Title: Adolescence
Course: Question Banks

Q: Priya, an 8-year old, is experiencing a major growth spurt. This past year, she has grown 3 inches in height. Which phase of puberty is Priya most likely experiencing?
- Menarche (Incorrect. Menarche, the first menstrual period, takes place in the second stage of puberty with the release of sex hormones.)
- Gonadarche (Incorrect. Gonadarche is the second stage of puberty, involving increased hormonal production that spurs physical growth and sexual maturation.)
- Secondary development (Incorrect. Development of secondary sex characteristics takes place during gonadarche, and involves those characteristics not directly related to sex organs, such as physical changes in body hair, body fat, etc.)
- Adrenarche (Correct! The first stage in puberty occurs around the age of 8-13 years, and involves the release of adrenal androgens that promote skeletal growth, and the growth spurt is an indication of adrenarche.)
A: Adrenarche

Q: Lee has always enjoyed swimming. He is currently going through puberty. What kind of changes in his swimming abilities is he likely experiencing?
- Decreased muscle mass and increased tiredness (Incorrect. Muscles typically grow faster in pubescent boys than pre-puberty. Increased tiredness may result from increased physical exertion and physical growth.)
- Increased adrenaline and increased speed (Incorrect. Adrenaline releases in surges, when it is needed. Puberty does not entail an overall heightened level of adrenaline. Exercise endurance increases, and Lee may see an increase in his speed during this time.)
- Decreased cardiovascular capacity (Incorrect. Cardiovascular capacity increases during puberty.)
- Increased lung capacity and endurance (Correct! During puberty, the lungs and heart increase in size and capacity, enabling more tolerance for exercise, which would likely increase Lee’s swimming endurance.)
A: Increased lung capacity and endurance

Q: The development of pubic and underarm hair during puberty for both boys and girls are examples of what?
- Primary sex characteristics (Incorrect. Primary sex characteristics are parts of the body directly involved in reproduction, such as the penis, testes, vagina, ovaries, and uterus.)
- Hormones (Incorrect. Hormones trigger and activate pubertal changes, while visible changes in the body result from shifting hormone levels.)
- Testosterone (Incorrect. Testosterone is the primary hormone for males, and during puberty, testosterone levels increase to promote physical changes in males.)
- Secondary sex characteristics (Correct! Development of pubic and underarm hair are both secondary sex characteristics, which indicate sexual maturity but do not have a direct role in reproductive capabilities.)
A: Secondary sex characteristics

Q: Jill is 10 years old, but she’s already a few inches taller than most of her classmates, she’s had her first period, and she is beginning to develop breasts and hips. This early development places Jill at risk for all of the following psychosocial problems, EXCEPT?
- Depression and anxiety (Incorrect. Girls who go through puberty face a heightened risk of depression and anxiety.)
- Substance use (Incorrect. Early puberty is a risk factor for substance use in adolescent girls.)
- Early sexual activity (Incorrect. Early puberty is correlated with earlier sexual activity, as girls who develop early can appear to be older or more mature than they are.)
- Bipolar disorder (Correct! Early puberty in girls does not place them at greater risk for bipolar disorder. Numerous biological, psychological, and social factors determine this.)
A: Bipolar disorder

Q: James is 14 and most of his peers have already started puberty, and he’s feeling left behind, labeled as a “late bloomer.” James may have an increased risk for what?
- James has a higher risk of falling behind in school (Incorrect. Late bloomers face a greater risk of interpersonal conflict than academic woes; some studies suggest late-bloomers perform better academically.)
- James has a higher risk of early sexual activity (Incorrect. Early development places adolescents at a higher risk for early sexual activity, rather than late development.)
- James has a higher risk of drug use (Incorrect. Early developers may have a greater risk of drug use than late developers.)
- James has a higher risk of being bullied (Correct! Evidence suggests late bloomers may be at risk for issues with bullying, parental conflict, and body image.)
A: James has a higher risk of being bullied

Q: Louis, who has developed earlier than most of his male peers is popular, confident and independent. It seems early on, the effects of developing early for boys is at least partially positive. However, to what potential risks might this early development predispose Louis?
- Poor athletic performance and burnout (Incorrect. One of the advantages of early puberty in boys tends to be earlier athleticism, and burnout depends on the individual.)
- Greater susceptibility to bullying (Incorrect. Late, not early, pubertal development in boys is associated with vulnerability to bullying.)
- Delayed social achievement (Incorrect. Delayed social achievement is more of an issue for those who experience late puberty, although, some typical social milestones may look different for those with early puberty.)
- Early sexual activity and substance abuse (Correct! Boys who develop at a physically faster rate tend to look older than their peers and may associate with older crowds. Additionally, stress and anxiety play a role in these behaviors.)
A: Early sexual activity and substance abuse

Q: Jane, a senior in high school, finds a diary she kept her freshman year. Reading through it, she laughs at an event she’d chronicled as “the most embarrassing moment in her life,” an event she hardly remembers now. What part of her brain has developed more fully in the intervening time to change her perspective?
- Limbic system (Incorrect. The limbic system is much more developed in young adolescents than the prefrontal cortex. Jane’s freshman diary entry reflects strong emotional and social processing.)
- Amygdala (Incorrect. The amygdala is part of the limbic system, which pubertal hormones target.)
- Hindbrain (Incorrect. The hindbrain controls regulatory functions basic to life. It is the first part of the brain to develop)
- Prefrontal cortex (Correct! The prefrontal cortex develops significantly during adolescence, allowing greater cognitive executive function. When Jane wrote the original diary entry, her limbic system was well developed, so she felt strong social and emotional reactions, like embarrassment.)
A: Prefrontal cortex

Q: During adolescence, the increased production of this neurotransmitter is partially responsible for increased risk-taking behaviors.
- Serotonin (Incorrect. Serotonin is a calming neurotransmitter, which eases tension and stress.)
- GABA (Incorrect. GABA acts in an inhibitory manner, calming the central nervous system and promoting focus.)
- Cortisol (Incorrect. Cortisol helps the body regulate stress and blood sugar levels.)
- Dopamine (Correct! Dopamine is associated with pleasure. Activities which evoke strong emotion or excitement promote dopamine production, which feels good.)
A: Dopamine

Q: Teen movies often contain the trope of the nagging parent trying to wake up their sleepy teenager. Why is this so common?
- Most teens are lazy (Incorrect. Laziness is too often portrayed as the issue, when in reality, teens may not be getting adequate amounts of sleep, for varying reasons.)
- Most teens stay up late at night (Incorrect. Some teens stay up late at night, while some do not. Melatonin production in adolescence is typically higher later at night, so many teens are not sleepy until later, but they still need 9-10 hours of sleep.)
- Most teens sleep better during the day (Incorrect. Melatonin production for teens is higher later at night, which often leads to sleeping later in the day, but nighttime cycles are still more conducive to sleep than daytime.)
- Most teens get too little sleep (Correct! The recommended amount of sleep for teens is 9-10 hours, while most get far less than this, so they are often sleepy.)
A: Most teens get too little sleep

Q: Body dissatisfaction is associated with all of the following EXCEPT.
- Body mass (Incorrect. Body mass is associated with body dissatisfaction, typically overweight body mass, or the perception of being overweight.)
- Low self-esteem (Incorrect. Poor self-esteem plays a significant role in body dissatisfaction.)
- Atypical eating patterns (Incorrect. Adolescents often don’t get the right balance of nutrients in their diets, whether they eat too much or too little, and this lack of balanced nutrition can alter the body’s composition as well as the mindset.)
- Dietary restrictions (Correct! Dietary restrictions consist of things a person cannot consume for health reasons, such as allergies, etc. so, while possibly a factor, dietary restrictions are not typically associated with body dissatisfaction.)
A: Dietary restrictions

Q: Sam and Andy, both 18, have been dating for a year, and they have decided to have sex for the first time. In terms of physical health, what should their primary concern be, and how should they protect against this concern?
- Pregnancy; abstinence (Incorrect. We don’t know Sam and Andy’s genders to know whether pregnancy is an issue; they have also decided to have sex, so while abstinence is the only sure way to prevent pregnancy or STIs, it is not always a realistic expectation.)
- Pregnancy; birth control (Incorrect. Incorrect. We don’t know Sam and Andy’s genders to know whether pregnancy is an issue, and the method of birth control is unspecified. Oral contraceptives do not provide protection against STIs.)
- Sexually transmitted infections (STIs); abstinence (Incorrect. STIs are the primary health concern, and abstinence is the only way to guarantee they will not be an issue, teens who have decided to have sex need to be informed of safe sex options, such as condoms.)
- Sexually transmitted infections (STIs); condoms (Correct! STIs are the primary health concern adolescents often lack information about, and do not take proper protective measures. If the two have decided to have sex, their safest option is condoms.)
A: Sexually transmitted infections (STIs); condoms

Q: Which of these has the greatest influence on adolescents concerning attitudes about sexual activity?
- Media (Incorrect. The media may shape some of their notions of what society’s norms concerning sexuality are, but a teen’s close friends have the most influence on what he or she actually does and believes.)
- Pornography (Incorrect. Adolescents are still children, and should not have access to pornography, but it is naive to think they cannot find it. Whether their friends view it or not will largely determine whether an individual thinks it’s normal and acceptable or not.)
- Parents (Incorrect. Parents have some influence, and teens with supportive, close parental relationships may feel comfortable discussing sex with their parents, but their attitudes and norms still largely depend on their close friends.)
- Close friends (Correct! The behaviors and attitudes of their close friends have the greatest influence on adolescents’ sexual attitudes and activity.)
A: Close friends

Q: Marcus lifts weights every day. He takes nutritional supplements and steroids, but he never seems satisfied with his muscular progress. Marcus is displaying signs of what disorder?
- Body disfigurement (Incorrect. Marcus is obsessed with his muscles, not with disfiguring his body, although his extreme attention to his muscles may result in disproportionate body dimensions.)
- Anorexia nervosa (Incorrect. Marcus is not limiting his caloric intake to the extreme, so this is not anorexia.)
- Steroid rage (Incorrect. Marcus appears to have muscle dysmorphia, though his steroid use is not healthy and may come with other complications.)
- Muscle dysmorphia (Correct! It sounds like Marcus has muscle dysmorphia, given his obsession with his muscle development.)
A: Muscle dysmorphia

Q: Aiden just ate a whole box of cookies, and he’s really mad at himself, because he keeps doing things like this. He forces himself to throw up because he doesn’t want to gain weight. He can’t seem to stop this behavior. What is Aiden’s most likely diagnosis?
- Anorexia nervosa (Incorrect. Anorexia nervosa is marked by a severe limitation of caloric intake, and here, Aiden is taking in calories and purging them.)
- Binge eating disorder (Incorrect. This answer is partially correct; if Aiden did not later purge, this would be an example of binge eating disorder. However, because he is stuck in a cycle of bingeing and purging, this is more likely bulimia nervosa.)
- Obesity (Incorrect. Obesity is not an eating disorder, but a body mass index of 30 or greater, meaning one’s body is 30% or more fat in composition.)
- Bulimia nervosa (Correct! Bulimia nervosa involves a cycle of binge eating and purging, which Aiden displays.)
A: Bulimia nervosa

Q: When Michaeala looks in the mirror, she sees nothing but flaws. She continuously works on her image, limiting her food intake to the extreme and running to exhaustion every day. What disorder does Michaeala most likely suffer from?
- Bulimia nervosa (Incorrect. Bulimia nervosa is marked by a cycle of bingeing and purging.)
- Muscle dysmorphia (Incorrect. Michaeala is certainly seeing a distorted body image in the mirror, but her focus seems to be on weight loss, not muscle gain.)
- Binge eating disorder (Incorrect. Binge eating disorder is marked by binges, or excessive intakes of food.)
- Anorexia nervosa (Correct! Extreme caloric limitation and exercise are indicators of anorexia nervosa.)
A: Anorexia nervosa

Q: A group discussion begins with “if you were trapped on a deserted island and you could only bring five book, what would they be?” This question engages what type of thinking?
- Deductive reasoning (Incorrect. Deductive reasoning, or top-down processing, beginning with the biggest pieces of information one knows and narrowing it down to the correct solution(s).)
- Metacognitive thinking (Incorrect. Following this question with, “and why would you choose those?” would engage metacognitive thinking, encouraging the listener to explore their own thought processes.)
- Inductive thinking (Incorrect. Inductive thinking, or bottom-up processing, takes known facts and builds a probable cause from those pieces.)
- Hypothetical thinking (Correct! The scenario posed is not an actual situation most people will find themselves in, so the scenario requires hypothetical thinking.)
A: Hypothetical thinking

Q: The use of metaphor and analogy is an indication of which stage in Piaget’s theory of cognitive development?
- Concrete operational (Incorrect. Concrete operational thought is organized and rational, where problems have definitive solutions. This stage usually occurs around the ages of 7-11.)
- Preoperational (Incorrect. Preoperational thought is Piaget’s second stage, which involves symbolic thought, around ages 4-7.)
- Postformal (Incorrect. Piaget’s theory only included four stages: sensorimotor, preoperational, concrete operational, and formal operational. Neo-Piagetian theorists have proposed the postformal stage, which occurs later, if at all.)
- Formal operational (Correct! Formal operational thought moves from concrete, black-and-white thinking to more abstract, hypothetical thought.)
A: Formal operational

Q: Contrary to popular culture that often depicts teenagers as individuals who only think of themselves, during the formal operational stage, thinking patterns change in what ways?
- Thinking patterns become more concrete and solution-based (Incorrect. Concrete, solution-based thinking is characteristic of the concrete operational stage of cognitive development, which takes place before formal operations.)
- Thinking patterns become more abstract and less organized (Incorrect. As adolescents gain more abstract thinking abilities, they also gain more organizational abilities.)
- Thinking patterns become more hypothetical and more egocentric (Incorrect. Adolescent thinking in the formal operational stage becomes more hypothetical as individual planning skills sharpen. Being able to see more outcomes in the future allows one to see impacts one’s choices will have on others, making one less egocentric.)
- Thinking patterns become more abstract and less egocentric (Correct! During the formal operational stage, in adolescence, cognitions become more abstract and less egocentric.)
A: Thinking patterns become more abstract and less egocentric

Q: Jessica spilt milk on herself at the lunch table. For the rest of the school day, she walks around, mortified that everyone is staring at the stain on her shirt. What does this experience illustrate?
- The personal fable (Incorrect. The personal fable is like the inner monologue of a book’s main character. In this book, Jessica is the main character, and her surroundings make up the setting of her story.)
- The invincibility fallacy (Incorrect. The invincibility fallacy is a belief that statistically likely things will not happen to one’s self, because those things happen to other people.)
- Metacognition (Incorrect. Metacognition is thinking about thinking, such as analyzing one’s thought process in decision-making.)
- The imaginary audience (Correct! Jessica is self-conscious about the stain, so she imagines people will notice it and judge her for it, but in reality, they will probably either not notice it or not make a big deal of it.)
A: The imaginary audience

Q: Cherise is very good at solving math problems through a deliberate analytical process, but she is also good at sensing when others are having a bad day and need to talk. Which theory gives Cherise credit for both intuitive intelligence and analytical intelligence, through different channels?
- Behavioral decision-making theory (Incorrect. Behavioral decision-making theory suggests people weigh the potential rewards and consequences of their actions.)
- Relativistic thinking theory (Incorrect. Relativistic thinking is understanding that not everything has a definitive right and wrong answer; many answers are culturally relative or depend on one’s point of view.)
- Metacognitive theory (Incorrect. Metacognition is thinking about thinking. Cherise uses different thought processes for different problems, which more accurately describes dual-process model.)
- Dual-process theory (Correct! The dual-process model suggests there are two distinct avenues of processing information: intuitive and analytical, and different situations call for different types of processing.)
A: Dual-process theory

Q: Quentin is quick with a witty retort every time his dad leaves an opening. His dad remarks, “I don’t remember him being so sarcastic as a kid.” Quentin’s quick sarcasm is likely due to what cognitive improvement?
- Organization (Incorrect. Organization is more about storage and retrieval cues in memory, and using strategies to think more efficiently.)
- Selective attention (Incorrect. Selective attention is the ability to filter out unwanted or irrelevant information and focus on a specific task.)
- Metacognition (Incorrect. Metacognition involves thinking about thinking, strategizing and planning ahead.)
- Processing speed (Correct! Adolescent brains have increased processing speed, which allows Quentin to be ready with a witty rejoinder much faster now than when he was a few years younger.)
A: Processing speed

Q: Ralph wants to drop out of high school so he can start making money in the real world. What is the main problem with this ambition?
- Ralph isn’t old enough to start a job (Incorrect. Juveniles can get legal jobs as young as 14, but this kind of job is not typically a permanent career choice.)
- Every job requires high school graduation or an equivalent certificate (Incorrect. Many jobs don’t require employees to be high school graduates, but many more steady, living-wage earning jobs require high school graduation.)
- The school district won’t allow him to drop out (Incorrect. Ralph has the power to choose whether he stays in high school; administration may not bar him from dropping out.)
- He may have fewer job opportunities without a diploma (Correct! More vocational opportunities are available to high school graduates than non-graduates, and non-graduates often face unemployment and underemployment issues as adults.)
A: He may have fewer job opportunities without a diploma

Q: The first of numerous, radical transitions during adolescence occur primarily in this environment.
- In the home (Incorrect. While adolescents experience change wherever they go, many of these changes come in the form of middle school.)
- High school (Incorrect. Adolescents entering high school have usually already started puberty, and middle school provides a transitional space between elementary and high school learning environments.)
- Elementary school (Incorrect. Most children don’t start puberty and other major bodily and cognitive changes until about middle school age.)
- Middle school (Correct! Middle school is marked by transitions: school schedules and bodies change, as adolescents grow cognitively, physically, emotionally, and morally.)
A: Middle school

Q: Bullying has always been an issue for vulnerable teens, but with the proliferation of technology, bullies have new ways to target others. What is the term for this new form of bullying, via technology?
- Sexual harassment (Incorrect. Sexual harassment can take place online or in person, but the umbrella term for technology-based bullying is cyberbullying.)
- Computer-assisted aggression (Incorrect. Cyberbullying doesn’t require a computer; bullies can target others with any mobile device, making it very easy for them to aggress.)
- Cyber assault (Incorrect. This sounds more like a computer virus. Cyberbullying is the term associated with online harassment and bully-like behavior.)
- Cyberbullying (Correct. Bullies today have numerous outlets for aggression, courtesy of modern technology. Cyberbullying is very common, and often, aggressors don’t perceive themselves as bullies.)
A: Cyberbullying

Q: Peter believes in recycling because it’s important to protect the environment. According to Kohlberg, at what stage of moral development is Peter?
- Conventional (Incorrect. Conventional morality entails following laws and fulfilling social obligations to preserve social order.)
- Pre-conventional (Incorrect. Preconventional morality is based on following the rules because they are the rules, and so one does not get into trouble.)
- Self-righteous (Incorrect. This simply states Peter’s belief, not whether he flaunts it or uses it for any motive other than the good of the environment, so this ascribes a negative motivation.)
- Postconventional (Correct! Peter’s belief in recycling is based on a universal principle: good stewardship of the environment.)
A: Postconventional

Q: During high school, Maureen questioned her religious beliefs, moral values, and social attitudes. Her parents set limits and boundaries, but allowed her to explore her feelings without suppressing them. What type of parenting style did they use to help Maureen build a strong moral foundation of her own?
- Authoritarian (Incorrect. Authoritarian parenting is highly restrictive and teens often rebel or do not develop a strong set of their own moral principles with this parenting style.)
- Permissive (Incorrect. Permissive parenting may allow too much latitude for adolescents to test boundaries without thoughts of consequences.)
- Uninvolved (Incorrect. Uninvolved parenting relinquishes the responsibility for moral development.)
- Authoritative (Correct! Setting boundaries and being emotionally responsive are characteristics of authoritative parenting, which helps set a strong foundation for moral development.)
A: Authoritative

Q: Richard has developed a set of ethics based on personal beliefs and universal values. What stage of Kohlberg’s moral development is Richard displaying?
- Preconventional (Incorrect. Preconventional morality is typically based on whether or not one will be punished for a given behavior.)
- Conventional (Incorrect. Conventional morality focuses on obeying laws and fulfilling social obligations to preserve social order.)
- Individual (Incorrect. A focus on individual rights is associated with conventional morality, and Richard’s set of ethics also includes universal values, a postconventional thought.)
- Postconventional (Correct! Richard’s set of ethics appeals to things outside himself, universal values that he doesn’t govern.)
A: Postconventional

Q: Ria was born a biological female, but he has always felt and identified as masculine, and male. What construct does Ria’s identification as male address?
- Sex (Incorrect. Sex refers to physical characteristics, separate from the social construct of gender.)
- Sexual orientation (Incorrect. Sexual orientation refers to what gender(s) an individual is attracted to, and we do not know this information about Ria.)
- Androgyny (Incorrect. Androgyny is a gender identity or expression somewhere on a spectrum between male and female. Ria identifies as male.)
- Gender identity (Correct! Ria identifies as male, and this is his gender identity, though his biological sex from birth was female.)
A: Gender identity

Q: Many adolescents go through family histories to discover their roots, or genealogy. What aspect of identity formation does this help an individual solidify?
- Political identity (Incorrect. Political identity is an individual choice, and while children often hold similar political ideals as their parents, looking into one’s family history is not really indicative of political identity.)
- Gender identity (Incorrect. Gender identity involves how an individual feels inside, and is not likely to be influenced by knowing one’s family history.)
- Vocational identity (Incorrect. Vocational identity may take years or decades to develop. Looking into one’s family history, one might discover a common family vocation, but in modern times, family history does not determine one’s vocation.)
- Ethnic identity (Correct! Getting in touch with one’s family history is part of gaining an understanding of one’s ethnic background, and important part of ethnic identity formation.)
A: Ethnic identity

Q: While young children tend to identify themselves by physical characteristics, such as hair color, adolescents describe a number of possible selves and ideal selves. What is the concept that describes an individual’s understanding that their actions are situationally dependent and flexible?
- Self-esteem (Incorrect. Self-esteem is a measure of how a person feels about themselves: their self-concept and identity.)
- Self-integration (Incorrect. The term integration implies a cohesive picture of one’s self, not a contextually-dependent self.)
- Self-actualization (Incorrect. Self-actualization is at the top of Maslow’s hierarchy of needs, and describes a state of supreme life satisfaction.)
- Differentiation (Correct! Differentiation is the understanding that one’s actions may differ in different contexts, but these seemingly contradictory actions can come from the same person.)
A: Differentiation

Q: Luke is certain he will become a doctor because his mother is a doctor, and her father is a doctor, too. It runs in the family. Which of Marcia’s four identity statuses does Luke’s decision align with?
- Moratorium (Incorrect. Moratorium status involves active exploration without decision-making, and Luke has made his decision without exploring, so he is in foreclosure status.)
- Diffusion (Incorrect. Diffusion involves neither active exploration nor commitment, and Luke has made a commitment without exploring.)
- Achievement (Incorrect. Identity achievement is decision-making based on active exploration, and Luke has made his decision without active exploration.)
- Foreclosure (Correct! Luke as committed to an occupational identity without truly exploring the options, instead, assuming he will follow in his mother and grandfather’s footsteps, so he is in foreclosure status.)
A: Foreclosure

Q: According to James Marcia’s identity status theory, Regina, a high-school senior who is contemplating whether she wants to enlist in the Navy or attend her local community college then transfer to a larger school for ROTC, currently occupies which identity status?
- Diffusion (Incorrect. Diffusion involves neither exploration nor commitment. Regina is actively exploring her options.)
- Achievement (Incorrect. Identity achievement occurs when an individual has explored their options and chosen one they are happy with.)
- Foreclosure (Incorrect. Foreclosure involves making a decision without thorough exploration. Regina is exploring, but hasn’t decided yet.)
- Moratorium (Correct! Regina is in the process of exploring options, but she hasn’t made a commitment to a path, so she’s in moratorium status.)
A: Moratorium

Q: Mila’s friends all seem to know what they want to do after they graduate high school, but she feels alone in not knowing. She doesn’t know what she wants to do, and she’s not ready to start thinking about it yet. According to Marcia, what is Mila’s identity status?
- Moratorium (Incorrect. Moratorium involves exploration without commitment to an identity, and Mila hasn’t explored.)
- Foreclosure (Incorrect. Foreclosure is commitment without exploration, and Mila hasn’t explored or committed.)
- Achievement (Incorrect. Achievement is the status Mila perceives her friends to be in- having explored options and committed to one.)
- Diffusion (Correct! Mila has neither decided nor explored her options, so she’s in diffusion status.)
A: Diffusion

Q: Parent-child relationships shift during adolescence as teens become more independent. If parents strongly resist any change in roles and tighten control over teens, attempting to manipulate their child’s thoughts and actions, what is this an example of?
- Authoritative parenting (Incorrect. Authoritative parenting is flexible within a set of established constraints, setting boundaries but promoting self-reliance.)
- Identity invalidation (Incorrect. A parent who invalidates a child’s identity is exerting a form of psychological control, but the control described in the scenario extends beyond identity.)
- Normal parent-teen relationships (Incorrect. A normal parent-teen relationship is marked by occasional conflict, but manipulation is not a functional relationship dynamic.)
- Psychological control (Correct! Psychological control is extremely dangerous and harmful to building a strong self-image and autonomy.)
A: Psychological control

Q: Like most parents and teenagers, Sal, who is 15, and his parents are likely to argue over all of the following issues, EXCEPT?
- When he is getting home and who he is hanging out with (Incorrect. Parents and teens often argue over curfews and friends.)
- Negotiating homework and leisure time (Incorrect. This is a very common argument, if a teen resists doing homework.)
- Doing the dishes and mowing the lawn (Incorrect. Chores are a common subject of parent-child debate.)
- How much he owes them for rent this month (Correct! While parents and their teens commonly argue about money, it’s uncommon for parents to charge a 15-year-old rent. They are more likely to argue about allowances and part-time jobs.)
A: How much he owes them for rent this month

Q: Will’s parents set rules for how late he can stay out, where he’s allowed to go without permission, and when he’s allowed to drive. These rules act as what kind of normal parental control?
- Psychological control (Incorrect. Setting rules for conduct is a form of parental monitoring, not psychological control. Psychological control occurs when parents try to control their children’s thoughts and feelings.)
- Unreasonable demands (Incorrect. Will probably doesn’t see these parental controls as unreasonable if he has a good relationship with his parents, and these requests are fairly ordinary rules.)
- Soft requests (Incorrect. These rules are set in place to help Will’s parents monitor his actions; it’s likely Will faces consequences if he disobeys these requests, so they’re more stringent than a soft request.)
- Parental monitoring (Correct! As teens spend less time at home and more time with peers, parental monitoring becomes more salient, and good parent-child relationships enable open communication.)
A: Parental monitoring

Q: As adolescents mature, their choices in friends shift from primarily those with shared interests to more relational-based friendships. What is the term for this adolescent preference for those who share similar behaviors and attitudes?
- Homogeneity (Incorrect. Homogeneity implies sameness throughout. While adolescents prefer those who have similarities to themselves, every person is an individual, with no two people exactly alike.)
- Homosexuality (Incorrect. Homosexuality is a sexual orientation, an attraction to one’s own sex.)
- Peer pressure (Incorrect. Peer pressure refers to the influence peers exert on one another, regardless of the valence.)
- Homophily (Correct! Homophily is a preference for similarity. This term describes the phenomenon of “birds of a feather flock together.”)
A: Homophily

Q: Amanda is a “jock” and Sophie is a “nerd.” Robert plays the tuba, so of course, he’s a “band kid.” What function do these categories serve?
- They unite groups of people who interact frequently (Incorrect. This defines cliques, which are tighter social groups than these labels imply; these broad labels define crowds.)
- They unite groups of friends in dyadic relationships (Incorrect. Friendships are reciprocal dyadic relationships between two people. These categories define crowds, which are more loosely associated than one-on-one friendships.)
- They serve to unite multiple cliques into a cohesive group (Incorrect. The categories listed above define crowds, which may contain multiple cliques, but crowds are not cohesive groups.)
- They serve as reputations or “images” (Correct! This is the definition of a crowd, where the groups are not necessarily people who interact frequently, but who share a common label or reputation.)
A: They serve as reputations or “images”

Q: Rebecca has a crush on a girl in her class, and she but she is afraid of the social backlash that might come with admitting her feelings. Rebecca knows, deep down, her family will accept her for being gay, but it’s hard to say it. Like most LGBT youth, what major challenge is Rebecca facing?
- Questioning (Incorrect. Rebecca seems to know her orientation, so she’s past the point of questioning her sexuality.)
- Homophobia (Incorrect. Homophobia is the intense fear, even hatred, of people who are homosexual. Rebecca is not displaying self-loathing, just fear of the unknown.)
- Rejection (Incorrect. Rebecca feels her family will accept her. While she is nervous about coming out, her major obstacle is telling her family, not rejection. Rejection is not an inevitable outcome for LGBT youth.)
- Coming out (Correct! Telling family and friends she is a lesbian is going to be a significant moment in Rebecca’s life, one for which she must feel adequately prepared.)
A: Coming out

Q: Christina is going through a period of major depression, and she feels the only person who she can talk to at this time is her friend Lauren, who knows exactly how she feels, because she feels it too. When they get together, they feel each other’s pain. What dangerous thought pattern are they engaging in that is likely to increase their negative affect?
- Suicidal ideation (Incorrect. Suicidal ideation is very dangerous, but neither girl appears to be talking of suicide. Co-rumination can lead to suicidal ideation, however.)
- Romanticizing pain (Incorrect. This is probably not the case. They talk to each other because they understand one another, which can increase their depression, but they don’t appear to be romanticizing it.)
- Emotional overload (Incorrect. Feeling another’s pain is empathy, and discussing pain together can turn into co-rumination. While there is clearly a lot of emotion here, it’s difficult to what constitutes overload.)
- Co-rumination (Correct! Co-rumination focuses on shared problems, and depressed individuals can feed off each other’s depression, stoking feelings of depression.)
A: Co-rumination

Q: According to Patterson’s aggression theory, if Kara is termed a “late starter,” and she started acting out as a form of rebellion in high school, what is the most likely outcome for Kara as an adult?
- Kara will likely become a life-long aggressor, continuing a pattern of antisocial behavior regardless of circumstances. (Incorrect. Given more attractive alternatives to focus her energy on, Kara is likely to quit those antisocial behaviors and find a different outlet in her environment.)
- Kara probably won’t grow out of aggressive behaviors, as most adolescent-onset aggressors continue antisocial behavior throughout life. (Incorrect. Adolescent-onset antisocial behavior is usually limited to adolescence and is symptomatic of parental permissiveness, while childhood-onset antisocial behavior tends to be longer-lasting, potentially lifelong.)
- Kara will probably settle down only if she gets married and has children. (Incorrect. While getting married and raising children would certainly give Kara something more productive to channel her energies into, this is not the only path she can take in life to outgrow adolescent rebellion.)
- Kara will likely grow out of aggressive behaviors as an adult when she finds another outlet for her energies (Correct! Environmental changes can help a late starter grow out of a rebellious phase and focus their energies into a more appealing alternative.)
A: Kara will likely grow out of aggressive behaviors as an adult when she finds another outlet for her energies

Q: Lane has felt lately like nothing in life can go right, and he expresses to a friend that he thinks maybe he should just end it all. What is Lane expressing?
- Parasuicide (Incorrect. Parasuicide, or attempted suicide, constitutes an attempted suicide, and Lane is expressing ideational thoughts. Both parasuicide and ideation should be taken very seriously.)
- Major anxiety (Incorrect. Anxiety and depression are often stress factors that contribute to suicidal ideation, so anxiety could be a factor. Lane is expressing thoughts of ending himself, which is ideation.)
- Aggression (Incorrect. Aggressive and antisocial behavior could be a factor, but this is unknown. Known, are Lane’s thoughts of suicide.)
- Suicidal ideation (Correct! Expressing thoughts of harming himself indicates Lane is thinking about suicide, and this should be taken very seriously.)
A: Suicidal ideation