1. CHAPTER 9 LIFE-SPAN DEVELOPMENT
PHYSICAL AND COGNITIVE DEVELOPMENT IN ADOLESCENCE

2. 1. What is the nature of adolescence?
Dramatic biological changes
Relationships with parents, peers and teachers change
Thoughts become more abstract and idealistic
Most adolescents make transition to adult life successfully
Many do not because of too few opportunities and lack of support

3. 2. What physical changes do we experience in adolescence?
Puberty: period of rapid physical maturation
Includes hormonal and bodily changes
Usually early in adolescence
Order of physical changes for males and females in puberty -- GEC opportunity

4. 3. What hormonal changes occur in adolescence?
Hormones: chemicals secreted by endocrine glands
Carried throughout body using blood stream

5. 4. Which endocrine glands are involved in adolescent changes?
Hypothalamus, pituitary and gonads
Hypothalamus = structure in the brain controlling eating and sexual behavior
Pituitary = brain structure controlling growth and regulating other glands
Gonads = testes in males and ovaries in females

6. 5. Which hormones dominate in males and females during puberty?
Testosterone in males affects height and voice change
Estradiol (form of estrogen) in females affects changes in breasts, uterus and skeletal system
Both hormones are present in both boys and girls

7. 6. What are other influences on changes in adolescent physical development?
Social factors contribute to changes
Stress, eating patterns, exercise, sexual activity tension and depression also affect hormonal levels

8. 7. When does puberty begin?
For boys = as early as 10 and as late as 13 ½
For girls = sometime between ages 9 and 15
Specific time influenced by nutrition, health, and other environmental factors

9. 8. What are influences on body image changes in adolescence?
Adolescents more likely preoccupied with bodies than other age groups
Girls tend to be less satisfied than boys, in general

10. 9. How does brain develop during adolescence?
Corpus callosum thickens - improving ability to process information
Amygdala ( influences emotions, especially anger) matures earlier than prefrontal cortex
Adolescents capable of strong emotions
Prefrontal cortex not developed enough to control emotional expressions

11. 10. How does sexual identity develop during adolescence?
Involves learning to manage sexual feelings, developing new forms of intimacy, learning skills to regulate sexual behavior
Sexual identity involves activities, interests and behavior styles
Sexual orientation develops during this time also

12. Wide variety in tendency toward sexual activity
May be influenced by religious and other values

13. Development of gay and lesbian preferences may be characterized by same-sex attractions in childhood, lack of heterosexual dating, and recognition of sexual orientation in mid- to late adolescence
Other adolescents may experience both same-sex and other-sex attractions

14. 11. What are sexually transmitted infections?
Diseases associated with sexual activity
Not prevented by use of contraceptives, such as birth control pills or implants
Examples: HIV-AIDS, gonorrhea, syphilis, chlamydia (- further discussion in chapter 11)

15. 12. Why is adolescent pregnancy a concern?
In US - highest rate of adolescent pregnancy and childbearing among industrialized countries
Rate of pregnancy and childbearing in US decreased since 1991, because of increased contraceptive use and fear of STIs, such as AIDS

16. Adolescent pregnancy associated with risk for mother and baby
Often mother drops out of school
Usually mother never catches up economically with women who postpone childbearing
Risk for rapid subsequent pregnancies
Infants have higher risk of low birth weight and neurological problems

17. Pregnancy alone not associated with negative consequences
Adolescent mothers likely from low-SES families
Adolescent pregnancy in general is high-risk circumstance
Support for adolescent mothers is important in assisting educational and occupational opportunities

18. 13. What are issues important in adolescent health?
Nutrition and exercise affect quality of health
Poor nutrition and low-level exercise major contributors to obesity in adolescence
Problems with nutrition and health can lead to poor health habits and early death in adult life

19. Sleep patterns also contribute to general health in adolescence
Inadequate sleep associated with fatigue, sleepiness, irritability, depression and increased use of beverages containing caffeine
Increased sleepiness during the day in older adolescents associated with changing biological rhythms

20. 14. What are major causes of death in adolescence?
Accidents (Risky driving habits (speeding and tailgating, driving under influence of alcohol or drugs)
Homicide (especially among African-American male adolescents)
Suicide ( discussed further in chapter 10)

21. 15. How do parents, peers and school environment affect substance use and abuse in adolescence?
Special concern for children who begin use in early adolescence or childhood
Person who begins drinking before age 14 more likely to become alcohol dependent than peers who wait
Positive relationships with parents and others associated with lower probability to have substance use problems

22. 16. What are 2 eating disorders affecting adolescent development?
Anorexia nervosa = obsession with being thin associated with starvation
Symptoms = (1) weighing less than 85% of normal weight for height and bone size;
(2) intense fear of gaining weight;
(3) having distorted body image

23. Anorexia nervosa usually begins in early to middle adolescence
Most people affected are young, white individuals in adolescence or early adulthood
Usually from middle-class, well-educated families
Set high standards, feel stress about not meeting standards and obsessed about how others perceive them

24. Bulimia nervosa = individual consistently follows a binge-and-purge pattern
Consumes large amounts of high-calorie food followed by purging through vomiting or use of laxatives
Preoccupied with food, strong fear of being overweight, experience depression and anxiety

25. 17. How does Piaget’s theory describe cognitive development during adolescence?
Piaget believed the formal operational stage of cognitive development begins during adolescence
Formal operational stage associated with ability to think more abstractly
No longer limited to actual experiences to anchor thinking
Increased ability to develop make-believe situations, abstract propositions and hypothetical situations

26. Example in verbal problem-solving ability
Formal operational thinker can think through the process involving A, B, and C and understand that if A=B and B=C, then A=C without actually seeing concrete examples of A,B, and C

27. Another example is ability to think about thinking ( metacognition and considering the nature of thought)
Adolescents also display idealism and concern with possibilities
Speculate about ideal characteristics and qualities
Can lead to comparison with others in light of these ideal qualities

28. Adolescent formal operational thinkers begin to use hypothetical-deductive reasoning
Creating a hypothesis and deducing implications and possible consequences
Also develop ways to test hypotheses

29. 18. What criticisms have been applied to Piaget’s ideas?
GEC possibility

30. 19. What is adolescent egocentrism?
Heightened self-consciousness
2 key components:
(1) imaginary audience = belief that others are as interested in them as they themselves are
Associated with attempts to gain attention by others
and

31. (2) personal fable = associated with sense of uniqueness and invincibility or invulnerability
Can lead to risky behaviors and believing that nothing bad will happen as a result

32. 20. How does information processing theory describe cognition during adolescence?
Most important change in adolescent thinking is improved executive functioning
Involves reasoning, decision-making, monitoring critical thinking, and monitoring thinking progress
Improved executive functioning leads to more effective learning, improved use of attention and critical thinking

33. 21. How does decision making change during adolescence?
Increased time in decision-making – concerning friends, dating, possibility of sex, plans for the future
Adolescents, more so than children, can generate different options, evaluate them, anticipate the consequences and consider source credibility
Ability to make good decisions not always associated with actually carrying them out in a specific life situation ( example, driving)

34. 22. How does critical thinking change during adolescence?
Increases with age
Not as frequent as might be expected in late adolescence
If fundamental skills (literacy and math) are undeveloped, critical thinking skills also likely to be immature
Improved critical thinking allows 4 benefits

35. 23. Benefits of improved critical thinking
(1) increased speed and automaticity
(2)increased breadth of content knowledge in variety of domains
(3) increased ability to construct new knowledge combinations
(4)greater range and more spontaneity of using strategies for obtaining and applying knowledge

36. 24. What are characteristics of how schools influence adolescent development?
First year of transition can be difficult
Transition occurs at same time adolescents are experiencing physical, emotional and social changes
Adolescents may experience the top-dog phenomenon
Moving from being biggest, oldest and most experienced to being youngest, smallest and least powerful

37. 25. What recommendations have been made to create effective educational environments for young adolescents?
GEC possibility

38. 26. What are concerns about the high school experience affects adolescent development?
Criticism that high schools encourage passivity
Recommendation that schools create variety of paths to develop secure identity
Concern that many students graduate with deficient reading, writing and math skills
Increased concern about high school drop outs

39. 27. What is service learning?
Form of education promoting social responsibility and service to community
Encourages activities such as tutoring, helping older adults and assisting at child care centers
Can lead to decrease in being self-centered and more motivated to help others

40. 28. What are 2 conditions that make service learning more effective?
(1) giving students a degree of choice as to the service learning activity they participate in
(2) providing students with opportunities to reflect on their service learning experiences
Have resulted in higher grades, increased goal-setting and higher self-esteem and improved sense of making a difference in the lives of others

41. Socioemotional Development in Adolescence
CHAPTER 10
Socioemotional Development in Adolescence

42. 1. What is identity? Self-portrait Career and work path
Political identity
Religious identity
Relationships
Achievement and intellectual identity

43. Sexual identity
Cultural and ethnic identity
Hobbies and interest
Personality
Physical identity

44. 2. Erikson’s view 5th developmental stage Psychological moratorium
-- gap between childhood security and adult autonomy
Free to try out new identities
Experimentation to find place in the world

45. 3. Developmental changes
Continuous during adolescence
Begins with attachment
Sense of self
Emergence of independence
Final phase with life review in old age

46. Late adolescence - physical, cognitive and socioemotional development allows synthesizing and constructing adult maturity
4 stages of identity-

47. Diffusion – not yet experience crisis or make commitment
Foreclosure – make a commitment but not experience crisis; especially with authoritarian parenting style

48. Moratorium – experiencing crisis with no commitment
Achievement – past crisis and has made an identity commitment

49. 4. Beyond Erikson
Key changes in identity may occur in early adult life – years
MAMA cycle possible during adult life – moratorium and achievement alternation

50. 5. Family influences Individuality has 2 dimensions
- self-assertion, when you have and communicate a point of view
- separateness, using communication to express difference from others

51. Connectedness also has 2 dimensions
- mutuality, or sensitivity to and respect for others
- permeability, openness to others’ views

52. Identity formation supported by family relationship characterized by
Individuation, encouraging adolescent to develop an independent point of view
Connectedness, providing secure base for exploring

53. Strong connection and weak individuation results in identity foreclosure
Weak connection leads to identity confusion

54. 6. Ethnic identity Includes sense of membership in an ethnic group
Also attitudes and feelings associated with ethnic membership

55. If member of ethnic minority, can choose among 2+ sources of identity
May develop bicultural or multicultural identity

56. 7. Autonomy and attachment
Parents may have difficulty coping with adolescent’s search for autonomy and responsibility
Adolescent ability to gain control of behavior develops best if adult support is appropriate
Wise adults gradually allow adolescent to make mature decisions on their own

57. 8. Role of attachment
Securely attached adolescents less likely to engage in problem behaviors such as illegal drug use and delinquency
Also more likely to have positive peer relationships
Caution: moderate correlations

58. 9. Parent-Adolescent conflict
Most conflict experienced in everyday situations
Conflict may increase in early adolescence, stabilize in mid-adolescence and decrease in late adolescence
Every day conflict can serve positive developmental function
Transition to increasing independence

59. Old model-
Suggest adolescents detach from parents as they mature
High stress and intense conflict

60. New model-
Parents are important attachment source and support system
Moderate conflict

61. 10. Competent adolescent have parents who:
Show warmth and respect
Demonstrate sustained interest
Understand and adapt to cognitive and socioemotional changes
Communicate expectations for high standards
Recognize moderate conflict is normal

62. Demonstrate constructive ways to resolve problems
Understand the developmental journey

63. 11. Peers
Friendships-
In adolescence, fewer friendships and more intense and intimate
More important
Failure to develop intimacy can lead to loneliness and depression with reduced sense of self-esteem

64. Young adolescents more influenced my peer pressure
Cliques – small groups, usually same sex and same age, may develop from club or sport activities
Crowds – larger and less personal, membership based on reputation
Defined by activities and level of self-esteem

65. 12. Developmental changes in dating
Usually 10th to 12th grade before relationships last more than 2+ months
Early adolescents usually gather in groups for social acitivites
Cyberdating can begin in middle school
Hazardous
Declines in high school when real-life relationships more important

66. 13. Gay and lesbian dating
May go out with same-sex peers to clarify sexual identity or disguise it
Relatively rare in adolescence because of few opportunities and social disapproval

67. 14. Cross-cultural comparisons
Variations in adolescent behavior
2/3 Asian Indian adolescents accept parent choice of marital partner
Philippines, many female adolescents migrate to city to work and support families
Middle East, adolescents do not interact with peers, even in school

68. Street youth in Kenya and other countries, if abandoned by parents engage in delinquency or prostitution to survive

69. 15. Health Improved in some areas and not in others
Few adolescents die from infectious diseases and malnutrition
Increased health-risky behaviors such as drug use and unprotected sex

70. 16. Gender
In many countries outside US, males have greater access to educational opportunities
Females usually have less freedom to pursue variety of careers and engage in leisure activities
Especially in Southeast Asia, Latin America and Arab countries – more restrictions on sexual activities of adolescent females

71. 17. Families
In some countries outside US, close-knit families and extensive extended family networks
In US, parenting usually less authoritarian
More adolescents grow up in divorced families or step-families

72. 18. Peers Cultural differences in peer influences
South American street youth peers can serve as substitute family for survival

73. 19. Ethnicity
Immigration- high rates contribute to growing cultural minorities in US
Characterized by stressors uncommon for native residents
Language barriers
Dislocations and separation from support networks
Change in SES status

74. Dual struggle to maintain identity and acculturate

75. Assimilation – absorption of ethnic minority groups into dominant culture
May mean loss of behaviors and values from ethnic minority group

76. Pluralism –
Coexistence of distinct cultural and ethnic groups in same society

77. 20. Ethnicity and socioeconomic status
May interact in ways that exaggerate influence of ethnicity
Ethnic minorities overrepresented in lower SES groups
Poverty adds to stress of ethnic minority adolescents

78. Double disadvantage :1) prejudice, discrimination and bias because of ethnic minority status
2) stressful effects of poverty

79. 21. Juvenile delinquency
Breaking the law or engaging in illegal behavior
Broad concept: littering to murder
More likely male than female
More frequently property offense than personal offenses
Delinquent rates higher for minority and lower SES groups than for others

80. Causes - Many proposed -heredity Identity problems
Community and family influences
--characteristics of lower SES culture may promote delinquency
Norms of lower SES peer groups may be antisocial and counter to goals and norms of larger society

81. Adolescents in communities with high crime rates
Characterized by poverty, unemployment, and feelings of alienation from general society
Lack quality schooling, educational funding and organized activitiesd

82. 22. Depression More likely in adolescents than children
Higher in girls than in boys
Females more likely to ruminate about moods
Female self-image more likely negative compared to that of boys
Females encounter more discrimination

83. Family factors –
depression more likely if parents are
depressed,
emotionally unavailable,
experiencing marital conflict,
having financial problems

84. Peer relationship influences
Depression more likely if peer relationships are unsatisfactory
If no best friend
Having troubles with friends
Experiencing peer rejection

85. Suicide more likely if –
Long history of family problems
Family instability and unhappiness
Lack affection and emotional support

86. Suicide – cont.
Experience high control and pressure for high achievement
Physical or sexual abuse
Lack supportive friendship network
Recent or current stressful experiences

87. Life-span exam 3 notes Chapter 11
Physical and cognitive development in early adulthood

88. 1. Transition from adolescence to adulthood
Emerging adulthood (18-25 years)
Identity exploration, especially in love and work
Instability (residential changes)

89. Self-focused – autonomy in running own lives
Feeling in-between
Age of possibilities – opportunity to transform lives

90. 2. Markers of becoming an adult
In US, having more or less permanent full-time job
Economic independence
Wide variability in individual independent between ages of (309)

91. Taking responsibility for one’s own actions
In other countries – marriage is an important marker

92. 3. Transition from high school to college (309)
Involves stress and change
Recurrence of top-dog experience?
May involve moving to more impersonal school structure

93. More geographically and culturally diverse
Increased focus on achievement and assessment

94. Positive features of college life:
Feel more adult
More time to spend with peers

95. More time to explore different lifestyles and values
More independence from parental monitoring

96. Many colleges have counseling centers to help cope with stress
Provide information on coping and academic matters
(310)

97. 4. Physical development (310)
Often reach peak physical development between 19-26
Same for athletes as well as non-athletes
Begin physical decline at this time

98. Muscle tone and strength begin to decrease around age 30

99. Sensory abilities show little change
Lens of eye loses some elasticity
Hearing peaks in adolescence and seems stable during early adulthood
Increase of fatty tissue begins

100. 5. Health (311)
Emerging adults have > 2x mortality rate of adolescents
True of males more so than females
Have fewer chronic health problems

101. Most bad health habits begun in adolescence continue into early adulthood
Inactivity, diet, obesity, substance use, reproductive health care, health-care access get worse

102. If develop poor health habits –
Not eat breakfast
Not eat regular meals

103. Rely on snacks as main food source
Eat excessively to point of being obese
Smoking and/or drinking moderately or heavily
Getting by on few hours of sleep

104. Poor health habits contribute to level of life satisfaction
Health habits can be improved:
Eating healthy kinds and amounts of food
Appropriate exercise
Avoid abusing drugs

105. 6. Eating and weight (312) Obesity is serious and pervasive issue
Defined as having BMI of 30+
Linked to hypertension, diabetes and cardiovascular disease

106. Dieting:
Practiced by many
Low rate of continuing success

107. Most effective programs involve exercise
Places individual at risk for other problems
Yo-yo weight loss and gain
Liquid diets and low-calories diets linked to gall bladder damage

108. 7. Regular exercise (313) Exercise helps to prevent disease
Heart disease and diabetes
Recommend 30 minutes of aerobic exercise per day
Aerobic = sustained, stimulating heart and lung activity

109. Exercise also 
Improves self-concept
Reduces anxiety and depression

110. 8. Substance abuse Alcohol use 
Binge drinking increases during college years
Chronic binge drinking more characteristic of males

111. Consequences of binge drinking: missing classes, physical injuries, problems with police, unprotected sex
Binge drinking peaks at ages 21-22

112. (314)
Alcoholism -
Disorder involving long-term, repeated uncontrolled compulsive and excessive alcohol use

113. Impairs health and social relationships
High frequency of first-degree relatives who abuse alcohol

114. Cigarette smoking and nicotine -
Dangers of smoking or being around smokers
Linked to death as a result of cancer, heart disease, chronic pulmonary problems

115. Secondhand smoke linked to lung cancer
Addiction to nicotine makes quitting difficult

116. Nicotine is stimulant
Increases energy and alertness
Stimulates neurotransmitters that have calming or pain-reducing effect
Quitting smoking reduces risk of cancer death

117. 9. Sexuality Sexual activity (315)
By age 18 more than 60% have experienced sexual intercourse
By age 25, most have experienced sexual intercourse
Age is time most likely sexually active and unmarried

118. Patterns of heterosexuality -
1)males more likely to have casual sex and females more selective
2)casual sex more likely between than other times of life

119. Sexual orientation and behavior -(316)
Heterosexual attitudes and behavior:
3 categories: 1/3 have sex 2x/week+, 1/3 have sex few times/month, 1/3 few times/yr or not at all

120. Married and cohabiting couples have sex more frequently than noncohabiting couples

121. 10. From 1994 survey Most Americans do not report kinky sex activities
Adultery is more the exception than the rule
Men think about sex more so than females

122. Sources of sexual orientation -
Until late 1800’s, most believed people were either heterosexual or homosexual
More recently, sexual orientation is viewed as a continuum: male-female, same-sex or bisexual

123. Most people, regardless of orientation, experience similar physiological arousal during sexual activity
Most people report no differences in attitudes, behaviors and adjustments regarding sexual activity

124. Link between same-sex orientation and being exposed to high levels of hormones
characteristic of female fetuses between 2-5 months of prenatal development

125. Possible reason why same-sex orientation s difficult to modify
same-sex orientation likely determined by
combination of environmental, physiological, hereditary and cognitive factors

126. Attitudes and behavior of lesbians and gay males -
Gender differences characteristic of heterosexual relationships also appear in same-sex and GLB relationships
Lesbians and gay males develop bicultural identity

127. (317)
May adapt best if don’t define themselves in either-or terms

128. Sexually-transmitted infections -
Diseases contracted primarily through sexual activity
Including intercourse, oral-anal and oral genital contact

129. Most common:
bacterial infections (gonorrhea, syphilis, Chlamydia) and
those caused by viruses (AIDS, genital herpes, and genital warts)

130. Most serious STI: infection caused by HIV which destroys body’s immune system
(319)

131. Best strategies for protecting against HIV and AIDS:
Knowing your and your partner’s risk status
Having regular physical exams

132. Having protected sex
Avoiding sex with multiple partners

133. 11. Forcible sexual behavior and sexual harrassment
Rape -
Forcible and nonconsensual sexual intercourse
Definitions vary from state to state
Victims may be reluctant to experience consequences of reporting rape

134. Women more likely victims of rape
Traumatic for victims and those close to them

135. Consequences of rape -
Depression and anxiety
Increased substance use and/or abuse
Sexual dysfunction (reduced desire and inability to experience orgasm)

136. Date or acquaintance rape is increasing concern
Coercive sexual activity with someone known to the victims

137. Sexual harassment -
Power display of one person over another

138. Many forms:
inappropriate sexual remarks and physical contact,
blatant propositions and
physical assault

139. Women more likely victims than men
Serious psychological consequences

140. 12. Cognitive development
(321)
Piaget’s view -
Concluded adults and adolescents think qualitatively basically the same

141. At 11-15 years we enter formal operational stage
Young adults more quantitatively advanced compared to adolescents

142. Piaget and information processing theorists believe -
adults increase amount of knowledge in specific areas

143. 13. Realistic and pragmatic thinking
Realistic – idealism of adolescents decreases as young adults face realities of post-adolescent life
Switch from acquiring knowledge to applying knowledge as pursue success in employment

144. 14. Reflective and relativistic thinking
Adolescents often view world in either-or terms and polarities
Young adults often move away from absolutist thinking
Reflective thinking also becomes possible

145. Developmental changes -
Young children often have
idealistic fantasies of what life will be like as adults (superheroes, sports or entertainment stars)

146. High school age adolescents –
think about careers,
less idealistic as realize the requirements for certain occupations

147. Late adolescents and young adults
become aware of training and educational requirements in terms of college majors

148. By early to mid-20’s, many are settling into full-time employment
Begin to establish themselves in their chosen career fields

149. (324)
Monitoring occupational outlook -
Important to be knowledgeable about a variety of career fields and employers

150. Good source is Occupational Outlook Handbook
OOH describes employment possibilities for various career fields as well as
training/education requirements and job duties and responsibilities

151. 15. Impact of work and employment
Work defines an important part of a person’s identity
Influences financial standing, housing, where and how we spend our time, friendships and health
Creates structure and rhythm to life, often not conscious of until missed
Creates stress

152. (324)
4 characteristics of work settings linked to stress and health problems
High job demands
Inadequate opportunities to participate in decision making
High level of supervisor control
Lack of clarity about criteria for competent performance

153. (325)
Work during college -
Many college students work full or part-time
Can help pay for or offset college expenses
Can restrict student opportunities to learn
Increased work hours linked to increased risk of dropping out of school

154. Employment can contribute positively to education
Cooperative or co-op programs involve paid apprenticeships for students

155. Internships or summer employment can support education, especially in your field of study
Can lead to employment after graduation

156. (325)
Dual career couples -
May have special problems balancing work and other life responsibilities
If both partners work, sharing household tasks can be an issue
Having children as well can cause complications

157. (236)
For dual career couples, division of home responsibilities is changing:
US men take increased responsibility for maintaining the home

158. US women taking increased responsibility for working outside the home
US men showing greater interest in family life and parenting

159. Diversity in the workplace -
In developed countries, women increasingly working outside the home
Ethnic diversity increasing in the workplace

160. Women and ethnic minority members experience problems breaking through glass ceiling (invisible barrier to career advancement and being hired in managerial positions

161. ARE THERE ANY QUESTIONS?
REQUIRED EXAM AND SGQ CONTENT FROM CHAPTERS 9, 10, 11
BRING YOUR REFERENCE CARD TO THE EXAM

162. LIFESPAN DEVELOPMENT CHAPTER 12
SOCIOEMOTIONAL DEVELOPMENT IN EARLY ADULTHOOD
SOURCE OF BONUS ITEM CONTENT

163. Intimacy
331
Self-disclosure and sharing private thoughts important for intimacy
332
Erikson’s stage of intimacy versus isolation
Inability to establish meaningful relationships can interfere with healthy personality development

164. Important to develop balance between intimacy and isolation
Challenge of developing independence from parents
Task of making own decisions without relaying excessively on other people
332

165. Friendship in adult life serves several functions
Companionship
Intimacy
Support
Source of self-esteem

166. Friends can be better source of support in times of stress compared to family members
We choose our friends
Adult friends tend to come from same age group
333

167. Romantic love
Also called passionate love
Strong components of sexuality and infatuation
Complex combination of passion, fear, anger, sexual desire, joy and jealousy

168. Affectionate love
Also called companionate love
Occurs when desire to have another person close by
Deep caring affection for the other person

169. 334
Consummate love
(can think of love components [Sternberg, 1988] as intimacy, commitment and passion)
Involves optimal levels of all three components
Infatuation = high in passion, low in commitment

170. Affectionate love = high in intimacy and commitment; lower in passion

171. Single adults
335
Enjoy lifestyles
Can be stereotyped
Swinging single versus being desperately lonely

172. Singles share some issues
Common problems: forming intimate relationships, confronting loneliness, finding place in a couples-oriented society

173. Advantages of being single
Time to make decisions about life, time to develop personal resources, freedom to make decisions on your own, opportunities to explore possibilities and new places

174. 335
Cohabiting adults
Living together in sexual relationship without being married
Percentage increased between 1970 and 2005
May view cohabiting as on-going lifestyle
Avoid official aspects of marriage

175. Cohabiting relationships tend to be short-lived
Offers problems as well as advantages
Increased risk of domestic violence
Higher level of disapproval from parents and friends
Difficulty with owning property jointly

176. Married adults
Stable marriage viewed as most desired endpoint of adult relationship development until about 1930
More recently, personal fulfillment more often a goal compared to marriage stability

177. Benefits of a good marriage
Live longer, healthier lives
Potential for lower level of biological and cardiovascular risk factors

178. Divorced adults
Number of divorced adults increased between 1950 and 2002

179. Risk factors for divorce:
Youthful marriage
Low educational level
Lack of religious affiliation
Having parents who are divorce
Having a baby before marriage

180. 337
Divorce more likely early in marriage

181. Remarried adults
Divorced adults usually remarry within 4 years of divorce
Men remarry sooner than women
Stepfamilies occur in many forms
338

182. Strategies for coping with stress of living in a stepfamily
Have realistic expectations
Develop new positive relationships within the family

183. Gay male and lesbian adults
Gay and lesbian relationships tend to be similar to heterosexual relationships in satisfactions, joys, loves and conflicts
Increasing number of gml couples create families that include children

184. 338 - misconceptions about gml relationships
Stereotype of having one masculine and one feminine partner true in small percentage of relationships
Having large number of multiple partners is rare

185. 338
Majority of gml individuals prefer long-term, committed relationships

186. 339
Gottman, 1994;
Principles for making marriage work
Establish love maps – personal insights and detailed maps of partner’s life and world
Nurture fondness and admiration –

187. Turn toward your partner rather than away, seeing your partner as a friend
Allow your partner to influence you
Create shared meaning, being honest and sensitive with your partner

188. Becoming a parent
Requires number of interpersonal skills
Imposes emotional demands
Learning to be a parent presents challenges
340

189. Trends in childbearing
Women who give birth to fewer children have more freedom in other aspects of their lives
Increased numbers of women who work outside the home invest less actual time in children’s development

190. Men are investing more time in parenting
Parental care is often supplemented by institutional care

191. Dealing with divorce
Think of divorce as opportunity to grow personally
Make decisions carefully

192. Focus more on future than on the past
342
Use strengths and resources to cope with problems

193. Don’t expect to be happy and successful in everything you do

194. 342
Gender, communication and relationships
Tannen (1990)
Report talk – designed to give information
Rapport talk – language of conversation, establishing connections and negotiating relationships