PSY 303 Week 1 Notes
PSY 303 Week 1 Notes PSY 303
Popular in Adolescent Psychology
Popular in Psychlogy
This 2 page Class Notes was uploaded by Razan Alkhazaleh on Sunday January 31, 2016. The Class Notes belongs to PSY 303 at Pace University taught by Robert Rahni in Winter 2016. Since its upload, it has received 82 views. For similar materials see Adolescent Psychology in Psychlogy at Pace University.
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Date Created: 01/31/16
01/27/2016 PSY 303— Adolescent Psychology Prof. Robert Rahni INTRODUCTION • Early History: Plato and Aristotle commented about the nature of youth (Greece, 4th Century BCE) • Two qualities that differ children from adolescents— ability to reason, and self-determination • Middle ages, children and adolescents were viewed as miniature adults and were subject to harsh discipline • Jean Jacques Rousseau restored the belief that being a child or an adolescent is not the same as being an adult • STANLEY HALL— (based of darwinian thought) scientiﬁcally studied adolescence in the 1800’s with nature vs. nurture and found that genetics played a dominant force • Scientiﬁc exploration of adolescence truly began in the beginning of the 20th century • The inventionist view: “adolescence” is a byproduct of education— ‘created concept’ • declining work theory, and increase in educational requirements contributed to it becoming a developmental phase • Millennials: generation born after 1980 • more tolerant, and open minded than previous generations • dramatic increase in use of media/technology • BOTH— positive and negative aspects to how the technology revolution impacting the youth • Damon argues that many American adults have become effective at ﬁnding short term solutions to various tasks and problems to get through their lives, and they are still instilling the same desire for immediate gratiﬁcation and shortsighted thinking in their children and adolescents. • Stereotypes on adolescents are plentiful— ex. stubborn, irrational, lazy, self-centered, entitled, impulsive, all they think about is sex • Matters of taste and manners: youth of every generation have seemed radical, unnerving, and different from adults • Positive Youth Development (PYD): in adolescents reﬂects the positive psychology approach — building upon their strengths. • Children and adolescents who grow up in poverty represent a special concern • Some experts argue that adolescence is typically thought of in a “Eurocentric” way • Depending on the culture being observed, adolescence may involve many different experiences • Around the world, adolescents’ experiences may differ based on gender, age, religion, etc. • Biological, cognitive, socioemotional processes are intricately interwoven • ADOLESCENCE: the period of transition between childhood and adulthood that involves biological, cognitive, socioemotional changes • Key task— preparation for adulthood. Begins 10 to 13 and ends in the late teens • Erikson’s Psychosocial Theory— recognized Freud’s contributions but argued tat freud misjudged some important dimensions of human development • Psychosocial stages, rather than Freud’s psychosexual stages • No single theory/therapeutic approach can entirely explain the rich complexity of adolescent development • Theories are helpful, but you can’t rely on a single theory to explain adolescent development • Eclectic theoretical orientation: does not follow any one theoretical approach but rather selects from each theory— whatever is considered its best features 01/27/2016 • Longitudinal research: involves studying the same individuals over period of time • advantages: helpful in determining patterns, more data over long periods of time allows for more concise results (high in validity) • disadvantages: expensive, and time consuming. population decrease— introduces bias effect • 5 characteristics of emerging adulthood (18-25): • identity exploration • age of instability • age of self-focus • age of feeling in-between • age of possibilities