CHAPTER 13 PSYCHOSOCIAL PROBLEMS

1. Steinberg talks about the need to dispel common myths about adolescence being a period of heightened psychological problems. What FOUR general principles should be considered when thinking about adolescent problem behaviors?

2. What is referred to by the PROBLEM BEHAVIOR SYNDROME? Describe the perspectives of Jessor (note: what is UNCONVENTIONALITY?), Kandel, and SOCIAL CONTROL theorists regarding the origins or causes of this syndrome.

3. What is the common factor underlying the comorbidity of internalizing problems?

4. What are the most commonly used (and abused) substances by teenagers? Approximately what percentage of adolescents use cigarettes, alcohol, and other, "harder" drugs on a fairly frequent basis? Why is EARLY EXPERIMENTATION with substances more harmful than later experimentation or use?

5. Which ethnic group is most likely to use drugs and alcohol? What are the GATEWAY drugs, and why are they called such?

6. Are abstainers better-adjusted adolescents than experimenters? Justify your answer.

7. Adolescents who abuse drugs and alcohol (not just use) are more likely to have had problems as younger children. What were these teenagers like as children?

8. What are the RISK FACTORS for substance abuse in terms of: a) PSYCHOLOGICAL or PERSONALITY characteristics; b) INTERPERSONAL relationships (with parents and peers); c) CONTEXTUAL factors. What are the PROTECTIVE factors (on these three aspects as well)?

9. Of the various approaches in preventing drug and alcohol abuse, which types of programs have been found to have the most potential for success?

10. In general, what is the trend, from the 1960s to the present, in rates of adolescent/juvenile arrests for crimes such as assault and homicide? What ablut trends in adolescent victimization?

11. Discuss how contextual factors such as POVERTY and AVAILABILITY of handguns and firearms are linked with the increase in youth violence and aggression.

12. Discuss some of the findings from self-report surveys (versus records of arrests) regarding a) proportion of adolescents who have engaged in delinquent behavior, and b) ethnic variation in delinquent behavior.

13. How would you differentiate between adolescents who manifest LIFE-COURSE PERSISTENT antisocial behavior and those who display ADOLESCENT-LIMITED antisocial behavior in terms of: a) WHEN behavior problems began; b) individual characteristics; c) parent-child and peer relationships?

14. Describe the status/situation of RUN-AWAYS in contemporary society. What proportion of adolescents run-away? Where do they tend to run-away to, and for how long? What are the particular risks faced by run-away teenagers?

15. What intervention approaches are most promising for preventing life-course persistent antisocial behavior?

16. What are the emotional, cognitive, and physical symptoms of DEPRESSION?

17. What are the risk factors for adolescent SUICIDE? What may account for the increased rates of suicide among contemporary American youth?

18. What is the DIATHESIS-STRESS model of depression? What are the particular aspects of categories of DIATHESIS that have been linked with depression (i.e., biological and cognitive)? What are the categories of STRESSORS that are linked with depression? USING THIS MODEL, how would you explain why the experience of depression tends to increase in puberty and adolescence?

19. What are the PRIMARY and SECONDARY prevention approaches to addressing adolescent depression?

20. What factors (three) make some adolescents more vulnerable to stress than others? Differentiate between PROBLEM-FOCUSED versus EMOTION-FOCUSED coping. In which situations is each one more appropriate? Which type of coping is more adaptive, in general?