-a transcitional period between childhood and adult life.
-The word comes from the latin word: adolescence "to grow." (Not to "lack of", as it is commonly mistaken)
main agent in socialization
the interactive process through which individuals learn the basic skills, values, beliefs, and behavior patterns of the society
anticipation in communication
when people interpret a message before the message is given
doble level message
saying something when you actually mean another
not saying what you think or saying what you think no matter what other people feel or think
information may be correct, the problem is WHERE AND WHEN we say it.
The Sensitive periods should be the time on which the child learns.
To be accepted by peers, teens sometimes feel the need to behave like others in the group to "fit in". Two factors have to be considered.
1) The social standards of the peer group
2) The level of satisfaction by behaving according to the standards
-the shared products of the society each of us live in.
Some parts could be:
norms (the social actions that seem normal to that specific society).
A behavior that treats others unequally because of their society norms and the difference between them. Examples could be name-calling, violence, even death for their culture.
An oversimplified, exaggerated or unfavorable generalization to a group of people with the same culture. can be based upon racial, ethnic, and religious differences. Sometimes members of those groups are told they are socially physically or mentally lower than the bully. An example would be not giving work to a certain race of people applying for a job.
type of hate because of ethnicity
newspapers, magazines, books, televisions, films, internet, etc.
A teen that does not know what is expected of them in certain situations.
Ex- when he/she attend a funeral for the first time.
A teen that does know what's expected of them, but acts against it.
Ex- when he/she don't stop at a red light.
Following the expectations of a teen.
systematic (family cycle)
every member affects each other. Whatever happens to one member affects the whole family. Domino effect.
4-adolescents and children moving on
5-family in later life
different ways people use to express their ideas and feelings to other people, and the feedback they receive.
everything we express through language and the way we express it.
gestures, pauses, posture, facial expression, eye contact, etc.
infancy, early childhood, play age, school age, adolescence, young adulthood, middle adulthood, late adulthood
Being accountable in word and deed. Having a sense of duty to fulfill tasks with reliability, dependability and commitment.
Pursuing worthy objectives with determination and patience while exhibiting fortitude when confronted with failure.
Showing understanding of others by treating them with kindness, compassion, generosity and a forgiving spirit.
Demonstrating hard work controlling your emotions, words, actions, impulses and desires. Giving your best in all situations.
Being law abiding and involved in service to school, community community and country.
Telling the truth, admitting wrongdoing. Being trustworthy and acting with integrity.
Doing the right thing in face of difficulty and following..... your conscience instead of the crowd.
Practicing justice, equity and equality. Cooperating with one another. Recognizing the uniqueness and value of each individual within our diverse society.
Showing high regard for an authority, other people, self and county. Treating others as you want to be treated. Understanding that all people have value ah human beings. `
are dispositions cultivated within the individual that actually improve character and intelligence. Helps shape and lead healthy lives.
are dispositions cultivated within the individual that actually improve character and intelligence. It is our virtues that that enable us to become better students, parents, spouses, teachers, friends ad citizens. They help us shape and lead worthy lives.
are those that are ranked higher than others.
components of good character
Knowing what is right
1. The first moral responsibility is to use the intelligence to see when a situation requires moral judgment, and then to think carefully about what the right course of action is.
2. Taking the trouble to be informed
knowing moral values
1. What each value means
2. Understand how to apply each value in different situations
The ability of taking the point of view of other people, imagine how they might think
Understand what it means to be moral and why we should be moral
1. Being able to think one's way through a moral problem in this manner is the skill of decision-making
2. A "what are my choices", "what are the consequences"
1. Knowing ourselves is the hardest kind of moral knowing
2. Becoming a moral person requires the ability to review our own behavior and critically evaluate it.
Feeling what is right
Emotional side of moral awareness, feeling obligated t do what is right.
Having a healthy measure of what one is worth
The ability to understand emotional perspective of others
loving the good
Being attracted to the good
1. Emotions can overwhelm reason
2. Self-control helps being ethical even if we don't want to
3. Also necessary to curb self-indulgence
1. Genuine openness to the truth and willingness to act to correct feelings
2. Helps is overcome our pride
To do what is right
1. The ability to turn moral judgment and feeling into effective moral action
2. Be able to execute plan of action
1. Mobilizing moral energy to do what we think should be done
2. It takes will to keep emotions under control of reason
1. To do what is right by force of habit
2. Moral conduct benefits from habit
Using or threatening to use physical or emotional force against other people to cause the person to carry out an act or to behave in a certain way.
how to foster and prevent violence
Behavior intended to inflict harm.(Ex: slapping and punching)
A course of conduct directed at a specific person for no purpose that causes emotional distress.
UNWELCOME sexual advances requests for sexual favors and any other conduct of sexual nature.(Ex: Rape)
Discriminate or abusive behavior towards members of other races.
The willful, conscious desire to hurt another and put them under stress
The use or express or implicit threat of the use of violence/crime/harm to obtain property from someone else with his consent
Crimes that involve hate against people because of color, race, or ethnic origin.
I - identify the problem
what is the problem or situation that needs to be resolved?
D - describe ways to solve the problem
list as many positive choices or alternatives that you can think of that may help you to solve the problem
E - evaluate each solution
by listing the positive and negative consequences for each choice or alternative, evaluate how each solution would make the problem better or worse and choose the best solution
A - act on a plan to use the best solution. be specific. act on your plan (try your first choice)
L - learn about your plan
describe how you think your plan will turn out.
did you make the best choice? what would you do next time
This style focuses on the need of others. There is also an adversarial tone created by being agreeable and then displaying, such as forgetfulness, stubbornness.
-When to use this style:
-When you know your wrong and you want to be more socially open
-As a goodwill gesture when the issues are important to others
This style focuses on the way you focus all the conflicts all together.
When to use this style:
-Allow emotions to pass by and cool down the situation and everyone
-When time is needed to gather information about the situation
-When you perceive there is no chance to satisfy your concerns
This style focuses on trying to satisfy both parties.
When to use this style:
-When the goals parties are not so important and not worth pushing to much to achieve them.
-When both parties that have the same power are committed to exclusively goals
-To provide a temporary settlement
This style basically focuses on satisfying both parties to the maximum.
When to use this style:
-When to learn more about other parties is the main objective
-To provide a creative solution to both sets of need/concerns
listen to what others say
I feel ___________ when _________ because___________.
transmit your message correctly
place to discuss
go to a public place, in public you won't scream
We are filled of emotions such as anger, fear, irritation etc.
Is an automatic response to ill treatment. It is the way a person indicates he or she will not tolerate certain types of behavior.
Because of genetics, your anger problems might come from family background.
a feeling of tension that can both emotional and physical.
the good stress makes us better.
the bad stress affects you mentally & physically
situations or objects causing stress.
1.Physical activity: Need physical activity so you don't stress your body
2.Support systems: have someone you can trust or rely on to talk with.
3.Relaxation: Need hobbies or means that take your stress away.
4.Attitude: Be a positive person you don't get stressed easily.
5.Physical Well-being: You must eat well so your body is healthy if not you will be unhealthy and 6.more prone to stress.
7.Positive thinking: Make an effort to stop negative thoughts.
8.Plan some fun: Take a break.
Need hobbies or means that take your stress away.
fight or flight
to go away or avoid it.
Blamers: intentionally harmed by behavior of other people.
2. Shoulds: offending person should know the behavior but ignores it.
is the last stage when everything already happened and you feel really tired.
genetically or environmental
anger and stress may be caused by genetics or it can be caused by your environment