New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

exam 2 study guide

by: kaswimmer

exam 2 study guide psych 267

Marketplace > Psychlogy > psych 267 > exam 2 study guide
GPA 3.3

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

exam 2 study guide for essay questions
Adolescent Psychology
Jamie Abaied
Study Guide
50 ?




Popular in Adolescent Psychology

Popular in Psychlogy

This 4 page Study Guide was uploaded by kaswimmer on Sunday March 20, 2016. The Study Guide belongs to psych 267 at a university taught by Jamie Abaied in Fall 2015. Since its upload, it has received 35 views.


Reviews for exam 2 study guide


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 03/20/16
Study Guide 1. How does parent-adolescent conflict change over time (i.e., as adolescents get older)? What reasons underlie these developmental changes? Under what conditions is parent adolescent conflict most common? Early adolescents: high conflict btw mothers and daughters, high if martial relationship is distressed and is MORE “intense” during mid adolescence It then diminished in late adolescents and emerging adulthood. The reasons they conflicts occur are the biological changes (puberty, height, sex), cognitive changes (perspective taking), and the adolescents desire to autonomy. Individualistic cultures show more parental conflict 2. Discuss three reasons why families experience disequilibrium when a child in the home is transitioning to adolescence. During adolescence, sometimes a family may feel a sense of disequilibrium that they will have to adjust to. Some of these reasons may include mood changes in the adolescent, the dating and sex they may be engaging in, and puberty. 3. Describe the three primary changes in peer relationships that occur during adolescence; be sure to describe research findings that support each one. From childhood to adolescences, there are a few different things that change in what is sought after in a friendship. During adolescences, one finds the addition of intimacy, trust, and loyalty to be a must. 4. Describe how friendships (NOT broad peer relationships) change in adolescence and WHY these changes occur. 5. Define and contrast cliques versus crowds. How are they defined, and what is their purpose (i.e., what do they provide to adolescents)? A clique is a small group of friends who know each other well, spend time together, you care for them, and you are all friends with each other. They can be exclusive, but often are not. This is separate from the stereotypical or causal use of the word clique that may make someone thing of a certain group of people like “jock” or “popular”. What those indivisuals really are referring to is a crowd. A crowd is a loosely defined group and don’t all have to know each other. These relationships are NOT friendship based. There are 5 key groups of crowds: The elites (popular), athletics (jock), academics (nerd), deviants (trouble kid/bad boy), and other (average/ don’t identify with the ones above). A clique provides close friendships and therefor support as well as companionship. A crowd provides identity and where your place is, helps you understand how others see you, and helps identify other students you don’t know so well. 6. Describe developmental trends in AVERAGE self-esteem in the U.S. across adolescence and emerging adulthood, and discuss WHY these trends occur th th From 6 grade to 10 grade, on average self-esteem slowly declines. By emerging adulthood, thankfully, it does being to rise again. In adolescences, its easy to imagine why self-esteem drops off (especially in girls). Things such as school success, pubertal development, and approval from parents and peers all play a major role. Especially in middle and high school, status and crowd identification can be critical to an adolescent’s self-esteem. By emerging adulthood, self-esteem increases due to maturity and learning, reelections and learning from mistakes, increase in autonomy, and puberty is over. 7. (a) What domains of self-esteem are most important to adolescents? (b) How does culture influence self-esteem in adolescence? Of the 8 domains of self-esteem, physical appearance and social acceptance are the two most important. Only 10% of white girls are satisfied with their bodies and 70% of African American girls with theirs. In a study where researchers told parents that a test would determine their future, Chinese parents downplayed success and emphasized academic failure whereas white US parents emphasized academic success and downplayed their failures. Cultures that are more individualistic are going to may more attention to self-esteem as they are the ones that emphasize the self and individuality. 8. Discuss identity development according to Marcia’s theory. How common are each of the four identity statuses across adolescence and emerging adulthood, and how are they related to wellbeing? Why might these patterns be particularly likely to appear in Western cultures? According to Marcia’s theory, there are 4 identity statuses across adolescence and emerging adulthood. These are achievement, moratorium, foreclosure, and diffusion. As children get older, they grow out of the diffusion phase, into the foreclosure phase, then moratorium and achievement. In achievement, there is a spike of late college kids at 40%. Moratorium is mostly early college at about 30%. Foreclosure is pretty even about JH, and early HS, and late HS at 35%. Diffusion is strongest among the JH at 45%. Being in achievement or moratorium relates to high self-esteem, critical thinkers, good at problem-solving (many people cycle through these two). Being in foreclosure relates to becoming a conformists, obedience, and defensiveness. It would also relate to having had warm but too little separation from ones parents. This status also correlates to an increased risk for later “crisis”. The diffusion status is the most unhealthy and relates to feelings of hopelessness, low self-control, and low self-esteem. These patterns might be seen in western cultures because we sympathsize with the idea of independence and exploratation to be a good thing where as collectivistic cultures where attribute being close to ones family and interdependence a more self-esteem enhancer. 9. In what ways do friends and romantic partners tend to be similar to each other, and WHY? Be sure to discuss how the processes might differ for friends and romantic partners. Friends tend to be similar to each other in that 10. Using Sternberg’s theory of love and Brown’s theory, describe the typical characteristics of adolescent romantic relationships. Sternbergs theory of love says that says that relationships are made up of three aspects and with difference pieces of each you would have a different form of love. The best kind of love is the consumate love composed of passion, commitment, intimacy. Most adolescent relationships are in what is considered infatuation (passion alone) and romantic love (passion and intimacy). Passion being your physical attraction, intimacy being close and a source of emotional support, Intimacy is a sense of closeness and emotional support and commitment is a sense of both being dedicated to making the relationship long term. 11. When adolescents in the U.S. have sex, how often is it under safe conditions? Discuss three potential predictors of adolescents’ safe (or unsafe) sexual behavior. (You may also discuss research related to outcomes of unsafe sex, such as abortion, STDs, and teen pregnancy). 60% of the time teens have sex it’s under safe conditions. Why is it so low? Adolescents often subscribe to a personal fable, or idea that pregnancy or and STD won’t happen to them. They also aren’t completely cognitively developed. Sex for them is often unplanned or infrequent and they are embarrassed about buying them .They have a lacking sex ed or semi restrictive culture. A semi restrictive culture, like ours, doesn’t want sex to happen but doesn’t do a whole lot to prohibit it, complex emotions, and disagreement about sex ed. This kind of culture about sex is the most likely to end with teen pregnancy For females who get pregnant they are twice as likely to drop out of school, less likely to go to college or get and stayed married. Long term 25% of them are on welfare, 25% managed to progress to middle class, and 50% of them are living paycheck to paycheck. 12. Describe sex scripts for male versus female adolescents. How do these scripts help to explain gender differences in sexual behaviors (such as age of onset and sexting) and the outcomes of romantic involvement and sex? Males: initiate the date, decision making, controlling (dinner, buy the meal), initiating sexual contact. Respond positively about the first time they have sex. Females: grooming and dress, responding to the males gestures, responding to the males sexual advances, limit setters. Emotional intimacy, romance, friendship, ambivalent about first intercourse Positive outcomes include popularity and social acceptance, increase self-esteem, friendship competence (better at being a friend). Negative outcomes include in early adolescent girls in a serious relationship its linked to depression and usually involves the pressure to have sex or drink. Outcomes also include substance abuse and delinquent behavior. 13. Compare the characteristics and outcomes of romantic relationships in heterosexual versus LGBTQ youth. In Heterosexual relationships outcomes include positive ones such as popularity and status, self-esteem, and friendship competence. Negative outcomes include, for females in long term relationships depression, but also delinquent behavior and substance abuse. In LGBTQ youth they must first go thru a much harder identity exploration and identification phase, but then show the exact same dating script as heterosexual couples with the exception that in heterosexual place more of an importance in holding hands then on going out alone. In same sex relationships we see less levels of partner violence, similar levels of romantic involvement, and similar levels of anxiety and depression.


Buy Material

Are you sure you want to buy this material for

50 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Jennifer McGill UCSF Med School

"Selling my MCAT study guides and notes has been a great source of side revenue while I'm in school. Some months I'm making over $500! Plus, it makes me happy knowing that I'm helping future med students with their MCAT."

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.