CAP NOVE EDISES SILVI

<p>Individuazione (C)</p> Signup and view all the answers

<p>Evasivo (C)</p> Signup and view all the answers

<p>Gruppo amicale (D)</p> Signup and view all the answers

<p>Aspettative eccessivamente elevate (D)</p> Signup and view all the answers

<p>Miglioramento delle competenze sociali (B)</p> Signup and view all the answers

<p>Educazione ambientale (C)</p> Signup and view all the answers

<p>Autorevole (A)</p> Signup and view all the answers

<p>Non cambia la propria posizione (B)</p> Signup and view all the answers

<p>Affiliazione con i pari (D)</p> Signup and view all the answers

<p>I mass media possono promuovere comportamenti negativi. (C)</p> Signup and view all the answers

<p>L'adolescente non è né bambino né adulto. (D)</p> Signup and view all the answers

<p>Interesse per lo sport (D)</p> Signup and view all the answers

<p>Ascetismo (C)</p> Signup and view all the answers

<p>Al compimento di 18 anni (B)</p> Signup and view all the answers

<p>Erickson integra l'aspetto sociale nello sviluppo (B)</p> Signup and view all the answers

<p>Un fenomeno psicologico legato all'autonomia tardiva. (A)</p> Signup and view all the answers

<p>Rabbia (C)</p> Signup and view all the answers

<p>Sviluppare la fiducia (A)</p> Signup and view all the answers

<p>Identità in conflitto e confusione (D)</p> Signup and view all the answers

<p>11-13 anni (A)</p> Signup and view all the answers

<p>Mediazione tra pulsioni e super-io (B)</p> Signup and view all the answers

<p>Affrontare la pressione dei pari (A)</p> Signup and view all the answers

<p>Diffusione (A)</p> Signup and view all the answers

<p>Genera solo sentimenti positivi. (B)</p> Signup and view all the answers

<p>Negazione delle opportunità (D)</p> Signup and view all the answers

<p>Iniziare la carriera professionale (A)</p> Signup and view all the answers

<p>Gioia (D)</p> Signup and view all the answers

<p>Esplorando attivamente le proprie possibilità (D)</p> Signup and view all the answers

<p>Jack London (D)</p> Signup and view all the answers

<p>Coerenza interna (D)</p> Signup and view all the answers

<p>Adolescenza (D)</p> Signup and view all the answers

<p>Determina le modalità di promozione dello sviluppo (B)</p> Signup and view all the answers

<p>Fattori socio-culturali (B)</p> Signup and view all the answers

<p>Osservazioni dirette di bambini (A)</p> Signup and view all the answers

<p>Perché tendono a semplificare le esperienze adolescenziali. (D)</p> Signup and view all the answers

<p>Integrazione di esperienze personali e sociali (A)</p> Signup and view all the answers

<p>Fase di crisi identitaria (C)</p> Signup and view all the answers

<p>Accettare il proprio corpo (A)</p> Signup and view all the answers

<p>L'identità personale è costruita attraverso l'auto-riflessione. (A)</p> Signup and view all the answers

<p>Le risorse culturali (D)</p> Signup and view all the answers

<p>Non necessariamente presente e dipende dalle risorse personali (B)</p> Signup and view all the answers

<p>La coscienza ambientale (D)</p> Signup and view all the answers

<p>Tutti gli elementi precedenti (C)</p> Signup and view all the answers

<p>Avviene un blocco dell'identità (D)</p> Signup and view all the answers

<p>Evitare le responsabilità (A)</p> Signup and view all the answers

<p>Pensiero operatorio formale (C)</p> Signup and view all the answers

<p>Devono essere consapevoli del loro ruolo educativo. (C)</p> Signup and view all the answers

<p>Cambiamenti fisici generali (C)</p> Signup and view all the answers

<p>Elaborazione di pensieri ipotetico-deduttivi (D)</p> Signup and view all the answers

<p>Assenza di feedback (A)</p> Signup and view all the answers

<p>La cultura è un fattore che modella la mente (B)</p> Signup and view all the answers

<p>Costruire una coscienza etica (D)</p> Signup and view all the answers

<p>È utile per gestire dati concreti e astratti (C)</p> Signup and view all the answers

<p>La mente non è una tabula rasa (A)</p> Signup and view all the answers

<p>Coerenza tra il Sé cercato e quello riflesso (B)</p> Signup and view all the answers

<p>Essere etichettato come pigro (B)</p> Signup and view all the answers

<p>Acquisita dal soggetto stesso (C)</p> Signup and view all the answers

<p>Pensiero sistemico (C)</p> Signup and view all the answers

<p>Le aspettative altrui (C)</p> Signup and view all the answers

<p>Nella preadolescenza si sviluppa l'identità fisica. (B)</p> Signup and view all the answers

<p>Capacità di pensare in termini possibilistici e probabilistici (B)</p> Signup and view all the answers

<p>Il costruttivismo non considera la mente come passiva (C)</p> Signup and view all the answers

<p>Può derivare da esperienze sociali e personali (C)</p> Signup and view all the answers

<p>Subisce continui adattamenti (D)</p> Signup and view all the answers

<p>L'immagine di sé è influenzata dagli altri significativi (A)</p> Signup and view all the answers

<p>A causa dei cambiamenti fisici e delle aspettative sociali (A)</p> Signup and view all the answers

<p>Influenza le aspettative degli studenti e le loro etichette (C)</p> Signup and view all the answers

<p>Un pregiudizio basato su una singola caratteristica (C)</p> Signup and view all the answers

<p>Cercare conferme e costruire l'immagine di sé a partire dagli altri (A)</p> Signup and view all the answers

<p>Teoria psicanalitica (B)</p> Signup and view all the answers

<p>La subordinazione delle pulsioni all'affettività (C)</p> Signup and view all the answers

<p>Genera meccanismi di difesa (B)</p> Signup and view all the answers

<p>Definizione delle aspettative future e delle reazioni dagli altri (A)</p> Signup and view all the answers

<p>Involge interazioni sociali e decisioni identitarie complesse (C)</p> Signup and view all the answers

<p>Perché gli adolescenti dipendono dalle conferme degli altri (B)</p> Signup and view all the answers

<p>Determinano il suo valore personale e l'impressione sugli altri (B)</p> Signup and view all the answers

<p>Una categorizzazione degli studenti basata su successi o insuccessi (B)</p> Signup and view all the answers

The process of forming a sense of self during adolescence, involving physical, social, and emotional changes.

Significant body transformations during adolescence, posing challenges in self-perception and self-image.

The impact of peers on adolescent development, providing support, validation, and shared experiences.

The role of parents in guiding and supporting adolescents as they navigate challenges and form identities.

The development and experience of romantic relationships during adolescence, including dating and couple formation.

The emotional turmoil and uncertainty experienced by adolescents as they strive to form their identities.

The significance of self-worth and confidence in adolescent development and overall well-being.

Variations in how adolescence is experienced due to differing cultural norms and societal expectations.

The process of gaining independence and responsibility during adolescence, often facing delays in specific cultures.

The phenomenon of adolescents taking longer to achieve independence and responsibility in some cultures.

The tendency for emotions to be amplified and experienced intensely during adolescence.

The process of learning social norms and expectations during adolescence, often through peer groups.

The distinct phases of adolescent development, including puberty, early, late and post-adolescence.

The shift from adolescence to adulthood, marked by taking on responsibilities and making independent decisions.

A period of heightened and intense feelings, including joy, sadness, anger, and fear.

The period of physical changes that transform a child's body into an adult body.

A period in life when the individual is developing independence, identity and social roles.

Specific challenges adolescents face (e.g., forming relationships, accepting their physical appearance, and becoming independent).

The process of developing a personal sense of self.

Significant changes during preadolescence are focused on physical self, reacting to changes in the body.

Developing a sense of self, including values and beliefs.

Cultural factors impact how adolescents handle changes and form their unique identities.

A time of change and difficulty during adolescence and it is not a universal experience.

The inner self and outer self, the idea of yourself.

The way a person views themselves.

The actual self, who you truly are.

How to handle difficult situations using emotional control and thinking.

Made up of your idea of yourself and your actual self.

How much you value yourself.

Belief in your ability to succeed.

Adults play a large role in adolescent identity formation.

A theory of development that considers the social aspects of personality development, contrasting with Freud's psychosexual theory, focusing on lifespan stages and social interactions.

The idea that our sense of self is shaped by interactions with others, not just our own internal thoughts.

People whose opinions and actions are particularly important to shaping self-image during adolescence.

A major psychosocial crisis during adolescence where individuals explore personal values and a social role.

Adolescents rely heavily on others for validation and confirmation of their self-image.

A positive outcome of adolescence where individuals have explored options and committed to values, forming a sense of self.

School experiences strongly influence adolescent identity by impacting how they see themselves based on teacher evaluations.

A state of adolescent identity where individuals have not explored options or committed to values, leading to a lack of direction, no commitment.

A state of adolescent identity where individuals have committed to values and roles without personally exploring. They adopt other people's values or ideals

The tendency to base self-evaluations on others' perceptions, potentially leading to prejudice.

A state of adolescent identity where individuals actively explore options and values, but haven't yet committed, ongoing exploration

The way academic performance (grades) influences how others and ourselves perceive us.

Academic achievement is a significant challenge that influences adolescents' sense of self and future paths.

Strategies the ego uses to manage conflict between the id and superego during adolescence, often as a reaction to stress or anxiety.

Defense mechanism that involves abandoning of impulsive desires in favor of higher ideals.

A theory viewing adolescence as a period of conflict resolution regarding the development of self.

Defense mechanism by which a person detaches their emotions from their experiences or the world around them.

Another theory viewing adolescence as a time of social adaptation related to identity formation.

Academic performance heavily influences an adolescent's perceived image, influencing further academic/professional choices by shaping how others view them.

Conflicts between Id and Super Ego

Freud's theory emphasizes the importance of unconscious motivations

Evaluating a person based on a single positive aspect.

A theory that considers the social and cultural influences on development

Strategies used to cope with psychological conflicts.

The idea that a person's development involves progressing through specific stages.

A person's self-image and role in society

The ego balances the impulses of the id with the demands of the superego, forming an identity

These are key elements involved in the concept of personality development.

Process of developing a personal sense of self, including values and beliefs.

Piaget's stage (ages 12-15) where thinking becomes abstract, considering possibilities & comparing viewpoints.

Successful navigation of identity formation, leading to a strong personal sense of self.

Exploring different identities, but not yet committed to any one specific path.

Adolescent adopts a pre-determined identity without exploring alternatives.

Lack of exploration and commitment to developing an identity.

Cultural factors impact adolescent identity formation.

Changes in thinking, reasoning, and problem-solving abilities.

Developing a personal set of moral standards, not based solely on adults' rules.

Focuses on how culture and social interaction shape cognitive development.

Culture shapes minds, and narrative is important.

Series of stages outlining how children's thought processes change.

Learning and knowledge are actively built by individuals.

Different ways parents interact with their children, impacting adolescent development.

The process of becoming independent and taking responsibility.

Developing a sense of self during adolescence.

How friends shape adolescents' thoughts and behaviors.

The ability to judge right and wrong.

The idea that how we think comes from interacting with others.

People develop morals by observing others.

Four types of parenting based on warmth, control, and communication.

A parent who promotes autonomy and encourages open communication.

A parent who dictates what's best for their child without consideration of their own views.

A parent who is emotionally disconnected.

Organized groups (e.g., sports teams).

Friendship groups.

Strategies that the mind uses to cope with threatening or stressful situations during adolescence.