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Notes from chapter 3

by: Kayla Ferranto

Notes from chapter 3 FS 315

Marketplace > University of New Mexico > FS 315 > Notes from chapter 3
Kayla Ferranto
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About this Document

Adolescent Development in the Family
Giovanna Eisberg
Class Notes
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This 4 page Class Notes was uploaded by Kayla Ferranto on Sunday March 6, 2016. The Class Notes belongs to FS 315 at University of New Mexico taught by Giovanna Eisberg in Winter 2016. Since its upload, it has received 20 views.


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Date Created: 03/06/16
Four environments adolescents spend their time Families- effects vary b/c of state of the family Peer groups- over past century, increased increased importance has been placed on peer group Schools- Modern society has come to expect schools to occupy, socialize and educate Work, leisure- part time jobs and extracurricular activities. And the Media Cell phones with every app imaginable Computers I pads Video Games- Virtual Reality The Internet: - Chat rooms - Specialized websites - Facebook - Twitter - Instagram - Snapchat Psychological Development Includes both psychological and social development Changes in sexuality are psychological because it involves moods, emotions, behaviors Five constructs present throughout the lifespan Identity- identifying understanding who we are as individuals Autonomy- finding out what independence means, emotionally cognitively physically and finically Intimacy- establishing close/caring relationships with others Sexuality- finding ourselves as sexual beings, both experiencing as well as, giving sexual pleasure Achievement- becoming successful, however we define success, and making our contributions to society. Theoretical Perspectives in Adolescence development G Stanley Hall known as the father of the scientific study of adolescence - biosocial view hormonal and physical changes in puberty are driving forces of behavior which for all adolescents is storm over stress. Became his most important contribution/legacy to study of adolescence. Organismic Theories Similar to biosocial- stress biological changes Unlike biosocial- consider contexts and interplay which modify biological effects 3 organismic theories: Freudian Theory Eriksonian Theory Piagetian Theory Freudian Theory Developed by Sigmund Freud in 1938. Psychosexual conflicts: basis for problems Similar to Hall: Adolescence: time of upheavel but did not expand much about this time period Anna Freud (1958) was responsible for expanding her father's view about the study of adolescence Problems driven by hormonal changes: created psychic imbalance bringing forth psychosexual conflicts buried in unconscious Conflicts were interpreted as being a result of early family experiences. Eriksonian Theory Developed by Erik Erikson (1968) student of Freud His focus was on psychosocial conflicts, not psychosexual as Freud did. Like Freud agreed biology propelled developing individual forms one stage to next Whereas Freud emphasized instinct the id, Erikson stressed ego thoughts, emotions, behaviors. Proposed 8 stages each with specific crisis, occurred because of biological factors and demands of society. Challenge of adolescent- individual has to overcome identity crises an understanding of who they are and where they are going. Piagetian Theory Developed by Jean Piaget (1958) Unlike Freud and Erikson focused on cognition Like Freud and Erikson development occurred in stages in thinking at each stage was distinct and biology interacts with environmental demands. Believed understanding how the individuals thinks and reasons at each stage, explains what point or place they are in their development. His studies/theory based on observing his children. Learning Theories: 2 Mains Camps Unlike organismic focus: biology and environmental demands, learning theorists are particularly interested in context where behavior occurs. Not based on developmental stages; not much information on period of adolescence per se Human behavioral processes: same throughout life span. Significant in the study of adolescent development because were first to contribute to our understanding about the importance of environment in shaping children and adolescents lives. Social Learning Theory (SLT) also known as Social Cognitive Theory Albert Bandura(1959) made significant contributions Emphasize/focus on behavior learned through modeling and observational learning (imitation) Contributed significantly to our understanding about effects of observing violence , sexual acts and influencing child and adolescent behavior. Shown to be culturally sensitive: applicable to variety of cultures SLT: strong influence on parent/child interactions, especially child-rearing practices and peer pressure. Behaviorism A learning theory based on reinforcement and punishment B.F Skinner (1953) significantly contributed to field of psychology through his development of the theory of operant conditioning. Reinforcement of behavior increases likelihood of repeated behavior in the future positive and negative reinforcement Punishment- reduces likelihood of behavior Premise here adolescent behavior is result of positive/negative reinforcement and or punishment


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