Class Notes Week 1 9/3-9/10
Class Notes Week 1 9/3-9/10 PSY 303 100
Popular in Adolescent Psychology (PSY 303)
Popular in Psychlogy
This 4 page Class Notes was uploaded by Jyliann Davis on Thursday September 17, 2015. The Class Notes belongs to PSY 303 100 at Pace University taught by Dr. McCarthy in Fall 2015. Since its upload, it has received 124 views. For similar materials see Adolescent Psychology (PSY 303) in Psychlogy at Pace University.
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Date Created: 09/17/15
Adolescent Psychology Class Notes Week 1 93 910 Dr McCarthy 93 Developmental Tasks Aspects of development Pathways multidimensional and in uencing each other mutually in uential Changes in brain lead to developmental changes Occur within sociocultural context Brain in uences biological changes Changes in the past 25 years for Adolescents Technological social media cell phones computers internet Education Health Care Both good and bad changes Family Divorce increase in nontraditional families Economy Globalization 18901920 Age ofAdolescents 18901900 Beginning of understanding of Adolescents and development Beginning of focus on protection of children and child protective and labor laws Laws required secondary schools for all students Blossoming of developmental psych Beginning of kindergarten 1St adolescent psychologist G Stanley Hall 58 of teens went to college 1900 YMCA betterment of adolescent development Developmental Tasks Transitions Goodness of Fit is there a continuity with adolescent need and environment Stress Anxiety Adolescent understanding Romantic relationships Romantic relationships Triangular Theory Sternberg Passion Emotional Commitment Intimacy 98 Transitions in Adolescent Development Cumulative stress leads to trauma Cumulative sources of stress that impact developmental tasks in Adolescents Bullying Family disorganizationhomelessness Family stress Family con ict High levels Exposure to violence None automatically make outcome negative Renegotiation and Internalization of relationships with parents Way in which reorganization takes place Relationships with real and internal parents Shifts from Infancy to Adulthood Ages 1025 experiences are just as powerful and in uential as Ages 110 SelfImage and Body Image Body changes dramatically Mental Image of View of body changes Adjustment occurs into sexual beings Confidence and pride embarrassment and self consciousness Changes if body and self image happen with cognitive changes and emotionality and integrate changes into understanding the sexuality of the body Regression Struggles with emotionality and impulsivity Most likely to make impulsive crime are adolescents and early adults Emotionality Amygdala strongly activated Hippocampus decision making Frontal lobes executive function abilities Cognitive development doesn t catch up until late adolescents Abstraction abstract thinking beauty truth justice Mourning going through mourning from experiences of childhood Life Loss maturation is loss loss of idealized adults loss of lack of responsibility Idealization looking up to someone putting them on a pedestal DeIdealization force self to face aws weakness imperfections of an important person we idealize Mourning as a result of deidealizing parents self adult authority figures Questioning what we ve been taught and who we look up to They have faults can t solve our problems don t have all the answers With increased cognitive sense adolescents are great at detecting hypocrisy Loss of magical thinking from childhood Renegotiation with parents Adolescents are ambivalent Dependent vs independent and shift between both Nature of relatedness adds to anger Along with transitions and emergent developmental tasks developmental capacity to understand minds of others Capacity of Theory of Mind 910 Identity G Stanley Hall Developmental Models Early Freudian Storm and Stress The period of depression will end in the future however adolescent conception of time is skewed and the world is ending and nothing will ever get better is often a mindset they are stuck in Healthy adolescents are idealists Anne Frank Exercise Excerpt read in class conclusions made after reading different passages from the book Self conscious introspection Thinking from concrete Abstract Relationship with self no longer a victim more identity Relationship with parents Idealization deidealization Emotionality stronger roll vs higher cognitive processes Black and white thinking typical for adolescents no grey Models of Adolescence 1 Storm and Stress Most biological model G Stanley Hall 1St adolescent Psychologist 1St American with a PHD Social science research invented the questionnaire 1904 Wrote book on Adolescence Psychology Storm and Stress derives from Darwim German Strumund Drang Adolescence is a period of turmoil emotion con ict as a result of biological forces unleashed in body during puberty Darwin human species has evolved as other species have Hall took concept that human development mirrors evolutionary process Increased focus on need for education Scholars and scientists challenged victorian mores Prudishness of body Hall invited Freud to USA in 1909 1905 Freud wrote 3 Essays on Sexuality Limited support for Adolescents in intense emotional turmoil Storm and Stress began to be questioned in the 1970s