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Lecture 8

01:830:271 Lecture Notes - Lecture 8: Dating Abuse, Age 13, Amicus Curiae

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1. What are the differences in how boys and girls interpret/describe their sexual
a. Girls tend to describe their first sexual partner as someone they love,” but boys
describe their first partner as a casual date.” In other words, for boys, sexual
behavior is viewed as recreational and self-oriented; for girls, sexual behavior is
viewed as romantic and is interpreted through their capacity to form intimate
interpersonal relationships
2. How often does a sexually active US girl become pregnant?
a. 1 in 6
3. What contributes to this high rate of pregnancy?
a. First, many adolescents are ignorant of basic facts of conception, and many
believe that they are invulnerablethat only others become pregnant. Second,
some teenagers do not know how to use or where to obtain contraceptives, and
others are embarrassed to buy them (Ralph & Brindis, 2010). Third, for some
adolescent girls, like Gretchen from the opening vignette, becoming pregnant is
appealing (Phipps et al., 2008). They think having a child is a way to break away
from parents, gain status as an independent-living adult, and have “someone to
love them.”
4. What percentage of US teens report going through a period of questioning their
sexual orientation?
a. 15%
5. How many adolescents report experiencing dating violence?
a. 25%
6. What was the intervention used in the research described in the Spotlight on
Research section?
a. Compared with teens in the control condition, teens in the treatment condition
were much less accepting of dating abuse, and they experienced less physical
abuse. However, their perceptions of the consequences of abuse and their conflict-
resolution skills were unaffected by the treatment.
7. Did the intervention work? (Know what was/was not affected.)
8. According to Super’s theory, what is the primary force in an adolescent’s career
a. Teenagers use their ideas about their own talents and interests to limit potential
career prospects
9. Know Super’s 3 phases and recognize examples.
a. 1: At about age 13 or 14, adolescents use their emerging identity as a source of
ideas about careers, a process called crystallization.
b. 2: During specification, individuals further limit their career possibilities by
learning more about specific lines of work and by starting to obtain the training
required for a specific job. The extroverted teenager who wants to work with
people may decide he’s well suited for a career in sales. 18 years
c. 3: During implementation, individuals enter the workforce and learn firsthand
about jobs. In this phase, people learn about responsibility, productivity, getting
along with co-workers, and altering their lifestyle to accommodate work. This
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