Exam 3: Review Questions

Exam 3: Review Questions— Weeks 11-14

Review questions - Class 19: School Climate & John Holland

School climate

1. What is school climate?

   1. Quality and character of school life

      1. Based on patterns of students, parents and school personnels experience of school life

      2. How does the school feel to you and everyone working there

2. What main aspects of school climate are distinguished and measured by researchers?

   1. Assessed components

      1. Safety

         1. Rules and norms

         2. Sense of Physical Secuirty

         3. Sense of Social-Emotional Security

      2. Teaching and learning

         1. Support for Learning

         2. Social and Civic Learning

      3. Relationships

         1. Respect for Diversity

         2. Social Support—Adults

         3. Social Support—Students

      4. External environment

         1. School Connectedness/Engagement

         2. Physical Surroundings

3. Why are these important, i.e. what difference does it make to the adolescent if their school scores high or low on any of these categories?

   1. Students were better off in school where teachers tended to be supportive and involved with students

   2. Applied firm discipline, held high expectations for students' conduct and academic performance

   3. Students in school with this kind of climate had higher achievement and attendance, and low rates of problems compared with schools whose climate was not favorable

4. Explain the ‘rules and norms’ part of school climate measurement. How is it different from physical and social and emotional safety? Recognize vignettes indicating these different categories of school climate assessment.

   1. Rules and Norms

      1. Is it clear what the rules are?

      2. It is clear who you should go to with concerns?

      3. Is it clear what the consequences are in case of broken rules?

      4. Are the consequences administered?

      5. If they’re never imposed, they might as well not exist

      6. Clear, enforced, where to go

   2. Sense of Physical Security & Sense of Social-Emotional Security

      1. Metal detectors, police officers

      2. If you think there’s the possibility of getting beaten up and no one would know—that’s not safe

      3. If the hallways are like a warzone—Scary and dangerous, going to be stressful trying to get to class

      4. You will not be mentally able to handle learning

      5. Feeling physically safe will determine how well you’re able to learn

      6. If the school isn’t safe, learning plummets

5. Where is school violence especially a problem? What are zero-tolerance policies?

   1. Violence is more common in overcrowded schools in poor urban neighborhoods

   2. 1 in 4 American high school students has been the victim of violence in or around school

   3. Zero tolerance policies

      1. Both people involved in the fighting (beater and beatee) get in trouble

      2. Any kinds of altercations, both sides get suspended

      3. This is not fair!

      4. Often there is not teacher around to see what happened

         1. Big taboo about ratting people out

      5. For administration, it can be difficult to figure out who started it

         1. So you just suspend them both

      6. TODAY— School cameras and video footage is everywhere

         1. A lot fairer

6. Discuss school shootings, how common are they, how/if can you predict the perpetrators of such violence, what can be done about it?

   1. Widely publized AND relatviely rare

   2. School shootings have declined since the 1990s

   3. Typically committed by white males with access to guns and have mental health problems

      1. Cannot be predicted; too general

   4. Security measures

      1. Lock downs

      2. Metal detectors

      3. Security officers and cameras

7. Explain the difference between the “support for learning” “social and civic learning” and “social support – adults” categories of school climate.

   1. Support for Learning

      1. To what extent do teachers have support for learning?

      2. To what extent are teachers interested that people actually get it?

      3. Need a teacher who wants you to learn that make you think and learn the material

      4. You want support from learning

   2. Social and Civic Learning

      1. Intent to make students good people

      2. Teachers that understand how the world works and how society is

   3. Social Support— Adults

      1. Is there support from the adults for the students?

      2. More common in smaller schools that bigger schools

8. Explain what is included in “respect for diversity” and “social support – students” categories of school climate measurement.

   1. Respect for Diversity

      1. Not just lip service

      2. Actual respect

   2. Social Support—Students

      1. Peer mentors

      2. Older students support the younger ones

9. How do teacher expectations influence student achievement?

   1. Students achieve more when attending schools that are responsive and demanding, where teachers are supportive but in control

      1. Similar to authoritative parents (high expectations and demandingness & high responsiveness for caring)

10. How is the best class climate like authoritative parenting? Which categories of school climate measurement play into this?

    1. Responsive and supportive but also demanding

    2. Learning/teaching, relationships, external environment

11. Recognize examples of the “school engagement” and “physical environment” categories of school climate.

    1. Engagement in events and wanting to be a part of school

    2. Is the school messy and unkempt

12. Why are staff and teachers included in the assessment of school climate? Explain the categories of school climate that particularly apply to teachers & staff.

    1. Leadership

       1. Does the school try to get teachers the support they need

       2. Do the teachers have the things they need to succeed

    2. Professional Relationships

13. Who is generally responsible for taking action based on school climate assessment reports?

    1. Schools decide what to do with the information that is discovered

    2. Objective: Improving student achievement by changing broader school climate, not on individual classrooms

    3. Many different programs to assess & advise

       1. DSACS project Rutgers

       2. Comer School Development Program

    4. Components:

       1. Assessing school climate

       2. Coordinating with teachers, students, parents

       3. Making recommendations

Occupational development

1. What is John Holland’s perspective on people’s choices of occupational fields? What are the categories he proposed, and how are these related to students and their occupational choices?

   1. The role of personality on people's choices of occupational fields

   2. Categories

      1. Realistic - high physical strength & practical approach to problem solving (ex. Farming)

      2. Investigative - math / science/ scientific / puzzles

      3. Artistic - performing arts, aesthetics (look or sound good)

      4. Social - High in verbal & social skills

      5. Enterprising - Leaderships skills

      6. Conventional - repetition, little leadership, predictability

2. What is the Self-directed search?

   1. A career interest test that asks questions about your aspirations, activities, skills, and interests in different jobs

Review questions - Class 20: Post High School

Occupational development

1. How do parents influence the choice of careers? Be able to recognize examples of this.

   1. Parents values

2. How does self-efficacy affect choice of careers?

   1. Do you have the capacity to be what you want to be?

   2. Knowing your own abilities

3. What are work values? How do work values influence career choice? How do work values change between the ages of 18 and 30 in the Johnson study discussed in class?

   1. Work values are the different sorts of rewards individuals seek from their work

   2. Influence careers from one’s past hopes for the future– career maturity

   3. Changes— labor force changes have pushed maturity process back to later ages

      1. Crystallization in college

      2. Specification in mid 20s

4. Explain Super’s theory of occupational plan development as it relates to the development of adolescent’s occupational plans. What are some criticisms of this theory?

   1. Super's Theory - Occupational plans develop in stages

      1. Growth stage - childhood & early adolescence

         1. Knowing that people need to work

         2. People have jobs to survive

         3. They see the jobs that are around them

         4. In early adolescence, kids start to say what they wanted to be

      2. Exploration stage - mid-adolescence to mid-twenties

      3. Crystallization (ages 14 to 18)

         1. People kind of figure out what general direction they want to pursue

         2. Teach, take care of people, take care of animals, puzzles, building things, selling things, psychology

      4. Specification (ages 18 to 21) - Implementation, Establishment, Maintenance, Decline

         1. Then you need to specify and decide on a specialization

         2. All the subcategories of psychology

      5. Criticism: STAGES!!

Post-High school

1. How has the proportion of adolescents attending college changed over the past century?

   1. In 1900, 4% of 18-21 year olds went to college

   2. Today, 70% of high school graduates go to college

      1. 2/3 attend immediately after high school

2. How accessible is college in the US in comparison to other countries?

   1. More diverse and accessible

   2. Europe’s changing system

3. What are the approximate graduation rates for those enrolling in 4-year colleges after 6 years?

   1. Only 50% of students enrolling in a 4-year college complete degree within 6 years

4. Who are the "forgotten half"? What are the problems for those adolescents who do not go to college after high school? What are critics suggesting needs to improve for the non-college-bound students?

   1. Includes those that don’t attend high school, high school dropouts, those that don’t have academic skills

   2. Secondary school is catered to the college bound

   3. Counselors trying to find you a college, but not a career

   4. Rise in minimum wage service jobs

   5. Critics claim that we need to ease transition to adult world of work for non-college bound

      1. Apprenticeships

      2. Advanced skilled job training

5. Explain (in general) how apprenticeships work in Germany.

   1. Germany: 342 recognized trades— any level of school offers apprenticeships

   2. By the time you graduate high school, you can go straight into a paying job with the skills necessary to be successful

   3. Best system in matching people to careers

   4. An arrangement in which an adolescent "novice" serves under contract to a "master" who has substantial experience in a profession, and through working under the master, learns the skills required to enter the profession.

   5. Germany's apprenticeship program includes over 60% of all 16- to 18-year-olds

   6. Common features of apprenticeship programs are

      1. Entry at age 16, with the apprenticeship lasting 2 to 3 years;

      2. Continued part-time schooling while in the apprentice- ship, with the school curriculum closely connected to the training received in the apprenticeship;

      3. Training that takes place in the workplace, under real working conditions;

      4. Preparation for a career in a respected profession that provides an adequate income.

6. What are the 6 basic skills that non-college goers need for office and factory jobs?

   1. Murnane and Levy (1997) concluded that six basic skills are necessary for success at office jobs and factory jobs now available to high school graduates

      1. Reading at a ninth-grade level or higher

      2. Doing math at a ninth-grade level or higher

      3. Solving semi-structured problems

      4. Communicating orally and in writing

      5. Using a computer for word processing & other tasks

      6. Collaborting in diverse groups

7. What are (very generally) the differences in unemployment between HS dropouts, those with a HS diploma, those with some college, and those with a bachelor’s degree? Are there ethnic differences in unemployment?

   1. Close to 50% of all 17 year olds cannot read or do math at the level needed to succeed in new jobs

   2. People who are not in school, are not working, and are looking for a job

   3. In both Europe and the United States, the unemployment rate for emerging adults is at least twice as high as for adults beyond age 25

   4. The days are gone in the United States when stable, high-paying, low-skilled manufacturing jobs existed

   5. The majority of unemployed youth are high school dropouts

   6. lowest unemployment rate for bachelor's and up

   7. higher unemployment by ethnicity

   8. worse for blacks

   9. white and latinos are about the same

   10. asians fair better

Review questions - Class 21: School, Employment, Achievement

School, employment, achievement

1. What is engagement with schooling? What is the general trend over the last few decades in engagement?

   1. Engagement is the quality of being psychologically committed to learning

      1. Are you interested in learning?

   2. Research indicates that more and more, students are “physically present but psychologically absent” (Steinberg, 1996, p. 67)

2. Describe the combinations of concentration and motivation among various activities that adolescents can be engaged in. What is the conclusion as to incidence of the most positive mental states?

   1. In-Class

      1. Low intrinsic motivation, slightly high concentration

   2. During Sports

      1. High intrinsic motivation, high concentration

   3. With Friends

      1. High intrinsic motivation, low concentration

   4. During arts, hobbies, and in organizations

      1. High intrinsic motivation, high concentration

   5. Adolescent’s mental state is more positive in strutured leisure activities than in classes or with friends

3. What extracurricular activities are most popular among American teens?

   1. Structured leisure activities

   2. Most popular with 50% of students involved = SPORTS, ATHLETICS

   3. Other

      1. Music (band, chorus, orchestra, glee club): 25%

      2. Academic (science club, language clubs): 20%

4. What is the effect of involvement in extracurricular activities on achievement?

   1. Participation in extracurricular activities benefits less competent students more than their academically talented counterparts

5. Wherein lies the influence that parents have over academic achievement in their children?

   1. Parents’ high expectations for achievement

   2. Parents’ involvement in their adolescent child’s education

   3. Parenting style: High demandingness and high responsiveness

      1. Authoritative parenting style

   4. Parents can make a difference to achievement

6. How do peers influence academic achievement?

   1. In relation to school, the influence of friends is greater than that of parents in some respects:

      1. Consistency of class attendance

      2. Time spent doing homework

      3. How hard they try

      4. Grades

      5. Adolescent friends with high achievement and aspirations support and encourage each other in school

7. How does work outside school influence academic achievement?

   1. Working a lot of hours is not good

   2. The more work hours, the lower the school performance

      1. Lower grades, more class cutting, less time on homework, more psychological problems, Less sleep

   3. Beyond 10 hours a week, the more adolescents work, school performance plummets

8. What are the relationships between SES and academic achievement? What are thought to be the explanations for this?

   1. Compared to lower-class peers, middle-class adolescents:

      1. Start to score higher on basic tests of academic skills

         1. Come into high school with better basic academic skills

            1. Need the math to understand the science

            2. Reading is still very important

      2. Earn higher grades in school

      3. Complete more years of schooling

   2. Reasons for worse school performance of poor youth?

      1. They begin school with a distinct academic disadvantage (scoring lower on tests of basic skills)

      2. What can your family do to make sure you get more social achievement

      3. Genetic (lower IQ) and environmental (less cultural and social capital) disadvantages

      4. People who don’t do well in school are more likely to give up

      5. This is why schooling at the elementary level is so important

      6. Social capital

         1. The strings your family can pull for you

Achievement

1. Why particularly is achievement an adolescent issue?

   1. Adolescents’ beliefs about their abilities goals and attributions influence their actual achievement which shapes their beliefs about their abilities

2. Explain stereotype threat.

   1. Claude Steele, telling ethnic minorities or females or old people that their group typically does poorly on a certain kind of test results in lower scores on that test

   2. Could become a self fulfilling prophecy

   3. Has an effect if you buy into it

   4. Differing perceptions on different identities

      1. Girls bad at math

      2. Your race is good at math

      3. Interaction between the two

3. Explain why intrinsic motivation involves learning goals and extrinsic motivation performance goals. How do parents sometimes stimulate extrinsic motivation?

   1. Intrinsic motivation: learning goals

      1. Strive to achieve because of the internal pleasure they get out of learning and mastering the material

   2. Extrinsic motivation: performance goals

      1. Strive to achieve because of external rewards or punishment for performance

      2. Problems with adding extrinsic motivation

      3. Punished by parents—You’re doing something because your parents are telling you to do it

Review questions - Class 22: School, employment Achievement (cont.)

Achievement

1. Explain how people’s beliefs about the nature of intelligence can affect their achievement.

   1. Attribute success to ability, failure to lack of effort

      1. Focused on learning goals

      2. Learned helplessness

      3. Entity view of ability

      4. cannot be changed - you don't have to try

   2. More common with sports

   3. Attribute success to luck, failure to their ability
      extremely destructive to learning

      1. People tend to have this when it comes to academic skills

2. Explain the difference in attributions of success and failure in learned helplessness and mastery orientation.

   1. Learned helplessness: Attribute success to luck, failure to lack of ability

      1. success: it was my lucky day, I happen to read the right notes

      2. failure: I just can't do math/french

   2. Mastery Orientation: Attribute success to ability, failure to lack of effort

      1. success: I'm good at math

      2. failure: I didn't study hard enough

Work beside School

1. How has the worker status of high school students changed in the past century?

   1. Before 1925— high school students were in workforce by 15

      1. Adolescents were either students or workers, not both

   2. Proportion of HS students with part-time jobs rose dramatically from 1940 to 1980

   3. New jobs in retail trade and services (low wages, short shifts)

2. What is the relationship between work and school in nonindustrialized countries?

   1. Work and family life less distinct

   2. Integrated into the world of work before adolescence

   3. Generally leave school at the ages of 15 or 16

3. What is the pattern of employment among adolescents in industrialized countries other than the US?

   1. 75% of US high school juniors hold jobs during the school year; only 25% of Japanese and Taiwanese juniors do

   2. Paid employment even rarer in most European countries

   3. Structured apprenticeship programs in career-related jobs more common in other countries

4. What types of jobs do American adolescents have? What differences according to age and gender?

   1. Type of job depends on region, gender, or age

      1. Rural regions— agricultural jobs

      2. Among younger teens— baby-sitting (girls) and yard work (boys)

      3. Among older teens— retail and service jobs (boys– manual labor; girls– service jobs)

5. What are the characteristics of most of the jobs that American adolescents fill?

   1. Little or no contact with adults

      1. Other workers also teenagers

      2. Supervisor typically not much older

      3. Many customers also teenagers

   2. Other drawbacks

      1. Few permit independent behavior or decision making

      2. Little instruction from supervisors

      3. Skills learned in school are rarely used

      4. Jobs often repetitive or boring, sometimes stressful, leading to injury and accidents

6. What are the ‘benefits’ that are supposed to accrue to those who have part-time employment while in school?

   1. Notion about teen employment:

      1. Builds character

      2. Teaches about real world

      3. Prepares for adulthood

   2. Recent studies show benefits of working during adolescence have been overstated

      1. Premature affluence

      2. Working more than 20 hours/week may jeopardize school performance

   3. Thought that working would keep teens out of trouble

      1. BUT: Working long hours may actually be associated with increase in drug & alcohol use, aggression, school misconduct, precocious sexual activity, minor delinquency (occupational deviance)

      2. Responsibility?

7. What is the evidence that having part-time employment while in school increases responsibility?

   1. Recent studies show benefits of working during adolescence have been overstated

      1. Premature affluence

      2. Working more than 20 hours a week may jeopardize school performance

8. What is the general trend in the relationship between hours worked in part-time employment while in school and school performance?

   1. Working more than 20 hours a week may jeopardize school performance

9. What is the evidence that part-time employment while in school “keeps kids out of trouble”?

   1. BUT: Working long hours may actually be associated with increase in drug & alcohol use, aggression, school misconduct, precocious sexual activity, minor delinquency (occupational deviance)

10. Explain the idea of premature affluence. What are thought to be the effects of premature affluence?

    1. In 2001, teenagers spent $172 billion of their own money, and influenced billions in household spending

    2. Virtually all of a teen’s money is spent on purchases related to leisure activities

       1. Girls: clothes, food, and cosmetics (in that order)

       2. Boys: food, clothes, and saving for big-ticket items

11. What do adolescent consumers spend their money on (girls and boys)?

    1. Girls: clothes, food, and cosmetics (in that order)

    2. Boys: food, clothes, and saving for big-ticket items

Self and identity

1. What are reasons that identity is an adolescent issue?

   1. Adolescent identity restructuring is appreciated as significant

      1. Physical changes of puberty

      2. Cognitive changes

2. What are the three ways in which identity or self development has been studied?

   1. How individual's descriptions of the self or self-conceptions change

   2. How positively or negatively one feels about the self

   3. One's self of identity

   4. Differentiated self-concept:

      1. Actual self: how you truly are

      2. Ideal self: What you'd like to be - look and personality wise

      3. Possible selves: the types of self you can be like - depending the situation, people around you

3. Be sure you can explain the differences among these three ways of looking at self or identity.

   1. Actual self: how you truly are

   2. Ideal self: What you'd like to be - look and personality wise

   3. Possible selves: the types of self you can be like - depending the situation, people around you

4. How does self-conception change from childhood to adolescence? What does it mean that self-conception becomes better organized and integrated?

   1. Childhood development: very concrete → "I have red hair, I have a teddy named Ted"

   2. Adolescence: more complex, abstract self-conceptions develop (less concrete)

   3. Self-conception: way individuals think about and characterize themselves

5. What is false self-behavior? In which situations are adolescents more likely to show it? Think of examples from your own past.

   1. Acting in a way that one knows is inauthentic or fake

   2. Most likely to happen in dating situations

   3. Least likely to happen around close friends

   4. Behaving not like yourself

Review questions - Class 23: Identity

Self and identity

1. What is self-esteem? Explain the difference between baseline self-esteem and barometric self-esteem.

   1. Self-esteem: how an individual feels about themselves, fairly stable over time

   2. Barometric self-esteem: adolescent’s feelings about themselves fluctuate day by day

2. What happens to barometric self-esteem during early adolescence?

   1. Increased volatility in barometric self image

   2. Different trajectories for different adolescents

   3. Generally drop in baseline self-esteem in early and middle adolescence leveling off in late

3. Explain the notion of multidimensional self-esteem.

   1. academic competence

   2. athletic/physical competence

   3. Appearance

   4. Romantic appeal

   5. Moral conduct

   6. Job competence

   7. Social acceptance

   8. Close friendships

   9. social competence: social acceptance and close friendships

   10. Around 7 you begin to assess this

4. What are the main sex-differences in self-esteem? What are the causes thought to be?

   1. scholastic ability and social competence about equal

   2. guys more handsome and better at athletics than woman

   3. moral conduct rated higher for females than males

   4. Higher self-esteem for boys than girls, decreases over course of adolescence, more pronounced among white and puerto-rican teens, less pronounced among african american teens

5. What appear to be antecedents for high self-esteem across all groups?

   1. Parental approval and peer support

6. Describe Erikson’s crisis of identity versus identity diffusion. How is this crisis resolved according to Erikson? How does this make the social context in which identity formation takes place of importance?

   1. Identity v. identity diffusion

      1. Establishment of coherent sense of identity

      2. Identity results from a mutual recognition between young person and society

   2. Course of identity development varies cultural and historically

   3. More alternatives available the more difficult to establish a sense of identity

7. Explain what psychosocial moratorium, identity diffusion, identity foreclosure and negative identity are.

   1. Psychological moratorium: time out from excessive responsibility and obligation

      1. Experiment with different roles, views, careers, etc.

   2. Identity diffusion

      1. Incoherent, disjointed, incomplete sense of self

   3. Identity foreclosure

      1. Bypassing the period of exploration and experimentation

   4. Negative identity

      1. Identities that are undesirable to parents or the community

8. Explain how James Marcia organized identity development

   1. Determining adolescent’s identity status

      1. Degree of commitment

      2. Desire of exploration

   2. did not explore or made a commitment = identity diffusion

   3. people who are exploring, but can't commit = moratorium

   4. haven't explored but very committed = identity disclosure

   5. exploration and commitment is present (BEST) = identity achievement

Review questions - Class 24: Ethnic Identity & Media

Identity

1. How does identity develop over time? Which aspects are developed earlier and which later? What is the effect of college on identity development?

   1. Generally not established before 18

   2. During college, vocational plans solidify

      1. But not religious and political beliefs

   3. College may prolong psychological moratorium

      1. Especially for political and religious beliefs

   4. Individuals may move from one identity status to another particularly during adolescent and young adult years

2. Explain the different ways in which someone can combine relating to the ethnic group and majority group.

   1. Assimilation: adopting majority culture’s norms and standards while rejecting those of own group

   2. Marginality: living within majority culture but feelings estranged

   3. Separation: associating only with members of own culture and rejecting majority culture

   4. Biculturalism: maintaining ties to both majority and minority

3. What are the findings with respect to the ethnic identity status of the various minority groups in the US? (see book)

   1. Has been studied in African Americans, Hispanic, Native American and white youth

   2. Weakest in white youth, overall but many do identify with particular ethnic group

      1. E.g. German, Italy, Jewish

   3. What aspects of identity for various ethnic/religious/racial groups

Media

1. What types of media are adolescents exposed to? What are the age and gender trends?

   1. TV, music, video games all in their bedrooms

   2. Greater than previously thought

   3. Average adolescent spends nearly 7 hours each day using one or more forms of media

   4. TV: boys>girls

      1. Sports reflects this but is going done

   5. Music: girls>boys

   6. Video games: boys > girls

   7. Internet: is unknown

2. What are the five main approaches/theories of media influence discussed in this class?

   1. Uses and gratification approach

      1. Not the same effect on everyone

      2. Can’t all be negative, can’t all be positive

      3. Different reasons and uses

   2. Cultivation

      1. Mostly based on TV viewing

      2. Two effects

         1. Learn certain facts about the world

         2. Shapes attitudes and norms

            1. Ideal body type

   3. Social learning theory

      1. monkey-see, monkey-do

   4. Media practice model

      1. identity-> augment through media

      2. Use media in a way that reflects who you are

   5. Displacement

      1. What are you not doing?

      2. Hanging out with friends in person

      3. Driving

      4. Having sex

      5. sleeping

3. What is the uses and gratifications view of adolescents and the media? What types of reasons do people have to engage with media? Recognize research that takes this approach.

   1. Uses and gratifications approach

      1. Not the same effect on everyone

      2. Can’t all be negative, can’t call be positive

      3. Different reasons and uses

   2. Media Practice Model

      1. Centers around identity

      2. Using media to augment your identity

      3. Looking for things online that are important to you, which highlight who you are

      4. A form of the uses and gratifications approach

      5. You use media in association with who you are

4. What are the different ways in which media are involved in identity?

   1. Uses and gratifications approach

      1. Not the same effect on everyone

      2. Can’t all be negative, can’t call be positive

      3. Different reasons and uses

   2. Cultivation: setting the norms and expectations

      1. Influences ideas about the world

   3. Social Learning Theory: monkey see, monkey do

      1. Albert Bandura

   4. Media Practice Model

      1. Centers around identity

      2. Using media to augment your identity

      3. Looking for things online that are important to you, which highlight who you are

      4. A form of the uses and gratifications approach

      5. You use media in association with who you are

   5. Displacement

      1. Opportunity cost

      2. Only thing at a time

5. What is the cultivation theory view of adolescents and the media? Recognize research that takes this approach.

   1. Cultivation: setting the norms and expectations

      1. Influences ideas about the world

   2. “Repeated exposure to media gradually shapes our view of the world and our social reality” (p.34, Sanborn & Harris, 2019)

   3. Get a lot of information from media

   4. Most of this is based on TV viewing

   5. Looks at 2 types of effects

      1. Viewers learn certain facts about the world from TV

         1. E.g., your views on groups of people, what the world is like

      2. Television shapes attitudes

         1. E.g., what is the ideal body

6. How are the cultivation theory and social learning theory views of media influence on behavior different from the uses and gratifications approach?

   1. Cultivation and social learning theory believe that what you see via media influences yours behavior

   2. Uses and gratifications approach believes you seek out media pertaining to your understanding of your identity

Review questions - Class 25: Media & Romantic Relationships

Media

1. What did we see in class about the views ‘cultivated’ in the media about body image and sexual innuendo in music lyrics in various time periods?

   1. Viewers learn certain facts about the world from TV

      1. E.g., your views on groups of people, what the world is like

   2. Television shapes attitudes

      1. E.g., what is the ideal body

   3. Music lyrics

      1. E.g., Affect thoughts and wants about sex

2. What are the general findings on the effects of exposure to sex, violence and drug use in media on the attitudes and behaviors of adolescents with respect to these issues?

   1. Exposure to violent TV does lead to more aggressive behavior

   2. Exposure to images of drugs and alcohol use does affect adolescents beliefs about these matter

   3. Exposure to sex does affect adolescents’ attitudes about sex

3. What are mobile phones used for mostly by adolescents?

   1. Cell phones as a way to stay in contact virtually all day long

   2. Cell phones are most popular among adolescents and emerging adults of any other group

   3. Adolescents use cell phones for text messaging even more than for talking

4. What is the displacement effect? What activities were discussed in class as being displaced by current media?

   1. People stop talking and interact with other people less

   2. What are you NOT doing?

      1. Hanging out with friends in person

         1. Not doing it

      2. Driving

         1. Not driving

      3. Dating/having sex

         1. Less dating and having sex

      4. Sleeping

         1. Sleeping less

Romance

1. Is there a difference in the impact on wellbeing between dating in early adolescence and later in adolescence? What appears to be the border-age for this difference?

   1. Serious dating before age 15 has a stunting effect on psychosocial development

      1. Not dating at all in adolescent girls is correlated with

         1. Slower social development

         2. More dependency on parents

         3. Feelings of insecurity

   2. Moderate degree of dating without serious involvement until late adolescence is associated with better mental health and well being

2. What is associated with no dating at all in adolescence in girls?

   1. Not dating at all in adolescent girls is correlated with

      1. Slower social development

      2. More dependency on parents

      3. Feelings of insecurity

Sexuality

1. What percentage range of adolescents has had intercourse by the end of high school?

   1. 1/3 of adolescents have early sexual intercourse (before ninth grade)

2. How has sexual behavior of adolescents changed in recent history? Is there a gender difference? What did we see was the recent trend we saw that is blamed on social media?

   1. Percentage of sexually activity adolescent increased during the 70s and 80s, decreased slightly from 1995-2001

   2. ⅓ of adolescents have early sexual intercourse before 9th grade

   3. Sex is decreasing

   4. Teen pregnancy is plummeting

3. What is considered early sexual activity? What behaviors does it appear to be associated with?

   1. Sexual activity before the age of 16

   2. Lower self esteem and life satisfaction

4. What appears to be the consequence of authoritative parenting on sexual activity of adolescents? What appears to be the effect of parent-adolescent communication about sex?

   1. Authoritative parenting: less early sexual activity, less risky sexual activity

   2. Parent-adolescent communication about sex: less risky sexual acitivty, no decrease in overall sexual activity

5. Compare the effects of parents and peers on adolescents’ sexual activity.

   1. Parental influences:

      1. Authoritative parenting: less early sexual activity, less risky sexual activity

      2. Parent-adolescent communication about sex:

         1. Less risky sexual activity, no decrease in overall sexual activity

   2. Peer influence

      1. Having sexual active peers establishes a normative standard that having sex is okay

      2. Peers can communicate directly about sex

      3. Risk factors for sexual activity are cumulative

         1. Drugs and alcohol

         2. Parental involvement

         3. Disengagement in school

         4. Disadvantaged neighborhoods

         5. Risk factors increase= sex increase

Review questions - Class 26: Problems

Problems

1. What are the general caveats about problems in adolescence discussed?

   1. In general, adolescents do not develop serious psychological or social problems

   2. Most of the time, these issues do not translate into adulthood

   3. For those that do have problems:

      1. Most problems reflect transitory experimentation, not enduring patterns of bad behavior & most don’t persist into adulthood

      2. Not all problems begin in adolescence

      3. Problems during adolescence are not caused by biological changes

      4. Status offenses

         1. Most of the time, substances are illegal to obtain until you are 21

         2. Therefore, the police can pick you up and you have an issue

         3. Not going to school when you are 18 and under is an offense

            1. Truancy

         4. Called status offenses because if you did this at 25, you’d be fine

            1. They are not allowed, just because you are a certain age

2. What are the two categories of psychosocial problems that are generally distinguished in adolescence? Explain the difference between internalizing and externalizing problems.

   1. Internalizing and externalizing disorders

   2. Internalizing disorders— problems are turned inward

      1. You are having issues, you are taking them out on yourself— You are the one that is suffering—INTERNALIZING

      2. Comorbidity among internalizing problems

         1. Right now, trying to come up with a way of explaining a disorder–NOT LIKE the DSM-5

            1. Looking at genetics and biology of disorder— physiologically

Instead of list criteria

• Underlying factor could be Negative Affectivity

  • Negative Affectivity = How easily someone becomes distressed

  1. Externalizing disorders— problems are turned outward

     1. You are having issues, and you are taking things out on other people or things around you—EXTERNALIZING

     2. Comorbidity— You also may have other things

        1. Substance use

     3. Substance abuse problems often with externalizing problems

1. What is comorbidity?

   1. You may also have other disorders besides one diagnosis

2. What is a common comorbidity for externalizing problems?

   1. Substance abuse problems

3. What is negative affectivity? What is thought to be at the root of internalizing problems?

   1. Negative affectivity is how easily someone becomes distressed

   2. Vulnerability? Temperament?

Internalizing disorders

1. What is the most common internalizing disorder?

   1. Eating disorders

      1. Anorexia nervosa

      2. Bulimia

      3. Increase in eating disorders in adolescence

   2. Depression

      1. Suicide

2. What are the symptoms of depression?

   1. Emotional symptoms- dejection, decreased enjoyment of pleasurable activities, low self-esteem

   2. Cognitive symptoms- pessimism and hopelessness

   3. Motivational symptoms- apathy, boredom

   4. Physical symptoms- loss of appetite, difficulty sleeping, loss of energy

3. What are thought to be reasons for a sex difference in depression? (notes & book)

   1. Gender roles

   2. Greater levels of stress during early adolescence

   3. Ruminating more

   4. Greater investment in others

4. What is the diathesis-stress model of depression? (notes & book)

   1. Depression occurs when people with a predisposition (a diathesis) toward internalizing problems are exposed to chronic or acute stressors (a stress)

      1. If you have the stress on top of the vulnerability, you may be triggered into depression

      2. Some people have a more pessimistic view of life than others

         1. Looking for the negative

   2. The Diathesis

      1. May be biological factor or cognitive style

   3. The Stress

      1. Primarily from high-conflict family, being unpopular, or reporting more chronic and acute stressors

5. What are treatment approaches to depression?

   1. Biological

   2. Psychotherapies

   3. Family therapy

6. What are the sex differences in suicide-related incidence (ideation, planning, attempts, deaths) What are ethnic differences in suicide deaths? (book)

   1. Girls > boys in thoughts, plans, actions

   2. Boys more deaths→ They actually go through with it

   3. Suicide rate is highest among Native Americans and Alaskan Native

Externalizing disorders

1. Explain the difference between oppositional-defiant disorder, conduct disorder and antisocial personality disorder.

   1. Oppositional defiant disorder

      1. Conduct disorder but less aggressive

      2. Frequent temper tantrums, argue with adults, and refuse to comply with rules/requests

   2. Conduct disorder

      1. A pattern of persistent antisocial behavior that routinely violates the rights of others and leads to problems in social relationships, school, or work

      2. Problems with being controlled and the need to exert control over others

      3. More severe and aggressive behaviors

      4. Need to be under 18 to be diagnosed with it

   3. Antisocial personality disorder

      1. Characterized by a lack of regard for moral standards (psychopaths)

2. What is the age progression and gender difference in aggressive acts?

   1. Most serious delinquency begins between ages 13 and 16

   2. If CD persists beyond age 18, may be diagnosed with antisocial personality disorder

   3. Males have higher rates of aggression than females

3. What is the difference between crime & delinquency

   1. Delinquency is underage

   2. Criminal offenses in adults

4. What are status offenses, index crimes and nonindex crimes

   1. Index crime: violent crime/property, serious crimes

   2. Status offenses: behaviours that are not against the law for adults (smoking, drinking, running away)

   3. Non-Index crimes: less serious crimes (drug abuse, vandalism, etc.), illegal gambling, disorderly conduct

5. Explain what the age-crime curve is.

   1. Crime rates are the greatest in adolescence, even excluding status offenses

   2. Peak during HS then declines in young adulthood

   3. Increase significantly between 10-17

   4. After 17 stays high but drops due to some people being in jail because they would be over 18

   5. 25 it drops significantly

   6. 45 it is at its lowest

6. Describe the three different types of antisocial behavior, and how they progress.

   1. Authority conflicts: Problem with authority

      1. Starts with stubbornness - kid sticks to their own guts

      2. Then defiance - "I won't do it"

      3. Then disobedience - not going to school, running away, issues with authority

   2. Covert antisocial behaviour

      1. Behavior that is not out in the open/in secret

      2. Hidden: starts with lying shoplifting, stealing, vandalizing, burglary

      3. Eventually will lead to property crimes

      4. Lately has been cyberbullying and online trolling

   3. Overt antisocial behaviour

      1. Behavior that is in someone's face

      2. Starts in school with fighting or bullying (NOT cyberbullying)

      3. Attacking someone with a weapon, moving on to "in your face" robbery and murder, move towards violent crimes

7. What is the difference between life-course persistent offenders, and adolescence-limited offenders? (notes & book)

   1. Life course persistent offenders

      1. Demonstrate antisocial behavior before adolescence

      2. Are involved in delinquency during adolescence

      3. Are at great risk for continuing criminal activity in adulthood

      4. Usually poor, male, perform poorly in school

      5. Disorganized families with hostile or inept parents

         1. Harsh parenting can affect brain chemistry (serotonin)

         2. Worse behavior elicits more bad parenting, vicious cycle

      6. Histories of aggression identifiable as early as 8

      7. Have problems with self regulation

         1. More likely ADHD

      8. Exhibit hostile attributional bias

   2. Adolescence limited offenders

      1. Engage in antisocial behavior only during adolescence

      2. Do not usually show signs of psychological problems or serious family pathology

      3. Still show more problems than teens who are not at all delinquent

         1. More mental health, substance abuse, and financial problems

      4. Risk factors include:

         1. Poor parenting (especially poor monitoring)

         2. Affiliation with antisocial peers

      5. Intervention: Changing beliefs about efficacy of aggression

8. What are the characteristics of life-course persistent offenders? ( book)

   1. Usually poor, male, perform poorly in school

   2. Disorganized families with hostile or inept parents

      1. Harsh parenting can affect brain chemistry (serotonin)

      2. Worse behavior elicits more bad parenting, vicious cycle

   3. Histories of aggression identifiable as early as 8

   4. Have problems with self regulation

      1. More likely ADHD

   5. Exhibit hostile attributional bias