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

PSY 303, Week 4/5 Notes

by: Razan Alkhazaleh

PSY 303, Week 4/5 Notes PSY 303

Marketplace > Pace University > Psychlogy > PSY 303 > PSY 303 Week 4 5 Notes
Razan Alkhazaleh
GPA 3.6

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

week 4 and 5
Adolescent Psychology
Robert Rahni
Class Notes
Psychology, adolescence, Emerging Adulthood
25 ?




Popular in Adolescent Psychology

Popular in Psychlogy

This 5 page Class Notes was uploaded by Razan Alkhazaleh on Monday March 7, 2016. The Class Notes belongs to PSY 303 at Pace University taught by Robert Rahni in Winter 2016. Since its upload, it has received 14 views. For similar materials see Adolescent Psychology in Psychlogy at Pace University.

Similar to PSY 303 at Pace

Popular in Psychlogy


Reviews for PSY 303, Week 4/5 Notes


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: 03/07/16
The self: adolescents seek to know who they are/what makes them different, and where they’re going in • life • real or imagined, developing sense of self is a motivator for adolescents • social cognitive construction: deeper sense of self from environmental exposure— but also derived from within • self understanding: cognitive representation of the self • can vary across different relationships and social roles • adolescents might create different selves depending on their ethnic and cultural background and experienced • self esteem: global/hollistic evaluation** (susan harter— “the self perception profile for adolescents) self concept:domain-specific evaluations of the self • • self esteem reflects perceptions that do not always match reality • narcissism: self centered/self concerned approach towards others • narcissistic adolescents are more aggressive than non narcissistic adolescents, ONLYWHEN SHAMED* • lack of awareness to anything besides oneself contributes to adjustment problems • self esteem decreases when making the transition from elementary school to middle/junior high • top dog phenomenon: “highest in middle school (8th grade) to lowest in high school (9th grade) • self esteem fluctuates across the life span • current concern: emerging adults who grew up receiving empty priase, have inflated self esteem as a consequence school performance/self esteem are moderately correlated— and correlation does not suggest that high • self esteem produces better school performance • adolescents with higher self esteem have greater initiative— which can produce both positive or negative outcomes • domains linked to self esteem: • physical appearance is a powerful GLOBAL contributor to self esteem in adolescence • social contexts on self esteem— family, peers, and schools contribute to the development of an adolescents self esteem • peer judgements gain an increasing importance in adolescence • consequences of low self esteem: temporary but can develop into other problems like depression or delinquency unknown to whether depression leads to low self esteem or if low self esteem leads to depression • (chicken or the egg issue) • Identity: • role experimentation: natural part of identity formation • adolescents gradually realize that they will soon be responsible for themselves and their lives • vocational roles in late adolescence become central to identity development (especially in a highly technological society like the US) • Identity is a self portrait composed of: • vocational/career identity • political identity religious identity • • relationship identity • achievement/intellectual identity • sexual identity • cultural/ethnic identity • interests • personality • physical identity • contemporary thoughts on identity • suggest identity development is a lengthy process more gradual and less cataclysmic (less violent) • • The Four Statuses of Identity • Crisis: adolescent choosing among meaningful alternatives • Commitment: (resolution of crisis stage) personal investment in what an individual is going to do Identity Diffusion: no crisis/ no commitment • • Identity Foreclosure: experienced commitment, no crisis • Identity Moratorium: crisis/ no commitment • IdentityAchievement: undergone crisis, made commitment • parents are important figures in an adolescents development of identity • family atmosphere that promotes individuality and connectedness • without self discipline and planing, emerging adults are likely to drift and not follow any particular direction • developing a positive identity in emerging adulthood requires considerable self discipline and planning erikson argued that intimacy should develop after individuals are well on their way to establishing a • stable and successful identity • intimacy vs. isolation— having healthy relationships/friendships leads to intimacy, if not you end up pursuing isolation • emotional development • closely connected to self esteem • adolescence is time of emotional turmoil (instability in early adolescence— highs/lows occur more frequently/ mood swings) • moodiness is NORMAL during adolescence • however for some adolescents intensely negative emotions can reflect serious issues • emotional fluctuations of early adolescence may be related to hormone levels • during this time they become more aware of their emotional cycles • most adolescents do not effectively manage their emotions • emotional competence: • being aware that the expression of emotions plays a major role in relationships • adaptively coping with negative emotions by using strategies to reduce intensity and duration of such emotional states • understanding inner emotional states do not have to correspond to outer expressions • being aware of emotional state without being overwhelmed by them being able to discern others’emotions • • personality development: • through self understanding individuals develop an integrated sense of self— leads to stability and change • Big 5 Factors of Personality: OCEAN • openness • conscientiousness • extraversion • agreeableness neuroticism • • temperament: behavioral style/ characteristic way of responding • Easy child: develops routine quickly, quick to accept experiences • Difficult child: reacts negatively, slow to accept experiences • Slow to warm up: display low mood intensity, low activity level New classifications of temperament: • positive affect and approach: extraverson, and introversion • negative affect and approach: easily distressed, fruit and cry often— introversion and neuroticism • effortful control: self regulation Biological Influences on gender: • • puberty intensifies sexual aspects of adolescents gender attitudes/behavior • “anatomy is destiny”— freud and erikson: argued that an individuals genitals influence their gender behavior. freud: gender/sexual behavior are unlearned and instinctual Karen Horney: critic of freud and erikson— that people have free choice in choosing their gender (she argued for culture over biology) • Social Influences: • psychological gender differences are due to social experiences • social role theory: gender difference result from the contrasting roles of females and males parents, siblings, peers, teachers, mass media • • gender development is influences by: observation and imitation of others gender behavior, or rewards/ punishments for gender appropriate or inappropriate behavior Alice Eagly: proposed social role theory • Cognitive Influences: • gender schema theory: adolescents gradually develop gender schema of whats gender appropriate/ inappropriate in their culture • Gender Stereotyping great extent, still present in todays word • • male stereotypes are more rigid than female stereotypes WATCH: Miss Representation Cognitive similarities and differences: • no gender differences in intellectual ability, except in certain cognitive areas like verbal, math, and visuospatial


Buy Material

Are you sure you want to buy this material for

25 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."

Allison Fischer University of Alabama

"I signed up to be an Elite Notetaker with 2 of my sorority sisters this semester. We just posted our notes weekly and were each making over $600 per month. I LOVE StudySoup!"

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.