Adolescent Dev Ch 1-5 Mayhew

StudyBlue printing of Adolescent Dev Ch 1-5 Mayhew html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } null Chapter 1: Adolescence: Past, Present and Future Adolescent comes from Latin (adolescere) to grow up Process of actively growing up Sense of movement and possibilities yet to be achieved Themes and Approaches Ecological systems: the interacting structures both within adolescent, such as physical, cognitive, and emotional functions and in the adolescent’s surroundings, such as family, peers, school and the community Stage environment fit: the ways developmental changes in adolescent interrelate with changes in the adolescent’s social environment, such as parental rules and demands Adolescent development today is profoundly affected by Cultural diversity and Globalization Educated consumers: those who understanding of the field and of the ways of knowledge is gathered allows them to judge strengths and weaknesses of new findings Who is an adolescent? A particular segment of lifespan Helps us identify and think about what happens during these years Edges get fuzzy, ambiguity that comes from overlapping definitions Two sorts of transitions Transitional phase continues until new equilibrium is reached Normative: almost everyone in a particular culture goes through Timing can affect its impact (ex. Puberty) Idiosyncratic: more particular to an individual Phases and Tasks Early Adolescence: 11-14 years old Adapting to dramatic body/mind changes and new social roles they bring; accepting and learning to use one’s new physique Middle Adolescence: 15-18 years old Achieving psychological independence from parents; developing ability to have close friendships and working toward intimate relationships Late Adolescence: 19-22 or later Preparing for marriage and family life; considering an economic career; acquiring a mature set of values Developmental tasks: particular skills, attitudes, social functions that a culture expects members to acquire at a particular point n their lives Adolescence across History Inventionism: view that adolescence was promote in early 20 th century as way of setting off young people from adult world American teens today Overall impression: sex, drugs and violence Families in Flux – 1950s leave it to beaver family hard to come by High divorce rates, mom working, single-parent households, blended families Role of Peers – teens spend twice as much time with friends than with parents/adults Way they get along with peers has long term effects Consumerism – having the “right” products Issue of Sexuality – influenced by parents, peers, impulses, emotions, physical sensations, culture Adolescents in a global Age Old, Young and In-between 1 out of every 3 people is an adolescent or child 22% of Industrialized world is under 18 Shrinking Globe Process of Globalization – many factors contribute to this; picking up speed Branding the world – brand names rule (especially American) Glamorization of the west – distorted images Signals to the Crowds Consumer goods allow one to belong without knowing anyone Whatever is new is automatically better – implied messages Where is Adolescence going? Teens staying in school longer, pushing back marriage and work – remaining more dependent on parents Schooling for all? Developed countries – practically all go through primary and secondary Developing countries – primary education (Asia, Latin America), in Arab and Sub-Saharan only 4 of 5 eligible are in primary school Only half of elementary students go to secondary school Moving to the City Urbanization – trend for young people to move to cities Face many new challenges – leaving behind support of family/friends, dealing with a strange setting, health risks, falling pretty to economic/sexual exploitation Virtuous and Vicious Cycles More efficient transportation/communication have woven countries together Virtuous cycle for those positioned to take advantage of the changes in their local economy (Teens whose family can afford for them to be in school longer) Vicious Cycle – children of rural or urban poverty The Scourge of HIV/AIDS More than 4 Million children under 15 have died of AIDS 2001 – 580,000 children under 15 died Young are vulnerable due to risky sexual behavior, illicit drug use, ignorance about prevention Many just lack the knowledge Catastrophic effects on economic health and future of regions Survival and Growth Basic Survival Skills – ongoing caring relationship with at least one adult; social support systems; social competence and life skills; preparation to become active members of society; belief in promising future Qualities that have become important with the globalization of the economy: technical and analytical skills; motivation for life-long learning; values to live peacefully in diverse society; ability to live with uncertainty and change Chapter 2: Adolescence in Theory and Research Theories about adolescence Theories help explain what we already know and help generate predictions about what we do not yet know Biological and Evolutionary Theories Recapitulationism and Adolescents G. Stanley Hall – psychological development, under the control of genetic factors, recapitulates the stages of human history Evolutionary Psychology An approach that tries to understand how current characteristics and behaviors may be influenced by evolutionary forces Darwinian principle of Reproductive Fitness – characteristics that make survival more likely will become common features of population Biological determinism – what we do is set by our genetic makeup Psychoanalytic Theories Sigmund Freud – goal is to gratify one of the basic drives we’re born with Psychosexual stages – oral, anal, phallic, latency, genital Anna Freud – Defense mechanisms Erik Erikson – psychosocial stage, distinctive crises, developmental task is to grapple with and answer these questions Cognitive theories Jean Piaget Four cognitive stages – sensorimotor, preoperational, concrete operations, formal operations Formal – abstract thinking, approach problems systematically, imagine hypothetical possibilities Lev Vygotsky -- Acquiring ability to use intellectual inventions and tools of one’s culture Information processing – information enters person’s cognitive system, processed, and stored for future use Metacognition: ability to be aware of one’s own thinking processes and to develop more effective ways of using them Learning and Social Cognitive Theories Operant conditioning: likelihood of behavior being repeated is affected by its consequences Social Cognitive theory: an approach that sees observing what others do and what happens to them as important ways of learning Social and Anthropological Theories Concentrate on ways adolescence is similar and different across widely varying cultures and societies Ecological and Developmental system theories Ecological Theory: ways an adolescent’s social settings interact to influence development Developmental systems theory: emphasizes the ways the adolescent plays an active role in dealing with social systems Finding out about Adolescence: The Scientific Approach A Scientific Attitude – keep an open mind; approach with skepticism A Scientific Method – Identify problem; outline relevant theory; generate hypothesis; gather data; analyze data; draw conclusions; revise theory Research Techniques Types of Research Populations and Samples Representative Sample: similar to the intended population Information can be generalized to population Historical Research Don’t know how far we can generalize from the info we happen to have Ethnographic Studies Research in which the investigator spends long periods of time in close contact with people being studied Observation Carefully structured to yield systematic, objective information that isn’t biased Team researchers must code observations in the same way Naturalistic observation –study in real life settings Experience sampling method – asks observed to be observers Case Studies Intensive scrutiny of a single individual often over an extended time Studied individual tends to be unusual and can’t carry over learned info Surveys and Interviews Survey is a questionnaire – large number of people and quick/easy info Interviews – open ended is a better method of interview (follow up) Correlational studies Find out how closely two or more factors are related Experiments Strategies for studying Development Cross-sectional research – studying different groups of people of different ages at the same time Doesn’t tell you much about development but more so about age groups Groups also differ in cohorts Longitudinal research – follow same group of people across age span of interest Looking at same people, may reveal new patterns See how previous events affect later life Attrition—people may die r drop out of study Sequential Research People from a series of cohorts are observed over several occasions over time Allows to estimate and separate impact of cohort and time of measurement from changes closely linked to age. The Ethics of Research Informed consent: research participants understand what they will be expected to do and freely agree to take part Protect well-being, dignity and privacy of individuals who agree to take part Underrepresented Groups Science is to be unbiased, impartial and value free–but scientists are only human Gender, ethnic, cultural and class bias In-group bias – tend to see members of our group as individuals Chapter 3: Puberty and Physical Development The age at which children enter puberty is influenced by genetic makeup, but also responsive to factors in child’s environment The Biology of Puberty An entire set of delicately synchronized biological events Hormones in action Endocrine glands produce hormones into bloodstream The Hypothalamus and Pituitary Hypothalamus: regulates many bodily functions Pituitary: just below hypothalamus, controls endocrine glands bye sending out hormones to adjust how they operate The HPG Axis Hypothalamus, Pituitary Gland, Gonads make up HPG axis Feedback loop – when hypothalamus detects hormone levels are too low, it sends LH-RF to pituitary to make more hormones, reach gonads and increase production of hormones into bloodstream How Puberty Begins Adrenarche – beginning of adrenal involvement Between 6&9, adrenal glands mature and produce more DHEA By 10, sets off pubic hair growth (may also begin sexual attraction) Levels of androgens and estrogens get thrown off balance Insulin-like growth factor – substance produced in liver may be linked to onset of puberty Leptin – protein secreted by fat cells, may play role in menarche timing Physical Development The Growth spurt Fastest change around 12 for girls and 14 for boys Weight also changes dramatically – about half of adult weight put on Ossification – long bones change from cartilage to bone The awkward age Hands and feet, along with head are first to start growing; then arms and legs Asynchronicity: during early adolescence, different parts grown at different rates Boys gain more muscle, girls gain more fat (boys 3:1 girls 5:4) Boys more width in shoulders than hips Size of heart and lungs increase more in boys Sexual Development Ovaries and Testes Uterus gets longer and changes shapes Testes grow at a quick rate – as much as 6x at end of puberty Boys can produce sperm early in puberty Stages of Puberty Tanner Stages: system used to rate the development of secondary sex characteristics during puberty Girls first sign – breast bud (slight swelling under nipples), shortly after they begin to grow sparse pubic hair Boys first sign – growth of testes and scrotum, followed by pubic hair and lengthening/thickening of the penis 2 years after pubic hair – facial hair starts to grow Armpit hair usually around end of puberty along with sebum oil(acne) Sweat glands in armpit and pubic (aprocrine – pheromones) Voices in both sexes – lower and more resonant Timing of Puberty Girls usually start around 10 – time between beginning and first period is about 2yrs Boys usually begin about a year or two after girls (age 11/12) Menarche and the Secular Trend Usually used as marking point for beginning of puberty because other changes are subtle/gradual US – Euro/Asians =12.8 years old blacks – 12.2 years old Puberty, Heredity, and Environment Best predictor is age mother reached menarche Those who are taller/heaver tend to reach menarche earlier Those who feel psychologically safer in childhood home, remain children longer Father not present or presence of stepfather may reach menarche sooner Menarche around the world Latinas reach before African-Americans and Whites Nutrition and energy expended (labor) – important factors Puberty and History Secular trend has leveled off Meaning of secular trend may become clearer when looking at 19 th century – people moving to city slums, young children working long hours, poverty, stress, malnutrition Responses to Puberty Puberty = physical growth and sexual maturation during adolescence Personal responses to puberty Girls and puberty Breast growth – semi-public sign of puberty Other people notice; girl will notice if hers are larger/smaller for her age Key sign of female sexuality Biggest source of negative feelings – others reactions (Boys) Menarche is generally decisive turning point for girls Most girls admit to embarrassment, self-consciousness or physical discomfort and worry about supplies Many cultures have stigmas that view it as disgusting Prepared girls have positive attitudes toward menstruation American – most important info source = mothers Schools also important source Boys and puberty How it affects them psychologically is harder to find Spermarche – first ejaculation; usually around 12-13 Spermarche not really spoken about – nocturnal emission/masturbation Enlargement of genitals – “locker room syndrome” due to emphasis placed on penis size as indication of sexual adequacy Involuntary erections – embarrassment Effects of pubertal timing On average – American females begin at age (as early as 7, late as 14) Process usually about 2 years (as little as 1 or long as 5) Boys – usually begin at age 11/12 (early as 9, late as 14) Process about 3 years (little as 2 or much as 5) Age they enter may not predict length of puberty Girls who enter early suffer for it – less popular, low self-esteem, anxious, depressed; more likely to get involved with older boys, have problems with smoking, drinking, drugs and sex Enter before prepared – possible reason Lack of support from school, family and even friends End up shorter/heaver – affect body views Those in all girl schools – have no more conduct problems than peers Late maturing girls – tend to have more problems with depression; more satisfied with bodies; end up taller/slimmer; Ethnics – no differences in Hispanic/African-American girls that are early or late maturers (as far as depression) Self-esteem doesn’t decline for African Americans as does among whites Early- maturing boys More popular, more leadership, maturity; fewer problems with parents; tall/muscular faster than peers (recognized as more mature); advantage in athletics Problems: hostile feelings, internalized distress; more likely to develop depression, difficulties in school, delinquency; problems with sex, drugs and alcohol Possible reasons – look older so hang out with older Late- maturing boys More depression/internalizing symptoms than on-time boys Show more social initiative, intellectual curiosity; as adults – more creative/insightful Deviance hypothesis: those who enter puberty at a noticeably different time will be negatively affected Stage termination hypothesis: girls who enter early suffer because they didn’t have time to accomplish normal childhood Adult resemblance hypothesis: young adolescents seem more adult-like will be treated more as adults Parental Responses to Puberty Conflict is obvious Begin to demand more input and looser restrictions -- upset when this isn’t met Developing new rules isn’t easy – easiest to stick with old ones Gender intensification – pushes boys to be independent/assertive and girls to be more expressive/compliant Girls tend to have more restrictions, boys more autonomy Distancing hypothesis: more time child spends with parents as they sexually mature, the less likely they are to commit incest Cultural Responses to Puberty Many cultures have puberty rites – rituals to mark child’s passage to adolescence Separation – separated from home, parents, opposite sex Transition – intensive instruction about beliefs, values, and ceremonial practices Incorporation – welcomed into adult society Puberty Rites for girls – usually at menarche Kinaalda – Navajao Puberty rites for boys – usually initiated in groups Decline of Puberty rites – heavy pressures from urbanization, globalization, industrialization Brain Development The Structure of the Brain Neuron -- Incoming signals through branched dendrites, outgoing signals through axon (long fiber) Synapse – gap between axon and dendrite of another neuron The Developing Brain Infancy – new synapses form at furious rates Age 2 – more than needed so synaptic pruning (removal of unnecessary) begin Areas of cortex activated by decision-making are more sharply focused Left/Right hemispheres process info more independently Myelination: development of sheaths of myelin insulation along axons of brain cells, making their operation more sensitive and precise Behavior and the Brain Reductionism: approach to scientific explanation that reduces complex processes to more elementary components Health Issues Puberty and Mood Mood swings in adolescents Evidence that adolescents are more emotional – moods change faster in puberty May stem from rapid, unpredictable changes in hormone levels Hormones and Life events Emotional state can bring out change in hormone levels Event may have greater/lesser effect depending on current hormone level Unpredictable events – new/changed relationships, school difficulties, romantic relationships, new tensions w/ parents and siblings, issues of sex/drugs Increased vulnerability Body Image Girls are especially prone to criticize their own appearance – see selves as overweight and particularly dissatisfied with hips, thighs, waists (areas affected by puberty) Girls have much thinner ideal girl body image than boys do in mind Objectification of body – something divorced from self Across adolescent years – boys become more satisfied and girls more dissatisfied Girls who were rated as attractive as 13, were more satisfied with bodies at 18 African-American girls -- more satisfied with body (better to be over than under weight) Sleep Needs Need 9 or more hours Timing is different in puberty – stay up later, wake up later (1am – 10am) Delayed phase preference Stress has impact on sleep – “turn-on” (acute stress) or “shut-off” (continuous stress) Not getting enough sleep, more likely to have other problems – overweight, depression, low self-esteem, anxiety, irritability, fearfulness, and emotional instability. Nutrition and Exercise Nutrition Need for more calories and nutrients than any other stage of life Need for fruits, vegetables, grains; less salt/sugar/fats; 50%calorie intake increase Real problem for adolescents is more than what they eat, but also what they do Exercise Fewer than ½ boys and ¼ girls met minimal standards of physical activity Drop in organized physical activity in school Linked to better relationship with parents, better grades, lower drug use Chapter 4: Cognitive Changes Adolescences acquire a lot of new information Deal with what if? Questions; pay attention to more aspects of a situation; deal with multiple situations; gain better understanding/control of own mental processes Piaget’s Approach Assigned to develop test of logical reasoning – he began to look at questions kids got wrong Piaget saw cognitive stages as universal and invariant Two processes as central to the way a child adapts to new problems/experiences Assimilation – trying to understand the new information in terms of existing knowledge Accommodation – changing one’s existing concepts in response to new experience Stages of Cognitive Development Sensorimotor stage: 0-2; experience world using sense impressions & motor actions Preoperational stage: 2-7; develop ability to use symbols/representation (word or object stand for something else – ex: “horse” = large animal, but so can a broomstick) Confuse the way things look with underlying qualities Concrete Operations: 7-11; able to think about more than one dimension of a problem; understand conservation; able to see from another person’s point of view The Logic of Formal Operations Formal operations: 11/12; thinking on an abstract system of formal logic Propositional logic Hypothetico-deductive reasoning: person makes logical prediction based on some supposition and then checks the prediction against reality Competence-performance gap: the fact that people do not consistently do as well at some tasks as they are capable of doing From particular to general Inductive reasoning: process of going from a collection of particular facts to a general conclusion Logic in Everyday Life Hypothetical alternatives – look at what is as one particular case of what might be Understanding multiple meanings – understanding literal and figurative meanings Adolescent Egocentrism Failure to make distinction between one’s own point of view and someone else’s 2 steps to see from another view – decentration and imagine Imaginary audience: is as involved/concerned with them as they themselves are. This audience watches their every move, cheering when things go well and pouncing on tiniest mistakes or faults Begins to fade around age 15/16, but may never vanish completely The Personal fable: one’s experiences are unique and they’re exempt from the usual consequences of one’s actions Teens tend to believe that bad things are more likely to happen to others than them Why act in risky behaviors? Excitement overshadows consequences Want to avoid feelings of regret if they miss out on something Increasing evidence that brain systems controlling risky behavior matures slower Girls show more self-consciousness associated with imaginary audience Boys are more likely to believe in their own uniqueness, invulnerability, omnipotence Beyond Piaget Instead of four dramatically different ways, researchers have found gradual age trends Younger children seem to be more competent than piaget suggested, older much less Not all kids reach formal operations at the same age – depends on experiences New Directions and Theories Fischer – dynamic skill: capacity to act in an organized way in a specific context Vygotsky – saw social interactions much more crucial to development Zone of proximal development: tasks children can not accomplish alone, but can succeed with the help of a more-skilled individual Scaffolding: adapting one’s guidance and support to the current level of knowledge and understanding of the learner Role of mental resources Executive control structures: mental representations of goals, outcomes and strategies that make it possible to approach problems more efficiently Information Processing Mind seen like a computer – info is retrieved, stored, coded, decoded, discarded, compared, combined, etc System capacity is limited Set of elements that work together Attention Selected: focus on one task or stimulus while excluding others Divided: ability to attend to more than one thing at once Working memory – keeps limited amount of info actively in awareness and processes Development linked to fluid intelligence – reasoning ability Process speed – working memory – fluid intelligence Physical changes are thought to speed up nerve impulse transmission Adolescents do better at only rehearsing/recalling relevant information Thinking about Thinking Metacognition: ability to “think about thinking” and “know about knowing” Monitor comprehension, decide on approach/strategy, put them into effect Declarative, procedural, conditional knowledge Self-regulated learning: exercising personal control over steps that lead to developing skills and improving understanding Ideas about Knowledge Personal epistemology: how people understand what knowledge is Children believe in objectivism – truth is out there Rationalism – absolute truth may be difficult, but there are meaningful ways to evaluate different points of view and choose among them Thinking Critically Rationalist approach to knowledge during adolescence is important to development of critical thinking Chapter 5: Families Adolescents in the Family System Parents/families are chiefly responsible for socialization Family has three goals: survival, skills/attitudes, social values Family as dynamic systems Positive and negative feedback loops Positive: an increase/decrease in ones connected factor leads to a change in the same direction in the other connected factor Negative: a change in one connected leads to a change in the opposite direction in the other connected factor Positive = change Negative = keeps system stable Disequilibrium and phase transitions Anytime there is a change in family member or dyadic relationship = imbalance Phase transition: periods of change when minor events may have far-reaching consequences Changing Functions and Expectations School becomes another important influence on a child, as well as peers Issues of authority and control become troublesome in early adolescence Extended Families More common among ethnic minorities in the US An additional source of emotional support Reason for less contact for American majority – move a lot, smaller families Parents and Parenting Parenting Dimensions and Styles Acceptance/responsiveness: includes giving praise, warmth and affection and paying attention to children’s want, needs and concerns Criticism in subtle ways, listening to a child Less accepting/responsive – hostile, belittling criticism, not warm Demandingness/control: setting rules, stating expectations clearly, and monitoring chill to make sure rules and expectations are met Authoritative parents: demanding and responsive; set clear standards and rules taken in account child’s characteristics, listening to child but making authority clear; explain reasoning for rules; give warmth and acceptance Outcome: favorable; do well in school, independent, self-assured, less anxious/depressed, less likely to be delinquent or drug users Authoritarian parents: demanding (do as your told); expect unquestioned obedience; strict rules and punishments; little/no affection Outcome: dependent and passive; less self-assured, weak self-esteem and communication skills Indulgent Parents: warm/responsive; don’t place any demands (do as you please); discipline is rare/inconsistent; children have equal voice Outcome: immature, irresponsible, influenced heavily by peers and friends Indifferent Parents: spend little time/energy on children; show little interest in children; little if any affection or concern; rules are just to keep them from being bothered Show little interest in school or work, more likely for delinquency, drugs, sex Behavioral vs. Psychological control What children do and what they are like affects parents as well Ethnic and Cultural Differences – NOT ON THIS EXAM Autonomy and Control – NOT ON THIS EXAM Attachment in Adolescents – didn’t go over in class Parent-Teen Conflict “Storm and Stress” stereotype Children are so wrapped up with parents that at adolescence they must break away (detachment) Research on Conflict Changing roles and lines of authority Tend to agree on big issues – love and respect for one another Those that do have high levels of conflict can date conflict pre-adolescence Conflict across the adolescent years Most occurs early on Disagree more with moms than dads – see mom more is possible reason # of conflicts drops over time – parallels drop in time spent together Stereotypes and Reality Contrast effect – compared to school-age children, young teens are stormy Questions of parental authority and adolescent autonomy enter picture What falls into the “personal issue” domain Lack of explanations for rules/reactions Parents find it harder to shake off the upsetting effect of an argument