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Lecture 4

PSY310 Lecture 4 (Jan 28, 2013).docx

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Department
Psychology
Course
PSY310H5
Professor
Simone Walker
Semester
Winter

Description
NOTE: DUE TO POTENTIAL COPYRIGHT INFRINGEMENTS, THE SLIDES HAD BEEN TAKEN OUT BY OWNER. SLIDE 1 - Social transitions SLIDE 2 - Today’s objective SLIDE 3 - Different statuses such as legal status and subjections to different laws - All cultures seem to recognize that the individuals changes from childhood to adulthood - This distinct stage called adolescence isn’t recognized everywhere - Different statuses influences the identity (how they fit into the world); autonomy (you’re in control of your life); achievement and intimacy and sexuality SLIDE 4 - Adolescence has not always existed - Adolescence is lasting a lot longer than ever before - Girls have been entering puberty earlier and earlier - They enter adult roles and working later on in life - Variations in these transitions SLIDE 5 - Adolescence as a distinct stage is not universal - Issues revolving around clarity influences whether or not adolescence is a separate stage and it depends on how we view it and whether we accept it as a distinct stage SLIDE 6 - Agrarian societies (agriculture) and that is how your wealth is based upon - As children you worked on the farm and so forth as you become an adult - With industralization, it changed this SLIDE 7 - Older females usually take care of children - Around 11 years of age, the children enter the workforce depending on their gender - Boys worked less in the homes and joined their fathers in the fields - Girls stayed in the household and learned from their mother of how to take care of their home, chores, etc; - What you did as a child, were what you did as an adult - Boys were farmed out in which they move out and worked on other people’s farm and it would be less financially burdening on the family SLIDE 8 - Factories had an enormous impact - People’s income were no longer tied to farms, and had to learn in factories - There were less connections from what they learned as a child (farming) and what they did as an adult (working in the industrial society) and there we see a major shift whether people were prepared for adult work - Increases in industrialization and this also mean technological advances; thus machines begin to replace adults - Young people had to be excluded from the workforce because they were competing against other adults for limited job - Young people therefore had to go to formal school and then making it illegal for children to take adult job roles - Learning and developing skills but the main reason was to keep young people busy - Child Protectionist View: Young people need to be protected from adult work environment because of the technological advances and protect from danger; thus staying in school longer to learn - With emergence of urban centres, increases in crime and moral decay, therefore need to keep children from these dangers - Girl Guides and Boy Scouts were to help young people by instilling morals and values SLIDE 9 - Leaving home and going to centralized location for school where it was taught by specialized teachers that follows a curriculum - In addition, length of education was different NOTE: DUE TO POTENTIAL COPYRIGHT INFRINGEMENTS, THE SLIDES HAD BEEN TAKEN OUT BY OWNER. - Children spent less time in community school and it was only a few hours a day and then go back to work such as farming or household chores - Socialization agent (individuals who help with process of learning or societal norms and cultures) changes - In the 17 and 18 century, it was the parents who were the socialization agents - After industrialization, it was the peers who were influential and so they look towards their peers in terms of what to do and model after - School started defining the ages based upon grades and furthermore, segregation of different types of schools (elementary, middle, high school) SLIDE 10 - Individuals started to spend less time with extended family, but more so with nuclear family - People started to have fewer children and there were more generational gaps - Back then, children were taught how to raise their own siblings and also model after older siblings - After industrial revolution, children didn’t have much opportunities to raise younger sibling who are much younger and therefore unprepared for adulthood SLIDE 11 - Individuals are dependent on their elders - Not just financially, but emotionally and psychologically - Adolescence terminology is being shaped by the media - After second world war, it was a time to enjoy and depictions of teenagers as being carefree SLIDE 12 - This period emerging adulthood has also changed throughout history - He found that this is characterized by certain aspects: - Exploration of different identities in order to figure out who you want to be - Unstable work, romantic relationships and living situations (still living at home or renting temporarily) - Focus on oneself (not egocentric); focused on gaining independence and being financially able to support oneself without one’s parent - They don’t view themselves as adolescence but don’t really see themselves as adults either - unlimited possibilities of who one can be SLIDE 13 Fast starters: had a career, married with kids Parents without careers: they were parents but did not have stable job Educated partners: finished formal education and evolved in stable romantic relationship Educated singles: finished formal education, not in stable romantic relationship or job Working singles: working long term Slow starters: lacked formal education, not in long term relationship, not on long term employment and didn’t own their own home SLIDE 14 - Emerging adulthood only exists in western, industrialized, rich, democratic countries - Isn’t always a separate stage in development; in some parts of conservative states in US SLIDE 15 - As a child, many things that you could not do - Increases in privileges in late adolescence - Certain expectations for being responsible in own management, personal responsibility (what you do and the outco
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