HDFS 239 Exam 4 2023 with verified questions and answers

Problem behavior behaviors of delinquency, substance use, risky/early sexual behaviors, academic failure Delinquency acts involving destruction, stealing of property, violence, possession or sale of alcohol or drugs and illegal possession of weapons Antisocial behavior behavior that violates social expectations for a given environment; is disruptive, and or causes concern, harm, or harassment to others Underlying traits model Traits that drives delinquency; aggression, unconventional or antisocial beliefs, low self-esteem, risk taking, hyperactivity, attention deficit Developmental pathways Chain of events that occur in temporal order (early, middle, late childhood/adolescents) prior events increase likelihood of future events Typologies model Types of groups or subgroups of people who behave in similar way or have the same characteristics Adolescent Limited engages in antisocial behavior ONLY during adolescence Life-course persistent antisocial behavior before adolescence, is involved in delinquency during adolescence, and is at great risk for continuing criminal activity in adulthood Covariation of externalizing behaviors The variation among various types of externalizing disorders believed to result from an underlying trait Problem behavior syndrome a) Many adolescents with psychosocial problems have more than 1 type of problem at once. The comorbidity of externalizing and substance abuse problems has led researchers to propose theoretical explanations for this phenomenon, sometimes called problem behavior syndrome. -The co-variation among various types of externalizing disorders believed to result from an underlying trait of unconventionality b) Theoretical explanations: Unconventionality in adolescent's personality and social environment leads to risk-taking behaviors (Jessor). -Tolerance of deviance -Not connected to school/religious institutions -Highly liberal views Involvement in one problem behavior may lead to involvement in a second one (Kandel) -Cascading effects Social Control Theory -Individuals who do not have strong bonds to society's institutions (family, work, school) will be likely to deviate and behave unconventionally Licit substances alcohol, beer, wine, cigarettes, tobacco, prescription drugs Illicit marijuana, crack, heroin, inhalants, methamphetamines, hallucinogens Substance use experimentation, occasional use, usually in social or peer settings Substance abuse destructive use of substances, daily use, self-medication used to cope with Describe the Age-crime curve and how it explains prevalence of problems behaviors in adolescence Crime increases in adolescents and decreases in adulthood Sensitive periods developmental periods and experiences that have been shown to be very important Altering developmental trajectory impact of early choices/or experiences on later developmental Use vs. abuse factors related to use are different than abuse Know the developmental psychopathology framework Utilizes a life-course perspective to examine the development of psychological disorders. doesn't just focus on what's currently going on but what happened earlier in life. normative and problematic development should be studied together. positive and negative outcomes arise from the same processes Internalizing behaviors disturbances in emotion or mood (depression, anxiety, risk of developing other psych. disorders) Externalizing behaviors problematic behavior (substance abuse/use, delinquency) Depression in adolescents psychological disturbance characterized by depressive mood, syndrome, and symptoms or being diagnosed with the illness of depression (depressive disorder) Depressive mood feeling sad Depressive syndrome having multiple symptoms of depression Depressive disorder having enough symptoms to be diagnosed with the illness Comorbidity simultaneous (co-occurring) presence of two behaviors/symptoms (having one increases the likelihood of having another)-one who has depression is likely to also have anxiety Covariation the variation among various types of externalizing disorders believed to result from an underlying trait Gender differences in depression and depressive symptoms Females have more depressive symptoms compared to males (in adolescence not before) Stressful life events theory Depression results from a pileup of stressful events in life (biological changes, new school, break up, peer aggression etc.) Diathesis Stress model genetic predisposition to be depressed or not, traumas or stressors that activate diathesis Cognitive theory depression is caused by faulty cognitions (negative attributions, rumination, dysfunctional attitude, self-criticism) Know the importance of stress and coping in adolescence High stress in adolescents (changing schools, parental divorce) this leads to internalized or externalized behaviors, but some adolescents are resilient or use coping strategies Resilience the ability of an individual to continue to function competently in the face of adversity or stress Primary control strategies coping strategies in which an individual attempt to change the stressor Secondary control strategies coping strategies that involve attempts by the individual to adapts to the stressor Stress vulnerability hypothesis the high stressors that occur during adolescents (school, work, social) can lead to vulnerable and stressed youth Prevalence rates for Anxiety 30% of girls and 20% of boys diagnosed. 13% of children and adolescents ages 9-17 affected by anxiety disorders each year. 50% comorbid with some other disorder. girls are more affected than boys Prevalence rates for Depression about 25-33% report feeling depressed, about 8% meet criteria for diagnosis, about 15% will have a bout of depression. Common causes of anxiety Cause by both biological and psychological factors: stress, family heritability Achievement the development of motives, capabilities, interests, and behaviors that have to do with performance in evaluative situations achievement includes: education, future plans, scholastic, occupational careers Intrinsic motivation (mastery) striving to achieve because of internal pleasure one gets out of learning and mastering material Extrinsic motivation (performance) striving to achieve because of external rewards or punishment for bad performance "Fear of Failure" i) Often manifested by feelings of anxiety, interferes with successful performance, interacts with adolescents need for achievement ii) Underachievers have a weak need for achievement and high fear of failure, tend to avoid and dread challenging situations, grades are lower than expected based on ability self-handicapping strategies Identify how motives and attitudes are related to achievement Need for achievement i) Extent to which an individual strives for success and is intrinsically motivated to perform well ii) Achievement is a lifelong concern, but adolescence merits special attention because: -It is a time of preparation for adult work roles -Teens evaluate differences in school performance in regard to future success -Educational decisions are numerous and consequences of decisions are serious Identify the parenting style associated with better achievement Teens with high need to achieve have authoritative parents who have encouraged success and: set high performance standards, rewarded achievement success during childhood, encourage autonomy and independence Risk factors characteristics of individuals or contexts that increase the probability of negative outcomes when faced with adversity, empirically related, exist within the individual or the context, often occur simultaneously, effective is cumulative Protective factors characteristics of individual or contact that increases chance of positive outcomes in the face of stress or hardship. Counteract, delay, suppress, or neutralize (probability or outcome). The effect is also cumulative Resilience the ability of an individual to continue to function competently in the face of adversity or stress Describe resilience in terms of competence level and risk level Competence level: doing well/ok. Meeting salient developmental tasks based on cultural age expectations Risk level: significant risk, adversity, threat Resilience in terms of competence and risk: high level of risk and high level of competence shows resilience Low competence/Low risk- maladaptive Low competence/High risk- highly vulnerable High competence/Low risk- competent High competence/High risk- RESILIENT Cumulative risk model Probability of bad outcome vs number of risks -The more number of risks, the higher probability of a bad outcome -Risk is not additive, it's cumulative (there is a threshold) -positive correlation, levels off at 6 Describe how the study of resilience contributes to knowledge on human development Reframing the negative assumption and the deficits model focus on development. Ordinariness of a "magical" phenomena. -Resilience is common -Everyone can achieve Normative functions of human adaptive systems. Adverse threats that compromise protective systems. Ordinary process of resilience. Carolina Abecedarian project Design and sample: -longitudinal prospective study (follows into adulthood) -Enrolled at birth () -Identifies as "At-risk" -Randomly assigned- treatment or control Intervention: -Education for parents on parenting and child regulation -Nutrition training -Family support Goals: -low risk of cognitive and developmental risk -Minimize effects of risk -Enhance school readiness-establish early school success-break cycle of risk/poverty What do these children look like later? 15 years -better in treatment group: -better in Reading and math -less likely to be in Special education -greater grade retention -greater IQ on intelligence test 21 years -IQ higher -better education outcomes -better employment outcomes parenthood -better child management practices -intervention had less kids, -less likely to use marijuana or smoke regularly Children of Kauai study Study design: -natural field experiment -no intervention longitudinal prospective study unique -isolated island (easy to track, little movement off island) -Recruited all 698 babies born in 1955 -From birth to adulthood -Ages- 1, 2, 10, 18, 31/31 Sample: -201 high risk or vulnerable -Perinatal stress, poverty, psychopathology, alcoholism, family disruption -Kids were vulnerable if they had experienced 4 or more of these conditions by age 2- right at that magic number suggested by the cumulative risk model -For the highest risk children (vulnerable): 2/3 developed serious problems; 1/3 were resilient (Ex. successful career) -Why were 1/3 of the vulnerable kids resilient?- protective processes (social support- parents/community; positive adult role models- ex. teacher; easy temperament- likable) "Ordinary magic" Modern resilience: risk and protective factors that influence resilient outcomes Traditional resilience deficit perspective, rare, invulnerable, invincible (like superheroes) Modern resilience "ordinary magic", it is more common for adolescents to possess factors that allow them to be resilient it isn't rare or uncommon Positive Youth Development mantra "problem-free is not fully prepared and fully prepared is not fully engaged" make sure they have skills. Are they contributors to society? How do we reduce problems? Problem-focus from a PYD perspective Focuses on problems, drugs, aggression, target youth, use youth as recipients and use professionals to solve issues Majority of public health resources. Problems are more costly to society. "Old" mental health and criminal justice models. -Punishment and prevention Terms: -Juvenile delinquency -Disabilities -Deficits' -Trauma -At-risk How PYD is related to prevention (see notes) Traditional youth services: -Focus on problems -Reactive -Targeted youth -Youth as recipients -Professional providers Positive Youth Development: -Focus on positive outcomes -Proactive -All youth -Youth as active participants -Community members 6 C's of PYD -Competence: having positive view of ones behaviors and actions across various domains -Confidence: internal sense of overall positive self worth -Character: respect for social and cultural values and rules ("sense of what is right and wrong") -Connection: having positive bonds and exchanges with people and social institutions (high school connectedness) -Caring/compassion: sympathy and empathy for others -Contribution: actively engaged in community, social institutions and services External Assets Support, Empowerment (autonomy), Boundaries/expectations, Constructive use of time Internal Assets Commitment to learning, Positive values, Social competencies, Positive Identity Community-youth model Community members promoting youth, getting them involved, upholding youth roles and opportunities (youth being active participants in their development) Boredom -emotional or psychological state characterizing being left without anything to do in adolescence boredom increases and general level of interest decreases Why boredom is important to study in adolescence Boredom is linked to other psychological behavioral outcomes: depression and anxiety, self-esteem, attention focus and impulse, romantic relationships, substances use, environment Initiative the ability to motivate oneself to strive toward a challenging goal Purpose stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self Characterized by: stable, far-reaching goal, personal search for meaning and contribution, directed at accomplishment and progress Intrinsic when motivation comes from inside the individual rather than external factors: pleasure from the task itself Directed attention and effort: managing and focusing direction of thoughts, self-regulating, challenging goal Interest internal quality that focuses attention on certain activities and motivates the person to engage in them (engaged, internal locus of control) Happiness ... Why are schools and leisure activities important for adolescence ... What aspects of initiative do they promote and do not promote ... Describe overall happiness and why it is important in development ... Hedonic happiness increased pleasure and decreased pain leads to happiness Eudemonic focuses on meaning and self-realization and defines well-being in terms of the degree to which a person is fully functioning Individual and activity characteristics that promote initiative and happiness 3 parts: -Intrinsic motivation: when motivation comes from inside the individual rather than external factors; pleasure from the task itself -Directed attention and effort: managing and focusing direction of thoughts; self-regulating -Challenging goal Interest: -Internal quality that focuses attention on certain activities and motivates the person to engage in them -Engaged -Internal locus of control Sense of purpose: -Finding meaning in life -Having a set of principles to live by -Having a plan -Direction Lack of contexts that promote initiative Schools, Leisure activities: Organized, voluntary activities