PSY 334 Exam 2 Notes PDF

PSY 334 Exam 2 Notes **Chapter 4** **Lecture 6** **Special Concerns of immigrant families** Immigrant families value familism - - Generational dissonance - **Parenting Styles and their effects** Dianna Baumrid suggests two critical aspects (dimensions) of parenting - - **Baum...

PSY 334 Exam 2 Notes **Chapter 4** **Lecture 6** **Special Concerns of immigrant families** Immigrant families value familism - - Generational dissonance - **Parenting Styles and their effects** Dianna Baumrid suggests two critical aspects (dimensions) of parenting - - **Baumrid's Parenting Styles** - - - - - - - - - - - - **Adolescents and Divorce** - - - - - - - - - **The specific Impact of Marital Divorce** Risk factors: - - - Hostile marital conflict → Adolescent emotional insecurity → Adolescent behavior problems **Custody, Contact, and Conflict Following Divorce** After divorce, do different kinds of living arrangements or levels of contact affect the adolescent's well-being? - Protective factors A. B. C. D. E. **Remarriage** Adolescents growing up in stepfamilies often have more problems than their peers - - - **Economic Stress and Poverty** Purple: Any type of emotional distress [Emotional distress: ] - [Family economic pressure ] - - - - - - - [The effects of financial strain] - - - [The impact of chronic poverty] - **Special Family Forms** [Adolescents with Lesbian or Gay parents] - [Adolescents in Foster Care ] - - - - - - - **Chapter 5** **Lecture 7** **Why peer groups are necessary in today\'s world** Importance of peers: - - - [Three different cultures] The way they differ is by the speed of which they change - - - - - - - - - - - **Cliques and Crowds** [Cliques ] - - - - - - [Crowds ] - - - **The social map of adolescence** Two dimensions of crowds: - - **Crowds as Reference Groups** - - - - - - - - [Ethnicity and Crowd Membership ] - - **Similarity among Clique Members** Cliques are typically composed of people who share certain traits, age, sex, and race/ethnicity - - - - - - - **Common interests among friends** Threee factors are important for determining clique membership - - - - - - - - - - - - **Similarity between friends: Selection or Socialization?** Adolescents characteristics influences their choice of friends, and adolescents friends influence each others characteristics and vice versa **Determinants of Popularity and Rejection** 2 types of popularity - - - - - [Popularity and Aggression ] - - Proactive aggression - - - [Rejected adolescents ] 3 types of disliked adolescents - - - - - - **Relational Aggression** Gils act aggressively toward peers, but their aggression is often social, so-called relational aggression - **Bullies and Victims** About one-third of students report physical bullying in the past year - - - - - - **Victimization** Victimization undermines academic performance, school attendance, school engagement, and feelings of academic competence School context: - - Four categories of victims: - - - - **Chapter 6** **Lecture 8** **The origins of secondary education** The rise in secondary education in America was the result of - - - Comprehensive high school: General education, college preparation, and vocational education all housed under one roof **School size and class size** [Large schools: ] - [Small schools: ] - - - - The ideal size of high school is between 600 and 900 students [Class size ] - - - **Age grouping and school transitions** - - [Individual differences in transitional effects ] Biggest factor: previous performance and well-being Protective factor: parental support/involvement **Tracking** Separating students into ability groups, so that they can take classes with peers at the same skill level - - - - - - - [Students at extremes ] Mainstreaming: integration of students in special needs into regular classrooms - - - - - - - - **The best classroom climate for adolescents** - - - - - [Classroom climate and family income ] - **Teacher expectations and student performance** There is a strong correlation between teacher expectations and student performance - - - - - - - **The importance of student engagement** Students engagement: - - [Student engagement ] - - - - - - - - - - **The college-bound** [The growth of college enrollment ] - - - - - - [Transition from high school to college ] - - **The Noncollege-bound** - - -