In adolescence and early adulthood, Social skills training programs

In adolescence and early adulthood, Social skills training programs
Question 10 In adolescence and early adulthood, males and females begin to spend more time in mixed-gender groups. Studies of who has more influence on the outcome of problem solving in mixed-gender groups indicate that: A. Females have an advantage because they have learned to negotiate in their single-gender groups B. Males have an advantage because they have learned to negotiate in their single-gender groups C. Females have a disadvantage because males do less turn-taking and are more domineering D. Males have a disadvantage because females are more skilled at expressing agreement Question 11 Social skills training programs are interventions in which children are taught specific, discrete behaviors that can facilitate effective social interactions, like making eye contact and asking appropriate questions. Assessments of these interventions indicate that they have modest success in improving peer acceptance. Which of these is the best description of a major shortcoming of these intervention programs? A. Socially unskilled children are already perceived in biased ways by peers, and that perception is not being addressed by the intervention. B. Social skills are not the problem. Children who experience low peer acceptance usually already have adequate social skills. C. These programs are introduced too late. Social skills training must be done much earlier than the middle childhood or adolescent years to have any real effect. D. Socially unskilled children are not capable of learning these basic skills, because their problems stem from a difficult temperament. Question 12 One gender-related characteristic of peer evaluations is that: A. Boys are more likely than girls to be rejected for behaving in gender-inconsistent ways B. Girls are more likely than boys to be rejected for behaving in gender-inconsistent ways C. Whether or not children behave in gender-inconsistent ways seems to have no effect on peer evaluations D. Gender-inconsistent behavior leads to equally strong rejection for both boys and for girls Question 13 In middle childhood and early adolescence, cliques serve the purpose of: A. Helping to establish one’s identity and meet needs for acceptance B. Providing social comparison and autonomy C. Meeting achievement and socialization needs D. Providing influence and allowing selection Question 14 Counselors working with young children should know that children as young as __________ usually show some knowledge of gender-related preferences and activities. A. 3 years old B. 6 years old C. 9 years old D. 12 years old Question 15 Counselors working with school-age children and adolescents need to recognize that gender identity continues to develop in these years. Among the important findings from recent research is that girls tend to feel: A. More content with their gender than boys B. More pressure to conform to gender stereotypes than boys C. Less content with their gender than boys D. The same degree of pressure to conform to gender stereotypes as boys Question 16 Which of the following is a well-documented gender difference in brain structure? A. Male brains are more lateralized than female brains B. Female brains are more lateralized than male brains C. Language functions are governed by the right hemisphere in male brains and by the left hemisphere in female brains D. Female brains are more myelinated than male brains Question 17 Allie’s 8th grade academic work is a little more advanced than what she is used to. She is having a hard time keeping up, particularly in science, which is her first period course. The teacher moves very fast, despite the fact that most of the students look glassy-eyed from too little sleep. What is a puberty-related biological explanation for the students’ behavior in science class? A. Sexual dimorphism B. Early menarche C. Androgen imbalance D. Delayed phase preference Question 18 A coping style which has been linked to higher levels of depression among adolescent girls and women is: A. Rumination B. Distraction C. Support seeking D. Withdrawal Question 19 Studies show that formal operational thinking is: A. Easily grasped by all students by the time they enter high school B. Easily grasped by average students by the time they enter college C. Demonstrated by all normal adults D. Is more common among older adolescents and adults, particularly in domains where they have experience in thinking about abstract concepts Question 20 Tessa, a counselor who works with teenagers, meets with Olivia, who attempted suicide after her boyfriend broke up with her. Olivia says she feels that there is no choice but for her to end her life. Olivia believes that she is destined to die young. This will make her boyfriend mourn for her forever. How would Elkind describe Olivia’s view of the world? A. As a personal audience B. As a personal fable C. As an imaginary audience D. As an invincibility fable

find the cost of your paper