Deck 60: Peer Relationship

Question 1

__________ believed that people's views on relationships cannot be separated from their personal theories about the psychological characteristics of others.

A) Brown
B) Selman
C) Lerner & Galambos
D) Dann

Answer 1

B

Question 2

According to __________, in tracing the changes in the nature of peer groups, adolescents spend much more time with their peers than do children, and during high school they spend twice as much time with their peers as with their parents and other adults.

A) Lerner & Galambos
B) Selman
C) Erikson
D) Brown

Answer 2

D

Question 3

Selman identified several levels of __________ and noted that youngsters gradually comprehend that other people are different and have ideas of their own.

A) interpersonal understanding
B) peer perspective taking
C) social perspective taking
D) social/peer group assessment

Answer 3

C

Question 4

Which of the following questions is NOT associated with Selman's five-level analysis?

A) Has taken drugs
B) Has contemplated suicide
C) Has cheated on a test
D) Has had sex

Question 5

Which of the following statements is NOT true about adolescents according to Brown?

A) Adolescents spend more time with their peers than do children.
B) Adolescent peer groups are subject to much less adult supervision than groups of children are.
C) More frequent interactions with peers of the opposite sex occur as time with parents decreases.
D) Adolescents tend to make friends with peers who are very different from themselves.

Question 6

Which of the following statements is NOT true about the social development of teenagers?

A) They begin to make definite judgments about the behavior of their peers.
B) They become more astute about detecting meaning in facial expressions.
C) They are able to determine meaning from the way something is said.
D) They are still unable to recognize that other points of view exist.

Question 7

Which of the following is NOT a way to help teens negotiate peer groups successfully?

A) Foster positive relationships with parents and other responsible adults who can serve as role models and sources of support.
B) Encourage teens to limit their relationships to peers of the same gender, socioeconomic status, ethnicity, religion, and interest group.
C) Help teens to develop the social and cognitive skills they need to negotiate risky situations before those situations arise so they can have an exit strategy already planned.
D) Help them see that some peer behaviors might be rooted in the same insecurities that they themselves might feel.

Question 8

Adolescents, whose parents are warm, responsive, and consistent disciplinarians, are more competent with peers than those whose parents are harsh and rejecting or overly permissive.

Question 9

Many adolescents with health conditions worry what their peers may think of them, and they may be tempted to take shortcuts in a therapeutic regimen in an attempt to fit in.

Question 10

When parents and teens argue, they grow apart as teens turn to their peers.

Question 11

Teens who fall in with the "wrong crowd" succumb to pressure from those of higher status in the group to engage in risky behavior.