SPH-F 347 1nd EditionExam # 2 Study GuideHealth and Youth Development (9.24)Class Notes Summary- Physical Youth and Nutrition o Poor health begins in youth and sets our trajectories for adult health- Growth Spurto Rapid growth spurt in late childhood/early adolescentso Girls start at about 9 years old and peak around 11.5o Boys start at about 11 years old and peak around 13.5o Gain about 50% of adult weight during adolescenceo Goes against social ideals for femaleswhere body dissatisfaction startso Fits social ideals for boys however, body dissatisfaction in early years because they are afraid about when and if they will grow- Health Nutritiono Increase in calorie intakeo Eating habits undermine adolescent health unhealthy snackingo Environment sometimes leads to unhealthy choices- Ecological-Systems Model--------Health-Obesityo Rate of obesity has increased(11%-17%)Microsystem: things/people the individual directly interacts with or participates in Exosystem: Things/people that the individual does not directly interact with, but can still be affected byMacrosystem: Attitudes and ideologies of the culture the individual lives in Chronosystem: Environmental events over the lifespanMesosystem: How the individual is affected by the interactions of the above conceptso African American girls and Latino boys most likely to be overweighto Many risk factors (think about the ecological-systems model to define things that would create risk factors)o Negative physical health outcomeo Negative socioemotional outcomes-Health-Exerciseo Youth typically do not exercise enougho Boys more likely to exercise than girlso Exercise has physical, social, emotional, and academic benefits-Schools and Exerciseo Can have positive effects but is not mandated in all schools-Media and exercise inhibiting exercise-Families- active families have active kids-Health-Sleepo Changes in sleep patterns are normal during adolescenceo Most do not get enough sleepo Sleep patterns impacted by: hormone changes, melatonin-Changes in social liveso Spend more time with peers, part-time work, homework, early school start timesPractice QuestionsWhat are some of the implications of a growth spurt for both boys and girls?What normal adolescent behaviors lead to unhealthy eating?What are some of examples of environments that lead to unhealthy choices? What is an environment that we specifically viewed in a clip during class?How does the ecological-system model interact with nutrition? Define this at each of the levels represented in the model.What are some risk factors for obesity?What are some ways we can start to reduce the rate of obesity in America? Think about some ofthe other topics covered in this section.Race, Ethnicity, SES, Development (9.29)Class Summary- Race: Assumption that individual can be grouped based on phenotype or genotype and have meaningful group differences- Ethnicity: Common national, ancestral, cultural, immigration, or religious characteristics that distinguish groups of individuals- Colorism: Allocating privilege or disadvantage according to the lightness or darkness of skin color- SES: grouping of people with similar occupational, educational, and economic characteristics, not just income; related to ACCESS and POWER/INFLUENCE- Culturalo Behavior, patterns, beliefs, and patterns of a group of people passed down acrossgenerationso Cross-cultural studies: examining two or more cultures o Multiple cultures within a single country- SES & Developmento SES as environmental context for development shapes our youth experience o Comparisons generally favor mid-upper SES familieso Low SES at greater risk for low educational attainment, psychological distress, less stable employment, more problems with peers, and juvenile delinquency- Family in Povertyo Poverty concentrated among certain groups: 36.5% single moms, 35% African American families, 31% Latino familieso Experience poor psychological functioning and physical health- Policies for Family in Povertyo Some policies, but they are fragmented. Not addressing all members of families- Family Process Modelo If you can alleviate the strain of economic pressure, there will be downstream benefits.- Confluence of Race, Ethnicity, and SESo Conflated: have started to see them all as the same thingo Racial and ethnic minorities viewed as being in poverty when most are noto Low SES + racial minority particularly harmful; experience economic hardship anddiscriminationFather’s depressed moodMarital conflictMother’s depressed moodIncomeUnstable workDebts to AssetsIncome LossAdolescent adjustmentInvolved parentsFamily economic pressurePractice QuestionsDescribe some of the consequences that an adolescent might experience by being in poverty. Use the family process model to describe how we can improve adolescent development. What is a misconception about culture? What adolescent population is most at risk for negative effects?Cognitive and Brain Changes (10.1)Class Summary- Egocentrismo Heightened self-consciousness, perceived high self-importance, personal uniqueness, invulnerability- Imaginary audience: idea that everyone is always paying attention to you- Personal fable: o Sense of personal uniquenesso No one could possibly understand what you are experiencingo Belief of invulnerability Leads to risk-taking- Executive Functioningo Decision making, critical thinking, creative thinking, metacognitiono Not fully developed until late adolescence or young adulthood- Decision Makingo Context influences decision making; more emotional decision makerso Making decisions in the context of peers changes outcomesneed practice making good decisions- Schema: mental organization/representation of similar experiences; used as a heuristic to make decisions- Assimilation: incorporate new information into existing schema; existing schema does not change- Accommodation: Changing of a schema based on new experiences; schema fundamentally altered- Concrete Operational Thoughto Middle and late childhoodo Logical reasoningo Mentally able to perform operations- Formal Operational Thoughto Adolescence throughout adulthoodo Abstract thought (hypothetical situations)o Metacognitiono Idealistic and wishful thoughto Not demonstrated by all adolescents or adults- Postformal Thoughto Reflective, realistic, and contextualo Provisional- knowledge is never-endingo Influenced by emotions- Brain