Studied by 5 people
identity achievement
forging your own identity, separating from parents and bonding with peers.
family systems theory
the process of identity achievement
everyone is changing family roles-
parents- midlife crisis
adolescents- hormonal changes
generational gap/ dissonance
a clash between parents and children over cultural values—occurs so commonly among immigrant families that it is regarded as a normative experience
baumrind’s parenting styles
AKA macabee and martin
authoritarian
permissive
authoritative**- the best
neglectful
authoritarian
parent always in control, stresses obedience
child outcome- passive, less socially adapt, less self-assured
permissive
parent pushover, child has control, think children have a predetermined outcome,
child outcome- less mature, irresponsible, more conforming
authoritative
democratic, child has input and some control
outcome- responsible, self-assured, creative, curious, socially skilled
traditional parental roles, 1950s
actions are more important in developing children than what you say to them
mother is indulgent, father is authoritarian
criticisms of baumrind
unidirectional- just parenting effect on child outcome
easy to be authoritative with a compliant child
SES- low=stress obedience
high= stress curiosity, independence and ambition
why is authoritative the best
highly demanding and responsive
engages give and take
supportive parenting = strong attachment and honesty
differences in mothers and fathers
mothers- talk with children more, fight with children more, perceived as more controlling
fathers- rely on mother for info on kids, credited with providing kids more social competence (self worth in girls, empathy in boys)
first born
driven to achieve, parents hover, Justin
middle born
ignored, good negotiator, Alex
last born
spoiled, independent (parents ignore bad beh.), Max
family structure statistics
2/3 live with 2 parents (bio, step, or adopt.)
1/3 live with one parent
**60% of kids born to single parents and one marries by adol.
15% live in special family forms
most harmful effects on adolescents? divorce or conflict
CONFLICT
fear of conflict is harmful, too
effects of divorce
teens- sleeper effects and early drug/sex experimentation
decreased grades, depression
younger children- more accepting of new step parents and divorce, but not for pre-adol. girls
parents- mom decreased income, non-custodial dads see less of their children (remarry, move away)
minimize effects of divorce by
keep changes to a minumum (Scott and Kelly)
keep arangements fluid
foster care
higher risk in all areas; ACES
trauma, lack of stability, lack of self-esteem (no belongigns)
discharged at 18 with $500
family reunification
the main goal of DSS, to get foster children back to living with a family member and have consistent support 18+
Margaret mead
cultural socialization
post-figurative- traditional, teaching adults→ children
configurative- current, teaching adults and peers → children
prefigurative- technologic, children → peers
friendship progression in adol.
school age- sex seggregated
middle school- mixed sex friend groups
HS- couple groups for those in relationships
cliques
small group of friends, usually sex segregated
girls more likely than boys, who spend more time isolated, instability in cliques- friends come and go
crowds
loosely based groups composed of several cliques, organized around a common theme/shared activity
brains, jocks, nerds, etc.
based on how you identify yourself, but you can be put into one by others’ stereotypes. hard to change, as it is how others view you.
more stable than cliques
significance of crowd identity
decreases with age
stability of cliques
girls once in a clique likely to always be in one
boys keep the same friends longer
friends change often, but not the type/crowd
influences on friendship segregation
SES, ethnicity, age, parental influence, achievement, parental influence, home environment
sociometric popularity
how well youre liked by others, based on social skills
perceived popularity
how much status/privilege
bullying
repeated, systematic attacks to harm others
starts 4-5th grade
relational bullying
equal boys/girls
hurting peer reputation
HARD to stop
most common in HS+
cyberbullying
not usually anonymous, same effect as face to face bullying
mandated HS in the industrial revolution
compulsory education laws
urbanization- more city kids
immigration- to teach them how to be Americans (social control:()
1920s- comp. HS began
taught college prep, real-world classes, family lives, and leisure (arts, productive hobbies)
enrollment is NOT cross cultural
95% industrial countries
50% nonindustrial countries
both increasing
low in the US
no child left behind
mandatory EOGs, grade repetition
common core
english and math standards nationally adopted based on grade to ensure good education even if you move.
zero tolerance policy
high punishment for drugs/alc on school grounds, no matter the amount
not proven effective
school reform effects
all have failed, non helped the US compared to other nations
US dropout rates have decreased (now 5-8%), highest innnercity/minority youth (50% for some)
school size
large- more variety in courses
small- one on one help and closed engagement
class size
smaller is more important in ES, not HS
ES-MS-
biggest decrease in acheivement
change to more teachers and from mastery to achievement learning
tracking
good for high achievers, bad for low ones
separating kids by ability
almost impossible to switch tracks
college prep vs. vocational
college enrollment rates
have greatly increased
women now the majority
high 90% among asian americans, 60% of black americans, 70% of white
graduation from college
US has the lowest
60% of students graduate in 6 years
pay increase only if you get a degree
significant pay increse with MA+
special education legislation
1969- recognized SLD (JFK)
1975- Education Handicapped Child Act established IEP (indiv. educ. plan)
1997-2004- Indiv. w/ Disabilities Education Act increased parental due-process rights
how are SLD diagnosed?
IQ and DSM-V
discrepancies between IQ and achievement tests
ID vs SLD
autism- intellectual disability
dyslexia- SLD- effects learning primarily
IQ scores
mental age/ chron. age
mean= 100+/- 15 (standard dev.)
defining learning disorders
neurological dysfunction, problems with input, processing, and output, irregular development patterns
NOT deafness, cultural disadvantages
dyslexia
reading troube
indicated early by visual delays
dyscalcula
math trouble
indicated early by visual-spatial delays
dysgraphia
trouble writing
treating LDs
accomadations, improving metacognition, alternate teaching strategies (Gardner)
components of attention
procrastination
finishing a task
cannot quit a task
ADHD
attention deficit hyp. dis.
4x more in boys
criteria based on school-age children, even for older/younger
hyperactivity present
ADD
attention deficit dis.
inatentive only
drug therapy
ADHD responds best to stimulant meds due to underarousal. raising arousal stops needs for motor movements to raise it, making kids less hyperactive
ADD responds to anti anx meds sometimes, helps with anx from missing deadlines
misdiagnosis of ADHD
annoyed teachers, depression, allergies, toxic stress, anxiety
best treatment of ADHD
drug therapy and behavioral management
overseen by a neurologist, not pediatrician
environmental factors in ADD/ADHD
low birthweight, alcohol/smoking prenatal, allergies to milk/MSG, preservatives/dyes (feingold’s diet), too much sugar
ADHD/ ADD symptoms
CHRONIC AND PERVASIVE
6 mo. + and occur across multiple settings
teen working rates through history
1925- most teens except affluent, by 12-15
1940s- comp. ed. 3% of teens
1950s- turn, teens start working, extra spending money good for economy
1979- 60% work
2008- economic troubles
2019- 35% work
in non-ind countries, people start working at 15-16
common jobs
babysitting and yard work, then restaurant and retail work
working 20+ hrs per week
decreased school performance, increased drinking beh., inflates discretionary spending before bills, irresponsible spending habits in the future
extracurriculars
sports (50%), band/drama/choir, clubs/honors societies
increase school performance, decrease dropout rates
deters delinquency and drug use, protects from violence
increased psych. well being
habits continue later in life- sports players stay active, those in clubs remain active in hobbies
best after-school programs
promote positive youth development
competence, confidence, connection, character, caring, and compassionate
most successful when children want to be there
best when they help to set goals with high expectations and teach how to perservere in face of adversity
technology use in adol.
90% go online every day, 25% are constantly online
9 hrs av. on media
less than 1 hr physical activity
20 minutes reading paper
media and behavior
chicken or the egg? violence in kids or violent media?
teens choose what media they view and pay attention to
13 yo sees beer commercial, may choose to interpret it as beer is cool, or have no interest
sex, violence, and drugs
objectifying women
200,000 violent acts seen by 18
no evidence of increased violence in kids, all correlational data
online communication
good for friendships, social anxiety
bad for social comparisons, relationship ruminations
sexual predation decreasing
internet addiction
salience- most important thing/ FOMO
mood change with exposure
tolerance- needing more
withdrawal
conflict
relapse
autonomy
owning it, a FEELING of independence
how you think, feel, and act
begins before adolescence at terrible twos
a gradual process
what causes autonomy in adol.?
hormonal changes- searching fro a mate and new experiences
abstract throught- multiple perspectives and thinking outside the box (piaget’s formal op)
socially- new responsibilities and increased importance of peer acceptance/away from parents
Anna Freud and Autonomy
detachment from parents (breaking ties with them)
not really considered true, since adolescents still depend on parents for big things, but started the idea of shifting to peer acceptance
individuation
process by which you become your own self during autonomy/adolesence
behavioral autonomy
waiting for rewards and controlling impulses
improves during late adolescence
example- kid gets arrested-- if i tell the truth i can go home vs. i should ask for a lawyer, this could hurt me in court
peer pressure
highest in early adolescence, influences daily choices (not big ones)
trying to fit in, more prevalent when actually with peers
some positive- good grades
authoritative parenting decreases the negative effects
cognitive/value autonomy
developing one’s own ideas and thoughts
morals, political views, religious beliefs
often opposite of parents
lawrence kohlberg
theory on moral development, Heinz model
student?? of Piaget
Heinz Model
man steals drugs to save his wife, is he in the wrong?
answer about why he is or isn’t signals 2 stages of reasoning
preconventional reasoning moral develpoment
aims to avoid punishment
Heinz is wrong if he gets caught
conventional reasoning moral develpoment
aims to follow societal rules
Heinz is wrong because he stole and stealign is bad
postconventional reasoning moral develpoment
universal ethical principkes
Heinz is right because he saved a life and that is most important.
criticisms of Kolberg
only used adolescent boys; follow-up exp. have shown that girls often have different reasoning based on fairness
hasn’t generalized to real-world morals. We behave differently in the face of others.
permissive-neglectful parenting
permissive-indulgent parenting
Note 
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