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IUB SPH-F 347 - Exam 1 Study Guide

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F347 1nd EditionExam # 1 Study GuideSECTION 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 attributesPractice Questions- In what developmental domains does adolescence affect individuals?- What did Ancient Greeks believe about adolescence? Is this the way we view youth today? How does this model affect adolescents?- What is the Stress and Storm model? Is this the way we view youth today? How does this model affect adolescents?- How does the social construction of the adolescence affect youth?- In what ways is society programmed to think about adolescence? (Think Generational Gap.)- When does adolescence end?- What is the period of adolescence supposed to accomplish socially?- How does society treat positive presentations of youth?- What are some policies/groups that focus on enhancing positive youth development?SECTION 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 associationsTopic/ObservationDraw Conclusions Generate HypothesisAnalyze Data Conduct StudyPuberty- 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 androgen- 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 pubertyPractice Questions- In what cases would it be more appropriate to use a longitudinal study than a cross-sectional?- What does research require?- Draw the Scientific Method Model.- What is the biological purpose of adolescence?- What is the biological process that youth undergo in puberty?- What sign(s) indicates that puberty is ending?- What functions do the hypothalamus, pituitary glands, and gonads serve?- What secondary sex characteristics do boys and girls develop?- What biological and environmental factors lead to the start of puberty?- What are adrenarche, gonadarche, menarche, and spermarche?- What are the advantages/disadvantages of developing early/late for girls/boys?- What is precocious puberty? What population experiences this?- What secular changes have occurred in reference to puberty?SECTION 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 problemsPractice Questions• What perspectives do researchers use to investigate youth problem behaviors? What arethe differences in the perspectives? Why do researchers need to evaluate problem behaviors from so many perspectives?• What are the differences between risk factors and protective factors? What are the consequences of risk and protective factors?• What are some examples of problem behaviors that youth engage in? How do these problems manifest themselves? (Think personally and publicly.)SECTION 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


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