Psych355 Final Exam Study GuideConcepts to understand:Emotional autonomy – (emotional maturity)- Healthy adolescents and parents do not detach from one anothero Peter Blos (agrees w/ Freudian psychoanalytic interpretations of adolescents) suggests that adolescents individuate themselves rather than detacho Refers to this as the “second individuation process”  Happens around the 2nd year of life This separation experience from parental dependencies and familial love is crucial to normal adolescent development Kids need parental support for any changes so that they feel comfortable becoming more individualo In order for 2nd individuation to occur, need de-idealization of parents Kids see parents as all-powerful, so they need to start viewing them more realistically (as people with flaws) in order for 2nd individuation to occur- It involves shredding of family dependencies and disengagement from parental control & a more realistic evaluation of parents- Blos Theory:1. Peer group in turn demands some conformity – but 2 problems occur:a. Peer group dependencies become permanent, arresting an individual’s development  you’re forced to conform, rather than explore your sense of self/identity b. Individual can be ostracized if he or she declines to meet the peer groups demand of uniformity  you don’t conform and you’re an outcast2. Relatively weak ego of adolescents results in a heightened vulnerability in personality organization, causing them to feel helpless, worthless, despairing, and rage & regression3. For personality reorganization to occur, adolescents need to undergo minor periods of turmoil, where they gradually develop as a mature self- Contempory theories in emotional autonomyo We don’t think kids detach from parents, we think getting emotional autonomy & individuating is a gradual process that occurs of entire courseof adolescence It discontinuous – take a couple steps forwards & then go back – it is not a sudden step – happens over period of 5-7 years Devaluation of parents is one of the 1st steps in gaining autonomy,- Similarly, they gradually rely on them for emotional validation Middle school kids believe parents are all-knowing  adolescents begin to question parents more, become more snarky/sarcastic towards their parents  Later adolescents, become more friends with your parents  development of an egalitarian relationship During times of stress, young kids almost always turn to their parents for comfort  as adolescents, they turn to their peers to talk about emotions, conflicts, etc. they rely LESS on parents for emotional support and MORE on peersBehavioral Autonomy or Self-determination:- Capacity of initiative without relying or depending on parents or family for guidanceo EX: when your parents are getting divorced, as a young child the courts will decide for you, but when you become 14/15 years old your opinion onthe matter is taken into consideration- The ability for competent judgment and self-determination increases considerablyduring adolescence, but depend on many factorso Adolescent attitude towards authority, perception of risk and benefit, temporal perspectives, capacities for responsible self-reliance, and ability to exercise temperanceo More developed frontal love = ability to think about actions and long-termconsequences – inferential thinkingo Adolescents that show opposition to authority are showing reactance decision/oppositional reaction  we know that they are not thinking long-term, thinking about consequences, they are acting impulsively oppositional  over time they start to see authority as consultantso Teenagers are much more inclined than adults for risk, but as they gain maturity they gain better understanding of these risks- Decision making competencies: distinction between hot & cold cognitiono Hot = actually in the decision-making context, in the action situationo Cold = in the lab, doing hypothetical drinking.. ex: asking kids if they would drink and drive?Decision making is highly contextual and situational dependent, and influenced by1. The social setting in which the decision is presented a. Example: if you’re a teen surrounded by all adults in a hospital or courtroom, they are more knowledgeable about the subject than you are, you are more likely to go along with their decision2. The type of decision sought or the nature of the issuea. Type of decision can influence if kids are compliant or not, some decisionsa teen will think “no way, this has to do with my body, you can’t make thisdecision for me” or other decisions they’ll think “well, I don’t know a lot about said subject so I will let them make the decision”3. The expression of authority exercised by other (e.g. healthcare providers)a. Asking for assent  healthcare providers are now being trained to be less bossy, less paternalistic with teens, and instead are trained to get permission from teens, while listening to their opinion4. The effects of family dynamics (e.g. parent-child relationships and processes)a. Some parents will go in and be like “this is what we want” whereas other parents will push the child to make the decisionb. Some parents are really supportive and involved, others are absent & forceteens to make the decisions on their own, without any guidance5. Family influence (especially parental influence) has the potential to profoundly affect adolescents perceptions of freedoma. Cold cognition situations, given scenario of child being really sick with cancer  the teen always asserts self-determinationb. In hot cognition, the child almost always allows the parents to be the decision-makers, they rarely assert self-determinationKohlberg’s stages of moral development • Reciprocity, trust, and loyalty in friendships • Rejected, neglected, and controversial peers • Isolates • Cliques • Crowd affiliation • Peer pressure • Gender differences in peer relationships • The elements of youth culture • Rejection sensitivity • Emotional and cognitive synchrony • Stages of romantic relationships • Adolescent sexual behavior • Extrinsic and intrinsic motivation • Helplessness, performance, and mastery orientation • Goal setting • Expectancy by value theory • Teacher efficacy • Teacher expectancies • School climate • Effects of work on school achievement • Internalizing and externalizing disorders • Positive Youth