Social Science Exam Review PDF

**[Unit 1: Introduction to Social Science]** ***Terms/Concepts*** Social science - the attempt to study people, their activity and behaviour and customs Humanities - Study aspects of human society and culture. Anthropology - the study of lives and cultures of human beings alive/dead. Psychology...

**[Unit 1: Introduction to Social Science]** ***Terms/Concepts*** Social science - the attempt to study people, their activity and behaviour and customs Humanities - Study aspects of human society and culture. Anthropology - the study of lives and cultures of human beings alive/dead. Psychology - the study of behavior and and mental processes Sociology - the study of human social life, groups and societies Positivism - the idea that scientific evidence is the most reliable resource for understanding society. Class conflict - struggles between different social classes Conscious mind - Memories we can recall Unconscious mind - Memories we can\'t recall (powerful tool to study the human mind) Free association - letting patients speak what comes to mind when in relaxation (hypnosis). where a list of words would be read aloud by the patient, then respond with the first word that comes to mind. This tells us what's hidden in the unconscious mind Id - pleasure principle, seeks to satisfy without thinking of rules, present at birth. Ego - reality principle. judge right from wrong, emerges first years of life, Superego - the moral center of the mind (large values of norms and society) do the right thing, not what feels right. Archetypes - universal symbols or patterns that are present in the collective unconscious of all humans. (carl Jung) Individual psychology - People are aware of their goals and values that guide them Analytical psychology - Founded by Carl Jung, Personal unconscious mind - unique to the individual, Collective unconscious mind - shared by all (memories of our ancestors) Unconditional stimulus - a stimulus that leads to an automatic response. Smell of food = feeling of hunger Conditioned stimulus - a stimulus that can eventually trigger a conditioned response. (The conditioned stimulus was the bell, and the response was salivation.) Unconditioned response - the automatic reaction to that stimuli Conditioned response - an automatic response established by training to a neutral stimuli. Hierarchy of Needs - Based on a belief that basic needs must be met before higher needs are fulfilled Classical conditioning - the relationship between stimulus and response. Showed that responses can be conditioned, behavior can be manipulated. humans act in particular ways that they know from prior experience will reward them Operant conditioning - Learning situation where desired behavior comes before the reinforcement (encourage and discourage behavior) (rats learn reward for pushing lever is food) Ethnography - immersing yourself in a particular community or organization to observe their behavior and interactions up close Ethnocentrism - Believing that one\'s own culture is superior to others Culturally constructed - Created/shaped by a culture. Issues of gender are culturally constructed Reflexivity - The practice of reflecting your own worldview/bias/impact on the culture of study Subculture - Small group of people within a larger group that share common values, beliefs, lifestyles and attitudes from the larger group. (large group = country, small group = religious beliefs) **[Content / Theory]** 1. ***[Process inquiry Model Steps]*** 1. 2. 3. 4. 5. 6. 7. 8. 2\. [Explain each of the Research Methods and give an example for each. (Experiment/Sample Survey/Interview/Case Study/Observational Techniques (3)/Correlation Study/Historical Analysis/Content Analysis)] ***[Research Methods]*** Case studies - Observation of a group over time, all social sciences Experiments - Determine how one factors is related to another, used by sociologists Survey - obtain information of the opinions of many people, sociologists Interview - Dialogue between interviewer and interviewee with detailed information, all social sciences Unstructured observation - Studying without a hypothesis beforehand, sociologists and anthropologists Structure observation - Planning beforehand what to look for, all social sciences Participant observation - Observing participants in a society for a period of time, sociologists Correlation study - Looking at relationships between two or more variables and if they're related. (e.g. go to a shopping mall to ask people about their attitudes toward the environment and their shopping habits and then assess the relationship between these two variables.) Historical analysis - a method of the examination of evidence in coming to an understanding of the past. (eg identifying the author of a historical document and assessing its credibility is a prerequisite to comparing historical narratives) Content analysis - Analyze the presence, meanings, and relationships of certain words, themes, or concepts. (researchers can evaluate language used in an article to search for bias) [3. Explain the following Sociological Schools of Thought: Functionalism, The Conflict School, Symbolic Interactionism, & Feminist Theory] ***[Sociological Schools Of Thought]*** Functionalism - How social structures work together to help society function Conflict theory - Study how power forms the basis of relationships between different groups and creates social conflict Symbolic interactionism - Study of individuals role within a society and how people create their world through social interaction, How physical environment/social structures influence behaviour Feminist theory - Analyze conflicts created by gender 4\. Explain the following Psychological Schools of Thought: Psychoanalysis, Behavioural Psychology, Cognitive Psychology, & Humanistic Psychology ***[Psychological Schools Of Thought\ ]*** Psychoanalysis - Looks at innermost experiences to explain behaviour (Sigmund Freud, Carl Jung, Alfred Adler) Id, ego, superego, (un)conscious mind Behavioural psychology - Study of behaviour (Ivan pavlov, edward thorndike, bf skinner) Cognitive psychology - How the brain learns (jean piaget, albert bandura) Humanistic psychology - Get patient to understand themself through therapy (Maslow) Self actualization (reaching peak), hierarchy of needs (basic before complex) [4. Explain the following Anthropological Schools of Thought: Cultural Relativism, Functional Theory, Cultural Materialism, Feminist Anthropology, Postmodernism] ***[Anthropological Schools Of Thought\ ]*** Cultural relativism - Cultures can't be compared because each culture has its own set of rules that must be accepted (bias). Franz Boas. Functional theory - Every belief in a culture meets the needs of individuals. Malinowski Cultural materialism - materials/conditions in an environment influence how a culture develops. *Culture develops in three stages* 1. 2. 3. Feminist anthropology - Women\'s voices should be brought to the forefront of study. Gender issues are culturally constructed. Margaret Mead. Postmodernism - Impossible to have true knowledge of the world, no objective truth. Everything we know is culturally constructed. 6\. What are the subfields of Anthropology? What is the focus of study of each subfield? ***[SubFields Of Anthropology]*** [Cultural Anthropology] Forensics - Examinations of skeletal remains to help recover information Linguistic anthropology - study of history/structure of language and ways humans use it Archaeology - Study of physical remains through excavation [Physical Anthropology] Paleoanthropology - Study of bones/stones remains of ancestors Primatology - study of primates Human variation - study of physical differences/similarities in human populations 7\. Explain the main contributions made by the following individuals: Sociology: Auguste Comte, Emile Durkheim, Karl Marx, & Max Weber. Psychology: Sigmund Freud, Alfred Adler, B.F. Skinner, Edward Lee Thorndike, and Ivan Pavlov ***[Sociology ]*** Aguste Comte - coined the term sociology, Originated use of observation and analysis to study society, found positivism. Emile Durkheim - Studied forces that unite society, believed that society functions logically and protects interest of its members Karl Marx - Termed class conflict, Believed capitalism (class difference) would be replaced by communism (no class), wrote communist manifesto. Max weber - Believed that human values and beliefs affected how people have acted throughout history **[Psychology]** Sigmund freud - found psychoanalytic theory, Believed mind was divided into (un)conscious, Used hypnosis/free associated to study the unconscious mind and uncover ideas, Alfred Adler - believed that power motivates people. Introduced concept of individual psychology (people are aware of the goals and values that guide them.) and inferiority complex (all people feel inferior at certain times, they try to compensate by seeking experiences that give them the feeling of power) BF Skinner - Created operant conditioning (a learning method that gives rewards and punishments for behavior.) *Experiment : rats could learn to press and hold a lever in order to feed themselves \-- reward.* Edward Lee Thorndike - Law and effect \-- Behaviors that result in a positive outcome will be repeated and those that result in a negative outcome will be avoided. *Experiment : Put cats in a cage and see how long it took them to get out, put the same cat in there again and it took them a shorter amount of time to get out.* Ivan pavlov - Classical conditioning \-- Believed humans act in ways they know from prior experience that will reward them *Experiment : Bell and dog* **[Unit 2: Sociology]** ***Terms/Concepts*** Socialization - Where someone learns the attitudes, behaviour and values that are necessary for the society they belong Social behaviour - Interaction among members of the same group responding to internal/external stimuli Internal stimuli - Behaviour guided by prior observations External stimuli - Behavior guided by observing people around you Social Influence - effect people have on person\'s thoughts/feelings Direct Influence - an individual directly affecting opinion of other Indirect Influence - making decisions based on future impact Primary Socialization - learning basic skills needed to survive society Secondary Socialization - learning how to behave properly in different situations Anticipatory Socialization - being able to think ahead and accordingly Resocialization - Where negative behaviour is changed into acceptable behavior Feral children - unwanted child deserted at a young age and raised by animals Isolated children - children who have been neglected Agents of socialization - forces in a person\'s life that teach them about the world and their place within it Manifest function - intended purpose of any social pattern (school = academics) Latent function - Unintended outcome of a social system (school = be punctual) Peer group - social group who share similar interests Social identity - the way you define yourself to the world/yourself Social roles - patterns expected of a person in a certain social situation (teacher = mentor) Situation view of behaviour - individuals behaviour changes from encounter to encounter Personality view of behavior - individual show consistency in behaviour from one citation to another Role identity - behaviour displayed in order to fulfil expectations of certain roles (student) Group based identity - Development of self identity through membership in a social group where similar beliefs are shared Ascribed roles - roles that are assigned Achieved roles - roles that are earned with effort Social norms - unwritten rules on behaviour in a certain social group/culture Gender roles - role expected to to enact throughout life, internalized by families norms on masculinity/femininity Social inequality - inability and success of some people to attain access to privileges in society Ableism - discrimination based on disability, no wheelchair ramps Ageism - discrimination based on age, teen accused of stealing Sexism - discrimination based on sex, pay gap Racism - discrimination based on race, rosa parks Classism - discrimination based on social class, policies benefit upper class and exclude lower class Group - 2+ who interact and have something in common Small group - two members of a social group (lunch) Large group - 2+ who accomplish big goals (neighborhood watch) Dyad - small group Informal group - less intimate gathering where interaction doesn't have rules (small rules) Primary group - strong emotional attachment (family) Secondary group - formal, role is measured by contribution to goal (coworker) Virtual group - individuals with shared interests/commitments who interact with each other using technology Sanction - used to encourage members of a group to conform (threat) Collective behaviour - unified behaviour in group Crowds - large people in close proximity for a reason Casual crowds - people in same place, not for a common goal Expressive crowds - people at an event who show emotion Mobs - disorderly people who express anger Riots - Wild disturbance created by people, caused by aggression Conformity - individual changes thoughts to meet the expectations of a group Groupthink - effects of pressure on the decision making abilities of individual members of a group (think like a group) Chameleon effect - mimicking body language of person we interact with Bystander effect - more people present = less people likely to help Obedience - submitting to authority Social institution - shapes values and beliefs, maintains order and helps society function efficiently Personal institution - institutions that intimately affect our life (family) Impersonal institutions - Institutions that affect the behavior or large groups of people (government) Total institution - an institution that controls almost all aspects of its members\' lives. (Boarding schools) **[Content / Theory]** 1. Interactions among members of the same group responding to external and internal stimuli. (Influences - family, gender, culture, media) 2. Primary - Learning basic skills needed to survive society Secondary - Learning how to behave appropriately in group settings Anticipatory - Being able to think ahead and accordingly Resocialization - Where negative behavior is changed into acceptable behavior 3. a feral child (an unwanted child deserted at a young age and raised by animals) and she was separated from any form of socialization and society for 13 years. Her father and mother neglected her so she hadn't learned to speak and her growth was stunted. We can learn that socialization is necessary for the growth and development of a child 4. Primary - Family, Religion, Peer groups Secondary - Workplace, School, Media 5. Helps develop social skills and abilities that form behavior in society. Determines social role/identity. 6. Through gender, culture, age, and social class 7. Achieved roles - earned Ascribed roles - assigned to you 8. They provide us with an expected idea of how to behave in a particular social group or culture. 9. the way expected to act in a lifetime. Gender is internalized at a young age from the family through accepted norms based on masculinity/ femininity 10. education opportunities for women, dual earner families, access to pregnancy prevention 11. the inability of some people and the success of others to attain access to the privileges, rewards or assets of society Wealth - family material possession result in respect and power Occupation - level of job and possibility of social mobility Personal credentials - influential groups create social opportunities = increase social status Post-secondary education - a degree that will lead to elite roles in business or academics 12. When in a group, one feels pressure to conform to the group\'s norms and opinions, even if they disagree, because of the number of people in the group. 13. Used - encourage members to conform to group expectations Informal - word of caution Formal - expulsion from group 14. Expressive crowds - large numbers of people at an event who display emotion (football game). They all have collective behaviour 15. the process by which an individual changes their thoughts, to meet the expectations of a group of authority figures. Positive - motivator for individual to change their behavior to imitate others (recycle) Negative - being pressured to specific behavior can be detrimental to ourselves (vandalizing) 16. 17. Studies results of breaking a social norm then analyzing people's reaction, used to study human interaction and social norms Asch found that people were willing to ignore reality and give an incorrect answer in order to conform to the rest of the group 18. Pressure on someone to think and make decisions like their group. One reaches a consensus without reasoning of the consequences due to this. Happens due to pressure to conform 19. poor decision-making, lost opportunities, broken trust, and diminished quality of working relationships 20. Family - respect, knowledge, support Religion - worshiping, faith, ethics, morals Education - Punctuality, practical skills, obedience Government - justice, equality, loyalty Economy - Honesty integrity, ethics 21. Satisfy needs of society (health care) Demonstrate dominant values/beliefs (rights/freedom) Establish enduring patterns of social behaviour (caring for kids) Define roles for individuals to emulate (husband and wife) 22. To wipe out the results of prior socialization, and replacing it with a common group identity (boot camp for young people, prisons) **[Unit 3: Anthropology]** ***Terms/Concepts*** Out of Africa theory - Charles Darwin thought that humans first evolved in Africa. Raymond Dart found a skull in Africa that looked more human than ape. Louis&Mary Leakey found fossils of hominids australopithecus africanus skull Evolution - different kinds of living organisms are thought to have developed and diversified from earlier forms. Lucy - Adult female that walked on 2 legs (bipedalism), femur and pelvis turned inwards and had adult teeth that were worn out Rites of passage - significant change in life/status in a culture, cultures have ceremonies to acknowledge and navigate this Religion - cultural beliefs, supernatural/spiritual. Outside laws of nature Supernatural - existence beyond the universe (God, devil etc.) Patrilineal - only father side is recognized as family Matrilineal - Only mothers side is recognized as family Bilineal - trae ancestry in both mother and father side Lineage - individuals tracing descent from a common ancestor Kinship - relationship between people bonded by blood, adoption etc. both biological and social, close feeling Clan - extended family where members are bonded by kinship bonds Monogamy - relationship where someone has one partner Polygamy - marriage with multiple partners Polygyny - one husband, multiple wives Multiculturalism - respect/having a lot of cultures live in one place Assimilation - where individuals are connected by the dominant culture Race - how people are based on what they look like (skin color, features etc.) made up by society Ethnicity - Things that make us who we are culturally (language, where family comes from etc.) Bicultural identity - belonging/identifying with two cultures Symbolic ethnicity - someone\'s \"ethnic identity is solely associated with iconic elements of the culture\" from which they originated. (Irish-American people celebrate their ancestry on St. Patrick\'s Day every year while ignoring their Irish ancestry for the rest of the year.) Prejudice - opinions based without reason Discrimination - treating people different from others **[Content / Theory]** 1. Ardipithecus Ramidus- Found in Ethiopia, Lived on earth 4.4 million years Ago, About 3.5 feet tall and weighed about 110, Showed signs of transitioning, from walking on quadruplets to bipedal Australopithecus Anamensis - Found in Northern Kenya, Lived on earth 4.2 million years Ago, Bipedal walking, Forearms suggest tree climbers, "Southern Lake Ape" found by Maeve Leakey Australopithecus Afarensis - Found in Eastern Africa, Lived on earth 3.8 million years Ago, Bipedal walking, 3.5 feet tall and weighed 65 pounds, Known as "Southern Ape of East Africa Homo Habilis - Found in Eastern & Southern Africa (1960) by John Leakey, Lived on earth 2.4-1.4 million years ago, Known as the "Handy Man" as they were tool makers, 3 to 4 feet tall and weighed 70 pounds Homo Erectus - Found in Africa and Asia Lived on earth 1.8 million years ago, Known as the first "fire makers" and "upright man", 4-6 feet tall and weighed 18-150 pounds, Walk and run long distances Homo Neanderthalensis - Found in Germany 1856, 200,00 - 28,000 years ago, Also found in Europe & Eastern Asia, Large brains, shorter/stockier for cold climates, Known as skilled hunters, lived in shelters, made clothing & tools, Symbolic and intelligent behavior Homo sapiens - Lived 200,000 years ago, Known as the "wise man", Beginning of first Civilizations, Vocal system developed religion developed , Brain size of a modern human 2. Raymond Dart - paleoanthropologist, spent most of his career in South Africa. Identified the first fossil of Australopithecus africanus, an extinct hominid found in a cave in South Africa. Louis & Mary Leakey - Paleoanthropology. Using radiometric dating, they determined the skull to be 1.75 million years old. they proved humanity\'s African origin (Out of Africa Theory), Charles Darwin - Human variation. established the concept of Natural Selection to explain how animals and plants evolved. Jane Goodall, Dian Fossey, Birute Gladikass - Primatologists. Observes Chimpanzees and gorillas Franz Boas - "Ethnology Father of American Anthropology,\" focused on Indigenous cultures and challenged Eurocentric views. Showed importance of cultural relativism. Bronislaw Malinowski - Ethnology, living among the people of the Trobriand Islands ,uncovering the deeper meanings behind rituals. Participant observation. importance of understanding within, not just observing Noam Chomsky - Linguistic anthropology His theory of universal grammar suggests that all humans are born with an innate capacity for language. Margaret Mead - Ethnology Samoan study. examining whether stresses during adolescence were caused by adolescence itself or by society. Derek Freeman - Entomology Criticized Margaret Mead. 3. Graduation, turning 18 4. Segregation - separation from society and one's original status Transition - One is becoming their new self and leaning their new role, accompanied by a mentor Incorporation and reintegration - reintegrating into society with one's new status, marked formally 5. Male - physical or emotional challenges to prepare boys for adulthood, more painful/traumatic, hardships are to strengthen/assist boys in transforming them into men. Ex. Maasai Circumcision, Bar Mitzvah Female rites are preparation for womanhood, marriage, and family, first menstruation, and Jewish Bat Mitzvah. 6. Women - not to pursue a career and balance with traditional family roles. men - prioritize financial stability and career advancement, don't pay as much attention to family roles 7. Culture gives gender roles and expectations on how to act. Men work, women take care of children etc. 8. Answers : why are we here? What is death? Why does Evil happen to some and not others? satisfies : psychological needs common to all people in the face of uncertainty. provides : community and affirms a person\'s place in society, making its believers feel part of a community and giving them confidence. 9. Before 1960 - Men supported a wife and children, The marriage reflected religious traditions, People primarily married others in their own social groups (i.e., ethnicity, religion, class), It was very difficult to get divorced After 1960 - Shift towards common-law unions Interracial and interfaith marriages, Legalization of same-sex marriages, Decline in childbearing within marriage Arranged Marriage - Arranged marriages are marriages set up by someone other than the people getting married. Prioritize economic, child-rearing, and kinship Functions. Canadian society - the couple\'s obligations to each other are the focus, rather than having children or family ties. 10. Race - how we group people based on what they look like (skin colour, facial features). Something people made up to put others into categories Ethnicity - about the things that make us who we are culturally (language, traditions, where family comes from) 11. [Stage model] Unexplained ethnic identity - an individual does not see a difference between himself and the dominant society. Believes they are a part of the dominant group. someone doesn\'t really think about their cultural background much. They might feel like they\'re just like everyone else around them. Ethnic identity search - Begins with an event that causes that person to question whether they fit into the dominant society (experiencing racism or just wanting to learn more about their background.) Ethnic identity achievement - Final stage, individual resolves all previous conflicts and forms an identity that includes elements of both of their cultures. [Acculturation Theory] looks at how people see themselves in terms of their cultural identity Assimilation - They connect with dominant culture Integration - mix their culture and dominant one Separation - Push away from dominant culture Marginalization - Don't strongly identify with either culture 12. Loss of traditions Language Barriers Discrimination Funding Issues: Limited financial support Assimilation: Loss of identity due to dominant culture. **[Unit 4: Psychology ]** ***Terms/Concepts*** Self concept - our sense of who we are based on our ideas about ourselves Fixation - focus on a earlier stage of psychological development due to an unresolved conflict in a previous stage Oedipus complex (boys) - unconscious sexual desire towards mother Electra complex (girls) - Unconscious sexual desire towards father Heredity - characteristics inherited through genetics Environmental factors - forces that nurture our personality as we grow and develop Personality - an individual's characteristic pattern of thinking, feeling , and behaviour. Factor analysis - used to evaluate relationships among a set of variables. Gender analysis - analysis of gender relations Gender - Refers to being male/female Gender identity - individuals sense of being male/female Gender role - role society expects each gender to play Social learning theory of gender - children development comes through observing/imitating their gender through the rewards and punishments received for (in)appropriate behaviors (ex - a girl being praised for playing quietly with her dolls) Gender of schema theory - children view themselves through a gendered lens based on their learning of it (ex - boy may have a schema that contains information about which types of clothing are for girls and which types of clothing are for boys.) Gender intensification hypothesis - psychological differences between boys and girls become greater during adolescence because of pressure to conform to gender roles (ex - parents provide them with toys that are considered appropriate for their gender.) Neurosis - emotional disorder with physical, mental & psychological symptoms Simple phobia - fear of specific thing/situation Social phobia - fear of social institutions and embarrassing themselves Agoraphobia - irrational fear of unfamiliar situations (crowds) OCD - obsession with exactness and symmetry PTSD - mental condition caused by a traumatizing event. Re-living the traumatic event through unwanted and recurring memories, ADHD - Attention deficit hyperactivity disorder. have trouble paying attention to details, following instructions, and completing tasks. Mental illness - disrupts mental state and how you feel, think, communicate and behave Psychoses - loss of contact with reality (hallucinating) Delusions - a belief that is clearly false (someone thinks mom is trying to poison them) Hallucinations - false perceptions, where you sense an object, person, or event even though it is not really there/didn't happen **[Content / Theory]** 1. Through our development during childhood, (psychologists), shared among many (anthropologists), result of the interactions between individuals (sociology) 2. *(These psychosexual stages capture the main growth points of a person from infancy to adulthood and focus on different facets of wants, needs, and desires)* Stage 1 : oral stage, pleasure found in oral gratification, conflict when child weaned off mothers breast. (nail biting, smoking) Stage 2 : Anal stage, pleasure in learning to control bowels, conflict when child is concerned with cleanliness or messiness due to potty training Stage 3 : phallic stage, pleasure in awareness of sexual organs, oedipus and electra complexes (love-hate with same gender parent). Penis envy - girls lack something boys have. Resolution child eventually identifies with same sex parent Stage 4 : latency stage, sexual drive in inactive during puberty, energy poured into asexual pursuits (schools, friends) Stage 5 : Genital stage, interest in dating, sexual urges, the more Emotions linked to sexuality that a child has, the greater their capacity will be to develop a normal relationship with the opposite sex. 3. Sensorimotor (0-2 years) infants explore the world through direct sensory and motor contact. Separation anxiety is developed Preoperational (2-6) children use words/images to represent objects but do not reason logically. Child has ability to pretend, egocentric during this stage Concrete operational (7-12) child can think logically, understand conservation Formal operational (12+) adolescence can reason abstractly and think hypothetically 4. 1\. Trust vs. mistrust: birth to one year 2\. Autonomy vs. shame and doubt: 1-3 years 3\. Initiative vs. guilt: 3-6 years 4\. Industry vs. inferiority:6-12 years 5\. Ego identity vs. role diffusion: adolescence (12-20) 6\. Intimacy vs. isolation: Young adulthood (20 - 40) 7\. Generativity vs. stagnation: Middle adulthood (40 - 65) 8\. Ego integrity vs. despair: Late adulthood (old age) 5. Environmental factors and biological factors 6. describes the question of how much a person\'s characteristics are formed by either "nature" or "nurture." 7. Twins and siblings can help us understand whether people are different because of genetic differences or because they live in different environments. 8. encouraging open communication, listening actively to their child\'s concerns, and modeling appropriate emotional behaviour 9. Permissive : rarely enforces rules, overindulges child to avoid conflict. OUTCOME - increased alcohol use among teenagers as well as higher rates of school misconduct and lower levels of academic achievement Neglectful : absent, provides little guidance, indifferent to child social and behavioral needs. OUTCOME - disrupt the development of healthy brain architecture, affecting learning, problem-solving, and relationships. Authoritative : Solve problems together with child, set rules, open communication and discipline. OUTCOME - become independent, self-reliant, socially accepted, academically successful, and well-behaved. Authoritarian : strict rules and punishments, one way communication, little consideration for child\'s needs, OUTCOME - aggressive, shy and cannot make their own decisions. poor self-esteem, rebel against authority. 10. ED - teasing about weight, enforcing strict dieting leads to ED Criminal behaviour - violent and permissive families cause this Runaway teens - Abuse/frequent arguing without resolution. Youth run away to escape a tense family environment 11. Social - ideas regarding gender roles emphasized by family, authority figures, media, and other influential people in life Biological - Chromosomes, hormones, and evolution is how we identity 12. Neurosis - emotional disorder with physical, mental & psychological symptoms (ex - anxiety, OCD, phobias) Psychoses- severe mental illness, loss of touch with reality and have their own perception of reality (hallucinating) (ex - Bipolar, schizophrenia, dissociative identity disorder) 13. Motivation - we act in ways that make us closer to our goals regardless of consequences Attitude - people with a good attitude are active and productive and do what they can to improve the mood of those around them. Vice Versa with bad attitude Social thinking - people will change their behavior to align with the social situation at hand.