Test Bank to accompany

Child Development: Context, Culture, and Cascades

Chapter 16: Emotional and Social Development in Adolescence

Multiple Choice Questions

1. Ophelia hears her phone buzz next to her, interrupting her conversation with her friend. She turns off the notification and quickly completes a survey about her current mood and her activities. Ophelia is likely a participant a study utilizing _______ method.

a. a robo-survey sampling

b. the experience sampling

c. the national census

d. the daily diary

e. cellular GPS monitoring

Learning Objective: 16.1 Describe two methods researchers use to track adolescents’ everyday emotions and what those methods reveal.

Bloom’s Level: 3. Applying

2. When researchers track adolescents’ emotions across time and situations, they find that adolescents’ emotions

a. are relatively stable during the early years of adolescence, but become more intense with increased chronological age.

b. are more negative when pressured to make a lot of choices about things they want to do.

c. tend to be most elevated when they are alone, thinking about issues most important to them.

d. tend to be the most stable and focused when doing schoolwork, but are more volatile when interacting with friends.

e. fluctuate frequently throughout the day, and reach both emotional highs and lows depending on what they are doing.

Learning Objective: 16.1 Describe two methods researchers use to track adolescents’ everyday emotions and what those methods reveal.

Bloom’s Level: 4. Analyzing

3. Nina is in the eleventh grade and has reached late adolescence. Which statement is likely true about her emotional valence?

a. Nina likely experiences more stable, positive emotions throughout the day compared to when she was younger.

b. Nina is more likely to report more intense positive emotions, but more dulled negative emotions compared to when she was younger.

c. Compared to early adolescence, Nina likely experiences more frequent emotions of anger, sadness, and anxiety in a typical day.

d. Nina is likely to report equal distribution of positive and negative emotions throughout the day.

e. Nina is more likely to experience greater volatility in emotional valence because of hormonal changes occurring in her body.

Learning Objective: 16.2 Describe how emotions such as happiness, anxiety, anger and depression change across adolescence.

Bloom’s Level: 4. Analyzing

4. Hernandez has been feeling down lately but tries not to show it to his friends or family. Instead, he directs his feelings of anxiety and low self-esteem inwards. Hernandez is exhibiting

a. internalizing problems.

b. poor emotional cues.

c. externalizing problems.

d. conduct issues.

e. poor emotion regulation.

Learning Objective: 16.2 Describe how emotions such as happiness, anxiety, anger and depression change across adolescence.

Bloom’s Level: 3. Applying

5. Research has shown that adolescent females are more likely than males to report depressive symptoms, however rates of suicide are higher in males because

a. males tend to use methods that result in instant death.

b. females tend to talk more about suicide than attempt it.

c. males have a lower threshold for suicidal ideation.

d. females are less likely to experience severe clinical depression.

e. clinical services are more effective with female clients than male.

Learning Objective: 16.3 Describe what we know about the prevalence of depression in adolescence overall, in females and males, and the type of therapies that are helpful in treating depression.

Bloom’s Level: 4. Analyzing

6. Which factor contributes the most to explaining gender differences in depression rates?

a. Males are more likely to seek treatment for depressive symptoms.

b. Males are more likely to report higher stress levels day to day.

c. Females are more likely to engage in rumination about their problems.

d. Females cope more effectively with interpersonal problems.

e. Males are more likely to be victims of online-based bullying.

Learning Objective: 16.3 Describe what we know about the prevalence of depression in adolescence overall, in females and males, and the type of therapies that are helpful in treating depression.

Bloom’s Level: 4. Analyzing

7. Dr. Thorne is interested in measuring adolescent self-regulation. To do this, he gives his participant two options: Get 5 dollars now or wait until next week to receive 20 dollars. This type of research method is known as a(n) _______ task.

a. impulse control

b. risk taking

c. reward deduction

d. delay discounting

e. pursuit task.

Learning Objective: 16.4 Describe the difficulties adolescents have in self-regulation and impulse control, and one way researchers study adolescent self-regulation.

Bloom’s Level: 2. Understanding

8. Pietro loves to try out dangerous things—cliff diving, speeding in his new car down the highway, and bungee jumping with friends. Pietro would likely be described as

a. high on impulsivity control.

b. low on emotional regulation.

c. extremely extroverted.

d. socially rejected.

e. high on sensation seeking.

Learning Objective: 16.5 Describe patterns of change in risk taking and sensation seeking in adolescence and the potential harm and benefits of these tendencies.

Bloom’s Level: 4. Analyzing

9. Steinberg examined the role of peer presence on adolescent risk taking behavior. Which statement correctly summarizes his finding?

a. Compared to adults, adolescents are more likely to engage in riskier behavior when they think they are alone.

b. Adolescents are more likely to engage in riskier behavior when they thought a peer was watching them.

c. Adults are more prone to risk taking for an immediate reward, whereas adolescents are more likely to risk take when around peers.

d. Both adults and adolescents were more likely to engage in risk behavior for a monetary reward, but only if they had previous experience with the task.

e. Adults are more likely to engage in riskier behavior than teens when alone and not being judged by other adults.

Learning Objective: 16.5 Describe patterns of change in risk taking and sensation seeking in adolescence and the potential harm and benefits of these tendencies.

Bloom’s Level: 4. Analyzing

10. Victor and Hamal both live in an impoverished neighborhood and attend the same high school. Victor’s family has been struggling financially and he often hears his family arguing about money late at night. Hamal’s family is also struggling, but they remain supportive and caring towards Hamal, despite their financial concerns. Which outcome is most likely given these scenarios?

a. Victor and Hamal are at equal risk for depression and anxiety.

b. Hamal is at higher risk for developing symptoms of depression and antisocial behavior.

c. Victor is at higher risk for developing symptoms of depression and antisocial behavior.

d. Neither adolescent will suffer psychologically as home life is not a predictor of mental health.

e. Victor will rebound more quickly than Hamal if he has a supportive peer network.

Learning Objective: 16.6 Describe the types of parenting behaviors that have been shown to support and undermine adolescents’ emotional development and the effect of peers on depression and risk taking.

Bloom’s Level: 4. Analyzing

11. Which statement best reflects the association between poverty in neighborhoods and gender in predicting violent crime rates in adolescence?

a. The difference in rate of violent crime between male and female adolescents shrinks in extremely impoverished neighborhoods.

b. Female adolescents show higher rates of violent crime attempts when living in more affluent neighborhoods.

c. Neighborhood context predicts violent crime attempts among teenagers, but only in extremely impoverished environments.

d. Gender differences are non-existent in higher SES neighborhoods but increase in lower SES neighborhoods.

e. Gender differences are non-existent in lower SES neighborhoods but increase in higher SES neighborhoods.

Learning Objective: 16.7 Identify features of a school and neighborhood that can encourage—or conversely, discourage—adolescent self-regulation.

Bloom’s Level: 3. Applying

12. Luthar’s research examining the rates of substance use and mental health problems of anxiety and depression among adolescents living in affluent suburban neighborhoods to those in poor inner-city neighborhoods revealed

a. low rates of substance use and mental health problems in teens in affluent neighborhoods compared to minority youth living in inner cities.

b. equal rates of substance use and mental health problems by adolescents living in affluent neighborhoods and teens in poor inner-city neighborhoods.

c. high rates of anxiety in adolescents from affluent neighborhoods but low substance use when compared to adolescents from poor inner-city neighborhoods.

d. substance use and mental health problems in teens from affluent neighborhoods often exceeded those of adolescents in poor inner cities.

e. high rates of substance use by adolescents in poor, inner-city neighborhoods, but only for minority youth.

Learning Objective: 16.7 Identify features of a school and neighborhood that can encourage—or conversely, discourage—adolescent self-regulation.

Bloom’s Level: 4. Analyzing

13. At 14 years of age, Lars never really gave a second thought to his future goals. Now at 19, Lars remains unsure of his future path and feels isolated from his peers who have developed a clear sense of purpose. According to Erik Erikson, Lars is likely struggling with feelings of

a. imposter syndrome.

b. role confusion.

c. psychosocial moratorium.

d. foreclosure.

e. self-commitment.

Learning Objective: 16.8 Identify the conflict at the heart of what Erikson called the crisis of identity achievement.

Bloom’s Level: 3. Applying

14. When asked what she wants to do after college, Sunita says “I am not sure yet—there are so many possibilities. I haven’t even settled on a major yet. Everything is so interesting to me.” Sunita is likely in a state of

a. role confusion.

b. identity diffusion.

c. psychosocial moratorium.

d. burn-out.

e. commitment anxiety.

Learning Objective: 16.9 Define the concept of psychosocial moratorium.

Bloom’s Level: 2. Understanding

15. Bae and Jing are having a conversation about what they want to do with their lives after college. Bae says, “I know what I’m going to be doing, I’ll be working at my father’s clinic—just like his father did before him.” Which of Marcia’s identity statuses would best describe Bae’s current state?

a. Identity foreclosure

b. Identity achievement

c. Psychosocial moratorium

d. Identity diffusion

e. Oppositional identity formation

Learning Objective: 16.10 Identify the four identity statuses associated with James Marcia’s theory of adolescent development.

Bloom’s Level: 3. Applying

16. Bae and Jing are having a conversation about what they want to do with their lives after college. Jing responds to the question about her future by telling Bae “I am not sure yet. I would like to travel the world a bit and learn about other cultures, and maybe try a few different types of jobs before I make a decision.” Which of Marcia’s identity statuses would best describe Jing’s current state?

a. Identity foreclosure

b. Identity achievement

c. Psychosocial moratorium

d. Identity diffusion

e. Oppositional identity formation

Learning Objective: 16.10 Identify the four identity statuses associated with James Marcia’s theory of adolescent development.

Bloom’s Level: 3. Applying

17. Research examining changes in self-esteem levels during adolescence found that in general,

a. the majority of adolescents sampled had consistently high self-esteem.

b. about half of all adolescents show a pattern of chronically low self-esteem.

c. a significant minority of adolescents show self-esteem that begins low then rises with age.

d. adolescents who held a foreclosed identity status generally had the highest self-esteem.

e. adolescence is marked by a period of low self-esteem that continues into early adulthood.

Learning Objective: 16.11 Define self-esteem and discuss changes to self-esteem over the period of adolescence.

Bloom’s Level: 2. Understanding

18. Although Borysko was born in the United States, since he turned 15, he began to take an interest in learning about his cultural roots in the Ukraine, studying its culture, language, and special holidays. According to the Ethnic Identity Scale, Borysko would likely be in the phase of ethnic identity

a. affirmation.

b. exploration.

c. comparison.

d. resolution.

e. conflict.

Learning Objective: 16.12 What are the three core aspects of ethnic identity, and how do they change over adolescence?

Bloom’s Level: 3. Applying

19. Mia and Ari can both trace their ancestral roots back to New Zealand and the Maori people who live there. They have been learning about their cultural heritage. While Mia feels a strong sense of pride in everything she has learned, Ari holds a more negative view. Which is a likely outcome?

a. Ari will be more likely to achieve ethnic identity affirmation than Mia.

b. Ari will be less psychologically well-adjusted compared to Mia.

c. Ari will be more likely to continue learning about her culture than Mia.

d. Ari will be less likely to incorporate her ethnicity into her sense of self.

e. Ari will be more likely to achieve ethnic identity affirmation than Mia.

Learning Objective: 16.12 What are the three core aspects of ethnic identity, and how do they change over adolescence?

Bloom’s Level: 4. Analyzing

20. Monica’s parental heritage can be traced back to two distinctive cultural groups, but Monica has recently found herself rejecting the values and norms associated with one that she perceives as being steeped in a history of discrimination and prejudice. Monica is likely exhibiting what is known as

a. oppositional identity formation.

b. diffused identity development.

c. identity moratorium.

d. bicultural identity exploration.

e. identity achievement formation.

Learning Objective: 16.13 Describe internal conflicts about cultural values that an adolescent member of a minority ethnic group may experience as they attempt to navigate their different identities, and list some possible outcomes of the process.

Bloom’s Level: 3. Applying

21. Lacy identifies as both Black and Asian and enjoys celebrating cultural rituals, holidays, and foods from each of her ethnic groups. Lacy would be said to have a(n)

a. oppositional identity.

b. diffused identity.

c. identity moratorium.

d. bicultural identity.

e. identity achievement.

Learning Objective: 16.13 Describe internal conflicts about cultural values that an adolescent member of a minority ethnic group may experience as they attempt to navigate their different identities, and list some possible outcomes of the process.

Bloom’s Level: 3. Applying

22. Gina was born biologically female and has throughout her life consistently identified as female. Gina would likely be categorized as

a. heterosexual.

b. cisgender.

c. transgender.

d. androgynous.

e. sex-typed.

Learning Objective: 16.14 Differentiate between a cisgender and transgender identity.

Bloom’s Level: 2. Understanding

23. Taylor identifies as transgender. This means that Taylor

a. was born with ambiguous genitalia.

b. feels equally comfortable as a woman and a man.

c. may have engaged in cross-gender behavior as a child.

d. will only want relationships with people of the same sex.

e. will only want relationships with people of the opposite sex.

Learning Objective: 16.14 Differentiate between a cisgender and transgender identity.

Bloom’s Level: 4. Analyzing

24. Jasmine prefers both males and females for sexual partners, and she has felt that way since she became aware of her sexuality in adolescence. Jasmine would likely identify herself as

a. asexual.

b. heterosexual.

c. multi-sexual.

d. bisexual.

e. sexually fluid.

Learning Objective: 16.15 Identify four main types of sexual orientation and describe the factors that may affect the timing and outcome of coming out.

Bloom’s Level: 3. Applying

25. Jake and his girlfriend Tessa have characterized their 2-year relationship as being “friends with benefits.” Which statement regarding their relationship is likely not true?

a. Their relationship is defined by sex without any demands for commitment.

b. Tessa is less likely to feel positively about this relationship compared to Jake.

c. The ambiguity regarding their relationship status is more normative today than in the past.

d. Jake and Tessa are likely in later adolescence or early adulthood.

e. Jake will feel social pressure to make a commitment to Tessa to retain the relationship.

Learning Objective: 16.16 Distinguish among different types of romantic relationships in terms of level of sexual activity and depth of commitment, and describe how romantic relationships change over adolescent development.

Bloom’s Level: 4. Analyzing

26. Hu’s parents tend to be highly involved and controlling about Hu’s decision making, such as what classes to take in school, extracurriculars, and influencing his choice of friends. Hu accepts his parents’ control in these decisions. His parents’ involvement will likely influence Hu to develop a(n) _______ identity.

a. achieved

b. diffuse

c. foreclosed

d. moratorium

e. negative

Learning Objective: 16.17 Identify ways in which parents and other family members influence adolescents’ self-identity development.

Bloom’s Level: 4. Analyzing

27. Meiying was born in the United States, but her family emigrated from mainland China. Although she currently attends a very good school, there are few ethnically Chinese students. How will the lack of same ethnic peers likely influence Meiying’s own identity development?

a. She will be more likely to show heightened exploration of her ethnic identity.

b. She will be less likely to experience discrimination and exclusion from peers.

c. She will be at risk for experiencing long lasting declines in self-esteem.

d. She will be unlikely to seek out friends from other ethnicities.

e. She will be likely to later reject her own ethnic heritage.

Learning Objective: 16.18 Describe ways in which an adolescent’s sense of self-identity can be both challenged and fostered in the school environment.

Bloom’s Level: 4. Analyzing

28 Sofia is originally from Costa Rica, a more collectivistic culture, and May is from the United States, a more individualist culture. Both girls are part of a swim team that won their event. Which statements below would best reflect how Sofia and May would think about their accomplishments?

a. May would be more likely to emphasize how well the team performed together, while Sophia would be likely to emphasize her contribution to the team’s overall win.

b. Both May and Sophia would equally emphasize the contributions of all the team members’ efforts in contributing to the overall win.

c. May would be more likely to reflect on her individual swim performance, whereas Sophia would be likely to praise the coach for her leadership.

d. Sofia would likely emphasize the hard work of the entire team, while May would reflect on her individual performance.

e. Both May and Sophia would equally emphasize the contributions of their individual efforts in contributing to the overall win.

Learning Objective: 16.19 Discuss cultural differences in the importance of self-esteem and self-enhancement goals.

Bloom’s Level: 4. Analyzing

29. Mildred states, “My dad and I always fought—he never appreciated how much I did for him. I remember this one time I baked him a cake all by myself for his birthday—he didn’t seem to appreciate it as much as I had hoped. I always think about that day. I can’t stop reflecting on how he treated me when I was young.” According to the Adult Attachment Interview, Mildred would likely be categorized as having a(n) _______ attachment.

a. autonomous

b. avoidant

c. dismissive

d. preoccupied

e. disorganized

Learning Objective: 16.20 Discuss evidence suggesting that close relationships with parents support adolescents’ successful transition to adulthood.

Bloom’s Level: 3. Applying

30. Which statement best reflects the nature of parent-adolescent conflict?

a. Conflict between parents and adolescents is an indicator of a high-stress family environment.

b. Most teens report experiencing intense conflicts with their parents during early adolescence.

c. Conflicts between mothers and daughters are more intense than fathers and sons.

d. Most conflict revolves around everyday issues such as chores, hygiene, and curfew.

e. Conflicts arise because adolescents no longer accept their parents’ authority.

Learning Objective: 16.21 Discuss the types of conflicts adolescents have with their parents.

Bloom’s Level: 4. Analyzing

31. Although Katrina’s mom lets her go out on Friday nights with friends, she requires Katrina to sit with her the next morning and talk about what went on that day. Katrina’s mom utilizes _______ to obtain information about her daughter’s social life.

a. parental bonding

b. parent solicitation

c. conversation prompts

d. parental authority

e. helicopter parenting

Learning Objective: 16.22 Compare and contrast the kind of information a parent gets from an adolescent through solicitation versus disclosure.

Bloom’s Level: 3. Applying

32. Adolescent-sibling relationships provide a unique avenue for adolescent support because of all of the following except that

a. the bond between siblings is likely stronger because of the number of shared experiences.

b. older siblings tend to relinquish their authority over younger siblings as they grow and mature.

c. the quality of the adolescent-sibling relationship predicts future romantic relationships.

d. unlike friendships, sibling relationships are obligatory in nature, so the relationship never ends.

e. older siblings become viewed as parental figures as younger siblings move into adolescence.

Learning Objective: 16.23 How is the sibling relationship unique to other relationships, and how does it change in adolescence?

Bloom’s Level: 4. Analyzing

33. Ju is a first-generation American, while her parents are originally from Shanghai, China. Ju’s parents have raised her according to traditional norms of Chinese parents. Now that Ju is a teenager, she is likely to

a. experience a warmer than usual relationship with her parents and acceptance of their parenting styles.

b. be at increased risk for dysfunctional outcomes, including risky sexual behavior, drug use, anxiety, and depression.

c. report higher levels of conflict with her parents due to the differences in her family’s expectations compared to her American peers.

d. negotiate with her parents a change in their parenting practices to include greater personal autonomy and control over her life.

e. report low to non-existent levels of conflict in comparison to her peers as this is not consistent with Asian family culture.

Learning Objective: 16.24 Identify challenges to the adolescent-parental relationship when adolescents are the children of first-generation immigrants.

Bloom’s Level: 4. Analyzing

34. When Rochelle was 14, she used to find herself getting very upset and jealous whenever she saw her best friend Jessica posting photos of herself on social media having fun with friends other than herself. Now, at 18, Rochelle is likely to react to these types of posts by

a. being less jealous than before because no one person can fulfill all of another’s needs.

b. being more jealous than before because of how much she has invested in their friendship.

c. retaliating and posting photos online of herself having fun without Jessica.

d. considering ending the friendship as it is clear Jessica does not value their friendship.

e. perceiving that her friend Jessica’s real life is much more glamorous than her own.

Learning Objective: 16.25 Discuss how friendships mature in adolescence and yet still reveal certain limitations in maturity.

Bloom’s Level: 4. Analyzing

35. Brittany frequently sits at the same cafeteria table during lunch with four other girls, all of whom have similar dress, interests, and academic achievement. Brittany is part of a

a. clique.

b. crowd.

c. peer group.

d. club.

e. class.

Learning Objective: 16.26 Describe the advantages and disadvantages of being part of a stable peer group.

Bloom’s Level: 3. Applying

36. Samuel classifies himself as a “jock.” This means Samuel would likely do all of the following except

a. be more likely to feel a sense of belonging around other “jocks.”

b. experience higher self-esteem if his crowd membership is high status.

c. use stereotypes to categorize people from other crowd memberships.

d. be more likely to choose his friends from among the “jock” crowd.

e. use his high social status to meet people from different crowds.

Learning Objective: 16.26 Describe the advantages and disadvantages of being part of a stable peer group.

Bloom’s Level: 4. Analyzing

37. Scott and Malcom got into a physical altercation while at school. Later that night, Scott got on social media and started posting rude texts about Malcom on a social media site they both used. Scott is engaging in

a. physical aggression.

b. cyberbullying.

c. verbal aggression.

d. relational aggression.

e. interdependent aggression.

Learning Objective: 16.27 Define various types of bullying.

Bloom’s Level: 4. Analyzing

38. Compared to heterosexual youth, adolescents who identify as LGBTQ+ use online social networking sites

a. equally as often as it provides the same types of emotional and social benefits.

b. equally often but for reasons related to information gathering and academics.

c. less often because LGBTQ+ youth are more likely to be victims of cyber-attacks.

d. more often as LGBTQ+ youth feel safer disclosing their sexual orientation online.

e. more often as LGBTQ+ youth oftentimes use social networking sites in place of real friends.

Learning Objective: 16.28 Describe some positive aspects of social media use in adolescents.

Bloom’s Level: 4. Analyzing

39. Brianna spends over 4 hours a day on social media sites. As a result, she is likely to

a. be more adept at navigating and completing online based school assignments.

b. have a large network of online friends that provide her needed support.

c. be more socially skilled as she can use online platforms to practice interacting with others.

d. feel more confident in her awareness of what is happening in the world.

e. experience greater feelings of social isolation and loneliness.

Learning Objective: 16.29 Provide evidence of the drawbacks of overuse of social media.

Bloom’s Level: 4. Analyzing

40. Avery has a high degree of narcissism, whereas Katherine would be considered high in social anxiety. How would their social media profiles compare to each other?

a. Both Avery and Katherine would be equally likely to discuss personal information online, but Avery would also include more information about personal accomplishments.

b. Avery would be less likely to disclose personal information online whereas Katherine would be very likely to disclose personal information.

c. Avery would be more likely to disclose a lot of personal information online whereas Katherine would disclose very little personal information.

d. Both Avery and Katherine would be equally likely to discuss personal information online, but Katherine would be more likely to solicit bids for online friendships.

e. Avery would be more likely to represent himself in authentic ways online compared to Katherine would be more likely to misrepresent herself.

Learning Objective: 16.30 Describe why some adolescents may divulge too much information on social media and some of the dangers in doing so.

Bloom’s Level: 4. Analyzing

41. Bruce Alexander’s Rat Park study parallels to research examining adolescent substance abuse addiction in that

a. rats living in Rat Park were more likely to experiment with the morphine drink than rats living in cages.

b. rats living in Rat Park only drank morphine if they had previously observed another rat doing drinking morphine.

c. rats who were addicted to morphine remained addicted to the drug regardless of the environment they were in.

d. rats living in the cages were more likely to choose to drink morphine compared to rats living in Rat Park.

e. some rats showed an inherent addiction to morphine while others did not, regardless of the environment they lived in.

Learning Objective: N/A

Bloom’s Level: 4. Analyzing

Short Answer Questions

42. Identify at least three reasons why identification of depression in teens may be difficult for medical professionals.

Learning Objective: 16.3 Describe what we know about the prevalence of depression in adolescence overall, in females and males, and the type of therapies that are helpful in treating depression.

Bloom’s Level: 5. Evaluating

43. Explain how family affluence can serve as both a buffer and risk factor for maladjustment in adolescents.

Learning Objective: 16.7 Identify features of a school and neighborhood that can encourage—or conversely, discourage—adolescent self-regulation.

Bloom’s Level: 4. Analyzing

44. What is identity diffusion, and what are the potential outcomes associated with a diffused identity status according to James Marcia?

Learning Objective: 16.10 Identify the four identity statuses associated with James Marcia’s theory of adolescent development.

Bloom’s Level: 2. Understanding

45. Explain how being bi- or multi-racial can represent a unique challenge for adolescent identity formation.

Learning Objective: 16.13 Describe internal conflicts about cultural values that an adolescent member of a minority ethnic group may experience as they attempt to navigate their different identities, and list some possible outcomes of the process.

Bloom’s Level: 4. Analyzing

46. In what way(s) is the experience of coming out as a sexual minority different from adolescents who identity as heterosexual?

Learning Objective: 16.15 Identify four main types of sexual orientation and describe the factors that may affect the timing and outcome of coming out.

Bloom’s Level: 4. Analyzing

47. Explain how the concepts “hooking up” and “friends with benefits” reflects a changing perception of what is normal and acceptable in adolescent romantic relationships.

Learning Objective: 16.16 Distinguish among different types of romantic relationships in terms of level of sexual activity and depth of commitment, and describe how romantic relationships change over adolescent development.

Bloom’s Level: 4. Analyzing

48. Describe ways that parents can be facilitators of healthy adolescent development, and conversely obstructers to healthy development.

Learning Objective: 16.17 Identify ways in which parents and other family members influence adolescents’ self-identity development.

Bloom’s Level: 2. Understanding

49. Explain how the adolescent-sibling relationship can provide a unique platform for predicting future adolescent romantic relationships.

Learning Objective: 16.23 How is the sibling relationship unique to other relationships, and how does it change in adolescence?

Bloom’s Level: 5. Evaluating

50. Explain how cyberbullying behavior represents a unique form of bullying.

Learning Objective: 16.27 Define various types of bullying.

Bloom’s Level: 5. Evaluating

51. What are some of the reasons that adolescents may overshare online, and what are the risks associated with too much sharing?

Learning Objective: 16.30 Describe why some adolescents may divulge too much information on social media and some of the dangers in doing so.

Bloom’s Level: 4. Analyzing

52. Explain the connection between early parent-child attachment patterns and later attachment in adulthood.

Learning Objective: N/A

Bloom’s Level: 4. Analyzing