F347 1st EditionFinal Exam Study GuideThe final is cumulative. Any information from previous exams could appear on the final exam.Exam 1SECTION 1 (Aug 27- Sept 1)Class Notes Summary- Developmental Domains: biological, cognitive, socio-emotional, social- Historyo Greeks reasoning emerges in adolescence assert self-determination interests should develop  acknowledge problematic behaviorso Storm and Stress Model- G. Stanley Hall Biological changes create turbulence (not their fault) Hall overstated the storm part of the theory, not the stress Prevailing understanding of adolescence: conflict, moodiness, risk-taking, difficult period of development- Adolescence as a social construct- Modern Interpretation:o Both biological and social developmento Changes can create storm and stress o Purpose of the period is socially determined- No definitive end for adolescence. Different for every individual.- Generalization Gap: Stereotypes based on limited information about a small group of youth; in this model, youth are rarely presented positively- Public Policy and Youtho Focus on negative and harmful behaviors o Need more positive youth development policies- Positive Youth Developmento Emphasizes strengths of youth and their well-being, rather than the absence of risko Creates contexts to help youth develop positive attributesSECTION 2 (Sept 3-8)Class Notes SummaryResearch Design- Research: Systematic investigation designed to contribute to develop or contribute to generalized knowledge.- Scientific Methodo Process of conducting empirical researcho Requires: (1) objectivity (expect to be wrong) (2) logic (3) communication among a community of researcherso Knowledge must be supported by observationso Model:- Cross-sectional: All data comes from one time point, can establish correlations or associations- Longitudinal: Data collected in multiple waves, can establish prospective associationsPuberty- Accomplishes sexual maturation; biologically capable of reproduction - Adolescence begins when puberty starts; puberty ends before adolescence does- Biological chain reactiono Hypothalamus releases GnRH (starts puberty)o Pituitary glands release gonadotropins o Gonads release sex hormoneso Secondary sex characteristics developo System maintains levels of estrogen and androgenTopic/ObservationDraw Conclusions Generate HypothesisAnalyze Data Conduct Study- Many factors that leads to the start of puberty (physical and environmental)- 2 Phases o Adrenarche o Gonadarche- Menarche for girls- Spermarche for boys- Early v. Late Maturing Girlso Early maturing girls at risk for more harmful activitieso Early maturing girls higher body satisfaction early on but reverses in late adolescence (late maturing girls have higher body satisfaction)- Early v. Late Maturing Boyso Not as clear as girlso Early maturing boys seem to fair better than late maturing - Precocious Puberty: special case of very early maturation- Secular trends: Dropping ages for the beginning of pubertySECTION 3 (Sept 8)Class Notes SummaryPsychosocial Development Outcomes• Developmental outcomes: markers of success or struggle in our developmental domains (biological, cognitive, socio-emotional, behaviors, family)• Psychosocial outcomes: Specifically focused on development in psych, emotions, social, and behavioral domains; commonly studied by researchers to investigate problem and health risk behaviors• Biopsychological Perspective: Moment-to-moment view of youth development as a result of biological, psychological, and social factors• Developmental Psych: identifying pathways to youth problem behaviors• Risk factors vs. Protective factors• Problem behaviors: behaviors that detract from normal adjustment, • Internalizing vs. Externalizing problemsSECTION 4 (Sept 10-15)Class Notes SummaryYouth depression• Mood state as a reaction to stressful life events• Females 2x as many cases• Depressive symptoms does not equal depression • Depression a U-shape over the course of adolescence: many cases starting in 7th grade, drops down in mid adolescence, rises again at the end of adolescenceYouth Anxiety• Fear/Apprehension that can be general or situational• Anxiety and depression highly correlatedYouth Suicide• Suicidal thoughts increase during adolescence: 3rd leading cause of death for 10-19 yearolds• More contemplate it than actually plan or attempt it• Females more likely to attempt during adolescence than males; during young adulthood,males more likely than femalesSubstance Abuse- Earlier and more frequent substance abuse predictive of other negative outcomes later on- Many begin during transition from middle to high school- Risks of alcohol consumption: impaired normal development and decision making, drinking and driving, etc.- Tobacco use on a decline- Marijuana more prevalent use currentlyDelinquency- Socially unacceptable behaviors; typically more engagement from males- Most tend to “age out” of problem behaviors- Problems that occur because of delinquency: labels and modelingSelf-esteem: Global evaluation of self; not a stable personality traitSelf-efficacy: Belief in one’s abilities to produce certain outcomesAchievement motivation: intrinsic vs. extrinsicMastery orientation: Focus on learning strategies; resilient when challenged or failsHelpless orientation: Attribute failure to a lack of ability; withdrawal and quit when challengedPerformance orientation: Unconcerned with process, only final productRisk-Taking Framework- Behavioral Decision Making o Youth perceive themselves as invulnerableo Assumes youth aren’t good decision makerso Increasing knowledge = reduced risko Adolescents accurately or overestimate negative outcomes- Expectancy – Valuation (E – V) = Risk Takingo Expectations: The expected effects of a behavior; Valuations: Importance placed on potential outcomes o This framework supported by researchSocial Norms- Perceptions of prevalence of risk-taking among peers: greater perceived as social norm, increase in engaging in that risk-taking behavior- Youth commonly overestimate peers’ risk-taking - Focus on changing norms: make them aware of the reality of the prevalence of risk-taking behaviorsNeuroscience- Cognitive control system v. Socio-emotional system- Socio-emotional develops about 5 years before cog. Control- Rely on emotions for decision makingExam 2Health and Youth Development (9.24)Class Notes Summary- Physical Youth and Nutrition o Poor health begins