Psychology 1230: Psychology
of Adolescence
Don Hartmann
Fall 2005
© Lecture 23a: Adolescent
Problems I
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Quiz 3 Information
• Schedule: Quiz 3 is scheduled for Wednesday
during class time. Please be prompt, as I will
not allow extra time for stragglers
• Content: (chapters 10-14, lectures #17-23b,
handouts, etc. will contain the following:
– 7-9 questions from each chapter,
– 3-4 items from each lecture, and
– 0-1 questions from each handout.
• The items will total ≈43 in number.
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Quiz 3 Information
• A review session for Quiz 3 is scheduled for Rm. 604, BS at 10:3011:30 on Tuesday, December 3rd
• Quiz 3 is scheduled for Wednesday during class time. Please be
prompt, as I can not allow extra time for stragglers
• Approximately 80% of the multiple choice items will come from the
study guides. The MC portion of the quiz will contain 40-45 items
(chapters 10-14, lectures #17-23, handouts, etc.) from the following
sources:
– 3-5 questions from each chapter,
– 1-2 items from each lecture, and
– 0-1 questions from each handout.
• The essay portion will include 3-5 relatively brief essay questions
taken from the study guides. You will have some choice over which
questions you can choose to answer
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WEB Discussion Process
Group
Whippets
4♀+1♂
JusticeLeague
PithHelmets
MAJACS
Psyched
#3 due
10/27 (10/26)
10/28 (10/28)
11/15**
11/09 (11/09)
10/25 (10/25)
12/12
#4 due
11/14**
11/18 (11/18)
Disbanded
11/28
11/11 (11/11)
#5 due
Disbanded
12/12
12/07
---------Note: Anyone can contribute to any WEB discussion; group members are
responsible to summarizing the discussion. The last day to contribute to any
discussion is 3 days before the due date. Dates in parenthesis indicate the date
handed in. Bolded dates indicate that material handed in was incomplete;
more is required.
**Where is the summary??
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Handout Summary
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Handout
WEB
Date
Date
11/07
11/04
11/07
11/08
11/08
11/10
11/11
11/17
11/21
11/21
11/21
11/28
11/28
11/30
12/01
40. Lect. #17: Autonomy
41. Handout: Supplemental Project #2
42. Handout: Supplemental Project #3
43. Lect. #17b: Family Conflict
44. Study Guide #10
45. Lect. #18: Peers
46. Lect. #19: Peers II: Pop. & Friendship
47. Lect. #20: Bullying
48. Study Guide #11 (corrected)
49. Lect. #21: Schools
50. Study Guide #12
51. Lect. #22a: Achievement
52. Study Guide #13
53. Study Guide #14
54. Lect. #23a: Adolescent Problems I
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Supplementary Reading
Maston, A. S., & Coatsworth, J. D. (1998). The
development of competence in favorable and
unfavorable environments: Lessons from research
on successful children. American Psychologist, 53,
205-220.
Dryfoos, J. G. (1990). Adolescents at risk: Prevalence
and prevention. New York: Oxford University Press.
On eating disorders: (www.pbs.org/wgbh/nova/thin/)
On Utah teen suicides:
health.utah.gov/vipp/suicide/youthSuicide.html
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Overview: Adolescent
Problems I & II
• Introduction
• Risk, Resilience, and Pathways
• Intervention: Treatment & Prevention
– Illustration involving drugs
– Illustration involving teen suicide
• Overlaps with text, pp. 507-522, 530531, 536
• Quiz 3 on Wednesday, Quiz 4 next
Tuesday.
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Introduction to Problems: I
• Perspective on Problems
– Large problems often associated with
multiple problems
– Adolescent rates similar to older children
and to young adults
• Differ in unwanted pregnancies, involvement in
drugs, auto theft, suicide
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Introduction to Problems: II
• Common Problems
– Adolescents likely to be referred to mental health
facilities because of problems related to
depression and related to school difficulties
– Lower SES adolescents have more problems than
middle-class adolescent
– Girls and middle-class adolescents were more
likely to have internalizing problems (e.g., anxiety
& eating disorders)
– Boys and lower SES adolescents were more likely
to be characterized by externalizing problems
(e.g., fighting)
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Risk, Resilience, and Pathways
• Risk Factors:
– If we identify an antecedent as A1 and a
later outcome as O2, and A1 is correlated
with O2, then A1 is a risk factor for O2
• Resilience Factors:
– If not all of the people who have A1 (say
those individuals who have A1 but have an
IQ>125 don’t have a poor outcome, an
IQ>125 is referred to as a resilience factor
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Pathways
• A Developmental Pathway is a way of
getting from one status early in
development to some other (perhaps
pathological status) at a later time.
Coercive
family
Coercive Family
environment
Interactions
Deviant
Deviant
Peers
Peers
Adult Criminal
Behavior
Poor monitoring
Monitoring
Poor
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More on Pathways
• Typically there is more than one
developmental pathway to an outcome
Adult Criminal
Behavior
Nurturant
Family Envir.
Parents serve as
criminal models
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Treatment versus Prevention: I
• Because of resource limitations, only
few can be treated
• Using limited resources:
– Focusing on the problem person: triage
• those that won't get better, even if treated,
don't treat
• those that will get better anyway (most drug
explorers), don't treat
• those who will only get better with treatment,
treat!
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Treatment versus Prevention: II
Focusing on prevention:
• Primary prevention: treating people at risk,
but who do not yet have the disorder
• Secondary prevention: treating people who
have the disorder to cure the disorder
• Tertiary prevention: keeping people who
have the disease from getting worse
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Risk versus
Prevention
• Risk studies are those that look at factors
that are associated with engaging versus not
engaging in the target behavior (e.g., drug
taking). These are correlational studies.
• Prevention studies aim to identify the
aspects of primary prevention programs that
reduce the incidence of the target behavior.
These are experimental investigations
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Summary:
Adolescent Problems I
• Risk, Resilience, and
Pathways
• Prevention vs. Treatment
• Go in Peace
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