PSYC 315 QUIZ

UNIT 7 TEXTBOOK
SEXUAL IDENTITY
* sexual identity = one’s sense of oneself as a sexual being
* sexual orientation = a person’s preference in regard to males or females as objects of erotic feelings
* Studies using a variety of methodologies, including twin and adoption studies, as well as epigenetic studies, indicate that a person’s sexual orientation is at least partly hereditary: identical twins, for example, are more likely to exhibit similar sexual orientations than are fraternal twins
* sexual-minority youth, namely those adolescents who are attracted to people from their same biological sex or from both sexes.
* Throughout childhood and adolescence, sexual-minority youth often feel “different”, some even display crossgender behaviors from a relatively early age—for example, in their preferences for toys, clothes, or leisure activities This process begins with the first recognition—an initial realization that one is somewhat different from others, accompanied by feelings of alienation from oneself and others. At this point, the individual is generally aware that same-sex attractions may be the relevant issue but does not reveal this to others.
* Across genders, sexual identities, and age, most participants reported experiencing their first same-sex attraction between ages 10 yr and 15 yr, but did not identify themselves as LGB until after 15 yr.
* On average, disclosure of their sexual identity did not occur until after 20 yr, though there was considerable variation by age cohort: young adults (18 to 29) reported disclosing their sexual identity before age 20, whereas adults aged 45 to 59 did not disclose until 25 yr.
* identifying as homosexual had more negative consequences for the older generation than for the younger generation
* Test and exploration of sexuality, then identity acceptance.
* Overall, females are more likely to describe themselves as bisexual or “mostly heterosexual” than are males. Male youth who have engaged in same-sex sexual experiences show an increasing preference for males from adolescence to early adulthood.
* Coming out? Best friend first, attracted-to peer, sibling. Parents come a year later. Tell moms first.
* Although many parents react in a supportive or only slightly negative manner to their children’s coming out, it is not unusual for parents to initially respond to such a disclosure with anger, disappointment, and especially denial.
* Acceptance? Higher self-est and lower depression.
* Rejection? 6x more likely to depression, 8x suicide.
* LGBT+ more likely to be in a fight, being unaccepted.
* Top three problems = non-accepting family, school bullying, fear of being open.
* The daily struggles of sexual-minority youth lead them to be twice as likely as non-LGB youth to say they will need to move to another town to feel that they are accepted.
* They are prone to experience negative affect, depression, low self-esteem, and low feelings of control in their romantic relationships. Higher levels of school-related problems and substance abuse than others. More likely to be homeless or involved in street life, frequently because they have run away from, or have been kicked out of, their home. Higher reported rates of attempted suicide.
* Such efforts seem to be having an impact; a survey of LGB youth in 2012 found that 77% said that they knew their lives would get better (Human Rights Campaign, 2012). Connecting with other LGB individuals through social media may help sexual-minority adolescents cope with the stress of their lives; 73% of sexual-minority youth say they are more honest about themselves online, compared with only 43% of non-LGB youth
* LGB youth who are also of minority race or ethnic status are a special source of concern, given that they may experience discrimination on two fronts. However, a study of over 1000 sexual-minority young women found that LGB women found no difference in the ranges of mental health problems (depression, anxiety) and health-related behaviors (alcohol consumption, smoking) across African American, Latino American, Asian American, and White American groups.

UNIT 7 LECTURE
SELF-CONCEPT
* Infancy = infants don't have full-fleshed self-concept.
	Early implicit awareness, self as separate entity, active/causal agent. They can affect things.
* ~18 mths, pass rouge test.
	Before 18 mths, they will try and wipe the mirror = not realize the mirror is their reflection.
* 2 yrs, recog self in pics.
	Label self with pronouns/name.
	I'm a X.
* Early childhood
	Can describe self with concrete/observable traits.
	Unrealistically positive, overestimates self = unable to distinguish actual or ideal self.
* Middle childhood.
	More global characteristics, across more than one thing.
	More realistic/balanced.
	Linked to actual self/evaluation, social comparison, less the own lens and more others.
* Adolescence
	Nuanced self-view.
	Understand situation and context matters.
 	Start to dev coherent/integrated self, especially later on.
	More abstract/psych = internal self.
	Thinking about future.
	False self behavior = present false impression to others for them.
	Personal fable = belief that own experiences are special.
	Imaginary audience = belief that everyone's focused on you.
INFLUENCES ON SELF-CONCEPT
* Cog dev = underlying self-concept.
* Explained partly through interactions with others.
	Parents =warm and support, children have more pos self-concepts. Critical = more neg self-concepts.
	Narrative/stories = helps children remember events/construct self understanding = consistent self.
	Peers
	Self-concept affected by how peers judge/eval us.
	Culture = individualistic (Europe/America) vs. collectivist (Asia/Latin America).
	Individual = internal traits.
	Collective = relational/situaional traits.
	Cultures can do both, but diff focus.
SELF ESTEEM
* diff evals across diff aspects.
* Children differentiate between few domains, more domains and nuance with age.
	Global self-esteem = altogether.
* Self-est starts high, declines through childhood, more aware of comparison and evals from others.
* Verbalize self-est at 8 yr.
* Adolescence = most self-est increase. NOT ALL!
	Gender diffs = males sharper increase. Females, less so.
	School diffs = change schools? Less self-est.
INFLUENCES ON SELF-EST
* Gender
	Males = higher than females.
	Approval of others.
	Societal standards like physical attractive = predicts self-est far more than others.
	Gender = female drop far harder than male.
	Media depictions.
	Culture = individ = rooted in own accomplishments. Collective = rooted in group accomplishments.
	Response to praise.
* Impact on dev
	High self-est = better at school, better well-being.
	Low self-est = emot/behav problems.
* Self-Esteem Movement = programs that boost self-est to boost academ perf.
	Not effective, self-est = no correl to acad perf.
IDENTITY
* Erikson theory = adoles = crisis of identity vs. role confusion.
	Likes puzzles, put together to make a coherent whole.
	Resolved when you feel comfortable with yourself.
* Psychosocial moratorium = time of freedom from excess oblig and can try out diff roles. University being an example, or studying abroad.
	Idea = luxury?
* Current theories = adoles = heightened time of identity, lots of questions.
	This dev = not a crisis to them. It's a process in adoles and YA.
* Identity status
	Exploration = have we explored diff idents?
	Commitment = have we committed to idents?
	Diffusion = no explore/commit.
	Moratorium = explore/no commit.
	Foreclosure = commit/no explore.
	Achievement = explore/committed.
* Western culture = what state, related to adjust/personality.
	Diffusion = high levels of psych/behav problems.
	Achievement = more positives.
	Foreclosure = high prejudices, need for soc appro, low autonomy.
	Moratorium = high anx, conflict with authority.
* No one pathway, not automatic.
	Not set in stone, multiple crises or paths capable.
ETHNIC-RACIAL IDENTITY
* Ethnic-racial identification = how to ident race/ethnic = occurs during childhood.
* Ethnic-racial identity = thoughts/feels about race/ethnic = heightened in adoles.
ETHNIC RACIAL IDENTITY: PROCESS
* Unexamined ethnic identity = no thoughts on it in larger soc context.
* Exploration = realizing diff in adoles via others like racism/discrim.
	Learn/read about race/ethnic, spend time with others of same label.
* Resolution = resolve journey.
	Asso with positive outcomes.
* Affirmation = how good/bad we feel about ethnic/race group.
	How good = protective factor.
* Public regard = how does public see your race/ethnic.
* Centrality = is race/ethnic import to me?
* Salience = how import is it in particular situation.
* Marginalized group? Two parts, ident with minority/majority.
	Pulls between the two = stress from it = acculturative stress.
	Marginalized = ident as neither.
Assimilated = ident as majority, not minority.
Separated = ident as minority, not majority. For some, ideal.
Bicultural = ident as both, asso with more pos. Not always like First Nations.
* Socialization = taught about race. Usually by parents, more common with marginalized groups.
	Common themes: understanding own culture, racism, succeeding in majority society.
School = is there diversity/segreg?



UNIT 8 TEXTBOOK
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UNIT 8 LECTURE
FAMILY
* Many goals
	Reproduction = children through families
	Promoting survival = keep family membs alive.
	Support = emot/financial.
	Socialization = teaching child values/standards/info/behav of culture. Crucial.
* Family system approach
	Diff influences/systems interact and affect.
	Parents and children
	Parents = between each other
	Siblings
	Bi-directional = interdependent, impacting each other.
	Not all families though = some have one parent.
PARENTS
* Father involv at 7/11 yr? Predicts grades (16 yr)/crim records (21 yr).
* Teen-mom hostility? Predicts adjust at 25 yrs.
* Closeness with mom at 16 yr predicts marital satisfaction at 32 yr.
* Parent training = less behav problems.
* Parents are import, but genetics/school/peers matter too.
ASPECTS OF PARENTING
* Warmth/support/accept
* Control/demanding = behav or psych through rules/shame/guilt.
	Uninvolved = neglectful, no control or support.
	Authoritarian = lots of control/no support.
	Permissive = indulgent, lots of support, no control/rules.
	Authoritative = support AND control.
* Consistent pos (self-reli, soc compet, grades) for authoritative.
	Less so for uninvolved.
	Authoritarian/permissive = in-between.
* Parenting = not always fixed styles, can change over diff times/situations/children.
* Influenced by culture = authoritarian = more by nonwhite cultures.
* Less consistent pos patterns with different cultures.
* Discipline = how to teach/shape children to behav.
	Reinforcement/punishment, phys punish = less pos.
	Power assertion = using their power to shape the child's behav = less pos.
	Inductive = explaining behav/conseqs.
	Other-orient inductive discipline = how would they feel?
	Self-orient = how would you feel?
* Parent genders
	Mothers = more authoritative.
	More time with child, more caretake them.
	Fathers = more authoritarian or permissive.
	More phys play.
	Depends on culture.
	Parenting quality = matters most!
PARENT RELATIONS
* Conflict = poorer outcomes of child = more depress/less good grades.
* Conflict = less import than parenting. Good parenting = child can still succeed. Bad parenting, good marriage? Bad for child.
* Divorce = asso with more problems, twice as likely problems.
	Why bad? Conflict, stress, less quality parenting, economic diffi, social diffi, absence of parent/fear of them.
* Less conflict, but divorced? Child struggles.
* More conflict, but divorced? Doing better.
* Divorce = process
	Pre-divorce diffs = stress/poor perfs.
	Short-term effects = 1-2 yrs, most struggles.
	Long-term effects = child of divorce = more likely to be divorced.
* Same sex/gender parents?
	No diffs, except for child feeling different and discrim, but positively respect their families.
* Lots of small samples, from better income/education people.
SIBLINGS
* Good parent relationships? Likely good sibling relationships.
* Longest relationship will have.
	Very distinct = neither vertical/horizontal relats.
	Both warmth/support and conflict.
	Non-voluntary = you can't pick siblings.
	Variety in relats = bros/sis, age gaps, bio/adopted or step-siblings.
	Same-sex siblings = very close relats in adoles before dropping.
	Diff-sex siblings =  drops in early adoles before increases later until late adoles.
	Older = less conflict.
	Caregiver = one is quasi-parent, more common if older sister.
	Buddy = more friendly, more common in girl-girl relations.
	Casual/uninvolv = less involved.
	Crit/Conflict = competitive.
	What matters to these relat quality = parenting quality, temperament, personality, gender and age gaps.
Functions
* Prac comm and soc skills.
* Prac emots.
* Helps block neg with peer rejection, paren conflict, and stress.
* Opportunity to learn other gender.
* Promote individuality/I'm diff from sibling!
* Conflict = learn how to constructive fight. Destructive ones? Neg.
BIRTH ORDER
* Francis Galton = source of birth order import.
	Different home environs/treatments = diff personality/traits.
	Earlier child = more success school.
	Later child = more social.
	Research is mixed on correl though. Birth order's confounded by other factors like income, education and culture.
EXTENDED FAMILY
* Many child live with one grandparent.
GRANDPARENTS
* useful for survival = more likely to survive with grandparents.
* boost emot well-being, closer grandparents = more emot well-being.
* Buffer against neg outcomes.
Diff grandparent roles
	Influential = involved and authority role.
	Supportive = involved, but no authority.
	Authority = not involved, but authority.
	Passive/detached = not involved/authority.