HDFS 311 Week 5 Notes
HDFS 311 Week 5 Notes HDFS 311
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This 5 page Class Notes was uploaded by AlliSlaten on Sunday October 2, 2016. The Class Notes belongs to HDFS 311 at Colorado State University taught by Jaime Marie Rotner in Fall 2016. Since its upload, it has received 7 views.
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Date Created: 10/02/16
- Latino Women - Gender roles have been highly traditional until recently - The role of women was concentrated on caring for children, taking care of the home, and providing emotional support for the husband - Women have been taught to emulate the Virgin Mary by being submissive and self- denying - Latino Men - The role of men has been guided by the ideology of machismo - Men are expected to be the undisputed head of the household and to demand respect and obedience from their wives and children how th - The traditional aspects of manhood are strong; provide, protect, and procreate - Still Gender Differenced Today?? - More males participate in child care and domestic work - The proportion of females in ﬁelds such as medicine, business, and law are considerably higher than 20 years ago • However, still less secondary education and participation in science and math • Women progress through academic and professional ranks slower than men • Women tend to earn less money than men even when they are doing similar work - Persistence of Beliefs About Gender Differences - For most characteristics there is nevertheless more similarity than difference between genders - Why do differences still exist however? • Gender Schema Theory- we create categories that create ideas of what it is like to be male or female • Differential Gender Socialization- • Biological difference- some biological differences between men and women explain the differences that we tend to categorize as masculine and feminine, like aggression levels - Hormones, social regions, more cortex available for females, empathy (language skills) Chapter 6- The Self - Self Reﬂection in Adolescence - Self Conceptions- Thing about and evaluate one’s self - Self Esteem- Feelings about one’s self worth - Identity- Who am I? - Self Conceptions - Childhood • Concrete terms related to traits • ex. “I have a dog names Jake and brother named Fred. I am good at sports, but not so good at school” • heavily rely on adult inﬂuences to determine who they are, positive feedback or negative feedback - Adolescence • Trait focused, traits more abstract, personality characteristic Ex. “I’m complicated. I’m Sensitive. “I have a positive view of human kind” • - The self in Adolescence - The capacity for abstract thought means an adolescent can distinguish between - Actual self- “Who am I” - Possible selves- “Who I might become” • Ideal self- “Who I would like to be come” • Feared self- “Who I dread becoming” - More Complex - The formal operational ability to perceive multiple aspects of a situation or idea mean that self undemanding becomes more complex in adolescence - The recognize that they may act and feel differently around different people or in different situations - Ex “I’m aware that I sometimes show a FALSE self to others that isn’t really the me or the way I think and feel” - Clarifying the difference - Self Esteem- Refers to a person’s overall sense of worth and well being • Declines in early adolescence - Self Concept- Refers to the way a person views and evaluates herself or himself • Also self image or self perceptions - Self Esteem - Baseline self esteem- stable, enduring sense of worth and well being (when we are older) - Barometric self esteem- ﬂuctuating sense of worth and well being as one responds to different thoughts, experiences, etc., daily occurrences change this (adolescence) • Experience sampling method- check in every day or write in a journal that shows the ﬂuctuation throughout the day - Adolescent Self Image: 8 Domains—Susan Harter (1989-2006) - 1.Scholastic Competence - 2.Social Acceptance • Do people like me and am I accepted, rejected or the target of bullying, or neglected as in not really acknowledged - 3.Athletic Competence - 4.Physical Appearance - 5.Job Competence - 6.Romantic Appeal - 7.Behavioral Conduct • can I control and manage my impulses and overall behavior - 8.Close Friendships - Not are all equal to individuals because everyone values things differently - Each domain of self image inﬂuences global self esteem (overall self esteem) • Only to the extent that the adolescent deems it important - Inﬂuences on Self esteem - Feeling accepted by peers - Warm and loving relationships with parents - School success - Self Esteem in Emerging Adulthood - Consistent increase over time - Males are consistently higher than women when it comes to self esteem - Why does it tend to improve? • Comfort with appearance • Relationships with parents generally improve • Less peers More control over social contexts • - Decline in Average Emotional States - Average emotional states decline from grade 5 through 11 and then appear to level off at grade 12 - General feelings throughout the day- • Lonely • Self conscious • Embarrassed • ignored • awkward nervous • - Identity, Erikson, and Crisis - Each life period is characterized by a particular development issue or “crisis” - For each issue or crisis, there is a developmentally healthy path and an unhealthy path - Crisis had been equated with “exploration” - Identity Achievement- if you went on the healthy, positive path you will be establishing a clear and deﬁnite sense of who you are and how you ﬁt into the world around you - Identity Confusion- if you went on the unhealthy path there will be failure to form a stable and secure identity - Achieving identity involves exploration— sifting through life choices, trying out possibilities, and ultimately making commitments - Domains that create an identity • Gender • Sexuality • Culture • Religion • Ethnic • Occupational • Political - Identity Exploration - Identity formation is founded partly on identiﬁcations made in childhood from parents or who we are around and inﬂuenced by during childhood • • as we grow older, we choose what we embrace from our care givers and what we create as our own - Key process that contributes to identity formation - Psychosocial Moratorium- a period when adult responsibilities are postponed as young people try on various possible selves - Marcia’s 4 Identity Statuses - Diffusion • Identity issues are not yet important • Choices are brief Not trying to deﬁne self • - Moratorium • Actively searching, sometimes struggling • Experimenting with roles- major changes, many relationships, different jobs • Lack of stability • Temporary commitments - Foreclosure • Identify with parents, socialization pressure • Simply accept- no searching • Don’t question or explore just accept it as it is - Identity achievement • Completed exploration • Made commitments Chapter 7- Family Relationships - Family System Approach - To understand family functioning one must understand how each relationship within the family inﬂuences the family as a whole - The family system is composed of a variety of subsystems • Equilibrium- family is in a neutral area, functions properly and there is no chaos Disequilibrium- source of conﬂict or disconnect which creates a ripple effect that effects the • whole family - Sibling Relationships - 5 Common patterns in adolescents’ relationships with siblings • Caregiver relationship- one sibling is in a caregiver role to other siblings • Buddy relationship- friends and like to hangout • Critical relationship- ﬁghting and constant conﬂict • Rival relationship- inﬂuenced by competition between each other,comparing against each other • Causal relationship- care for and like each other but not a close relationship - Parenting Styles - Parenting has been described in terms of two dimensions - 1. Demandingness (control) • the degree of rules and expectations for behavior as well as compliance - 2. Responsiveness (warmth) • the degree of sensitivity, expression of love, warmth, and concern for their children - Baumrid’s Parenting Styles are based on… communication, warmth, expectations of maturity, and discipline and the outcomes of the parenting style on the child as they grow - Authoritarian- low responsiveness & high demandingness • Dependent, passive, conforming, less self- assured, less socially adept, more likely to move out of their home as quickly as possible, self critical - Authoritative- high responsiveness & high demandingness • independent, creative, self- assured, socially skilled, optimism, high levels of emotion regulation, generally rate themselves as happy, school achievement tends to be better - Disengaged- low responsiveness & low demandingness • impulsive, delinquent, early sex, drugs, negative school achievement - Permissive- high responsiveness & low demandingness • irresponsible, conforming, immature, poor self regulation, poor emotional regulation, rated themselves the least happy, less social skilled, negative peer interactions, more likely to live with families longer
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