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Psychology of Adolescence Week 9

by: Katerina Patrinos

Psychology of Adolescence Week 9 Psy 332

Marketplace > University of Wisconsin - Whitewater > Psychlogy > Psy 332 > Psychology of Adolescence Week 9
Katerina Patrinos
GPA 3.7

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Psychology of Adolescence
Dr. Fruiht
Class Notes
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This 11 page Class Notes was uploaded by Katerina Patrinos on Tuesday November 3, 2015. The Class Notes belongs to Psy 332 at University of Wisconsin - Whitewater taught by Dr. Fruiht in Fall 2015. Since its upload, it has received 18 views. For similar materials see Psychology of Adolescence in Psychlogy at University of Wisconsin - Whitewater.


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Date Created: 11/03/15
Psychology of Adolescence (Psych 332) Week 9 10/29/2015 ▯ Culture, Leisure, and Media ▯ ▯ Culture and Adolescence  Adolescence is partly a cultural construction  Culturally bound “coming of age” rituals mark the entrance to adulthood.  Do we have one in majority western culture? ▯ ▯ Study Time Use  “experience Sampling Method” (ESM) o first step to understanding youth cultural and time use  Researchers “beep” participants throughout the day and participants report what they are doing, how they are feeling, etc. o Gave teens pagers that would tell them when to fill out a survey ▯ ▯ Cultural Norms Around Time Use  How teens spend their time is dependent upon culture o Is school mandatory?  If mandatory, more teens will spend time at school o Is work expected?  Some families expect people to help but others what their kids to worry about school. o Stigmatized? o Available? o the impact of work. ▯  “middle class” youth o more opportunities to goof of o not “responsible” jobs  usually don’t have high standards for adolescent jobs o linked with more problem behavior  can get into more trouble with extra money “poor” youth o financial support for the family o overwork is detrimental to school and mental health functioning (20+ hours) ▯ ▯ How do US adolescents spend their time? ▯ ▯ When are teens happiest?  Moods are most positive with friends  Moods with family decline in early adolescence 10-13 and rise in middle adolescence 13-15 ▯ ▯ When are teens most bored?  Things they have to do o Homework, class work, jobs, etc.  More bored in social studies, reading, language, study hall, etc. o Less bored in sports, leisure, games, eating, etc. ▯ ▯ What is Leisure to a US teen? ▯ ▯ ▯ Weekday Afternoons…  Not a good thing when teens have nothing to do.  Study on aggravated assault o Most time to get arrested is 3pm on a school day  No parental supervision after school, more time ▯ ▯ Extracurriculars  2/3 of adolescents are in at least one extracurricular activity ▯ ▯ Benefits of Extracurriculars  Increased contract with teachers and responsible adults  Improved self-confidence and esteem  Contact with pro-social peers o The more blended extracurricular with trouble makers and other students tends to help more. “Routine Activity Theory” o everyone does better when their time is structured. o When you structure your time you get it done better and more efectively. ▯ ▯ What’s special about sports?  Physical activity (physical health) o Football does not predict positive outcomes  Better academic performance  Access to prosocial peer and role models  Self-esteem (and healthy body image in girls) ▯ ▯ Media Consumption ▯ ▯ The Challenge of Studying Media  Changes so fast,  Today they are still studying MySpace even though that is clearly not very used anymore. ▯ ▯ Types of Media Use ▯ ▯ ▯ Does Media Matter?  Average media consumption  11-14 year olds: 60 hours per week  15-18 year olds: 56 hours per week ▯  using “multiple screens” is becoming increasingly common ▯ ▯ Physical Effects  Hours of TV watching strongly correlated with obesity.  Hours of “screen time” (internet, video games, etc. correlated with obesity.  “TV turn of” programs decrease obesity in kids and in adolescents. ▯  Screen time (and years of education) predict development of myopia (near sidedness) ▯ ▯ Media and Academic Achievement  In general, hours spent watching TV correlates with lower GPA in adolescence  But, educational TV viewing predicts later achievement ▯ ▯ How Does Media Effect Us? ▯ ▯ ▯ Does Media Effect Aggression? ▯ ▯ ▯ ▯ ▯ Aggressive Media Aggressive Behavior ▯ ▯ Does Media Effect Aggression? Aggressive Media Aggressive Behavior o personality characteristics o less physiological response to violence  watching violence on TV wont have same efect  if you like watching horror movies you’ll have a diferent response to violence o “Catharsis”  if your naturally aggressive, maybe it feels good to watch other people be violence or show violence to others. Aggressive Media Aggressive Behavior o antisocial models  bandura bobo doll. o Desensitization o Operant conditioning of violent behavior (or vicarious reinforcement) o Undemonstrated consequences  We rarely see the consequences of someone’s violence, especially on TV or playing video games.  Because there is not consequences it desensitized us to violence. ▯ ▯ Sexual Content  Media geared towards adolescents contains a good deal of sexual content.  Teens who saw the most sex of TV were twice as likely to initiate intercourse within the next year as were those who saw the least. ▯ ▯ Sex and the Cell phone  Over half of college students report sexting (2014) as minors  28% sent nude photos of themselves as minors  Most didn’t understand legal consequences of these behaviors. ▯ ▯ Gender Roles and Sexuality  The media becomes increasingly stereotyped in targeting adolescents and adolescents seek models of gender ▯ ▯ Objectification SELF o Depression, eating disorders, lower self worth, lower life satisfaction, lower cognitive functioning, lower efficacy in may domains. OTHERS o Women views as less human, less competent, less worthy of empathy. o Individual becomes more tolerant of harassment. ▯ ▯ Body Image  Exposure to media efects girls perceptions of themselves  “American” media exposure (globally) predicts the prevalence of eating and body dysmorphic disorders. ▯ ▯ The rise of Social Media  Electronic communication is increasingly done via mobile evice, not computer.  Boys and girls use social media diferently o The average adolescent sends more than 100 text messages a day (Lenhart, 2012)  Adolescents don’t perceive social media s a contributor to poor mental health  Social media use has been correlated with depression among young adults  Some studies don’t find this relationship  Measuring social media using traditional meth nods is difficult  ▯ ▯ Media literacy  Media literate” girls who are taught to critically assess media re better about to maintain a positive body image when exposed to media  “literacy” is not just about knowing that Photoshop happens, but critically assessing media and considering the way that it has been designed to influence you.  Adolescents are at risk for persuasion because they o Are less aware of the tools being used to manipulate them o Have underdeveloped critical thinking skills o Multitask and use multiple forms of media, which make it less likely they’ll be critical consumers (comprehension and counterarguments take a hit) ▯ ▯


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