Psych 412 Final Exam with verified answers, Exams of Nursing

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Psych 412 Final Exam with verified answers

1. We |saw |the |percentage |of |adolescents |enrolled |in |school |increased |greatly |over |time

|(1910-1940 |especially) |because:

1. The |Industrial |Revolution |brought |about |urbanization |and |child |labor |laws |(less |kids |working, |more |in |school)
2. Immigration |and |Americanization |of |new |citizens|who|needed |to |learn|a|new |language,|new |laws,|policies,|etc.|(more|immigrants|in|schools): |What|are|some |of |the |driving |elements |that |shifted |the |educational |experiences |of |adolescence |during |the |Age |of |Adolescence? |(1890-1930)

2. Traditionalism:|Trends |in |U.S.|Education the |purpose |of |education |is |the |increase |intellectual |knowledge |(original |approach |to |education) -ex:|mathematics, |english, |exams, |test-based |knowledge, |memorization |(discontin- |uous)
3. Progressivism:|Trends |in |U.S.|Education the |purpose |of |education |is |to |prepare |for |life |(usually |takes |more |time, |but |informa- |tion |is |better |retained) -ex:|physical |education, |arts, |music, |theater, |home |economics, |application-based |projects, |building |skills |relevant |to |progress |in |the |real |world |(continuous)
4. 1. |Rise |of |Progressive |Education |in |1930s

in |response |to |the |Great |Depression |and |child |labor |law |concerns |(people |are |struggling |to

|find|jobs,|so|abilities|learned|via|the|progressive|approach|would |help |with |this)

2. 1950s:|People |blamed|falling |behind |in |the |space |race |with |Russia's |Sputnik |Satellite|on|the

|Progressivism.|They|believed |that|we|should |stress|traditional |classes |like |math |and

|science |($1 |billion |provided |to |schools |for |traditional |classes, |so |these |classes |became

|more |popular |again)

3. 1960s/1970s: |Baby |Boom |Generation |resulted |in |more |people |looking |for |jobs, |and

|traditional |education |wasn't |suitable |to |help |these |people |get |jobs, |so |we |moved |back |to

|Progressivism

4. 1980s: |During |the |Regan |Years |we |began |falling |behind |economically |in |terms |of

|technology, |led |to |a |demand |for |"back |to |the |basics," |or |the |core |courses |associated

|with |traditionalism

5. 1990s: |Completely |new |alternative |forms |of |teaching |developed |like |charter |schools

|(more |progressive)

6. Early |2000s: |"No |Child |Left |Behind" |- |schools |provide |assistance |to |children |who |are

|falling |behind |others |and |started |the |trend |of |standardized |testing

(traditional |subjects): |When |and |why |did |we |see |shifts |between|Traditionalism |and |Progressivism |over |the |course |of |the |last | 100 |years?

5. Life |Magazine: |Crisis |in |Education

Compare |a |Russian |adolescent |to |an |American |adolescent:

-Russian |adolescent:|Traditional

-American |adolescent:|Progressive:|Life |Magazine:|Crisis |in |Education |Compare |a |Russian |adolescent |to |an |American |adolescent: -Russian |adolescent: | -American |adolescent: |

6. 1. |Emphasize |intellectual |abilities
7. Have |committed |teachers |with |active |learning
8. Contain |open |and |flexible |systems |for |continual |growth
9. Integrated |into |the |communities:|What |are |the |characteristics |of |an |effective |school?
10. Large |Schools

-Greater |variety |of |courses/clubs

-More |material |resources |(gym, |pool, |track |field, |etc.)

Small |Schools

-Fewer |behavioral |problems

-Greater |participation |chance

-Easier |to |start |programs

-Increase |interest |in |college

-Lower |dropout |rates

-Higher |attendance

-Achievement |levels

-Students |tend |to |feel |like |they |can |identify |more |with |a |smaller |school: |Large |Schools |vs |Small |School

8. Ideal |School |Size: |800-1000 |students

As |a |result, |Large |Schools |have |tried |to |compartmentalize |(schools |within |schools)

-two |schools |in |one |building

-can |work |with |the |right |balance, |but |it |often |causes |more |problems |and |can |be |difficult |to

|achieve: |What |is |considered |the |"ideal" |school |size |and |what |have |large |schools |tried |to |do |to |get |there |with |the |least |financial |risk?

9. Research|on|classroom|sizes|of|20-40|students|suggests|academic|success |isn't

|impacted

-one |exception |to |this |is |where |students |need |remedial |classes/extra |help |so |schools

|might |"trim |the |edges" |(increase |the |class |size |slightly |in |regular |classes |to |free |up

|money/rooms/teachers/resources |so |that |students |who |need |specialized |instruction |can

|have |smaller |classes): |What |does |the |research |suggest |about |class |size; |and |why |might |it |lead |us |to |trim |the |edges |of |certain |classes?

10. Junior |High |Schools

-were |introduced |in |the |early |20th |century

to |prepare |students |for |the |high |school |experience |and |college

-same |structure |and |format |of |high |school

(possibly | 6 |years |in |primary, | 3 |in |junior |high |school, |and | 3 |in |high |school)

-wanted |to |increase |education |of |typical |American |(if |people |go |to |junior |high |school |and

|got |a |feel |for |what |high |school |was |like, |then |they |might |be |more |willing |to |continue |on |to

|high |school)

Middle |Schools

-were |developed |in |the |mid |1900s |directly |based |on |developmental |needs |of |early

|adolescence

-Identity |formation, |Autonomy

-Allowing |for |exploration |of |different |courses,|choosing |own |courses:|What |is |the |difference |between |junior |high |schools |and |middle |schools?

11. The |Original|Transition |in |Schools |was |an |8-4 |system

-8 |years |at |a |primary |school, |and | 4 |years |at |a |secondary |school |(high |school)

-Before |the |Age |of |Adolescence, |many |people |went |for | 8 |years, |and |high |school |was

|only |meant |for |those |who |wanted |to |go |to |college: |The |Original |Transition |in |Schools |was |an | - system

• years |at |a |primary |school, |and | years |at |a |secondary |school |(high |school) -Before |the | , |many |people |went |for | years, |and |high |school |was |only |meant |for |those |who |wanted |to |go |to |college

12. Primary |(Elementary) |School

-one |teacher

-one |classroom

-smaller |# |of |students

-grading: |higher |focus |on |participation

-less |homework

-teacher's |perspective |of |students |is |generally |positive

-all |materials |in |one |location

Secondary |(Middle) |School

-multiple |teachers

-move |from |class |to |class

-larger |# |of |students

-grading: |higher |focus |on |correctness

-more |homework

-teacher's |perspective |of |students |more |likely |to |be |negative

-individual |lockers |and |class |selection:|Outline |some |of |the |major |differences |between |a |primary |and |secondary |school.

13. The |impact |of |the |transition |between |primary |and |secondary |schooling |is |generally

|negative |for |most.|This |transition |commonly |is |associated |with:

1. Academic |Issues

|2)Behavioral|Issues

3)Emotional |Issues: |The |impact |of |the |transition |between |primary |and |secondary |schooling |is |generally | for |most.|This |transition |commonly |is |associated |with:

1. |
2. |
3. |

14. 1. |Pubertal|Timing |(brings |its|own|stress,|moodiness,|chemical |imbalance)

2. Anonymity|(teachers|are|less|involved|in|your|life,|you|don't|feel|as|connect- |ed |to |the

|school)

3. Workload|(stressful)
4. Interpersonal |Issues |(ex: |friendship |changes, |popularity |importance, |etc.)
5. The |Top |Dog |Phenomenon |(going |from |the |oldest |in |the |school |back |to |the |youngest): |Why |do |we |often |see |negative |impacts |on |students |when |they |transition |from |primary |to |secondary |schools?

15. Academic |Tracking: |separation |of |students |into |various |courses |based |on |prior |academic |achievement |and |other |variables
16. Pros

-Provides|the|appropriate|atmosphere|that|instills|engagement|based|on|level |of |ability |and

|achievement

(learned |helplessness |can |occur |when |students |are |challenged |above |their |levels |and

|students |get |bored |if |the |challenge |is |too |low |for |them)

Cons

Critics|say|benefits|are|essentially|for|higher|tracks|only;|lower|track|students |are |the |ones

|suffering...

-Higher |tracks |receive |better |resources |(material,|quality|of |teachers |and |thus |better

|abilities |and |knowledge)

-Racial |and |ethnic |biases |(placed |in |lower |tracks |even |if |they |meet |the |criteria |for |higher

|tracks)

-Negative |labeling |(bullying)

-Difficult |to |change |educational |trajectory |(it's |harder |for |lower |students |to |switch |to

|higher |tracks |compared |to |higher |students |moving |lower):|What |are |the |pros |and |cons |of |using |academic |tracking?

17. Quiet |Dropout

-Behavioral |Issues: |Low |(1-2)

-Engagement: |High |(8)

-Achievement:|Low |(2):|Types |of |Dropouts tend |not |to |react |openly |to |their |achievement |issues |and |go |unnoticed |until |they |choose |to |leave |school |(don't |usually |try |to |ask |for |help, |voluntarily |leave) -most |common |type -Behavioral |Issues: | -Engagement: | -Achievement: |

18. Disengaged |Dropout

-Behavioral |Issues: |Mild |(5)

-Engagement: |Low |(1-2)

-Achievement:|Low |(3-4):|Types |of |Dropouts care |little |about |their |educational |experiences |and |see |little |value |in |it -Behavioral |Issues: | -Engagement: | -Achievement: |

19. Low-Achiever |Dropout

-Behavioral |Issues: |Low |(2)

-Engagement: |Low |(3)

-Achievement:|Low |(0-1):|Types |of |Dropouts significantly |poor |grades |prohibit |their |continuation |(failing |almost |every |class) -Behavioral |Issues: | -Engagement: | -Achievement: |

20. Maladjusted |Dropout

-Behavioral |Issues: |High |(8)

-Engagement: |Low |(2)

-Achievement:|Low |(1-2)

*achievement |and |engagement|might|be|low,|but|they|leave|because |of|behav- |ioral |issues

|(expulsion): |Types |of |Dropouts tend |to |be |pushed |out |of |school |due |to |serious |behavioral |issues -Behavioral |Issues: | -Engagement: | -Achievement: |

21. Trauma |Dropout |(not |part |of |study):|Types |of |Dropouts a |disruptive |life |event |forces |student |to |quit |going |to |school |(may |be |sudden;|few |warning |signs, |unlike |other |groups) -ex:|family |death, |disease, |pregnancy, |job, |bullying, |etc.
22. Qualitative |Reasons |for|Turning |it |Around

1. Experiencing |a |significant |accomplishment |in |an |academic |area, |which |is |seen |as

|authentic |(ex:|low |achiever |experiences |one |very |high |academic |achievement |- |source

|of |hope)

2. Establishment |of |a |healthy |line |of |support |from |either |a |family |member, |sig- |nificant |other,

|or |educator |(ex: |shows |signs |of |trauma |or |quiet |and |somebody |notices |problems |and |helps

|out)

3. Significant |insight, |which |leads |them |to |really |rethink |the |role |of |education |in |their |future

|(ex:|disengaged |- |having |an |epiphany|from |seeing |a |friend |drop |out |and |fail |in |life,|and |you

|don't |want |the |same |thing |to |happen |to |you,|which |can|be |positive |- |new |career |interest,|etc.):

|Why|do |some |students |who |are |at-risk |for |dropping |out |manage |to |turn |things |around? |(Qualitative |Reasons |for |Turning |it |Around)

23. Quantitative |Reasons |for|Turning |it |Around

1. Confidence |(self-efficacy)

-Believe |that |if |you |try |hard |enough, |you'll |succeed

2. Coordination |and |Control |(planning)

-Planning |out |how |and |when |to |do |an |assignment |(time |management |skills)

3. Composure |(low |anxiety)

-Stress |management, |emotion |regulation, |good |at |dealing |with |setbacks, |etc.

4. Commitment |(persistence) -Don't |give |up |easily, |and |push |through |difficulties: |Why |do |some |students |who

are |at-risk |for |dropping |out |manage |to |turn |things |around? |(Quantitative |Reasons |for |Turning |it |Around)

24. Academic |Strategies: |Dropping |Out |Intervention |Strategies Intervention |addresses |academic |knowledge |or |skills |(e.g.|tutoring |in |reading |or |math)
25. Behavioral |Strategies: |Dropping |Out |Intervention |Strategies Intervention |addresses |student |behavior |or |social |skills |(e.g.|behavioral |modification, |empathy |training |or |social |skill |groups)
26. Attendance |Strategies: |Dropping |Out |Intervention |Strategies Intervention |addresses |student |attendance |or |tardiness |(e.g.|transportation |issues, |incentives |for |attendance)
27. Study |Skill |Strategies: |Dropping |Out |Intervention |Strategies Intervention |addresses |study |organization |(e.g.|test |taking, |planning |and |time |man- |agement |strategies)
28. Support |Strategies: |Dropping |Out |Intervention |Strategies Intervention |addresses |lack |of |guidance |or |support |in |academics |(e.g.|parent |aware- |ness |programs, |career |planning |sessions)
29. School |Structure |Strategies: |Dropping |Out |Intervention |Strategies

Intervention |changes |class |or |school |wide |organizational |features |(e.g.|school |within |a |school |or |classroom |climate)

30. 1)|Extracurricular|involvement|increases|contact|with|educators,|coaches, |peers, |etc.

2. Maintaining |academic |standard |to |participate |(you |need |to |have |good |grades |to |take

|part |in |some |activities; |if |you're |motivated |to |be |a |part |of |the |activity, |you'll |want |to |get

|better |grades)

3. Participation|itself|may|provide|a|feeling|of|accomplishment|and|confidence |(success |in

|extracurriculars |might |increase |this |feeling |in |school)

4. Being |involved |creates |a |bond |between |the |student |and |the |school:|Why |does |extra- curricular |involvement |help |reduce |the |likelihood |of |dropping |out?

31. Lewis |Hine |(1874-1940)

-American |photographer |who |took |prominent |pictures |of |child |labor |to |show |its |cruelty:

|"Perhaps |you |are |weary |of |child |labor |pictures. |Well, |so |are |the |rest |of |us, |but |we |propose |to |make |you |and|the |whole |country|so |sick |and|tired |of |the |whole

business |that |when |the |time |for |action |comes, |child |labor |pictures |will |be |records |of |the |past"

32. 1. |Before |Industrialization: |most |adolescents |in |the |West |grew |up |on |a |family |farm

|and |earned |skills |that |would |later |be |necessary |when |they |grew |up |to |own |their |own

|farms |(continuous |social |transition)

2. Advent |of |Industrialization: |it |became |increasingly |common |for |adolescents |to |work |in

|factories|(discontinuous)|and|a |very|small|group|of |individuals|went |to |school |at |this |time

3. In |the |US, |work |and |school |remained |mutually |exclusive, |(adolescents |would |either

|work |or |go |to |school |- |not |both) |flipping |the |other |direction |in |the|early|20th |century

|(originally|most |adolescents|were|working|full|time,|but |eventually |this |was |flipped |and

|most |adolescents |were |going |to |school |full |time. |Still |wouldn't |do |both.)

4. This |pattern |changed |dramatically|following|World|War |II:|Employment |posi- |tions |opened

|up |and |(minimum |wage, |later |hours, |etc.) |teenagers |would |take |these |jobs |b/c |they |fit |well

|in |the |teen |schedule |(many |of |these |jobs |were |in |sales, |fast |food, |etc.)

5. Today,|working|and|being|a|student|is|commonplace|(as|high|as|80%|of|high |school |students |have |worked): |How |has |the |relationship |between |teenage |work |and |school |changed |over |the |last |century |and |a |half?

33. Major |jobs |held |by |15-17 |year |olds |during |the |academic |year |(in |order):

1. Food |Industry
2. Retail
3. Construction/Manufacturing/Agriculture
4. Services

5. Other: |What |are |the |typical |types |of |jobs |held |by |teens |today?

34. Males |tend|to |start |work |earlier |and |have |longer |hours |than|females.: |Males |tend |to |start |work | and |have | hours |than |females.
35. US |compared |to |other |contemporary |industrialized |nations

1. Lack |of |Availability |(of |part-time |jobs |for |teens |and |adults |get |the |available |jobs)
2. Associated |Stigma |(working |along |with |school |is |associated |with |a |poor |or |struggling

|family |in |other |countries)

3. School|Workload |(heavier |emphasis |on |education |in |other |countries |and |more

|homework)

Teens |work |significantly |more |than |in |the |US |than |in |other |countries.: |Why |do |a |vast |majority |of |teens |in |other |contemporary |industrialized |countries |not |hold |part-time |jobs |while |in |school |compared |to |the |US?

36. Observational |Study |Results

1. as |much |if |not |more |time |interacting |with |other |adolescents |than |adults |(original

|hypothesis |was |that |working |would |help |to |increase |contact |with |adults)

2. Unlikely |to |be |involved |in |decisions |or |allowed |to |act |independently
3. Rarely |used |knowledge |that |they |learned |in |school
4. Receive |minimal |instruction |from |adults the |results |that |this |was |an |overall |negative |experience: |What |do |the |observa- |tional |studies |on |adolescent |part-time |jobs |suggest?

37. 1. |How: |In |their |self-reports, |Adolescents |generally |view |working |as |a |posi- |tive

|experience, |(benefits |include |learning |responsibility, |money |management, |social |skills,

|work |experience, |work |ethics, |independence, |time |management, |and |learning |about |life)

|which|is|opposite |of |the |results |in |observational |study.

2) |Why: |Work |was |more |satisfying |than |school, |gave |them |a |sense |of |respon- |sibility, |and

|liked |making |money: |How |and |why |do |the |subjective |reports |by |teens |differ |from |the |observational |data?

38. (in |order)

1. Buy|Things
2. Save |for |Other |Purposes
3. Save |for |Education
4. Work|Experience

5. Learn |New |Skills

This |doesn't |really |change |as |they |get |older |("amount |saved |for |education" |increases |the

|most |of |all |but |still |pretty |much |stays |in |the |same |position |relative |to |others): |Why |do |adolescents |typically |seek |jobs |- |and |does |this |change |as |they |get |older?

39. 1. |The |Paycheck: |the |average |teenager |earns |roughly |$500 |a |month |which |can |lead |to

|Premature |Affluence |- |having |a |high |percentage |of |a |discretionary |income |(income

|remaining |after |deduction |of |taxes) |at |a |point |where |they |may |not |be |able |to |manage |it |in |a

|mature |fashion

2)|Teens |tend |to |spend |it |on |entertainment, |clothing, |school |expenses, |car, |future

|education, |and |family |support |(overtime, |teens |begin |to |save |more |for |future): |Why |is |the |teenage |paycheck |described |as |a |discretionary |fund; |what |do |they |tend |to |do |with |the |money?

40. As |teens |work |more |hours |while |in |school |(especially |for |those |working |more |than

| 20 |hours |per |week):

1. GPA |tends |to |decline
2. More |likely |to |cut |classes |& |higher |absent |rates
3. Less |likely |to |complete |their |homework
4. More |likely |to |cheat |on |their |assessments
5. Less |likely |to |be |involved |with |extracurricular |activities
6. More |likely |to |take |easier |courses |to |protect |grades
7. Lower |educational |ambitions |(less |motivation)
8. Less |likely |to |graduate |or |go |to |college: |What |tends |to |happen |to |adolescents |who |work |longer |hours |while |going |to |school?

41. 1. |Time|is|Finite |(most |of |the|time |goes|toward |work;|little|left |for|academic |or

|extracurricular |activities)

2. Work |Schedule |Flexibility |(increased |expectations |and |rigidity |of |work |schedules; |at

|first, |you |might |only |work |a |few |hours, |so |you |can |move |those |hours |around |to |adjust |for

|school |work. |Over |time, |you |work |more |hours |and |more |days |in |the |week |as |more |is

|expected |of |you)

3. Sleep |Loss |(longer |hours |on |the |job |are |associated |with |less |sleep)
4. Higher |Overall |Stress |(high |intensity |work |is |associated |with |greater |in- |ternalizing |issues):|Why |may |working |during |the |school |year |negatively |impact |adolescents?

42. Adolescent |Part-time|Work |is...

1. associated |with |occupational |deviance |(more |than |half |of |employed |teens |report

breaking|rules|at|work,|giving|discounts|to|friends,|damaging|property,|taking |money)

2. associated |with |general |delinquent |behaviors |outside |of |the |workplace |(vandalism,

|reckless |driving, |and |beating |someone |up)

3. associated |with |increase |reported |substance |use |and |abuse |(including |alcohol, |cigarettes,|and |other |drugs): |How |does |adolescent |part |time |work |relate |to |problem |behaviors |such |as |occupational |deviance |and |substance |use?

43. Potential |Explanations |for...

1. Occupational|Deviance:|lack|of|personal|investment|in|the|job|(the|purpose |of |having |a

|job |is |to |buy |things, |not |a |career |move, |so |they're |aren't |super |invested |in |the |job)

2. General |Deviance:|increased |financial |resources |and |autonomy |from |parental

|supervision

3. Substance |Use: |increases |exposure |and |chance |of |being |offered, |to |help |support |an |existing |habit, |to |keep |alert |on |the |job, |or |to |escape |from |stress: |- |Why |is |there |a |higher |rate |of |deviancy |among |adolescents |who |work |longer |hours?

44. Much |of |the |research |is |correlational...

1. Primary|Orientation|Model:|most|adolescents|tend|to|be |strongly|committed |to |academics

|or |work, |but |not |both

2. Premature |Adulthood: |teens |strive |to |be |more |adult-like |or |recognized |as |older

|before |their |time |(ex: |working |longer |hours |is |linked |to |substance |use, |and |this |may |be

|because |they |want |to |appear |older): |What |is |one |of |the major |methodological |concerns |with |these |negative |findings |on |adolescent |part-time |work? |Make|sure|to|explain|the|primary|orientation|model|and|premature|adulthood.

45. 1. |The |Fantasy |Stage
46. The|Tentative |Stage
47. The |Realistic |Stage

Criticisms:|The |theory |should |be |expanded

Support: |People |do |change |their |minds |about |their |career |choices |(similar |to |identity

|exploration |in |Human |Development |Family |Studies): |What |are |the |three |major |stages |of |Ginzburg's|Vocational|Theory;|what |is |some |of |the |evidence |to |support |it? |Criticisms |of |it?

46. The |Fantasy |Stage:|Ginzburg's|Vocational|Theory children |imagine |themselves |in |roles |of |those |with |whom |they |identify -respond |most |to |visible |aspects |of |the |job |(clothes, |tools, |etc.) -involves |no |real |assessment |of |personal |abilities |or |requirements

47. The|Tentative |Stage: |Ginzburg's |Vocational |Theory during |early |and |mid |adolescence |their |interests |become |important |to |job |selection -meta-cognition |(what |do |I |enjoy?) They |become |aware |of |their |abilities |and |start |to |think |of |work |in |terms |of |what |they |value |(ex: |importance |of |salary, |flexibility, |travel, |work |environment, |etc.)
48. The |Realistic |Stage:|Ginzburg's|Vocational|Theory during |late |adolescence -active |exploration |of |choices |(take |classes, |gaining |experience, |etc.) -crystallizing |factors |for |career |choice |and |specializing |within |their |field
49. McJob: |a |low-paid |job |with |few |prospects -good |job |opportunities |for |adolescents
50. Structured |Leisure |Activities: |Adolescents |and |Leisure includes |direct |adult |monitoring, |guidance, |and |general |involvement |in |the |activity's

instruction -likely |to |be |more |developmentally |appropriate |and |mentally |stimulating

51. Unstructured |Leisure |Activities: |Adolescents |and |Leisure these |activities |don't |include |adult |supervision |and |involvement
52. Romantic |Philosophy: |Philosophies |of |Leisure adolescence |is |a |time |of |moratorium |where |adults |stand |aside |and |let |youth |have |the |freedom |to |discover |who |they |are -identity |exploration -prefer |unstructured |leisure |activities
53. Protestant |Perspective/Philosophy: |Philosophies |of |Leisure idleness |is |wasted |time |if |not |structured, |and |has |the |potential |to |breed |deviant |behaviors -Routine |Activity|Theory: |unstructured |leisure |time |is |a |high |risk |time |for |problem |behavior |to |arise
54. Routine |Activity|Theory: |unstructured |leisure |time |is |a |high |risk |time |for |prob- |lem |behavior |to |arise -a |target |(person, |building, |etc.), |motivated |offender, |and |an |unstructured |environ- |ment |are |the |ingredients |for |deviant |behaviors -adolescents |are |more |likely |to |get |in |trouble |around |the |time |when |they |get |out |of |school,

|before |parents |get |home |from |work

55. Rational-Instrumental |Philosophy: |Philosophies |of |Leisure adolescents|benefit|the|most|from|adult|supervised|and|guided|activities|that|provide |agency |(teen |has |a |choice |in |the |activity, |and |they |get |to |interact |with |peers) |and |group |interaction -benefits |of |romantic |philosophy |but |through |structured |activities -ex:|extracurriculars
56. 1. |The |typical |teen |spends |about |half |their |time |engaging |in |leisure |activi- |ties

2)|Teens |spend |only |about |an |hour |a |day |engaged |in |structured |leisure |(or- |ganized |youth

|activities) |and |6-8 |hours |on |unstructured |leisure |(watching |tv, |social |interaction): |How |much |time |does |the |typical |adolescent |spend |engaging |in |leisure |activities |and |what |are |some |of |the |more |common |activities?

57. That |it |increases |the |likelihood |for |drug |and |alcohol |abuse |(when |accom- |panied |w/ |peer |pressure |and |no |adult |supervision): |What |does |the |literature |suggest |about |partying?
58. Linked |to...

-Academic |Improvements

-Social |Improvements

-Identity |Formation |(extracurriculars |help |you |find |out |what |you |like |and |who |you |are

-Mental |Health |Improvements |(fewer |cases |of |depression |and |stress;|more |positive |self-

concepts)

-Fewer |Behavioral |Issues

In |most |cases |they |are |positive |for |adolescents |(the |one |exception |being |team |sports |are

|associated |with |delinquency|and |alcohol |use).: |What |does |the |literature |suggest |about |extra-curricular |activities |(ECAs)?

59. 1. |Breadth |of |activities |- |more |activities, |more |benefits, |to |a |point

2. Several |years |committed
3. Well |designed |and |developmentally |appropriate |extracurriculars

-ex: |when |adolescents |who |play |sports |also |participate |in |other |ECAs |and |therefore |have

|multiple |points |of |"attachment" |to |their |school |(far |more |posi- |tive |than |only |playing

|sports): |When |do |ECAs |have |the |greatest |positive |impact?

60. The |Good: