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| 1 | |
The adolescent identity crisis refers to a period: |
| | A) | of confusion during which youth are choosing between attachment and autonomy. |
| | B) | when adolescents are actively making decisions about who they want to be. |
| | C) | when adolescents actively avoid commitment to ideas or occupations. |
| | D) | of intense turmoil and stress that lasts a short time and determines an adolescent's identity status. |
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| 2 | |
The term that James Marcia uses to refer to the part of identity development in which adolescents show a personal investment in what they are going to do is: |
| | A) | value. |
| | B) | desire. |
| | C) | commitment. |
| | D) | involvement. |
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| 3 | |
Asked whether they ever had doubts about their religion, four students gave the following answers. Which of these students has arrived at identity achievement? |
| | A) | Kristin: "Oh, I don't know. It really doesn't bother me. I figure one's about as good as another." |
| | B) | Joe: "No, not really. Our family is pretty much in agreement about these things." |
| | C) | Alicia: "Yes, I guess I'm going through that right now. How can there be a god with so much evil in the world?" |
| | D) | Phil: "Yeah, I even started wondering if God existed. I've pretty much resolved that by now, though." |
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| 4 | |
A high school student who has explored all potential employment and educational options and has chosen to attend the college near home is experiencing identity: |
| | A) | achievement. |
| | B) | moratorium. |
| | C) | foreclosure. |
| | D) | diffusion. |
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| 5 | |
Many identity status researchers believe that a common pattern of individuals who develop positive identities is to follow what are called cycles. |
| | A) | "PAPA" |
| | B) | "MAMA" |
| | C) | life |
| | D) | spiraling |
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| 6 | |
Autocratic parents are most likely to have adolescents experiencing identity: |
| | A) | achievement. |
| | B) | moratorium. |
| | C) | foreclosure. |
| | D) | diffusion. |
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| 7 | |
Jessica's parents have never "forced" their opinions on her, and have always allowed her to try anything she wanted to because they did not want to put any limits on her development. Based on the research, we would expect Jessica to experience identity: |
| | A) | achievement. |
| | B) | moratorium. |
| | C) | foreclosure. |
| | D) | diffusion. |
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| 8 | |
According to Cooper and Grotevant (1989), both _________ are important in the adolescent's identity development. |
| | A) | separation and conflict |
| | B) | individuality and connectedness |
| | C) | obedience and self-regulation |
| | D) | family and peer relations |
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| 9 | |
Which statement best reflects Erik Erikson's (1968) belief about the relationship between culture and identity development? |
| | A) | Culture plays a critical role in identity development. |
| | B) | In some individuals, cultural factors may play a role in identity development. |
| | C) | For all individuals, cultural factors play a minor role in identity development. |
| | D) | Cultural factors have no influence on identity development. |
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| 10 | |
Most ethnic minorities first consciously confront their ethnicity in: |
| | A) | early childhood. |
| | B) | middle childhood. |
| | C) | adolescence. |
| | D) | young adulthood. |
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| 11 | |
Jean Phinney (1996) defined __________ as an enduring, basic aspect of the self that includes a sense of membership in an ethnic group and the attitudes and feelings related to that membership. |
| | A) | ethnicity |
| | B) | nationality |
| | C) | culture |
| | D) | ethnic identity |
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| 12 | |
Immigrant youth, as compared to Canadian-born youth, have all the following characteristics EXCEPT: |
| | A) | they are less likely to drink and smoke. |
| | B) | they are less likely to be religious. |
| | C) | they spend more time doing homework. |
| | D) | the teenage girls rarely have sex. |
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| 13 | |
Gilligan (1990), investigating gender and identity development, has found: |
| | A) | relationships and emotional bonds are more important concerns of females, while autonomy and achievement are more important concerns of males. |
| | B) | relationships and emotional bonds are more important concerns of males, while autonomy and achievement are more important concerns of females. |
| | C) | the differences in focus toward relationships and autonomy that were noted by Erikson are now so minimal that they barely exist today. |
| | D) | because of the women's liberation movement, males and females are now both focusing more on relationships and emotional bonds than on autonomy and achievement. |
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| 14 | |
Parents who want their adolescents to make a smooth transition into adulthood should: |
| | A) | relinquish control in all areas and let the adolescent take over. |
| | B) | maintain control in as many areas as possible for as long as possible. |
| | C) | relinquish control in areas where the adolescent has shown competence and maintain control in those areas where the adolescent's knowledge is limited. |
| | D) | maintain control of issues dealing with family and relinquish control for those issues having to do with peer relations. |
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| 15 | |
Talia, age 16, has a secure attachment with her parents. One might expect she will: |
| | A) | have trouble breaking away from her parents to form peer relationships. |
| | B) | tend to be more dependent in her relationship with her best friend. |
| | C) | have a lower sense of her self-worth. |
| | D) | have better relations with her peers than her insecurely attached counterparts. |
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| 16 | |
Parent-adolescent conflicts likely revolve around all of the following EXCEPT: |
| | A) | keeping bedrooms clean. |
| | B) | getting home on time. |
| | C) | taking drugs. |
| | D) | talking on the phone. |
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| 17 | |
Which best characterizes the new model of parent-adolescent relationships? |
| | A) | As adolescents mature, they detach from parents and move into a world of autonomy apart from parents. |
| | B) | Parent-adolescent conflict is intense and stressful throughout adolescence. |
| | C) | Everyday negotiations and minor disputes between parents and adolescents are harmful to developmental functions. |
| | D) | Parents serve as important attachment figures and support systems. |
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| 18 | |
Cross-cultural research on parent-adolescent relationships in India conducted by Reed Larson (1999) shows that: |
| | A) | there is a process of breaking away from parents. |
| | B) | there is a lot of conflict between parents and their adolescents. |
| | C) | adolescents choose their own marital partners. |
| | D) | parents generally use an authoritarian parenting style. |
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| 19 | |
Competent adolescent development is most likely to happen when adolescents have parents who: |
| | A) | display authoritative ways of dealing with problems and conflict. |
| | B) | display authoritarian ways of dealing with problems and conflict. |
| | C) | insist that their adolescents learn to resolve problems and conflict on their own. |
| | D) | develop more flexible boundaries and learn to become friends with their children. |
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| 20 | |
The role of peers is important in each of the following functions EXCEPT: |
| | A) | shaping identity. |
| | B) | building self-esteem. |
| | C) | exerting negative pressure only. |
| | D) | exerting both positive and negative pressure. |
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| 21 | |
Children's groups differ from those formed by adolescents in that children's groups: |
| | A) | are more informal. |
| | B) | rely more on the leaders of the groups. |
| | C) | have more interests in common. |
| | D) | include a greater diversity of individuals. |
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| 22 | |
Research by Harry Stack Sullivan (1953) suggests that: |
| | A) | adolescents who do not have close friendships experience loneliness and a reduced sense of self-worth. |
| | B) | adolescents depend more on their parents than on their friends for a sense of self-worth. |
| | C) | adolescents with no close friends learn to develop a sense of autonomy. |
| | D) | as adolescents get older, they begin to spend as much time with their friends as with their parents. |
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| 23 | |
In their early romantic relationships, many adolescents are interested in all of the following EXCEPT: |
| | A) | fulfilling attachment and sexual needs. |
| | B) | exploring how attractive they are. |
| | C) | learning how they should interact romantically with someone. |
| | D) | finding out how their behaviour looks to the peer group. |
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| 24 | |
The cognitive models that guide individuals' dating interactions are called: |
| | A) | dating experiences. |
| | B) | romantic relationships. |
| | C) | dating scripts. |
| | D) | romantic interactions. |
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| 25 | |
A ceremony that marks an individual's transition from one status to another (such as adolescence to adulthood) is called a: |
| | A) | rite of passage. |
| | B) | transitory stage. |
| | C) | period of transition. |
| | D) | ritualistic transition. |
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| 26 | |
Which of the following is true regarding the rite of passage from adolescence to adulthood in Canadian culture? |
| | A) | There are Canadian ceremonies to facilitate separation from the immediate family. |
| | B) | There is an abrupt entry into adulthood in Canadian culture. |
| | C) | There is an elaborate ceremony to signal achievements of adult status. |
| | D) | No specific universal event marks the end of adolescence in Canadian culture. |
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| 27 | |
One of the major limitations of studies on the effects of ethnicity is that _________ may play a larger causal role than ethnic heritage, but it is difficult to tease the two variables apart. |
| | A) | race |
| | B) | innate physical variation |
| | C) | socioeconomic status |
| | D) | language |
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| 28 | |
The Canadian immigrant population has been growing and psychologists have: |
| | A) | begun a series of studies to assess adaptation to Canadian culture. |
| | B) | been slow to study these families. |
| | C) | developed adaptations in intervention programs to achieve optional cultural sensitivity. |
| | D) | trained adolescents to take the perspective of individuals from immigrant and cultural groups. |
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| 29 | |
Stanley Sue (1990) suggests one way to resolve value conflicts about sociocultural issues is to: |
| | A) | restrict immigration for a period of time. |
| | B) | design a national referendum to determine what the majority of individuals within a culture believe is appropriate. |
| | C) | eliminate all culturally specific institutions. |
| | D) | conceptualize or redefine these value conflicts in innovative ways. |
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| 30 | |
Multiculturalism is defined as: |
| | A) | the coexistence of distinct ethnic and cultural groups in the same society. |
| | B) | the absorption of immigrant groups into the dominant group. |
| | C) | the homogeneity of ethnic minority groups. |
| | D) | adapting to the values, attitudes, and stresses of a particular culture. |
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| 31 | |
The principles of the youth criminal justice system include all of the following EXCEPT: |
| | A) | to prevent crime. |
| | B) | to rehabilitate offenders. |
| | C) | to reintegrate offenders into society. |
| | D) | to ensure that offenders experience freedom over meaningful consequences. |
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| 32 | |
An increase in violent crime committed by young people is related to all of the following EXCEPT: |
| | A) | more young people carrying weapons. |
| | B) | more harm being inflicted. |
| | C) | traditional "one-on-one" fighting. |
| | D) | young women being increasingly involved. |
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| 33 | |
The most likely reason for young people to join gangs is: |
| | A) | for social opportunities. |
| | B) | to satisfy unmet needs. |
| | C) | for recreational opportunities. |
| | D) | to disclose intimacies, feelings, and thoughts. |
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| 34 | |
According to the McCreary Centre Society in Vancouver, street youth have all of the following characteristics EXCEPT: |
| | A) | have at sometime experienced physical or sexual abuse. |
| | B) | have run away or been kicked out of home. |
| | C) | have addiction problems in half their population. |
| | D) | have risky behaviours that began as teenagers. |
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| 35 | |
Which of the following is NOT a reason given for the sex differences in rates of depression among adolescent males and females? |
| | A) | Females tend to ruminate in their depressed mood and amplify it. |
| | B) | Males' self-images are more negative than self-images of females. |
| | C) | Females' body images are more negative than body images of males. |
| | D) | Females face more discrimination than males. |
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| 36 | |
In order to reduce adolescent problems, it is important to know that: |
| | A) | problem behaviours in adolescence are interrelated. |
| | B) | high-risk youth usually have one specific problem. |
| | C) | very few high-risk youth are involved in multi-problem behaviours. |
| | D) | there are no effective interventions to reduce adolescent problems. |
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