Santrock Section 6 Adolescence 2g454x

Section 6: Adolescence Chapter 11: Physical and Cognitive Development in Adolescence 1 Nature of Adolescence Storm-and-stress view – adolescence is a turbulent time charged with conflict and mood swings Countries with healthy self-images in adolescents: 1. United States 2. Australia 3. Bangladesh 4. Hungary 5. Israel 6. Italy 7. Japan 8. Taiwan 9. Turkey 10. West Differences: 1. Happy most of the time 2. Enjoyed life 3. Perceived themselves as able to exercise selfcontrol 4. Valued work and school; 5. Confident about their sexual selves 6. Expressed positive feelings toward their families 7. Had the capability to cope with stress Public attitudes – emerge from a combination of personal experience and media portrayals NOTE:  Adults measure their memories of their own adolescence. Acting out and boundary testing – time-honored was in which adolescents move toward accepting rather than rejecting, parental values Factor that influences the actual life trajectory of every adolescent: 1. Ethnic 2. Cultural 3. Gender 4. SES 5. Age 6. Lifestyle differences

2 Physical Changes PUBERTY Puberty – is a period of rapid physical maturation involving hormonal and bodily changes that occurs primarily during early adolescence. - not a single, sudden event Most noticeable changes: 1. Signs of sexual maturation 2. Increases in height and weight

Sexual Maturation, Height, and Weight Order of male pubertal characteristics: 1. Increase in penis and testicle size 2. Appearance of straight pubic hair 3. Minor voice change 4. First ejaculation 5. Appearance of kinky hair 6. Onset of maximum growth In height and weight’ 7. Growth of hair in armpits 8. More detectable voice changes 9. Growth of facial hair Order of female pubertal characteristics: 1. Breast enlarges or pubic hair appears 2. Hair in the armpits 3. Grows in height 4. Hips become wider 5. Menarche 6. Breasts are fully rounded menarche – first menstruation - irregular at first GROWTH SPURT start Female 9 Male 11

peak 11 ½ 13 ½

Hormonal Changes Hormones – powerful chemical substances excreted by the endocrine glands and carried through the bloodstream Testosterone – hormones associated in boys Testosterone is responsible for: 1. Development of genitals 2. Increase in height 3. Change in voice Estradiol – type of estrogen in girls Estradiol is responsible for:

1. 2. 3.

Breast Uterine Skeletal development

NOTE:  Both testosterone and estradiol are present in the hormonal makeup of boys and girls, but testosterone dominates in male pubertal development, whereas estradiol dominates female pubertal development.  Behaviors and moods also can affect hormones. Factors that can activate or suppress hormonal system: 1. Stress 2. Eating patterns 3. Exercise 4. Sexual activity 5. Tension 6. depression

Early-maturing boys: 1. more positive 2. more successful peer relations 3. focus on advantageous physical options Late-maturing boys: 1. stronger sense of identity 2. more time to explore life’s options NOTE:  During adolescence, it is more advantageous to be an early-maturing than late-maturing. NOTE:  Early and late maturation have been linked with body image. Early-maturing girls: 1. Shorter 2. Stockier

Timing and Variation in Puberty Factors that affect timing and makeup of puberty: 1. genetic program 2. nutrition 3. health 4. environmental factors Precocious puberty – term used to describe the every early onset and rapid progression of puberty - 8 in girls - 9 in boys Pituitary glands

Hypothalamus

hypothalamus – eating

Late-maturing girls: 1. Thinner 2. Taller Early-maturing girls are more likely to: 1. Smoke 2. Drink 3. Be depressed 4. Have an eating disorder 5. Struggle for earlier independence from their parents 6. Have older friends 7. Bodies are likely to elicit responses from males 8. Earlier dating 9. Earlier sexual experiences 10. Less likely to graduate 11. Cohabit and marry earlier.

Pituitary glands  gonadtopic 1. growth 2. stress Male Medically suppressing gonadotropic secretions - temporarily halts pubertal change

EARLY More positive More successful peer relations

Effects of medically suppressing gonadotropic secretions: 1. short stature 2. early sexual capability 3. engaging in age-inappropriate behavior

More time to explore life’s options

Focus on advantageous physical options Female

Shorter Stockier

Body Image NOTE: Girls are more dissatisfied with their bodies, probably because their body fat increases. Males are more satisfied with their body, probably because their muscle mass increases.

Early and Late Maturation

LATE Stronger sense of identity

THE BRAIN

Thinner Taller

 Pruned – unused ones are replaced by other ageways or disappear Amygdala – region of the brain that is the seat of emotions Corpus callosum – where fibers connect the brain’s left and right hemisphere, thickens in adolescences, and improves adolescents ability to process information

Same-sex attractions are purely physical.

Gay and lesbian attractions: 1. Bisexual attractions 2. Physical or emotional attractions to same-sex individuals but do not always fall in love with them.

Timing of Adolescent Sexual Behaviors Prefrontal cortex – highest level of the frontal lobes involved in reasoning, decision making, and self-control - “judgment” regions reins in intense emotions but doesn’t finish developing until at least emerging adulthood Social developmental neuroscience – which involves connections between development, the brain, and socioemotional processes Which comes first the biological changes or experiences that stimulates them? Prefrontal cortex thickened and more brain connection formed when adolescents resisted peer pressure Nature-nurture issue

ADOLESCENT SEXUALITY Adolescence – time of sexual exploration and experimentation, of sexual fantasies and realities, of incorporating sexuality into one’s identity NOTE:  Adolescents who view more sexual content on TV are more likely to initiate sexual intercourse earlier than their peers who view less sexual content on TV.

Developing A Sexual Identity Involve learning to: 1. Manage sexual feelings 2. Developing new forms of intimacy 3. Learning the skills to regulate sexual behavior Contexts of sexual identity: 1. Physical factors 2. Social factors 3. Cultural factors Sexual identity involves: 1. Activities 2. Interests 3. Styles of behavior 4. Indication of sexual orientation

NOTE:

Asian American - less likely to be sexually active At 17: 1. 2. 3.

Jamaica US Brazil

NOTE:  Increase in oral sex

Risk Factors in Adolescent Sexual Behavior Early sexual activity is linked with risky behavior, such as: 1. Drug use 2. Delinquency 3. School-related problems Sexually intimate behavior in girls: 1. Alcohol use 2. Early menarche 3. Poor parent-child communication Risk factors in adolescence: 1. SES 2. Family/parenting 3. Peer 4. Academic achievement factors Preventions: 1. Maternal communication about sex 2. Better academic achievement

Contraceptive Use Two kinds of risks: 1. Unintended, unwanted pregnancy 2. Sexually transmitted infections NOTE:  Condoms – Europe  Pills - Europe

Sexually Transmitted Infections

 Sexually transmitted infections (STIs) – are contracted primarily through sexual , including oral-genital and anal-genital

Coordinates health and education services- girls can participate in this program as one of their club activities.

Chlamydia – most common

Adolescent Pregnancy Reasons of declines of adolescent pregnancy: 1. Increased use of contraceptive 2. Fear of STI Latinas – have smallest recent declines Intergenerational cycle – daughters of teenage mothers are at risk for teenage child-bearing Risk of likelihood of intergenerational cycle includes: 1. Low parental monitoring 2. Poverty Infants born to adolescent mothers: 1. Low birth weight 2. Childhood illness 3. Neurological problems Mothers: 1. Drop-out 2. Cannot cope economically

3 Issues in Adolescent Health Aims to improve adolescent health: 1. Increase health-enhancing behaviors a. Eating nutritiously b. Exercising c. Wearing seat belts d. Getting adequate sleep 2. Decrease health-compromising behaviors a. Drug abuse b. Violence c. Unprotected sexual intercourse d. Dangerous driving

ADOLESCENT HEALTH Prevent Disability and Mortality: 1. Heart disease 2. Stroke 3. Diabetes 4. Cancer

Ag-appropriate family-life education -- prevents

Nutrition and Exercise Consumer science educators – teach life skills Reducing Adolescent Pregnancy:  Teen Outreach Program (TOP) o Focuses on engaging adolescents in volunteer community service o Stimulates discussions that help adolescents appreciate the lessons they learn through volunteerism  Girls, Inc. o Growing Together  Series of five two-hour workshops from mothers and adolescents o Will Power/Won’t Power  A series of six two-hour sessions that focus on assertiveness training  For 12 to 14 year old girls o Taking Care of Business  Provided nine sessions that emphasize career planning as well as information about sexuality, reproduction, and contraception o Health Bridge

NOTE:  US and British adolescents – are more likely to eat fried food and less likely to eat fruits and vegetables.  Amount of fat in diet – concern  Fast food meals – high fat levels in adults  Eating regular family meals  healthy eating habits  Boys  moderate to vigorous exercise 60 mins/day – moderate to vigorous exercise recommended Effects of low levels of exercise: 1. Depressive symptoms 2. Lower drug use Positive outcomes: 1. Weight status 2. Lower triglycerides 3. Lower incidence of type 2 diabetes 4. Lower blood pressure

Sleep Patterns Effects of inadequate sleep: 1. More tired or sleepy 2. More cranky and irritable 3. Fall asleep in school 4. Depressed mood 5. Drink caffeinated beverage

The Roles of Development, Parents, Peers, and Education NOTE:  Early onset drinking  heavy drinking in middle age Parental monitoring – linked with a lower incidence of problem behavior

Optimal sleep – nine or more hours 9 hrs. and 25 mins. – average sleep of adolescents NOTE: A delay in nightly release of sleep-inducing hormone, melatonin, which is produced in the brain’s pineal gland, seems to underlie the shift of sleeping patterns. Melatonin is secreted at abt 9:30 pm in younger adolescents and an hour later in older adolescents.

Leading Causes of Death in Adolescence Leading causes of death: 1. Accidents a. unintentional injuries b. motor vehicle accidents i. speeding ii. tailgating iii. dui 2. Homicide – African- American 3. Suicide

Educational success – buffer for the emergence of drug problems in adolescence.

EATING DISORDERS Anorexia Nervosa Anorexia nervosa – eating disorder that involves the relentless pursuit of thinness through starvation. - begins in early adolescent years Main characteristics: 1. Weight less than 85 percent of what is considered normal for their age an height 2. Intense fear of gaining weight 3. Distorted image of their body shape Non-Latina White adolescents – most anorexics NOTE:  Unable to meet the high expectation, they turn to something they can control: their weight. Family therapy – most effective treatment

SUBSTANCE USE AND ABUSE U.S. – highest rates of adolescent drug use of any industrialized nation

Bulimia Nervosa

Binge drinking – drinking five or more drinks in a row in the last two weeks

Bulimia nervosa – an eating disorder in which the individual consistently follow a binge-and-purge pattern - begins in late adolescence or late adulthood

Risk factors of a regular smoker in adolescence: 1. Peer influence 2. Weak academic orientation 3. Low parental

Serious bulimia nervosa: episodes occur at least twice a week for three months.

Narcotics – highly addictive 1. Vicodin 2. OxyContin Source: medicine cabinets Use and abuse: 1. Alcohol 2. Smoking 3. Prescription painkillers

Binge by: 1. Self-inducing vomit 2. laxative Bulimics: 1. strong fear of being overweight 2. depressed or anxious 3. distorted body image

INFORMATION PROCESSING

4 Adolescent Cognition

Executive functioning – higher-order cognitive activities

PIAGET’S THEORY

Examples of executive functioning:  reasoning  making decisions  monitoring thinking critically  monitoring one’s cognitive progress

Formal Operational Stage Features:  Make believe situations  Abstract propositions  Hypothetical events  Logical reasoning Abstract quality of thinking:  verbal problem-solving ability  increased tendency to think about thought itself  thought full of idealism and possibilities assimilation dominates

Decision Making



Hypothetical-deductive reasoning cognitive ability to develop hypotheses, or best guesses, about ways to solve problems, such an algebraic equation

Young adolescents are more likely to:  generate different options  examine a situation from a variety of perspectives  anticipate the consequences of decision  consider credibility of sources NOTE:  People make better decisions when they are calm.  In the heat of the moment, emotions may overwhelm decision-making ability. Social context – plays a key role in adolescent’s decision making

Evaluating Piaget’s Theory Criticisms:  more individual variation  promotes formal  education in the logic of science and mathematics  active, constructive thinkers

ADOLESCENT EGOCENTRISM

Dual-process model – states that decision making is influences by two systems – analytical and experiential, which competes with each other - in this model, it is experiential system – monitoring and managing actual experiencesthat benefits adolescent decision making Strategy:  Provide more opportunities for them to engage in role playing and peer group problem solving.

Adolescent egocentrism – heightened self-consciousness of adolescents

Critical Thinking Key components: 1. imaginary audience – belief that others are interested in them as they themselves are, as well as attention-getting behavior motivated by a desire to be noticed, visible and “on stage” 2.

personal fable – involves an adolescent’s sense of uniqueness and invincibility (or invulnerability) - makes them feel that no one can understand how they feel - show up in adolescent diaries

Sense of invincibility – belief that they themselves are invulnerable to dangers and catastrophes that happen to other people

Improved critical thinking: 1. Increased speed, automaticity, and capacity of information processing 2. More breath of content knowledge in a variety of domains 3. Increased ability to construct new combinations of knowledge 4. Greater range and more spontaneous use of strategies or procedures for applying or obtaining knowledge

THE TRANSITION TO MIDDLE OR JUNIOR HIGH SCHOOL Top-dog phenomenon – the circumstance of moving from the top position in elementary school to the lowest position in the middle or junior high school

Positive aspects:  Feel grown up  More opportunities  Enjoy increased independence  More challenged intellectually by academic work

EFFECTIVE SCHOOLS FOR YOUNG ADOLESCENTS Most young adolescents:  Massive, impersonal schools  Taught from irrelevant curricula  Trusted few adults in school  Lacked access to health care

EXTRACURRICULAR ACTIVITIES Participating extracurricular activities is linked with: 1. Higher grades 2. School engagement 3. Less likely to dropout from school 4. Improved probability of going to college 5. Higher self-esteem 6. Lower rates of depression 7. Delinquency 8. Substance abuse High-quality extracurricular activities: 1. Promote positive adolescent development 2. Opportunities for increasing school connectedness 3. Challenging and meaningful activities 4. Opportunities for improving skills

HIGH SCHOOL Critics:  Expectations for success or standards for learning are too low  Foster ivity and that schools should create a variety of pathways for students to achieve an identity Students drop-out because:  School-related reasons o Not liking school o Expelled o Suspended  Economic reasons o Leaving school  Personal reasons o Pregnancy o Marriage Most effective programs to discourage dropping out of high school:  Early reading programs  Tutoring  Counseling  Mentoring  Early detection of school-related difficulties  Getting children engaged with school Bill and Melinda Gates Foundation – funded efforts to reduce the dropout rates in schools Point: Same teachers throughout their high school years to establish a relationship between the teacher and students. I Have A Dream (IHAD) – an innovative comprehensive, long-term dropout prevention program istered by the National “I Have A Dream” Dreamers – children, provided with a program of academic, social, cultural, and recreational activities

SERVICE LEARNING Service learning – a form of education that promotes social responsibility and service to the community - goal: become less self-centered, more strongly motivated to help others Effective when two conditions are met: 1. Giving students some degree of choice in the service activities in which they participate 2. Providing students opportunities to reflect about their participation Improvements in adolescent development related to service learning: 1. Higher grades in school 2. Increased goal-setting 3. Higher self-esteem 4. Improves sense of being able to make a difference for others 5. Increased likelihood that the adolescent will serve as volunteers in the future

1 The Self, Identity, and Religious/Spiritual Development

Erikson’s View

SELF-ESTEEM Self-esteem – overall ay we evaluate ourselves Controversy – characterizes the extent to which selfesteem changes during adolescence and whether there are gender differences in adolescents’ self-esteem Results revealed that adults characterized by  low selfesteem: 1. Poorer mental and physical health 2. Worse economic prospects 3. Higher levels of criminal behavior NOTE:  Self-esteem of girls is likely to decline at least somewhat during early adolescence Explanation to the decline during early adolescence:  Negative body images during pubertal change  Great interest in social relationships  Society’s failure to reward that interest High self-esteem:  Accurate, justified perceptions  Arrogant, grandiose, unwarranted superiority over others

Achievement identity – motivated to achieve, and is intellectual 6. Sexual identity – heterosexual, homosexual, bisexual 7. Cultural/ethnic identity – which part of the world, what country, cultural heritage 8. Interests – likes to do 9. Personality – personal characteristics 10. Physical identity – body image 5.

Chapter 12: Socioemotional Development in Adolescence

sense

Low self-esteem:  Accurate perceptions of shortcoming  Distorted, even pathological insecurity inferiority

Identity versus identify confusion – adolescents are faced with deciding who they are, what they are at about and where they are going in life Psychosocial moratorium – gap between childhood security and adulthood autonomy Period:  Free of responsibilities  Pursue one career one month and another career the next month  Experimentation Experimentation – deliberate effort on the part of the adolescents to find out where they fit in the wok

Developmental Changes Crisis or exploration– defined as a period of identity development during which the individual is exploring alternatives of

and

Narcissism – self-centered and self-concerende approach toward others - adjust problems

Commitment – personal investment in identity Position Occupation Ideology Crisis Commitment

D

F

M

A

Absent Absent

Absent Present

Present Absent

Present Present

Four statuses of identity: 1. Identity diffusion - when there is neither an identity crisis nor commitment. 2.

Identity foreclosure - when a person has made a commitment without attempting identity exploration. parents hand down commitment in an authoritarian way

3.

Identity moratorium - status of a person who is actively involved in exploring different identities, but has not made a commitment.

IDENTITY What is IDENTITY? Identity – self-portrait composed of many pieces, including: 1. Vocational/career identity – career and work path 2. Political identity – conservative, liberal, or middle of the road 3. Religious identity – spiritual beliefs 4. Relationship identity – single, married, divorce

on and

4.

Identity achievement - occurs when an individual has gone through an exploration of different identities and made a commitment to one.

Emerging Adulthood and Beyond NOTE:  College upperclassmen  more likely to be identity achieved  Religious beliefs  foreclosure and diffusion Why do college produce some key changes in identity? Increased complexity in the reasoning skills stimulates them to reach a higher level of integrating various dimension of their identity. MAMA cycles – moratorium  achievement  moratorium  achievement - points out that the first identity is not and should not be expected as the final product

Ethnic Identity Ethnic identity – an enduring aspect of the self that includes a sense of hip in an ethnic group, along with the attitudes and feelings related to hips Added dimensions to identity formation: 1. Ethnic group 2. Mainstream, dominant culture Bicultural identity - identity in some ways with their ethnic group and in other ways with the majority culture NOTE:  Adolescents and emerging adults have the ability to interpret ethnic and cultural information, to reflect on the past, and to speculate about the future.  Positive ethnic identity is related to positive outcomes for ethnic minority adolescents.  Positive ethnic heritage was linked to higher selfesteem, school connectedness, and social functioning. First-generation immigrants – secure in identities and unlikely to change much Second-generation immigrants – retention of ethnic language and social networks Exploration – an important aspect of establishing a secure sense of one’s ethnic identity, which in turn was linked to positive attitude toward one’s own group and other groups

RELIGIOUS AND SPIRITUAL DEVELOPMENT Religiousness was asses with items such as:  Frequency of prayer  Frequency of discussing religious teachings  Frequency of deciding moral actions for religious reasons  Importance of religion in everyday life NOTE:  Adolescent girls are more religious.  Less developed countries are more religious.

Religion and Identity Development

Cognitive Development Adolescence

and

Religion

in

NOTE:  Increase in abstract thinking  consider various religious and spiritual concepts  Foundation for thinking about whether religion provides the best route to better, more ideal world than the present.  Ability to develop hypothesis and systematically sort through different answers to spiritual questions

Cognitive Development Adolescence Higher 1. 2. 3. 4. 5. 6.

and

Religion

religiosity, less likely: to smoke to drink alcohol use marijuana not be truant from school not engage in delinquent activities not be depressed

NOTE:  effect: adopt caring and concern for people

2 Families Important aspects for family relationship: 1. parental monitoring 2. autonomy 3. attachment 4. parent-adolescent conflict

in

Intense, stressful conflict throughout adolescence

have some important connections Conflict are greater in early adolescence

Parent-adolescent relationships are filled with storm and stress on virtually a daily basis

Moderate parentadolescent conflict is common and serves as a positive development

PARENTAL MONITORING Parents – managers of children’s development - supervises NOTE:  Adolescents are more willing to disclose information to parents when parent ask adolescents questions and when adolescents’ relationship with parent is characterized by a high level of trust, acceptance, and quality.  Disclosure to parents is linked to positive adolescent adjustment.

Old model of parent-adolescent monitoring mature  detach from parents  move into autonomy New model of parent-adolescent monitoring parents  important attachment figure conflict is moderate everyday negotiations and disputes are normal

PARENTAL MONITORING The Push for Autonomy NOTE:  Wise individuals relinquishes control but continues to guide the adolescent to make reasonable decisions.  Boys are given more independence.

The Role of Attachment

Adolescent problems: 1. movement out of the home 2. juvenile delinquency 3. school dropout 4. pregnancy 5. early marriage 6. hip in religious cults 7. drug abuse

Secure attachment, leads to: 1. Exclusive relationship 2. Comfortable intimacy relationships 3. Increasing financial independence

3 Peers Changes in peer-adolescent changes: 1. changes in friendships and in peer groups 2. beginning of romantic relationships

Balancing Freedom and Control NOTE:  Independence, they still need to stay connected with families.

FRIENDSHIPS

PARENT-ADOLESCENT MONITORING

NOTE:    

NOTE:  More positive  goes away to college  Minor disputes and negotiations  to become autonomous individual

 

OLD

NEW

Autonomy

Autonomy

Detachment from parents

Attachment

Parent and peer world are isolated

Parents are important systems and attachment figures Adolescent-parent and adolescent-peer worlds

popular with peers  strong motivator prefer smaller number of friends friends  to meet social needs failure to develop close friendships  loneliness and reduced sense of self-worth gossip  dominates conversations  common in girls interactions with older youth  delinquency and early sexual behavior

Depends on friends to satisfy their needs for: 1. companionship 2. reassurance of worth 3. intimacy relational aggression – spreading disparaging rumors to harm someone



PEER GROUPS



Peer Pressure 3.

NOTE:  conform more  US > Japan  resist parental influence  More likely to conform: o Uncertain about their social identity o Presence of someone of higher status

casual dating – mutually attracted, short-lived, last a few months at best, only endure a few weeks dating in groups – embeddedness in peer context

consolidating dyadic romantic bonds at about 17 to 19 years of age - strong emotional bonds - more stable - enduring bonds - lasting one year or more

Cliques and Crowds

Dating in Gay and Lesbian Youth

Clique – a small group that ranges from 2 to about 12 individuals, averaging about 5 to 6 individuals; formed because individuals engage in similar activities, share mutual interests, and enjoy other’s ocmpany - heterosexual

LGBT most stressful problems: 1. disclosure of their sexual orientation to their parent 2. breakup of a current romance

Crowds – larger than cliques, and less personal - based on reputation - not spend much time together but engage in the same activities

Sociocultural Context and Dating

Reputation-based crowds first time in early adolescence and less prominent in late adolescence

DATING AND ROMANTIC RELATIONSHIPS Developmental Changes in Dating and Romantic Relationships Three stages: AGE entry into romantic attractions and affiliations exploring romantic relationships consolidating dyadic romantic bonds 1.

2.

NOTE: Values, religious beliefs, and tradition often dictate the age at which dating begins

Dating and Adjustment More romantic experiences: 1. higher social acceptance 2. friendship competence 3. romantic competence 4. 5. 6.

high level of substance abuse delinquency sexual behavior

co-rumination – excessive discussion of problems with friends

11 to 13 years 14 to 16 years

4 Culture and Adolescent Development

17 to 19 years

entry into romantic attractions and affiliations at about 11 to 13 years of age - triggered by puberty - interested in romance - dominates conversations with same-sex friends - dating  group setting exploring romantic relationships approximately 14 to 16 years of age - two types of romantic involvement:

at

CROSS-CULTURAL COMPARISONS Traditions and Changes in Adolescence Around the Globe Factors: 1. Health:  Fewer die from infectious diseases and malnutrition  Health-compromising behaviors increases

2.

3.

4.

5.

6.

Gender  Male have greater access to educational opportunities in Japan, Philippines, Western countries  More restrictions on sexual activity on women  Educational + career  expanding  Romantic + sexual relationships  weakening Family  Closely knit families with extensive kin networks retain  Arab  strict codes of conduct and loyalty  US  less authoritarian  Greater family mobility  Migration to urban areas  Family working in distant cities  Fewer extended family households  Increases in mothers’ employment Peers  

Ethnicity and SES Disadvantage: 1. Prejudice, discrimination, bias 2. Stressful effects of poverty Discrimination:  Lower level of psychological functioning  Symptoms of depression  Lower perceived well-being  More positive attitudes  Positive psychological functioning

THE MEDIA Media Use 6 ½ hours a day – media 2 ¼ hours a day – parents

Serves as surrogate family Arab  restricted for girls

Time Allocation to Different Activities  Discretionary time – liability or asset  depends on how you use it  Structured voluntary activities – provide more promise, competent guidance, challenge them Rites of age  Rites of age – ceremony or ritual that marks an individual transition from one status to another.  Gain access to sacred adult practices, to knowledge, and to sexuality  Form of ritual death or rebirth, with spiritual world  Bonds  shared through rituals, hazards and secrets  Examples: Jewish bar and bat mitzvah, Catholic Confirmation, social debuts, graduations

ETHNICITY Immigration Stressors:  Language barriers  Dislocations and separations from networks  Change in SES status  Dual struggle to preserve identity and acculturate

50 minutes - homework Media multitasking – reason of increase in use of technology

The Online Lives of Adolescents NOTE:    

Use social network sites at 20 to 22 years of age Youth harassment Cyberbullying Internet – technology that needs parents to monitor and regulate use

5 Adolescent Problems JUVENILE DELINQUENCY Juvenile delinquent – adolescent who breaks the law or engage in behavior that’s considered illegal NOTE:  Male  more  Minority and lower SES  more

Causes of Delinquency Characteristics of SES:  Anti-social

 

Counterproductive “tough” and “masculine”  measure by your success in getting away with development

Communities characterized by:  Poverty  Unemployment  Feelings of alienation Lacking in these communities:  Quality schooling  Educational funding  Organized neighborhood activities NOTE:  Family systems o Less skilled in discouraging antisocial behavior o Family discord and inconsistent and inappropriate discipline o Changing parenting strategies o Siblings  strong influence o Have delinquent peers Parenting training – 14 parent group meetings that emphasized skill encouragement, limit setting, monitoring, problem solving, and positive involvement

DEPRESSION AND SUICIDE Depression NOTE:  Females  more  due to self-images  changes and life experiences  Family factors o depressed parent o emotionally unavailable parents o high marital conflict o financial problems  Power peer relationships o Adolescent romantic relationships  trigger  Friendship  Linked to depressive symptoms: 1. Worry 2. Anxiety 3. Oversensitivity Treatments: 1. Anti-depressants  suicidal behavior a. Prozac 2. Cognitive behavior therapy

Suicide Suicide – third leading cause of death

- females more

Factors: 1. distal experiences; 2. peer relations  lack of ive victimization 3. genetic factors

friendships,

peer

Psychological profile of the suicidal adolescent: 1. depressive symptoms 2. alcohol yes Indicators of suicide risk: 1. depressive symptoms 2. sense of hopelessness 3. engaging in suicide ideation 4. family background of suicidal behavior 5. having friends with history of suicidal behavior

THE INTERRELATION OF PROBLEMS AND SUCCESFUL PREVENTION/INTERVENTION PROGRAMS Four problems  all are interrelated: 1. drug abuse 2. juvenile delinquency 3. sexual problems 4. school-related problems Preventions: 1. intensive individualized attention  student assistance counselor 2.

community-wide multiagency collaborative approaches  number of different programs and services  local media  community education

3.

early identification and intervention