o   Relatedness – feeling connected to others, positive social interaction

·       Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes)

-How do we create intrinsic motivation? 

3 sources of IM 

1. Autonomy 

2. Relatedness

3. Competence 

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Autonomy)

Description-                       Increase Examples                                         

Decision-making ability,     -Choices                                    -

Exert your own will.           -Explain and justify                    

                                          -Acknowledging emotions                                                                    

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Autonomy)

Description-                                                               Decrease Examples

Decision-making ability,                                  -Tangible rewards/punishments 

Exert your own will.                             -Threats 

                                                    -Imposed goals and deadlines

                                                                                              -Control 

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Relatedness)

-Connection w/others     -Respectful and caring environment   

-Individuals                     -Security                                          

-Being part of something 

Bigger than yourself 

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Relatedness)

-Connection w/others     -Competition  

-Individuals                     -Criticism -Cliques 

-Being part of something 

Bigger than yourself 

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Competence)

-Feeling skillful and     -Optimal challenge                             

Effective                      -Positive feedback

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Competence)

-Feeling skillful and                                       -Excessive challenge

Effective                                                  -Negative feedback 

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (Autonomy)

Autonomy

feeling able to have own decision-making power

Choice, explanation/rationale, acknowledgement of feelings

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (Autonomy)

Autonomy

feeling able to have own decision-making power

Tangible rewards, threats, deadlines, imposed goals, control

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Relatedness)

Relatedness

feeling connected to others, positive social interaction

Respect, caring, inclusive environment, security

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Relatedness)

Relatedness

feeling connected to others, positive social interaction

Respect, caring, inclusive environment, security

Competition, criticism, cliques

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Competence)

Competence

feeling good at what you're doing

Optimal challenge, positive feedback

Discuss the three main elements of Self Determination Theory, and provide examples of approaches or strategies that enhance or undermine each element (class notes) (Competence)

Competence

feeling good at what you're doing

Excessive challenge, negative feedback

·       Define narrative identity and provide examples of the types of stories that fit with this concept

·       A collection of important scenes from our life, and our own meaning/interpretation drawn from those experiences

·       It’s not just what happens to you, but how you tell it

Define narrative identity and provide examples of the types of stories that fit with this concept

Please describe a scene, episode, or moment in your life that stands out
as an especially positive experience. This might be the high point scene of your entire
life, or else an especially happy, joyous, exciting, or wonderful moment in the story. Please describe this high point scene in detail. What happened, when and where, who
was involved, and what were you thinking and feeling? Also, please say a word or two
about why you think this particular moment was so good and what the scene may say
about who you are as a person. the story is selective; it does not include everything that has ever
happened to you. Instead, I will ask you to focus on a few key things in your life – a few
key scenes, characters, and ideas. There are no right or wrong answers to my questions.
Instead, your task is simply to tell me about some of the most important things that have happened in your life and how you imagine your life developing in thThe interview is for research purposes
only, and its main goal is simply to hear your story. As social scientists, my colleagues
and I collect people’s life stories in order to understand the different ways in which
people in our society and in others live their lives and the different ways in which they
understand who they are future.1. Religious/ethical values. Consider for a moment the religious or spiritual aspects of
your life. Please describe in a nutshell your religious beliefs and values, if indeed these
are important to you. Whether you are religious or not, please describe your overall
ethical or moral approach to life.

Define narrative identity and provide examples of the types of stories that fit with this concept (class notes)

-What we measure w/ life story interview 

See Developmental patterns 

-A collection of key stories about events that have shaped who we are as a person. 

-Important key senses in our lives. 

-Events themselves “what” 

-Interpretation/meaning “how” 

·       Explain developmental changes across childhood and adolescence that lay the foundation for narrative identity

o   Sense of self: emerges around 1-2 years of age. Start recognizing self in mirror, start feeling self-conscious emotions like pride, embarrassment.

o   Autobiographical reasoning: a cognitive skill - ability to tell stories about oneself.  Rudimentary forms start in early childhood, around ages 4-5.  Very straightforward stories.

o   Adolescence: Abstract thinking allows thinking about “past self” and “present self.”  Can compare what they were like before to how they are now, and explain what led to the changes. Adds depth and complexity, and allow stories to become part of our identity.

  Explain developmental changes across childhood and adolescence that lay the foundation for narrative identity (class notes)

Building skills: 

-1-2 years: Self-Concept 

Pride, guilt, Shame 

-4-5 yrs: Autobiography reasoning: Ability to tell stories about self. Beginning middle and end. Lacking the depth and detail that your classmate said, had a lot more richness, 

-Adolescence: abstract reasoning- Allows us to analyze what happens and how it shaped us. A story but talked about how it shaped them and what they learned from it.

·       Describe the Life Story Interview

Assessed with open-ended measures like the Life Story Interview.

The Life Story Interview Life Story Interviewis a systematic method for collecting life narratives from research participants.  Researchers use this script to gather participants' stories about their life and identities. interested in
hearing your story, including parts of the past as you remember them and the future as you imagine it. The story is selective; it does not include everything that has ever happened to you. Instead, I will ask you to focus on a few key things in your life – a few key scenes, characters, and ideas. There are no right or wrong answers to my questions. Instead, your task is simply to tell me about some of the most important things that have happened in your life and how you imagine your life developing in the future. I will guide you through the interview so that we finish it all in about two hours or less. Please know that my purpose in doing this interview is not to figure out what is wrong with you or to do some kind of deep clinical analysis! Nor should you think of this
interview as a “therapy session” of some kind. The interview is for research purposes only, and its main goal is simply to hear your story. As social scientists, my colleagues and I collect people’s life stories in order to understand the different ways in which people in our society and in others live their lives and the different ways in which they understand who they are.

Explain why meaning-making is relevant to mental health and recovery from trauma (class notes)

-Why do we care? 

-Meaning-making: Cognitively processing events to make sense of them and draw lessons from them. 

-Predictor of mental health after traumatic events 

-Help us move forward after these events making sense of what happened and how it shaped the person he is today 

-They are fundamental for connecting with others. Felt a little more connected to this person. 

Explain why meaning-making is relevant to mental health and recovery from trauma

Why do we care about Narrative Identity?

·       Important for mental health, especially coping with traumatic & stressful life events

o   Meaning-making is the cognitive process of making sense of these types of events, figuring out how they have shaped us, what lessons we have drawn from them, and how they fit into the broader arc of our life story. Effective meaning-making allows us to move forward from traumatic events, not ignoring them but also not being totally defined by them.

·       Also critical for connecting with others. Being able to tell life stories is necessary to allow others to understand us and build close, trusting bonds.

·       Define each of the Big Five personality traits- Extraverison

: outgoing, energetic, sociable, assertive vs. reserved, solitary

Define each of the Big Five personality traits. Neuroticism

anxious, volatile, moody, irritable vs. calm, resilient, contented

Define each of the Big Five personality traits. Agreeableness

kind, polite, caring, warm, sympathetic vs. argumentative, tough, cold, aggressive

Define each of the Big Five personality traits. Conscientiousness

organized, hard-working, careful, dependable vs. disorderly, careless, procrastinating,

Define each of the Big Five personality traits. Openness to experience

curious, artistic, inventive, adventurous vs. conventional, traditional, conforming, obedient

Define each of the Big Five personality traits

Big Five Traits: 

Extroversion 

Consctiousness: Organized and hardwork, dependable 

Agreebleness: Nice 

Neuroticism: Experience of negative emotions on a daily basis do you feel more anxious more down and depressed or are you calm or unfaised. 

Openess to experience: Creativity and intellectivailism. Like phiolosophical debate or going to the ballet on a Friday night. 

·       Explain the maturity principle, and summarize the typical patterns of change in Big Five traits associated with this concept

Can personality change?

We have tended to think of it as “set in stone,” inflexible.

However the following trait changes are typical in adolescence:

·       Maturity principle: People become more conscientious and agreeable, and lower on neuroticism as they get older. The traits that allow us to function as effective adults become more pronounced.

o   Assertiveness (one component of Extraversion) also increases as we age.

·       Neuroticism increases sharply in adolescence, and then declines afterward – associated with mental health concerns

Explain the maturity principle, and summarize the typical patterns of change in Big Five traits associated with this concept

2. How have you changed since childhood? 

They are not set and stone a genetic component with these traits biological piece that we can’t control. 

Decreasing netroicism and increasing extroversion, thats what people which they could change. 

Something that you want to change can be changed 

Define volitional personality change, and discuss strategies for changing one’s
personality traits deliberately

We can also undergo volitional personality change – purposeful efforts to change traits. See the article assigned for homework, “I Gave Myself Three Months to Change My Personality”

 What is your overall impression of how flexible or changeable personality is, after reading this article?  To what extent is it "set in stone" and to what extent can it be changed?

My overall impression of how flexible personality is after reading the article is that in some ways personality can be changed by people going out of their comfort zone and by trying new things. However, our personality can never fully change. At the end of the article, the author's personality did change somewhat by the end of the experiment because she put herself in new situations, which helped her to grow. However, it didn't change by an extreme amount. She most likely was gaining new skills not changing her personality. I think that personality is mostly set and stone, but can be changed a little bit. I think that probably the biggest way personality changes is by life span development like changing from an adolescent into an emerging adult.

Choose one of the traits listed below, and brainstorm two "challenges" that you could give to an adolescent who wants to improve on that trait.

If an adolescent wanted to be more organized I would challenge them to make a to-do list. With this to-do list, they will see more clearly what they need to complete so they don't miss anything. Then I would challenge them to tidy up something even if it's something small like their backpacks or a drawer in their room. Hopefully writing things down and starting to become more tidy will help them gradually become more organized. If an adolescent wanted to be more open-minded I would challenge them to go on the internet first and look up some ideas that they don't agree with and then read some articles or listen to some videos about why people agree with the thing they disagree with. Then I would challenge them to talk with people who have different beliefs than them like peers or family members. However, they must fully listen to what the person is saying and not talk about their opinions right away to try to fully understand the other person's opinion.  

What is one surprising thing about personality that you learned from this article?

One surprising thing I learned from this article is that traumatic experiences don't change people's personalities. Instead, a lot of times it's the opposite and people resort to traits they are familiar with in traumatic experiences. I think this does make sense even though I always believed the opposite because if you're in a traumatic situation you want to try to get yourself to feel calm and comfortable as much as you can. So you are going to resort to traits or things that have worked for you in the past or that you had in better times to make you feel calmer. Traumatic experiences changing people is actually a myth caused by people trying to look on the bright side of a traumatic experience, which is surprising. 

Explain the diathesis-stress model of mental illness

Conceptualizing mental illness:

·       Diathesis-stress model: Underlying innate, genetic risk (diathesis) + environmental stressors = mental health outcomes

Diathesis:

Risk for most mental illness is polygenically inherited

·       Not just one gene that controls it – many genes

·       Thousands of individual genes each contribute a little bit of risk

·       About 50% of the variation in mental health is explainable by genes.  The other 50% comes from the environment.

Explain the diathesis-stress model of mental illness (Class Notes)

Mental Health 

-Diathesis- Stress Model 

Diatheseisi- the genetic risk

Stress- Is the environment- can trigger underlying risk

50% are explained by genes 

50% are explained by the environment 
Diathesis- Most mental illnesses are polygenically inherited.

Being mentally ill by genetics is not like a light switch were it’s on or off, but instead it’s like christmas lights.

All of us carry some risk for mental illness 

There are so many Christmas lights. Can’t rule out mental health. 

·       Explain the maturity principle, and summarize the typical patterns of change in Big Five traits associated with this concept (Class Notes 2)

Can Personality Change? 

1. Typical Developmental change with aging 

Maturity principle: People typically change in ways that make them functional adults

Increase -Conscientiousness:

                                                   Gradually increase from adolescence to early adulthood

Increase-Agreeableness:        

Decrease-Neuroticism

Increase: Assertiveness

(a part of extraversion) More willing to speak up for yourself, not really extraverted. 

They are going to be kinder in their twenties than as a 14-year-old. That's because they are maturing. 

·       Define volitional personality change, and discuss strategies for changing one’s personality traits deliberately (class notes)

1. Volitional Personality change (you can try to change your personality by doing somethings)

Explain the relevance of the phrase, “Moving parts get broken,” in relation to adolescent
mental health. Provide examples of the “moving parts” in adolescence

Stress:

·       "Moving parts get broken."  What are the moving parts in adolescence?

o   Puberty – physiological changes

o   Changes in brain structure, function, chemistry

o   Changes in social environment – school, peers

o   Responsibility and autonomy

o   Risk behaviors, including substance use experimentation

o   Cognitive advances – reflecting on & questioning self, identity, future

·       All make this an especially volatile time in terms of environmental stressors – especially likely to trigger underlying genetic risk

Explain the relevance of the phrase, “Moving parts get broken,” in relation to adolescent
mental health. Provide examples of the “moving parts” in adolescence (class notes)

Stress 

“Moving parts get broken” 

School, relationships or friendships shifting, romantic relationships, brain development- limbic system vs. the pre frontal cortex, puberty body image, school getting harder or school transitions or school experience academic expectations, sleep disruptions. Parental conflict family dynamics. 

-So many moving parts that is why the environmental part is so important for this time of life

·       List the three components of Joiner’s theory of suicidality

Joiner’s Interpersonal theory of suicidality 

1.) Thwarted belongingness 

-Rejected, bullied 

-Persistently loneliness 

2.) Persecieved burdensomeness 

3.) Acquired capability 

-Breaking down instinctive self-protection mechanisms 

Inate self-protection even if your feeling these things less likely to make an attempts because its innate that we want to protect ourselves 

-Self-Harm- 

Starts to break down that pain 

Exposure to violence 

Worry about suicidality with combat soldiers 

-Childhood trauma 

In J's case has two out of the three, which is high-risk

List the three components of Joiner’s theory of suicidality

Joiner's Interpersonal Theory of Suicide

1.      Thwarted belongingness – social isolation, lack of social connectedness

2.      Perceived burdensomeness – feeling that one's death is worth more than one's life; unemployment, medical/mental health problems, etc. Often a false belief – perceived.

3.      Acquired capability – diminished fear of death/pain sensitivity (childhood trauma, severe illness, self-harm behaviors)

Discuss steps you would take if you were concerned about an adolescent in crisis,
potentially at risk of suicide (class notes)

What do you do if you are actively worried about an adolescent? 

Maybe contact parents, refer them to counseling, talk to them, and make sure they have someone to talk to. 

Try to seek out an adult. Mandated reporters can maybe cause mistrust. 

Empathetic listening don’t just say everything is going to be okay and get them to a counselor appointment later that day. 

1.) Ask the question: Are you thinking of hurting yourself? 

2.) Decide if you can’t leave that person alone. 

May need to: 

-Walk to the counseling center 

-Suicide hotline. Don’t let them out of your sight. 

3.) Seek extra support for them and you. 

Consult with the pros. 

Discuss steps you would take if you were concerned about an adolescent in crisis,
potentially at risk of suicide (class notes)

What are appropriate action steps if you are worried about someone?

o   Ask if they are thinking of harming themselves

o   If yes (or if your gut tells you to be concerned): stay with the person. Don’t leave them alone/let them off the phone.

o   Get them in contact with help – e.g. walk them to the counseling center, call the suicide hotline with them: 800-273-8255

o   Talk to someone you trust who can help you problem solve

·       Discuss typical characteristics of bullying in adolescence, including reasons why bullying occurs, who is likely to be a perpetrator or victim, and how the characteristics of this developmental stage can intensify the effects of bullying (Class notes)

Direct aggression: direct verbal/physical attacks. 
-Relational Aggression: Social exclusion, harming social status.

Discuss typical characteristics of bullying in adolescence, including reasons why bullying occurs, who is likely to be a perpetrator or victim, and how the characteristics of this developmental stage can intensify the effects of bullying (Class notes)

Contextual Differences from Childhood: 

Higherarchical peer groups- crowds, cliques, 

-Heightened attention on peers. (Imaginary audience) 

-Decreasing the supportive role of adults- teachers and parents. Don’t have that structure in the classroom were your with one teacher all day long. 

-Increasing suspension of authority. Us vs. them mentality. 

-Mental Health is especially vulnerable in adolescents. Different Moving parts 

- Identity development- ERI, gender, sexiality etc. can, become targets

Which of the following are symptoms of depression? 

List a handful of symptoms of depression

Persistent fatigue and low energy on most days

Correct answer:

Consistent trouble falling asleep, or sleeping too much

Correct answer:

Feelings of worthlessness or excessive guilt

Correct answer:

Major changes in weight, including weight loss or gain

Discuss typical characteristics of bullying in adolescence, including reasons why bullying occurs, who is likely to be a perpetrator or victim, and how the characteristics of this developmental stage can intensify the effects of bullying (Class notes)

Bullies vs. victims 

-Bullying is much more strategic 

-Childhood aggression: a result of poor social skills 

-Adolescent Aggression is usually used purposefully to attain or maintain status and power. Doing it on purpose to rise up that social hierarchy. 

• Misconception that bullies are maladjusted 

• Bullies are often highly socially skilled and popular 

• Victims may also be high-status, popular. Friends and peers of the bullies themselves. Popular. 

-Lower status targets are less worthwhile. 

Discuss typical characteristics of bullying in adolescence, including reasons why bullying occurs, who is likely to be a perpetrator or victim, and how the characteristics of this developmental stage can intensify the effects of bullying

Bullying in Adolescence

·       Direct aggression: direct physical or verbal attacks

·       Indirect ("relational") aggression: social exclusion, rumor spreading and gossip

·       Bullying is a group process – takes place within the peer group broadly, not 1-1 interactions alone

Discuss typical characteristics of bullying in adolescence, including reasons why bullying occurs, who is likely to be a perpetrator or victim, and how the characteristics of this developmental stage can intensify the effects of bullying

How is it different from bullying in childhood?

·       Importance of peers is pronounced

·       Peer group dynamics change – crowds and cliques become more common

·       School structure changes, teachers' roles become more hands-off

·       Strains in relationships with adults – resisting authority; interventions can backfire

·       Higher risk of mental health concerns – bullying can play into these

·       Affects identity development, a key developmental task of adolescence. Can be directed at identity directly – e.g. ERI, gender, sexuality.

·       Bullying is more strategic. Driven by need to gain or demonstrate peer status – whereas in children, aggression is often a result of lacking socioemotional skills, theory of mind, etc.

Discuss typical characteristics of bullying in adolescence, including reasons why bullying occurs, who is likely to be a perpetrator or victim, and how the characteristics of this developmental stage can intensify the effects of bullying

Bullying and peer status

·       Shifting conceptualization of bullies from maladjusted and socially isolated, to socially adept and skilled.  Strategic, goal-directed bullying.

·       Popular bullies are a subset of popular adolescents.  Bullying is not a prerequisite for being popular, but it is one way to maintain popularity/status.

·       Targeting low-status peers becomes less attractive – low risk, low reward.  More to gain by targeting social competitors, including own friends.

o   High-status, popular youth can be targets of bullying and aggression too.  Teachers/peers may not recognize this.

·       Explain why defense against bullying can have positive or negative effects

(class notes)

                     Pro                       -                                      Con 

Victim     Could or Might stop the bullying                dependce on others 

              Might feel off gaurd                                     Could intensify the bullying

               More connectioned less isolated           Looking weak 

—----------------------------------------------------------------------------------------------------                          

Defender     Heightened social status            Could get hurt themselves make 

                    Seen as heroic of brave              themselves a target. 

                                                                         “Teachers Pet” 

-The benefits of intervening often mostly fall to the defender 

2 types: 

More effective -Direct, bully-focused: direct confrontation. In the moment, but as some risk. 

-Indirect, victim-focused: offer support, seeking adult help 

-Intervention by high status peers is most effective. 

·       Explain why defense against bullying can have positive or negative effects

·       Two main types of defense:

o   Direct, bully-oriented – public confrontation

o   Indirect, victim-oriented – comforting, asking for adult help

·       Could defending backfire?  For defenders:

o   Con: Fear of becoming a target yourself

o   Con: Could be seen as teacher-obedient behavior, if there have been anti-bullying programs

o   Pro: Could also promote popularity – looking brave and powerful, being seen as a helper

§  Generally, this is what the research finds – defending is beneficial for defenders

·       Could defending backfire? For victims:

o   Con: Could make them feel more dependent/learned helplessness

o   Con: Could encourage co-rumination, dwell on negative experiences

o   Con: Singling out victims as social misfits who need help

o   Pro: Promotes adaptive appraisal of the situation and positive coping styles – restore self-esteem, reduce depression

o   Pro: Sets social norms of not condoning bullying

§  Research suggests that effects depend on the situation. 

·       E.g., direct defense > indirect defense.

E.g., popular defenders > low-status defenders

·       List and describe the five steps in the Progress of Science (class notes)

1. Observation or observe: watch it unfold naturally. What does it look like on the ground watch it naturally 

2. Describe: quant and qualitatively describe in detail 

3. Explain: why are things happening this way? Why are some students getting involved and some are not? Understanding the causes. 

4. Predict: Accurately predict what to expect. What students will be in the principals office or victimized again and do something before it happens again. 

5. Control: Changing the phenomenon as desired. 

Urgency causes us to skip to number 5. Need to be supported by the information. Observing, describing, and explaining it. 

List and describe the five steps in the Progress of Science

Progress of Science

1. Observation

•       Noticing a pattern, watching it closely, collecting examples as they occur in nature

2. Description

•       In detail, we describe the pattern, and what it is correlated with

3. Explanation

•       Figuring out specific causes and ruling out alternative possible explanations

4. Prediction

•       Be able to accurately predict whether something will occur or not, and under what conditions

5. Control

•       Being able to cause the phenomenon at will, or prevent it at will

 

Temptation to dive right in on #5.  BUT!  Problems arise when we try to skip to the end: control without fully understanding. For example, in anti-bullying interventions that misunderstand the characteristics of adolescent bullying.

·       Describe the effectiveness of typical anti-bullying interventions in adolescence

·       Anti-bullying programs have been disappointing in their effects

o   Modest effects: reduced bullying prevalence by 15-20%

o   Large variations in effects from program to program and school to school, with some having detrimental effects

·       Anti-bullying programs targeting adolescents are especially ineffectual

o   Effect sizes drop sharply after age 14

 

We need to better understand and accept the strategic nature of adolescent bullying, and the  mistrust adolescents have of adults and teachers, before these programs can be made effective.

Describe the effectiveness of typical anti-bullying interventions in adolescence

(class notes)

-Create a club 

-determine the issues

-Choose one issue to prortize 

-Conduct activities to address it 

-slogan, -shirts, -mapping, -essays 

-Follow up -Has it been effective? 

-Wide involved community agreement 

Discuss typical characteristics of bullying in adolescence, including reasons why bullying occurs, who is likely to be a perpetrator or victim, and how the characteristics of this developmental stage can intensify the effects of bullying

(class notes 2)

Bullying in Adolescents 

-Strategic- purpose of achieving and maintaining status. 

-Relational aggression 

-Socially skilled, popular 

-Victims may be high/low status 

-Maladjusted, purposeful, skillful

-Identity may be targeted. Race, ethnicity, gender, sexuality. 

-Cliques and group influence 

-Suspision of adults. The power to do that is limited; prioritize the opinions of peers rather than adults. 

List and describe the five steps in the Progress of Science (Class notes 2)

Progress of Science 

1. Observe 

2. Describe 

3. Explain 

4. Predict 

5. Control 

·       Explain some potential benefits of social media use for adolescents

Social media in adolescence – is it harmful?

Is it harmful to everyone?

Or just under certain circumstances?

What are the positives?

·       Maintaining friendships

·       Opportunities for identity development – selective self-presentation

·       Can be easier to disclose about the self in writing

·       Broader access to people who aren't physically close (can be especially important for adolescents who may be isolated from others like them: LGBTQ adolescents, those with rare illnesses, minoritized cultural groups, etc.)

Explain some potential benefits of social media use for adolescents

Social Media and Technology 

-Is it harmful? Is it helpful?

Positives 

-Give awareness to certain topics 

-Broaden social circle

-Self-expression and identity development 

-Potential for social media to connect with others like you, especially for marginalized/minoritized adolescents.

Particular, special, harmful experiences

·       Discuss risks of social media that affect a particular subset of adolescents: cyberbullying, addiction, and engagement with material focused on body image or self-harm (class notes)

Risks: Cyberbullying 

-Usually out of adults view 

-Inescapable, if it's online; they're there all the time 

-Greater aggression and transgressive comments- more severe 

-Addiction 

-Uncontrolled excessive use 

-Body image concerns 

-Adolescents with high body dissatisfaction spend more time editing photos and engaging with body-related content. 

Self-Harm Related 

Material 

-Content that normalizes self harm 

Discuss risks of social media that affect a particular subset of adolescents: cyberbullying, addiction, and engagement with material focused on body image or self-harm

Do we see a direct connection between social media use and negative consequences?

Or does it have to go through specific problematic exposures (e.g., cyberbullying)?

Are the kids who avoid those exposures ok?

What are the risks?

Previously, we worried about specific exposures. Number of hours isn’t closely correlated with mental health risks, but particular types of experiences are:

·       Body image & high engagement with body-focused material:

o   Adolescents with more body dissatisfaction tend to post, view, and manipulate photos more – a vicious cycle

·       Cyberbullying:

o   Harder to escape – not just at school

o   Easier to do outside adult supervision

o   More willingness to say socially unacceptable things online

·       Self-Harm related material

o   Adolescents at risk of self-harm are more likely to actually engage in the behavior when they see it normalized online

·       Addiction

o   Uncontrolled, excessive use patterns

Discuss risks of social media that affect a particular subset of adolescents: cyberbullying, addiction, and engagement with material focused on body image or self-harm

      Cyberbullying:

o   Harder to escape – not just at school

o   Easier to do outside adult supervision

o   More willingness to say socially unacceptable things online

Discuss risks of social media that affect a particular subset of adolescents: cyberbullying, addiction, and engagement with material focused on body image or self-harm

·       Addiction

o   Uncontrolled, excessive use patterns

Discuss risks of social media that affect a particular subset of adolescents: cyberbullying, addiction, and engagement with material focused on body image or self-harm

Self-Harm related material

o   Adolescents at risk of self-harm are more likely to actually engage in the behavior when they see it normalized online

Discuss risks of social media that affect a particular subset of adolescents: cyberbullying, addiction, and engagement with material focused on body image or self-harm

  Body image & high engagement with body-focused material:

o   Adolescents with more body dissatisfaction tend to post, view, and manipulate photos more – a vicious cycle

·       Discuss risks of social media that may affect all adolescents (i.e., Haidt’s “four foundational harms”)

Haidt’s four “foundational harms”:

·       Social Deprivation:

o   Opportunity cost, sacrificing face-to-face time and activities in person

·       Sleep Deprivation:

o   Late-night use is disruptive to sleep.

o   Increases sleep latency – the time it takes to fall asleep.

o   Intense cognitive & emotional stimulation

o   Ability for endless scrolling without natural stopping points.

·       Attention Fragmentation

o   What was it like, switching your notifications on/off?

o   Constant interruptions can make it nearly impossible to focus.

o   Every shift in our attention wastes resources. Multitasking (shifting between tasks) is much less efficient than focusing on one thing at a time.

o   Interferes with our executive function – brain’s ability to coordinate and complete complex tasks.

·       Addiction

o   Variable reward cycles: random rewards maximize engagement in the activity that yields rewards

Discuss risks of social media that may affect all adolescents (i.e., Haidt’s “four foundational harms”) (class notes)

Heidt’s 4 foundational Harms 

1. Social Deprivation- Opportunity cost. Don’t strick a conversation with a stanger anymore 

2. Sleep Deprivation- Endless scrolling capacity. -Emotional 3 stimulating content  stuff that makes you feel a lot of emotions, even though you should be calming down. 

-Increases sleep latency - the time it takes to fall asleep 

3. Attention fragmentation- Constant intimption from notifications. When turning off notifications feel like you should still check it. Sometimes, we need boredom because ideas will pop up. 

4. Addictive patterns of engagement- 

-Variable reward cycle. Giving a reward not every time but more randomly. 

Discuss risks of social media that may affect all adolescents (i.e., Haidt’s “four foundational harms”) Social Deprivation

·       Social Deprivation:

o   Opportunity cost, sacrificing face-to-face time and activities in person

Discuss risks of social media that may affect all adolescents (i.e., Haidt’s “four foundational harms”) Sleep Deprivation

·       Sleep Deprivation:

o   Late-night use is disruptive to sleep.

o   Increases sleep latency – the time it takes to fall asleep.

o   Intense cognitive & emotional stimulation

o   Ability for endless scrolling without natural stopping points.

Discuss risks of social media that may affect all adolescents (i.e., Haidt’s “four foundational harms”) Attention Fragmentation

·       Attention Fragmentation

o   What was it like, switching your notifications on/off?

o   Constant interruptions can make it nearly impossible to focus.

o   Every shift in our attention wastes resources. Multitasking (shifting between tasks) is much less efficient than focusing on one thing at a time.

o   Interferes with our executive function – brain’s ability to coordinate and complete complex tasks.

Discuss risks of social media that may affect all adolescents (i.e., Haidt’s “four foundational harms”) Addiction

·       Addiction

o   Variable reward cycles: random rewards maximize engagement in the activity that yields rewards

·       Differentiate between substance use, substance misuse, and substance use disorder

•       Substance use, substance abuse, dependence, addiction…

•       Substance use: broad, umbrella term for any use of alcohol/drugs

•       Substance misuse: problematic use of alcohol/drugs, such as binge drinking

•       Substance use disorder: uncontrolled use of a substance, despite harmful consequences that interfere with ability to function in everyday life; the medical term for addiction

Differentiate between substance use, substance misuse, and substance use disorder

•       uncontrolled use of a substance, despite harmful consequences that interfere with ability to function in everyday life; the medical term for addiction

Differentiate between substance use, substance misuse, and substance use disorder

•       : problematic use of alcohol/drugs, such as binge drinking

Differentiate between substance use, substance misuse, and substance use disorder

•       : broad, umbrella term for any use of alcohol/drugs

Differentiate between substance use, substance misuse, and substance use disorder

Substance use- A Broad umbrella term for any substance use. 

-Substance misuse: Problematic use that may not rise to the level of addiction. Ex. Binge Drinking. 

-Substance use disorder: Medical term for addiction uncontrolled use despite harmful consequences, would be the smallest level of misuse. 

If they can’t function than this is a substance use disorder. Most vulernable in adolscents. 

·       Describe recent trends in adolescents' use of alcohol, tobacco (including vaping), and marijuana

Which of the following statements best describes how adolescents' substance use tendencies have changed from the 1990's to now?

Alcohol use, smoking, and vaping increased, while marijuana use decreased

Correct answer:

Alcohol use and smoking decreased, marijuana use and vaping increased

Marijuana and alcohol use increased, while smoking decreased

, Not Selected

Use of all forms of alcohol and drugs has increased

·       Explain the differences between experimentation and progressive drug use

Experimentation vs. Progression

•       Experimentation: occasional use, often in social settings, “trying out”

•       Considered normative for North American adolescents

•       A way of individuating and asserting independence from parents, bonding with peers

•       Progression: consistent, frequent use, gradually increasing in amount and intensity, increasingly uncontrolled

Explain the differences between experimentation and progressive drug use

Experimentation: occasional use, often in social settings, “trying out”

•       Considered normative for North American adolescents

Explain the differences between experimentation and progressive drug use

Progression: consistent, frequent use, gradually increasing in amount and intensity, increasingly uncontrolled

Explain the differences between experimentation and progressive drug use (class notes)

Exprermentation; Occasional use

-In social settings 

-Testing independence

-Bonding with peers 

-Developmentally typical 

-Adolescents who don’t engage in testing boundaries 

-Are socially isolated or lonely 

-Not able to bond with peers and boundaries 

Progression: 

-Escalating use- Intensity and frequency 

-Losing control- greater dependency 

·       Discuss whether total abstinence from substance experimentation is associated with better or worse mental health outcomes in adolescence (class notes)

-”gateway drugs” 

-Less serious but can lead them to trying more serious drugs 

-Achohol, tabacoo, marigianua 

-Myth: gateway drugs lead to use of harder substances 

-Reality: most adolescents who try gateways drugs do not process further.