UNC EDUC 181 Final Exam

small for gestational age

babies who weigh substantially less than is normal for whatever their gestational age

gross motor skills

physical abilities involving large body movements, such as walking and jumping

fine motor skills

physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin

pragmatics

ability to use language for different purposes, ability to change language as needed according to social conventions, ability to follow socially constructed rules about conversations and storytelling

executive functions

higher order thinking processes that include planning, organizing, inhibition, and decision-making

dyslexia

difficulty with reading

ADHD

difficulty stay focused; hyper; easily distracted

parent involvement

parenting behaviors that support children as students; typically in school - if parents are involved in school it's associated with higher academic achievement and better behavior for kid

self-concept

how you view/describe yourself

self-esteem

judgments we make about our own worth and the feelings we have toward those judgments

social comparison

assessing one's abilities, achievements, social status, and other attributes by measuring them against those of other people

physical aggression

harms others through physical injury

relational aggression

nonphysical acts, such as insults or social rejection, aimed at harming the social connection between the victim and other people

puberty

the period of sexual maturation, during which a person becomes capable of reproducing

primary sex characteristics

maturation of the reproductive organs

girls: menarche

boys: spermarche

secondary sex characteristics

other visible parts of the body that signal sexual maturity

girls: breasts

boys: facial hair, voice change

both: underarm hair + pubic hair

timing of puberty

early = too much freedom too soon

later = not enough freedom

girls early maturing

unpopular, withdrawn, more deviant behavior, negative body image, more long-term problems

boys early maturing

popular, confident, independent, positive body image

girls late maturing

popular, sociable, lively, school leaders, positive body image

boys late maturing

unpopular, anxious, talkative, attention-seeking, negative body image

limbic system

associated with emotions and drives; reaches full maturity by late adolescence; invincibility complex; engaging in impulsive and risky behaviors

prefrontal cortex

part of frontal lobe responsible for thinking, planning, and language; reaches full maturity at age 25

identity

our sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles

Trust vs. Mistrust

infancy; hope + drive

autonomy vs shame/doubt

toddler; willpower and self control

initiative vs guilt

early childhood; purpose and direction

industry vs inferiority

middle childhood; competence

identity vs role confusion

adolescence; commitment and devotion

intimacy vs isolation

young adulthood; love

generativity vs stagnation

middle adulthood; care and production

integrity vs despair

late adulthood; wisdom and fulfillment

identity achievement

high exploration, high commitment

identity diffusion

low exploration, low commitment

identity foreclosure

low exploration, high commitment

identity moratorium

high exploration, low commitment

school climate

quality and character of a school that promotes safety, inclusivity, and cooperation

anorexia nervosa

starve out of fear of getting fat

problems of adolescence

sleep, academics, depression, substance abuse + eating disorders

bulimia nervose

binge and purge

binge eating

compulsive eating without purging, usually leading to obesity

emerging adulthood

about 18-30 years old; include longer + more widespread participation in post-secondary education and training, greater tolerance of premarital sex and cohabitation, later ages of entering marriage and parenthood, quarter life crisis, very high expectation for love and work

crystalized intelligence

concrete accumulated knowledge; increases throughout adulthood

fluid intelligence

creative and flexible thinking; increases through 20's and 30's, remains stable til 60 then declines

midlife crisis

an emotional crisis of identity and self-confidence that may occur in middle adulthood; associated with turmoil, confusion, and dissatisfaction with one's life

quarter life crisis

involves anxiety related to career, finances and the future

cohabitation

living with a relationship partner outside the context of marriage

cooperative divorce

both parents are working together to raise child though divorced

distant divorce

parents do not work together; raise kid their own way

angry divorce

parents cannot bare to deal with each other even for the sake of the kid

intergenerational solidarity

continued links between parents and adult children

intimate partner violence

violence perpetrated by a romantic relationship partner

intimate terrorism

A violent and demeaning form of abuse in a romantic relationship, in which the victim (usually female) is frightened to fight back, seek help, or withdraw. In this case, the victim is in danger of physical as well as psychological harm.

violent resistance

Violence used by victims—more often women—as self defense.

situational couple violence

Fighting between romantic partners that is brought on more by the situation than by the deep personality problems of the individuals. Both partners are typically victims and abusers.

ageism

a form of discrimination that relegates people to an inferior or limited position simply because of age

primary aging

hormonal and biological changes that are inevitable in all people as they age

secondary aging

impact that the environment, lifestyle choices, and illness/disease have on aging

working memory

short-term storage of information being actively processed

explicit memory

memory of facts + events; declarative memory

implicit memory

memory of how to do things; like riding a bike, driving etc

cognitive reserve

the brains ability to adapt to and compensate for declines

death anxiety

death-related fears, including the fear of no longer existing, of losing control, of a painful death, of body decay, of separation from loved ones, of the unknown

sources of stress for adulthood

death of spouse, death of siblings + friends, adjusting to retirement

grief

emotional response to losing a loved one by death, characterized by intense physical and psychological

5 stages of grief

denial, anger, bargaining, depression, acceptance

policy issues for late adults

health care, economic security, social justice

culture

system of values, beliefs, ways of thinking, routines, rituals and institutions established by a group and transmitted from one generation to the next

surface culture

things that can be readily observed, such as dress, food and ways of eating, architecture, and customs

deep culture

Below the surface are the more meaningful and powerful aspects of culture; rules of conduct, work ethic, manners, core values, raising family, etc

cultural habitation

living in culture; being immersed

social interactions

interacting with people who are in a culture; learning, having conversations, participating in events

emotional enculturation

learning about culture through a secure attachment

cognitive enculturation

learn of culture through symbols, books, language, numbers

interdependent/collectivism model

importance of social group; individual is defined by their place in social group; values interdependence, conformity, security

independent/individualism model

independent individuals; value creativity, autonomy; individualistic

acculturation

process of learning about how culture & deciding what aspects are to be retained or sacrified

integration

keeping origin culture and adding new

assimilation

losing origin culture and only new culture

separation

keeping old culture and not adapting to new culture

marginalization

not feeling attached to either culture

immigrant paradox

recent immigrants perform better in school, less likely to be involved in delinquent behavior, or have physical, emotional, and behavioral problems

the model minority myth

children of Asian immigrants are more successful than children of other ethnicities

why is model minority myth problematic?

erases the differences among individuals

low self concept/self esteem if they can't fit the stereotype

erases racism against asian american immigrants (makes people think that asian immigrants aren't being discriminated against since they're "succeeding")

downplays racism towards other immigrant groups + POC

diverse family forms

nuclear, single parent, extended, blended, cohabiting, foster, conditionally separated, grandparents as parents, adoptive, binuclear, childless, co-parenting, polyamorous, polygamous, single child + step family

implicit bias

when our brains make quick judgments of people without us realizing, resulting in attitudes towards others based on their race, ethnicity, age, appearance, accent, etc.

family strengths

involve the relationships, patterns of interaction, and support systems that protect families especially during times of hardship

- help both individual family members and the family unit to thrive and function effectively

strengths-based perspective

focusing more so on the strengths of a family and less so on the problems or dysfunctions of a family

deficit-based perspective

focus on the weaknesses of individuals

resilience

the ability of a family or an individual to overcome serious hardship

how does resilience develop for individual children

having at least one secure attachment with someone, having sense of self-efficacy + perceived control, having strong adaptive + self-regulation skills, using sources of faith, hope + cultural traditions, learning to cope with positive stress, regular physical activity, mindfulness techniques, etc

how does resilience develop for families

open communication, empathy towards one another, teamwork approach to solving problems, strong, positive relationships

family life education

involves teaching individuals and families skills to promote strong and healthy families

primary prevention

aiming to prevent problems from developing

secondary prevention

works with families who are at risk for problems

tertiary prevention

works with families that require some sort of therapy

risk factors

variables that increase vulnerability to negative outcomes

protective factors

variables that increase resistance to stressors

objective

the concrete, desired result of the program that is specific enough to be measured

ethics

moral principles used to guide professional behavior