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Final Exam Study Guide Looking Back on Growing Up Spring 2019 Emotional Development 1. Purpose and function of emotions a. They are reactions to the surrounding environment/experience b. valence - intrinsic attractiveness/"good"-ness (positive valence) or averseness/"bad"-ness (negative valence) of an event, object, or situation c. Have accompanying physiological arousal d. Emotions often lead to behaviors/thoughts that convey the underlying emotions i. In other words, emotions motivate actions ii. They direct our attention iii. Organize our behavior iv. Enhance memory formation v. Drive social approach and avoidance vi. Form regulatory functions vii. Linked to mental and physical health 2. Primary emotions a. Primary emotions are the fundamental emotions that humans develop first— sadness, anger, joy, fear, disgust, and surprise. They are also those that we feel first, as an initial response to a situation. Thus, if we are threatened, we may feel fear. When we hear of a death, we may feel sadness. They are unthinking, instinctive responses. 3. Secondary emotions a. Secondary emotions emerge later in life and are dependent on the development of self-awareness. These emotions arise in interpersonal relationships and are a product of how someone interprets other people’s views of themselves. Examples of secondary emotions include shame, guilt, pride, jealousy, and embarrassment. 4. Freud structure of the mind a. Conscious b. Preconscious

i. ii.

Superego - plays the critical and moralizing role Ego - organized, realistic part that mediates between the desires of the id and the super-ego c. Unconscious i. ID - the set of uncoordinated instinctual trends 5. Defense mechanisms a. They protect individuals from painful emotions, ideas, and drives b. 5 most important properties i. Major means of managing instinct and affect ii. Unconscious iii. Discrete from one another iv. Dynamic and reversible v. Adaptive or pathological 6. Stages of phychosexual development a. Libido & erogenous zones over maturation b. Fixation & regression c. Maturational process & social experience drive development i. Oral stage (0-1yr) 1. Infancts sucking, eating, exploring with mouth ii. Anal stage (1-3yrs) 1. Emphasis on toilet training 2. Discipline and authority 3. Retention, expulsion, handling & smearing iii. Phallic stage (3-6yrs) 1. Oedipal phase 2. Increase in sexual urges 3. Curiosity and awareness of gender differences iv. Latency stage (6-12yrs) 1. Sexual & aggressive fantasies are largely latent 2. Emphasis on socially acceptable 3. Storm of puberty 4. Surge in sexual energy 5. Wish to separate from parents 6. Adult responsibilities Adolescence & Peers 1. Adolescent paradox a. Adolescence is a time of remarkable growth and development, and is probably the healthiest period of the lifespan

b. However, overall morbidity and mortality rates increase 200-300% from childhood to late adolescence i. Accidents, suicide, homicide ii. Primary sources of death/disability come from problems with control of behavior and emotion 2. Historical context a. How does youth relate to adulthood? i. Decreased demand for child labor ii. Increased emphasis on education iii. Moral and cultural changes in views of childhood b. The primary social role of youth changes from worker to student i. Solidified by legal movements 1. Compulsory education 2. Child labor legislation 3. Legal rights for juvenile delinquents 3. Physical and cognitive changes a. Cognitive i. Corpus callosum - fibers that connect the two hemispheres of the brain thicken to process information more effectively ii. Prefrontal cortex - judgement region reins in intense emotions, doesn't finish developing until about 20 1. Synaptic pruning - decrease in grey matter 2. Myelination - increase in white matter 3. More gradual maturation - better self regulation and improved impulse control iii. Amygdala - region of the brain that processes emotions like fear and anger. 1. Drives reward seeking behavior, rapid increase in dopaminergic activity 2. Develops quicker than the PFC (which regulates the amygdala), explaining adolescents’ disproportionate preference towards rewards b. Physical i. Hormonal changes triggered by hypothalamus ii. Two classes of sex hormones 1. Estrogen - estradiol production 8 times higher in females 2. Androgens - testosterone is 20 times higher in males iii. Two types of sex characteristics

1. Primary - directly related to reproduction 2. Secondary - bodily changes due to rise in sex hormones - not directly related to reproduction 4. Peers - their presence in risk taking situations increases the likelihood that adolescents will make risky decisions Family Systems 1. Mutual causality - the idea that all members affect all other members in the family. Example: not only does a parent affect a child, a child also affects a parent. 2. Family life cycle a. Normative model of family development that situates individual development in the context of family relationships i. Interrelationship of multiple contributing variables to developmental processes ii. Posits a series of expectable stages that represent transition points in the life of a family iii. Looks at families from a temporal perspective as systems that conserve their organization and change as they move through time 3. Alliances vs coalitions a. Alliances - natural affinities b. Coalitions - actively excludes others c. Dyad - two people in a relationship i. Triangulation occurs when a third enters the dyad and joins in regulating the emotional process d. Alliances and triangles can become problematic when they cross generational and subsystem boundaries i. ie. used to scapegoat, used to avoid conflict 4. Subsystems a. Main subsystems in structural family theory i. Executive 1. Establish and maintain a secure, stable sense of connection and love 2. Stable sense of identity and membership 3. Stable source of authority and basic source of values 4. Establish clear roles but flexible if necessary 5. Regulate boundaries between subsystems and the outside world ii. Sibling 1. Affected by a. Number and gender of children

b. Spacing between births c. Sibling relationships d. Birth order iii. Parent/child 1. Socialization by parents a. Conscious and systematic beginning at birth b. Social roles are reinforced through modeling c. Promotes child’s social life and activities iv. Extended Family 1. Relationship with grandparents, uncles, aunts, cousins v. The “Larger” System 1. Everything else 5. Parenting styles

a. b. Family affective climate - the overall emotional tone to family life i. May be experienced differently by different family members/subsystems Young Adulthood, Intimacy & Love 1. Emerging adulthood a. Identity explorations - exploring various possibilities of work and love b. Instability - exploration leads to instability c. Self focused - learning to be more self sufficient before committing d. Feeling in-between - feeling of being in transition e. possibilities/optimism - potential for dramatic changes 2. Population study a. 75% of deaths in young adults are preventable b. Cumulative impact of many behaviors on health into adulthood is modifiable c. Health maintenance care is rare d. Main health issues for young adults i. Risk taking behavior

ii. STD/reproductive health iii. Substance abuse iv. exercise/dietary habits/obesity 3. Sternberg’s Triangle Love Theory a. To have a successful, balanced relationship, you need i. Intimacy ii. Commitment iii. Passion b. When all three work together in harmony, you have consummate love

4. Volcano theory a. In emerging adulthood, there are two main thrusts of interest i. What are we going to do with our life? ii. Who are we going to do it with? b. Our lives take off and are most in balance when we have something meaningful to work towards that we freely choose; also when we have someone who we can share the battle and journey of life with 5. Tristan and Iseult Problem a. In our culture, we have been bred to believe that there will be someone else that will fully complete us. When someone meets some vague criteria of what we want > freedom from responsibility and loss of rational decision making b. In reality, we must fully develop as individuals before we commit to a relationship (ideally) Gender & Sexual Development 1. Definitions a. Sex

i.

male or female division of a species, especially as differentiated with reference to the reproductive functions b. Gender i. Set of characteristics distinguishing between male a female, particularly in the cases of men and women ii. Depending on the context, the discriminating characteristics vary from sex to social role to gender identity iii. Gender is the combination of the social interactions a person has, the roles they feel comfortable with, birth/natal sex, and how they define/experience their gender c. Gender Typing i. The process by which children acquire a gender identity as well as the motives, values, and behavior considered appropriate in their society for members of their biological sex d. Gender Identity i. The way in which an individual identifies themselves with a gender category ii. Most primitive conscious and unconscious sense of belonging to one sex and not the other e. Gender Role i. Everything an individual says or does to disclose themself as having the status of boy/girl ii. Societal standards about how males or females should behave iii. Standard 1. Value, motive, or class of behavior that is considered more appropriate for members of one sex than the other f. Sexual orientation i. One’s pattern of emotional, romantic, or sexual attractions 2. 8 guiding principles a. Gender and sexuality exist in continuums with infinite possibilities, not in discrete, mutually exclusive categories b. Gender and sexuality continuums are separate but interrelated c. Gender continuum breaks down into separate, but not mutually exclusive, masculine and feminine continuums d. Sexuality is composed of 3 distinct realms i. Orientation and attraction, behavior, and identity e. Gender may develop based upon biological sex, but this is not always the case f. Gender can be broken down into gender identity, roles, and presentation

g. There are biological, psychological, social, and cultural influences at play in gender and sexual developmental trajectories h. Each individual is unique and composed of multiple identities that exist within and interact with other socio-cultural realms 3. Biological influence on gender development a. All embryos start out inherently female - but gonad is masculinized or feminized by week 8. However, developmental differences based on sex begin as early as 6 days after conception. b. Structures that can develop into female and male parts are present and persist or desist based on exposure to particular gene products 4. Psychological influence on gender development a. Bullying, discrimination, poor access to healthcare, societal exclusion, parental rejection, and violence all relate to increased rates of psychopathology, substance use, secual health risks, and poorer physical health outcomes b. Adolescents with gender dysphoria that are accepted by family and friends, supported in the expression of their identity, and have access to social and medical affirming services experience developmentally typical rates of psychopathology c. Identity ≠ behavior 5. Human sexual development a. We are sexual beings throughout our entire lives b. May manifest itself in different ways at different points of our life c. Stages of sexual development involve both biological & behavioral components d. Wide variation insexual attitudes, behaviors, and lifestyles e. Childhood (0-7yrs) i. Capacity for a sexual response is present from birth ii. Rhythmic manipulation of genitals iii. Sexual play iv. 6-9: sexual play becomes increasingly covert as children become aware of cultural norms v. Gender identity is formed by age 3, then socialized according to genderrole norms of the society f. Preadolescence (8-12yrs) i. Homosocial organization ii. Sexual exploration with same gender peers iii. More masturbation iv. 10-12: first experience of sexual attraction and fantasy v. Mixed gendered parties

g. Adolescence (13-19yrs) i. Biological development 1. Surge of sexual interest 2. 10-14: enlargement & maturation 3. Surges of sex hormones 4. Biological changes x social factors > inhibit vs facilitate sexual expression ii. Developmental tasks 1. Identity vs role confusion 2. Learning how to manage physical & emotional intimacy in relationships h. Adulthood i. Process of achieving sexual maturity continues into adulthood ii. Learning to communicate effectively w/partners in intimate relationships iii. Informed sexual decisions about (reproduction/prevention of STDs) i. Aging i. Biological changes 1. Menopause, andropause Lifestyle Perspectives 1. Eriksonian Stages a. Birth to 1 - Trust vs. Mistrust: HOPE b. 1 to 3 - autonomy vs shame/doubt: WILL c. 3 to 6 - initiative vs guilt: PURPOSE d. 6 to 11 - industry vs inferiority: COMPETENCE e. Adolescence - identity vs role confusion: FIDELITY f. Young Adulthood - intimacy vs isolation: LOVE g. Adulthood - generativity vs self absorption/stagnation: CARE h. Old Age - ego integrity vs despair: WISDOM 2. Grant Study of Adult Development a. Longest study of adult life that’s ever been done b. What are lessons we get from studying these life trajectories? i. Not about wealth, fame, working harder ii. It’s all about maintaining healthy relationships 1. Loneliness is toxic and kills, health declines at a faster rate 2. Those with healthy relationships live longer iii. The quality of our close relationships is what matters iv. The people most satisfied with their relationships at age 50 were the healthiest at age 80

3. Life expectancy a. Women live on average 4-7 years longer than men b. Varies based on socio-economic status and other health indicators Culture & Development 1. What is culture? a. A socially transmitted system of ideas that i. Shapes behavior ii. Categorizes perceptions iii. Gives names to selected aspects of experience iv. Is widely shared by members of a particular society or social group v. Functions as an orientational framework to coordinate and sanction behavior vi. Conveys values across the generations b. Cultural identity i. Ethnicity/Race ii. beliefs/values and religion/spiritual beliefs iii. Expectations/Norms iv. Family structures/Peer relationships v. Gender roles vi. Country of origin/Language vii. Sexual orientation/Marital status viii. Socioeconomic status/Education ix. Migration history/Level off acculturation x. Other identified groups/degree of affiliation with them c. Culture is fluid & dynamic, ever changing 2. Ethnic identity a. 3-4yrs - children can detect differences in language use b. 4-8yrs - children develop a sense of ethnic identity c. Identity is synthesis of personal, social, and cultural identity 3. Mental health considerations a. Growing crisis for inadequate mental health services for the country’s racial/ethnic minorities i. Lack of access ii. Worse treatment iii. Studies are conducted on primarily white participants b. Culture is central to the etiology of mental disorders by providing standards for what is normal vs abnormal c. Culture shapes what symptoms are expressed and how they are expressed

d. Different cultural groups have varying levels of acceptance of mental illness and treatment e. Parental values and beliefs are influenced by culture and help determine expectations for appropriate child behavior/how to respond 4. Acculturation - cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture a. Assimilation i. Individuals do not wish to maintain their cultural identity and seek daily interaction with other cultures b. Isolation (separation) i. Value holding on to their original culture and avoid interactions with others c. Marginalization i. Little possibility or interest in cultural maintenance & little interest in having relations with others d. Integration (Bicultural identity) i. Some degree of cultural integrity is maintained while at the same time seeking to participate as an integral part of the larger social network 5. Acculturative stress - psychological, somatic, and social difficulties that may accompany acculturation processes a. Risk & resilience factors i. Positive vs negative attitudes towards ethnic group ii. Discrimination, marginalization iii. Cultural distance iv. Positive ethnic identity v. Language fluency vi. Family conflict 6. Adaptation - both acculturation and development serve the function of adaptation...