Term
| Age Range and 2 Challenges/Tasks of Early adolescence |
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Definition
| 10-13; adapt to changes and new roles; increased conflict w/parents |
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Term
| Age Range and Challenge/Task of Mid-Adolescence |
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Definition
| 13-16; psychological independence; close friendships; intimacy, dating, sexual behavior; bullying; self esteem (eating disorders) |
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Term
| Age Range and Challenge/Task of Late Adolescence |
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Definition
| 16-?; Preparing for adult roles (marriage, economic career); serious dating; risk behaviors (drugs&alcohol); teen pregnancy; |
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Term
Fundamental Changes:
Biological
Cognitive
Social |
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Definition
Biological: the onset of puberty
Cognitive:The emergence of more advanced thinking
Social-transition into new roles in society |
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Term
| Bronfenbrenner's Bioecological Perspective |
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Definition
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Term
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Definition
Precocious puberty-more likely among females
Delayed puberty-more likely among males
Caused by weight, environmental chemicals, hormones in animal products, stress |
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Term
| *Formal Operational Thought (Piaget-Cognitive) |
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Definition
Can think about abstract ideas and
Focus on possibilities.
Make inferences from data.
Systematically experiment with environment.
Formal propositional logic:
ability to understand possible combinations and relations about variables
Hypothetico-deductive reasoning:
ability to imagine possibilities, deductive reasoning
Advances in metacognition:
knowledge of and awareness of one’s own cognitive processes.
Different from Adults: Meaningfulness of rules
Improvements in
response inhibition.
speed of processing.
working memory capacity.
Analytical process-
formal, logical thought; takes conscious effort and is relatively slow.
Experiential process-
uses judgment biases and heuristics to make decisions relatively quickly and automatically. |
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Term
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Definition
describes mental processes that occur when personal goals and emotions influence judgment.
often recruits biases and heuristics.
Important when dealing with teens because of risk taking and social behavior. |
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Term
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Definition
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Term
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Definition
*Growth Spurt-Chiefly in frontal lobes; reasoning, judgment, and impulse control
Changes in levels of various neurotransmitters, reacting with amygdala rather than frontal cortex, and a slowly developing frontal lobe lead to taking risks, gut reactions, thoughtful and evaluating mistakes,
Gray Matter Growth-myelination, maturation of cognitive abilities |
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Term
*Primary functions of nodes:
Detection; Affective; Cognitive-Regulatory |
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Definition
Detection Node: Categorizing a stimulus as social and deciphering its properties
Affective Node: ascribe stimulus with meaning
Cognitive-Regulatory Node: response to stimuli
Challenge from gap between development of affective&cognitive-regulatory nodes: Don't know how to properly respond to an event with a peer or family. May overreact or react improperly.
Reacting on desire, initial response to stimuli
Learn to delay instant gratification |
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Term
| Cognitive changes (Peer Effects as Puberty and chemical changes in the brain onset) |
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Definition
| Stronger orientation towards peers than parents. More attention to peers in sexual terms. Hypersensitivity, awareness of self and others. Acceptance in peer groups can mean high self-esteem and high academic achievement but if rejected, has strong effects due to hypersensitivity. Can have difficulties with self adjustment-> depression and higher rates of suicide. |
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Term
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Definition
| Behavior is the focus of other’s concern |
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Term
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Definition
Experiences are unique
Early adolescents less likely than young adults to feel invulnerable
Adolescents vary more than adults in interpreting words describing risk |
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Term
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Definition
Monitoring one’s own cognitive activity during the process of thinking
Increased INTROSPECTION
thinking about our own emotions
Increased SELF-CONSCIOUSNESS
Thinking about others thinking of us
Increased INTELLECTUALIZATION
Thinking about our own thoughts |
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Term
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Definition
Preconventional:
1) Obedience and Punishment Orientation
At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.
2)Individualism and Exchange: serving one's own interests (what's in it for me?)
Conventional:
3)Interpersonal accord and conformity: social norms, stress on relationships, wanting others to like them
Authority and social order maintenance: law and order morality, obligation to uphold rules
Postconventional (disobey rules that are inconsistent with own principles):
5)Social contract: At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards
6)universal ethics: At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules. (doing what is right, disobeying unjust laws) |
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Term
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Definition
emotional protective trait
Ability to modify one’s behavior in accordance with contextual demands (adaptability) |
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Term
| Identity (erikson's def.) |
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Definition
a subjective sense as well as an observable quality of personal sameness and continuity, paired with some belief in the sameness and continuity of some shared world image
body type and temperament, giftedness and vulnerability, infantile models and acquired ideals--with the open choices provided in available roles, occupational possibilities, values offered, mentors met, friendships made, and first sexual encounters.
1. Individuals perceptions of their characteristics and abilities
2. their beliefs and values,
3. their relations with others and
4. how their lives fit into the world around them |
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Term
| *Marcia's Identity Conceptions (Name and Describe) |
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Definition
| [image]
Identity diffusion
incoherent, disjointed, incomplete sense of self
Identity Foreclosure
Bypassing the period of exploration and experimentation
Negative Identity
identities that are undesirable to their parents and their community |
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Term
| *6 Positive Youth Development |
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Definition
Positive feelings about one’s racial group (private regard) is related to reductions in mental health problems
Benefit from support/positive feedback of adults in the African-American community, especially in the family
Focus on areas of strength, not weakness
Have a strong sense of ethnic identity which enhances self-esteem
Parental approval
Peer support
Success in school
Permissive?-Perception of parent’s trust in them-can tell risk behaviors in females.
Dating serves many purposes
Establishing emotional and behavioral autonomy from parents
Furthering development of gender identity
Learning about oneself as a romantic partner
Establishing/maintaining status and popularity in peer group
Friends serve as a sounding board for questions about the future
Careers they hope to follow
People they hope to get involved with
Friends provide advice on a range of identity-related matters
Contribute to adolescents’ self-esteem |
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Term
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Definition
| A person’s stable sense of self |
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Term
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Definition
| The fluctuating sense of worth and well being people have as they respond to different thoughts, experiences, and interactions in the course of the day. |
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Term
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Definition
| The self a person imagines it is possible to become but dreads becoming |
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Term
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Definition
| The person an adolescent would like to be |
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Term
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Definition
| a person's perception of the self as it is, contrasted with the possible self (conception of the self as it potentially may be) |
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Term
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Definition
| A person's views of themselves, including concrete characteristics (height, etc.) as well as roles, relationships and personality characteristics. |
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Term
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Definition
| freedom to determine one's own actions, behaviour, etc |
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Term
| *potential benefits/functions of parent-youth conflict |
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Definition
Needs/expectations change = recalibration of parent-child relationship
Expectations
Monitoring: set limits on behaviors
Involvement
Family decision making
Parent and Youth are responsive to each other and flexible during conflict. |
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Term
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Definition
| [image]
Authoritative: warm but firm (use induction)
Authoritarian: place high value on obedience and conformity
Indulgent (permissive): behave in an accepting, benign, and somewhat more passive way
Indifferent: minimize time and energy that they devote to interacting with child
uthoritative homes: Youth are more responsible, self-assured, adaptive, creative, curious, socially skilled, and successful in school.
Authoritarian homes: Youth are more dependent, passive, less socially adept, less self-assured, and less intellectually curious.
Indulgent homes: Youth are often less mature, more irresponsible, more conforming to their peers, and less able to assume positions of leadership.
Indifferent homes: Youth are often impulsive and more likely to be involved in delinquent behavior and in precocious experiments with sex, drugs, and alcohol. |
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Term
| *17 parenting styles (how to grant self-governance for positive development). 2 ways that older siblings influence younger siblings. |
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Definition
A
Siblings:
Act as role models
Younger siblings often engage in similar risk behaviors as their older sibling
providers of opportunities and experiences
“Gatekeepers”
Network of additional influential positive activities
**Youth-alone
Parent unilateral
Joint –consistently predicts better adjustment and less deviance |
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Term
| Adolescent Psychosocial Development (Base of it all) (6 things) |
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Definition
Identity
Autonomy
Intimacy
Sexuality
Achievement
Psychosocial Problems |
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Term
| *7 Describe the nature of friendships during adolescence. How do peers help foster youth identity development? Be specific about cliques and crowds |
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Definition
Friendships: Three factors in determining membership:
Role of family in friendship choice
Parents socialize certain traits
Predispose teens toward certain crowds
Crowds reward them for the traits that led them there in the first place
Traits are strengthened
Orientation toward school
Orientation toward the teen culture
Involvement in antisocial activity
How stable are friendships over time?
Moderate stability over the school year
More stable during later years of high school
Actual composition of teens’ cliques may shift; defining characteristics do not
Rejected youth tend to maintain a more stable status throughout adolescence
In promoting normal development, peers
Provide models and feedback in regard to identity
Influence self-image
Assist the development of autonomy
Provide a context for decision-making skills
Interact in intimate and sexual relationships
Influence one another regarding achievement
Influences on social development
Negotiation
Inhibition of inappropriate responses
Prosocial behaviors
Influences on emotional functioning
Support and security
Neutralize stress
Increase self-esteem
Improve quality of life
Cliques: Small groups defined by common activities or simply by friendship
Tend to be homogenous: Often composed of people of same age, race, ses, and sex
Provides main social context in which adolescents interact with one another
Crowds are larger, more vaguely defined groups, based on reputation
Jocks, brains, nerds, druggies
Develop mini-cultures (e.g., dress, talk, behaviors)
Purpose
Locates adolescents within social structure
Channel associations with some peers and away from others
Provide contexts that reward certain lifestyles and disparage others
Builds sense of identity and self-conceptions |
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Term
| *8 Compare and contrast the characteristics of rejected peers to that of popular peers. What types of resources can we provide to change status from rejected to more positive among peers? |
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Definition
Teens with poor peer relationships are more likely to:
Be low achievers in school
Drop out of high school
Have a range of learning disabilities
Suffer from emotional and mental health problems as adults
Show higher rates of delinquent behavior
Social skills: Chief determinant of popularity
Act appropriate in eyes of peers
Meet needs of others
Confident but not conceited
Both boys and girls can be aggressive and popular at the same time
Aggression and poor emotion regulation creates peer problems
Three types of unpopular adolescents
Aggressive
fights with other students, bullies others
Withdrawn
exceedingly shy, timid, and inhibited
Victims of bullying
Aggressive-Withdrawn=combination
Hostile, but nervous about initiating friendships
Boys are more physically aggressive than girls
Girls also act aggressively toward peers, but often engage in relational aggression
Ruin a reputation
Disrupt a friendship
Peer rejection in childhood correlated with
Antisocial friends in adolescence
Externalizing behavior problems in adolescence
Two Pathways
Peer rejection directly related to conduct problems (CPs)
Rejection antisocial friends CPs
(less common)
CPs were most likely when rejection was experienced repeatedly
Group therapy, summer programs, or boot camps
Iatrogenic Effects: Promote further, and more severe CPs
Structured positive activities are key
Inflated Self-Esteem
Deficits in perceptions of social situations
REACTIVE
PROACTIVE
True to their social environments?
MULTISYSTEMIC TREATMENTS |
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Term
| Among peers nowadays, is athletic and social success more important than academic success? |
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Definition
| In most high schools, athletic and social success are more reliable routes to popularity than is academic success |
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Term
| Hypothetico-deductive reasoning |
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Definition
ability to imagine possibilities
deductive reasoning |
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Term
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Definition
| formal, logical thought; takes conscious effort and is relatively slow. |
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Term
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Definition
Characteristics of true intimacy:
openness, honesty, self-disclosure, and trust
Intimacy becomes an important concern due to changes of puberty, cognitive changes, and social changes
Intimacy vs. Isolation (Crisis):
In a truly intimate relationship, two individuals’ identities fuse
Neither person’s identity is lost |
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Term
| Sullivan’s Theory of Interpersonal Development |
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Definition
Emphasized social aspects of growth
Psychological development best understood when looked at in interpersonal terms
Transformations in the adolescent’s relationships with others
Sullivan’s Developmental progression of needs:
need for contact and for tenderness
need for adult participation
need for peers and peer acceptance
Need for intimacy
Need for sexual contact/intimacy
Need for integration into adult society |
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Term
| Theory of Oppositional Identities |
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Definition
Minority youth lower value attached to school with increasing awareness of discrimination
Discrimination undermines feelings of relatedness to the context
Receive devaluation messages from teachers and peers
Not valued or expected to succeed in this setting
Not a part of the “in-group”
Context is defined as “White”
Thus, engaging in context is “acting white”
Devalue and disidentify with school to identify with members of own social group.
Disidentifaction includes:
Disaffection with school (e.g., low educational expectations, poor academic motivation, absenteeism)
Association with friends who support negative attitudes towards school
Poor school performance and attainment
Integration of these attitudes and behaviors as integral components of their ethnic identity |
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Term
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Definition
Emphasis on the importance/value of getting a good education as best weapon against discrimination.
Psychological and environmental strengths that deflect or protect against negative outcomes associated with discrimination
Promotive factors – protect by counteracting effects of psychosocial threats
Protective factors – buffering effect of risk on developmental outcomes
Positive association between anticipated future racial discrimination and school motivation
Rebel and Do Better Instead (Promotive Factors)
(Moderation, Buffers Discrimination to Neg.)Parent Support |
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Term
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Definition
Awareness of stereotypes leads to personal anxiety about confirming those stereotypes.
Under conditions that make one’s social group salient:
Poorer performance: (e.g., worse than expected on standardized tests)
Poorer mental health (anger and depression)
Less school satisfaction, engagement in the setting
Socio-emotional adjustment to high school and college |
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Term
| *12 Apply theory of oppositional identities and the agentic perspective to explain diff. in academic achievement among minority youth who have experienced (or anticipate experiencing) discrimination. |
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Definition
Disaffection with school (e.g., low educational expectations, poor academic motivation, absenteeism)
Association with friends who support negative attitudes towards school
Poor school performance and attainment
Integration of these attitudes and behaviors as integral components of their ethnic identity
Agentic: Emphasis on the importance/value of getting a good education as best weapon against discrimination.
Psychological and environmental strengths that deflect or protect against negative outcomes associated with discrimination
Promotive factors – protect by counteracting effects of psychosocial threats
Protective factors – buffering effect of risk on developmental outcomes
Positive association between anticipated future racial discrimination and school motivation |
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Term
| Error-related Negative (ERN) |
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Definition
| Error-related negativity (ERN) becomes adult-like around 17 or 18. |
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Term
| Frontal Lobe Development: Anterior Cingular Cortex (ACC) |
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Definition
Anterior cingulate cortex (ACC) connects most advanced part of frontal lobe with limbic system.
ACC important for error-monitoring (related to ERN) |
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Term
| *15 6 Major Causes of Death in Adolescence? |
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Definition
1) Vehicular Accidents-Leading cause of death among US teens
Firearms-Homicide, suicide, and accidental deaths
1/3 of all injury deaths
Suicide-Almost ¼ of US high school students have seriously considered suicide
List:
Injury and violence (accidental injuries, homicide, suicide)
Sexual behavior
Alcohol and drug use
Tobacco use
Nutrition
Physical activity |
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Term
| *16 Anorexia Nervosa and Bulimia (C&C and 2 medical conditions for each) |
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Definition
Anorexia nervosa
Type of self-starvation caused by individual, family, and genetic factors.
Over 90 percent are female.
Highest mortality rates of psychological disorders. Leading cause of death for females from ages 15-24
2 Medical Conditions: kidney stones, weak muscles, osteoporosis, thin hair, easily bruised
Bulimia nervosa
Bingeing and purging syndrome.
90 percent are female.
More common than AN
Binge eating
Attempts to conceal binge eating/shame
Compensate for binge to prevent weight gain (self-induced vomiting, laxatives, diet pills, exercise, etc)
Purging type or non-purging type
2/3 engage in purging (usually vomiting)
Rigid or absolutistic in thinking—completely in control or completely out of control
Self evaluation focused on body shape/weight.
Distorted perceptions of true body size
Biases in attention, memory and selective interpretation and judgement
Medical consequences include: Fatigue, headaches, puffy cheeks, loss of dental enamel, menstrual irregularity
AN vs. BN:
Both have distorted body image and bad feelings after eating
AN 15% or more below body weight
BN within 10% of normal weight
AN rarely binge, avoid forbidden food
BN binge frequently on forbidden food and purge to control weight
AN intense drive for thinness |
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Term
| *14 How do each of the following developmental models help explain why youth engage in risky behaviors during the transitional period of adolescence?: Overload |
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Definition
Each model allows intervention
Overload-turn to substances to cope. Intervention can target environment (stagger transitions), make coping capacity greater
The Overload Model views health risks as a potential result of experiencing multiple developmental transitions over a relatively short time. In the transition to college, individuals begin as adolescents and end as young adults; they change from high school to university student status, sibling to roommate, child in a family to adult in an apartment or residence hall and so on. When multiple transitions overwhelm coping capabilities, well-being may suffer. |
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Term
| *14 How do each of the following developmental models help explain why youth engage in risky behaviors during the transitional period of adolescence?Mismatch |
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Definition
Mismatch-individuals don’t fit into environment that fits into their personality and desires. Adolescents aren’t given much trust and responsibility that they want and are ready for. Transitions can improve match or lessen match. Need to give adolescents time to synchronize with environments.
Developmental Mismatch Model:developmental transitions can alter the match between individuals and their contexts. Building on person-environment fit theory, the developing individual is viewed as embedded in a changing ecological niche, such that the match between individual developmental needs and opportunities provided by the context is itself dynamic |
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Term
| *14 How do each of the following developmental models help explain why youth engage in risky behaviors during the transitional period of adolescence?Increased Heterogeneity |
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Definition
Increased Heterogeneity Model-putting stressors into environment and kids with adaptability and ego-resiliency will cope better than those who are missing those components. “rich get richer and poor get poorer”. Those who can’t cope often turn to alcohol use.
The Increased Heterogeneity Model suggests that challenging transitions magnify existing strengths and weaknesses, thus increasing interindividual differences in functioning and adjustment. These differences tend to increase throughout adolescence between those who cope effectively with various stressors and those who do not. Young people already experiencing difficulties (perhaps including difficulties in negotiating earlier major transitions) may have more trouble in negotiating new transitions and fall further behind their well-functioning peers. For vulnerable individuals who lack social, academic and organizational skills, moving away from home to live in an unfamiliar university environment can be intensely stressful. In contrast, socially and academically confident students may be primed to take advantage of all that the college experience has to offer |
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Term
| *14 How do each of the following developmental models help explain why youth engage in risky behaviors during the transitional period of adolescence?Transition catalyst |
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Definition
Transition Catalyst-Substance use becomes a normative part of adolescent development, think normal and functional part of social cohesion and transitions. Intervention is that you of course don’t want adolescents binging and drinking illegaly, even if it is “functional”. Want to put something health-promoting in place of alcohol. Clubs and extra-currics so that you can have the social component without the alcohol.
risk taking in general is viewed as an important component of negotiating certain developmental transitions. The idea that some amount of risk taking is normative is supported by high prevalence rates and evidence that it may accompany healthy personality development. According to Chassin et al. (1989), risk taking and even deviance can serve "constructive" as well as "destructive" functions in health and development. As Maggs (1997) demonstrated, alcohol use during the transition to college may help to achieve valued social goals, such as making new friends, yet may threaten safety and short- and long-term health and well-being |
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Term
| *14 How do each of the following developmental models help explain why youth engage in risky behaviors during the transitional period of adolescence?Chance Events |
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Definition
Chance Events-depending on what context we embed ourselves in, we may be available to chance events
The Heightened Vulnerability to Chance Events Model is based on the role of chance in altering the courses of lives (Bandura, 1982) and thus addresses the question of why many difficulties are seemingly unpredictable. Just as there are interindividual differences in receptivity to chance events, there are also intraindividual fluctuations in this receptivity, with certain periods along the life span being more amenable to chance effects. Major developmental transitions that involve new contexts, such as the transition to college, may be particularly propitious junctures because they engender heightened sensitivity to, and exploratory behavior of, the new context and the self in relation to the new context. Young people in transition are likely to seek out, and be open to the effects of, many novel experiences, which increases their vulnerability to the negative effects of chance events, including increased substance use and increased negative consequences of such use. |
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Term
| *14 How do each of the following developmental models help explain why youth engage in risky behaviors during the transitional period of adolescence?Cumulative risk model |
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Definition
| The basic premise of the cumulative risk model is that negative developmental outcomes are not the result of one distinct factor, but the number, or quantity, of factors taken together |
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Term
| Life Skills Training: How can we prevent substance use among children and adolescents? |
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Definition
Resistance skills
Problem-solving and decision-making skills
Skills for increasing self-control and self-esteem and relieving stress and anxiety
Assertiveness training
Evidence that LST is effective |
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Term
| 13* Describe two consequences of teenage pregnancy on the well-being of the following individuals: a) the mother, b) the father, and c) the child. Explain why abstinence-only prevention programs do not work. What components should be included in the design of an effective teen pregnancy prevention program? |
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Definition
Mother:adolescent mothers
environment of poverty
single parenthood
Father:More likely to drop out of school,
More likely to report feeling anxious and depressed
Child:Linked w/mother, Consequences grow more apparent as child matures
School Problems
Misbehavior/Delinquency
Early Sexual Activity themselves
Abstinence-only: Sexual activity and contraceptive use
most important differences between those who do and do not become pregnant
Sex=Problem: “not the fact that teens are doing it, but that not enough of them are doing it responsibly”
Emphasize the biological over the emotional
Come too late during adolescence in the high school curriculum
Focus on changing knowledge rather than behavior
“Just say no” abstinence approach/virginity pledges
Absolutely NO IMPACT on youth
What to include?:Family Planning Services that include information about sex and pregnancy and contraception
Find methods to motivate sexually active teens to use these services
Combine service learning with life options classes
Focus more generally on facilitating PYD than specifically on sexually activity/pregnancy
Did not explicitly focus on problem behaviors
Seeks to enhance teen’s competence in:
decision making
Interacting with peers and adults
Recognizing and handling their own emotions
Autonomy while fostering connections with others
Politically acceptable in communities
Adults can make contraceptives accessible
Provide sex education EARLY in teens life
Education aimed at strengthening teens intentions and not just knowledge
Provide comfortable setting for teens to talk freely about their sexual interests and concerns
Mass media needs to portray sex in a more responsible fashion |
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Term
| More Positive Youth Development |
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Definition
Five C’s
Competence, Connection, Confidence, Character, and Caring
Sixth C - Contribution to self, family, society
Motivation
Self-concept
Self-efficacy
Interests/Values
Aspirations |
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Term
| *10 Discuss the nature of the school climate (e.g., small vs. large schools) and how it supports or undermines youth academic achievement. What additional supports can schools provide to promote the academic achievement of youth who have been diagnosed with ADHD. |
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Definition
Quality of School Climate:
Sense of connection/belongingness
Academic programs offered
Small vs. large high schools
Attitudes about school, behavioral problems, extracurricular activities, attendance
Teacher attitudes
Teacher expertise, honors and college-equivalent (AP) courses
Causes/Mechanisms of ADHD/ADD: Vulnerabilities can interact with the environment (e.g., parenting)
Goodness of Fit
Parent Disorder
Family stress
Bidirectional effects
Learning problems
25% of children with ADHD have a significant delay in one or more areas relative to IQ
Peer problems
Impaired peer relations
Association with deviant peers
Aggression/noncompliance
Up to 50% of children with ADHD have significant conduct problems
Embrace the diversity...still need to answer question... |
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Term
| *11 List three positive outcomes associated with youth participation in organized extracurricular activities. Discuss two potential negative outcomes of participation in extracurricular activities. Are adolescents overscheduled during their out-of-school time? Discuss two risks associated with youth who spend the majority of their out-of-school time in unstructured, unsupervised settings. List two potential benefits and two potential detriments of youth work in the service/retail sector. |
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Definition
Positive Outcomes:Academic Performance and Engagement
Reduced rates of school dropout
Self-concept
Civic engagement
Psychological health
Reduced Delinquency/criminality
Negative Outcomes: Bad influence of teams/coaches, less time for academics
Are adolescents over-scheduled?
their personal decisions so can't say they are...
2 risks of youth who spend time out of school unsupervised/structured:
The more time youth spent watching (non-educational) television, the lower their test scores and class grades
“Hanging out” with friends in unstructured, unsupervised contexts is related to engaging in problem behaviors, and having lower educational attainment and occupational aspirations
2 potential benefits of service: getting introduction to adult world, self-governance and managing skills
2 detriments in service/retail: less time to study, false sense that they can manage without academic achievement, too much time spent working |
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Term
| *19 Describe two potential developmental benefits and two potential developmental detriments associated with adolescents’ use of technology (e.g., social network sites, texting, etc) as proposed by recent research. |
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Definition
Benefits:Assuage loneliness or social anxiousness
Recover social rejection (cyberball experiment)
Answers to their health-related questions
Detriments: Increased opportunities for bullying
Offline issues are permeating the online world
Online Bullies are the same as offline bullies
Victims similar across online and offline lives as well
Online vs. Offline communication
Just having a social networking account doesn’t directly influence development except possibly promoting cognitive development. Certain populations (young females who practice certain online behaviors, who post pictures, flirt, and use the internet unsupervised) are more vulnerable to these risks.
Adolescents need to be more aware of how they are conducting themselves online. They need to understand that there are consequences for their actions although they might not be immediately seen and question whether they would practice these same behaviors offline. |
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Term
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Definition
| the degree to which a person or their personality is compatible with their environment. To some degree this occurs because a person adjusts to their surroundings, for example to their working condition, and/or they are successful in constructing an environment or adapting it to their needs, as for example with a family. |
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Term
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Definition
| traditional middle and high school environments are often not able to meet the developmental needs of adolescents, increasing the risk of negative outcomes, like drops in motivation and engagement. The theory also asserts that a better match in terms of adolescent needs and the educational environment should result in more positive outcomes |
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Term
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Definition
| simple, efficient rules, hard-coded by evolutionary processes or learned, which have been proposed to explain how people make decisions, come to judgments, and solve problems, typically when facing complex problems or incomplete information. These rules work well under most circumstances, but in certain cases lead to systematic errors or cognitive biases (common sense) |
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