Chat with AI
Deck 9: Common Threats to Adjustment
Full screen (f)
Question
What can parents do to teach their children to behave appropriately?
A) Develop a warm, caring relationship with the child.
B) Explain and model socially appropriate behavior.
C) Keep rules and expectations clear, simple, and appropriate for the child's age.
D) Enforce rules calmly and consistently.
E) all of the above
A) Develop a warm, caring relationship with the child.
B) Explain and model socially appropriate behavior.
C) Keep rules and expectations clear, simple, and appropriate for the child's age.
D) Enforce rules calmly and consistently.
E) all of the above
Use Space or 
to flip the card.
Question
Peer pressure, drugs, sexual activity, and the threat of school or gang violence are examples of
A) discipline problems that parents need to address.
B) behavior disorders that require treatment.
C) cultural stressors that can threaten an adolescent's adjustment.
D) normal parts of most teens' lives.
E) none of the above
A) discipline problems that parents need to address.
B) behavior disorders that require treatment.
C) cultural stressors that can threaten an adolescent's adjustment.
D) normal parts of most teens' lives.
E) none of the above
Question
The term _______ describes a learning disorder in reading.
A) ADHD
B) mental retardation
C) dyslexia
D) learning disability
E) none of the above
A) ADHD
B) mental retardation
C) dyslexia
D) learning disability
E) none of the above
Question
When parents divorce, children may feel
A) grief that their family is falling apart.
B) anger toward one or both parents.
C) guilt because the children believe themselves to be the cause of the divorce.
D) fear that one or both parents no longer love them.
E) all of the above
A) grief that their family is falling apart.
B) anger toward one or both parents.
C) guilt because the children believe themselves to be the cause of the divorce.
D) fear that one or both parents no longer love them.
E) all of the above
Question
A landlord refuses to show a vacant apartment to a prospective tenant when he learns that the tenant is of Arab descent. The landlord's decision is an example of
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both b and d
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both b and d
Question
Match between columns
Premises:
Responses:
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
adolescence
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
middle adulthood
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
early childhood
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
senescence
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
middle childhood
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
young adulthood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
adolescence
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
middle adulthood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
early childhood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
senescence
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
middle childhood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
young adulthood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
adolescence
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
middle adulthood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
early childhood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
senescence
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
middle childhood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
young adulthood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
adolescence
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
middle adulthood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
early childhood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
senescence
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
middle childhood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
young adulthood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
adolescence
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
middle adulthood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
early childhood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
senescence
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
middle childhood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
young adulthood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
adolescence
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
middle adulthood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
early childhood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
senescence
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
middle childhood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
young adulthood
adolescence
middle adulthood
early childhood
senescence
middle childhood
young adulthood
Question
Match between columns
Premises:
Responses:
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
adjustment
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
peer pressure
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Family dynamics
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Attention deficit hyperactivity disorder
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
learning disorder
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
intellectual disability
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Developmental disorders
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Attention deficit disorder (ADD)
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Resilience
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Separation anxiety
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Coping skills
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Dyslexia
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Sexism
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Discrimination
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Autism spectrum disorders
_______ is a learning disorder in reading.
adjustment
_______ is a learning disorder in reading.
peer pressure
_______ is a learning disorder in reading.
Family dynamics
_______ is a learning disorder in reading.
Attention deficit hyperactivity disorder
_______ is a learning disorder in reading.
learning disorder
_______ is a learning disorder in reading.
intellectual disability
_______ is a learning disorder in reading.
Developmental disorders
_______ is a learning disorder in reading.
Attention deficit disorder (ADD)
_______ is a learning disorder in reading.
Resilience
_______ is a learning disorder in reading.
Separation anxiety
_______ is a learning disorder in reading.
Coping skills
_______ is a learning disorder in reading.
Dyslexia
_______ is a learning disorder in reading.
Sexism
_______ is a learning disorder in reading.
Discrimination
_______ is a learning disorder in reading.
Autism spectrum disorders
Discrimination on the basis of one's sex or gender is known as _______.
adjustment
Discrimination on the basis of one's sex or gender is known as _______.
peer pressure
Discrimination on the basis of one's sex or gender is known as _______.
Family dynamics
Discrimination on the basis of one's sex or gender is known as _______.
Attention deficit hyperactivity disorder
Discrimination on the basis of one's sex or gender is known as _______.
learning disorder
Discrimination on the basis of one's sex or gender is known as _______.
intellectual disability
Discrimination on the basis of one's sex or gender is known as _______.
Developmental disorders
Discrimination on the basis of one's sex or gender is known as _______.
Attention deficit disorder (ADD)
Discrimination on the basis of one's sex or gender is known as _______.
Resilience
Discrimination on the basis of one's sex or gender is known as _______.
Separation anxiety
Discrimination on the basis of one's sex or gender is known as _______.
Coping skills
Discrimination on the basis of one's sex or gender is known as _______.
Dyslexia
Discrimination on the basis of one's sex or gender is known as _______.
Sexism
Discrimination on the basis of one's sex or gender is known as _______.
Discrimination
Discrimination on the basis of one's sex or gender is known as _______.
Autism spectrum disorders
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
adjustment
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
peer pressure
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Family dynamics
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Attention deficit hyperactivity disorder
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
learning disorder
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
intellectual disability
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Developmental disorders
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Attention deficit disorder (ADD)
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Resilience
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Separation anxiety
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Coping skills
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Dyslexia
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Sexism
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Discrimination
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Autism spectrum disorders
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
adjustment
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
peer pressure
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Family dynamics
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Attention deficit hyperactivity disorder
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
learning disorder
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
intellectual disability
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Developmental disorders
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Attention deficit disorder (ADD)
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Resilience
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Separation anxiety
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Coping skills
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Dyslexia
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Sexism
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Discrimination
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Autism spectrum disorders
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
adjustment
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
peer pressure
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Family dynamics
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Attention deficit hyperactivity disorder
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
learning disorder
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
intellectual disability
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Developmental disorders
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Attention deficit disorder (ADD)
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Resilience
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Separation anxiety
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Coping skills
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Dyslexia
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Sexism
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Discrimination
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Autism spectrum disorders
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
adjustment
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
peer pressure
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Family dynamics
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Attention deficit hyperactivity disorder
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
learning disorder
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
intellectual disability
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Developmental disorders
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Attention deficit disorder (ADD)
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Resilience
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Separation anxiety
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Coping skills
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Dyslexia
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Sexism
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Discrimination
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Autism spectrum disorders
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
adjustment
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
peer pressure
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Family dynamics
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Attention deficit hyperactivity disorder
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
learning disorder
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
intellectual disability
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Developmental disorders
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Attention deficit disorder (ADD)
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Resilience
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Separation anxiety
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Coping skills
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Dyslexia
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Sexism
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Discrimination
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Autism spectrum disorders
_______ are disorders that affect an individual's mental or physical development.
adjustment
_______ are disorders that affect an individual's mental or physical development.
peer pressure
_______ are disorders that affect an individual's mental or physical development.
Family dynamics
_______ are disorders that affect an individual's mental or physical development.
Attention deficit hyperactivity disorder
_______ are disorders that affect an individual's mental or physical development.
learning disorder
_______ are disorders that affect an individual's mental or physical development.
intellectual disability
_______ are disorders that affect an individual's mental or physical development.
Developmental disorders
_______ are disorders that affect an individual's mental or physical development.
Attention deficit disorder (ADD)
_______ are disorders that affect an individual's mental or physical development.
Resilience
_______ are disorders that affect an individual's mental or physical development.
Separation anxiety
_______ are disorders that affect an individual's mental or physical development.
Coping skills
_______ are disorders that affect an individual's mental or physical development.
Dyslexia
_______ are disorders that affect an individual's mental or physical development.
Sexism
_______ are disorders that affect an individual's mental or physical development.
Discrimination
_______ are disorders that affect an individual's mental or physical development.
Autism spectrum disorders
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
adjustment
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
peer pressure
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Family dynamics
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Attention deficit hyperactivity disorder
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
learning disorder
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
intellectual disability
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Developmental disorders
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Attention deficit disorder (ADD)
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Resilience
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Separation anxiety
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Coping skills
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Dyslexia
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Sexism
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Discrimination
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Autism spectrum disorders
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
adjustment
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
peer pressure
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Family dynamics
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Attention deficit hyperactivity disorder
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
learning disorder
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
intellectual disability
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Developmental disorders
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Attention deficit disorder (ADD)
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Resilience
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Separation anxiety
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Coping skills
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Dyslexia
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Sexism
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Discrimination
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Autism spectrum disorders
Illness, divorce, and death are examples of major changes that threaten one's _______.
adjustment
Illness, divorce, and death are examples of major changes that threaten one's _______.
peer pressure
Illness, divorce, and death are examples of major changes that threaten one's _______.
Family dynamics
Illness, divorce, and death are examples of major changes that threaten one's _______.
Attention deficit hyperactivity disorder
Illness, divorce, and death are examples of major changes that threaten one's _______.
learning disorder
Illness, divorce, and death are examples of major changes that threaten one's _______.
intellectual disability
Illness, divorce, and death are examples of major changes that threaten one's _______.
Developmental disorders
Illness, divorce, and death are examples of major changes that threaten one's _______.
Attention deficit disorder (ADD)
Illness, divorce, and death are examples of major changes that threaten one's _______.
Resilience
Illness, divorce, and death are examples of major changes that threaten one's _______.
Separation anxiety
Illness, divorce, and death are examples of major changes that threaten one's _______.
Coping skills
Illness, divorce, and death are examples of major changes that threaten one's _______.
Dyslexia
Illness, divorce, and death are examples of major changes that threaten one's _______.
Sexism
Illness, divorce, and death are examples of major changes that threaten one's _______.
Discrimination
Illness, divorce, and death are examples of major changes that threaten one's _______.
Autism spectrum disorders
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
adjustment
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
peer pressure
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Family dynamics
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Attention deficit hyperactivity disorder
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
learning disorder
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
intellectual disability
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Developmental disorders
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Attention deficit disorder (ADD)
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Resilience
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Separation anxiety
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Coping skills
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Dyslexia
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Sexism
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Discrimination
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Autism spectrum disorders
Racism, ageism, sexism, and classism are all types of _______.
adjustment
Racism, ageism, sexism, and classism are all types of _______.
peer pressure
Racism, ageism, sexism, and classism are all types of _______.
Family dynamics
Racism, ageism, sexism, and classism are all types of _______.
Attention deficit hyperactivity disorder
Racism, ageism, sexism, and classism are all types of _______.
learning disorder
Racism, ageism, sexism, and classism are all types of _______.
intellectual disability
Racism, ageism, sexism, and classism are all types of _______.
Developmental disorders
Racism, ageism, sexism, and classism are all types of _______.
Attention deficit disorder (ADD)
Racism, ageism, sexism, and classism are all types of _______.
Resilience
Racism, ageism, sexism, and classism are all types of _______.
Separation anxiety
Racism, ageism, sexism, and classism are all types of _______.
Coping skills
Racism, ageism, sexism, and classism are all types of _______.
Dyslexia
Racism, ageism, sexism, and classism are all types of _______.
Sexism
Racism, ageism, sexism, and classism are all types of _______.
Discrimination
Racism, ageism, sexism, and classism are all types of _______.
Autism spectrum disorders
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
adjustment
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
peer pressure
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Family dynamics
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Attention deficit hyperactivity disorder
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
learning disorder
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
intellectual disability
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Developmental disorders
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Attention deficit disorder (ADD)
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Resilience
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Separation anxiety
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Coping skills
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Dyslexia
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Sexism
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Discrimination
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Autism spectrum disorders
Question
Explain why peer relationships are so important to teens.
Question
Describe several coping skills that can help a person regain a good level of adjustment even when he or she faces a difficult situation.
Question
In addition to using effective discipline strategies, what are two things parents can do on a daily basis to promote good behavior in their children?
Question
List three reasons that illness poses a threat to adjustment.
Question
Why is it important for children experiencing difficulty in school to receive help as soon as possible?
Question
List some warning signs that a child may have a learning problem.
Question
Explain why change is a threat to one's adjustment.
Question
Explain how the dynamics (patterns of behavior) of a healthy family differ from those of a dysfunctional family.
Question
Although Lucy is well qualified for her job and receives good performance reviews from her supervisor, she has never been offered a promotion. Lucy notices that several male colleagues have been promoted quickly and that nearly all of the managers are male. Lucy's situation is probably an example of
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both a and d
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both a and d
Unlock Deck
Sign up to unlock the cards in this deck!
Unlock Deck
Unlock Deck
1/16
Play
Full screen (f)
Deck 9: Common Threats to Adjustment
1
What can parents do to teach their children to behave appropriately?
A) Develop a warm, caring relationship with the child.
B) Explain and model socially appropriate behavior.
C) Keep rules and expectations clear, simple, and appropriate for the child's age.
D) Enforce rules calmly and consistently.
E) all of the above
A) Develop a warm, caring relationship with the child.
B) Explain and model socially appropriate behavior.
C) Keep rules and expectations clear, simple, and appropriate for the child's age.
D) Enforce rules calmly and consistently.
E) all of the above
all of the above
2
Peer pressure, drugs, sexual activity, and the threat of school or gang violence are examples of
A) discipline problems that parents need to address.
B) behavior disorders that require treatment.
C) cultural stressors that can threaten an adolescent's adjustment.
D) normal parts of most teens' lives.
E) none of the above
A) discipline problems that parents need to address.
B) behavior disorders that require treatment.
C) cultural stressors that can threaten an adolescent's adjustment.
D) normal parts of most teens' lives.
E) none of the above
cultural stressors that can threaten an adolescent's adjustment.
3
The term _______ describes a learning disorder in reading.
A) ADHD
B) mental retardation
C) dyslexia
D) learning disability
E) none of the above
A) ADHD
B) mental retardation
C) dyslexia
D) learning disability
E) none of the above
dyslexia
4
When parents divorce, children may feel
A) grief that their family is falling apart.
B) anger toward one or both parents.
C) guilt because the children believe themselves to be the cause of the divorce.
D) fear that one or both parents no longer love them.
E) all of the above
A) grief that their family is falling apart.
B) anger toward one or both parents.
C) guilt because the children believe themselves to be the cause of the divorce.
D) fear that one or both parents no longer love them.
E) all of the above
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
5
A landlord refuses to show a vacant apartment to a prospective tenant when he learns that the tenant is of Arab descent. The landlord's decision is an example of
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both b and d
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both b and d
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
6
Match between columns
Premises:
Responses:
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
adolescence
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
middle adulthood
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
early childhood
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
senescence
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
middle childhood
Some common threats to adjustment include children leaving home, physical changes that require one to slow down, and failure to meet earlier goals.
young adulthood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
adolescence
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
middle adulthood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
early childhood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
senescence
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
middle childhood
Those who are financially secure and reasonably healthy may enjoy retirement, travel, and socializing; others may find the loss of friends, a job, and financial instability frightening.
young adulthood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
adolescence
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
middle adulthood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
early childhood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
senescence
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
middle childhood
New experiences and responsibilities include beginning college or a job, establishing a home, marrying, and starting a family.
young adulthood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
adolescence
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
middle adulthood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
early childhood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
senescence
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
middle childhood
Gross motor, fine motor, and language skills develop rapidly; changes in family schedule or child-care professional can create anxiety.
young adulthood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
adolescence
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
middle adulthood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
early childhood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
senescence
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
middle childhood
Children who have developed their physical, intellectual, and social skills are able to adjust to new situations, but children who lack basic skills can be threatened by school pressures and conflicts with others.
young adulthood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
adolescence
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
middle adulthood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
early childhood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
senescence
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
middle childhood
Young people establish an identity separate from that of their parents and turn to peers for support and acceptance; rejection by peers poses a major threat to adjustment.
young adulthood
adolescence
middle adulthood
early childhood
senescence
middle childhood
young adulthood
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
7
Match between columns
Premises:
Responses:
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
adjustment
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
peer pressure
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Family dynamics
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Attention deficit hyperactivity disorder
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
learning disorder
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
intellectual disability
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Developmental disorders
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Attention deficit disorder (ADD)
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Resilience
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Separation anxiety
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Coping skills
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Dyslexia
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Sexism
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Discrimination
Infants and preschoolers may experience _______ when they leave their parents to enter daycare.
Autism spectrum disorders
_______ is a learning disorder in reading.
adjustment
_______ is a learning disorder in reading.
peer pressure
_______ is a learning disorder in reading.
Family dynamics
_______ is a learning disorder in reading.
Attention deficit hyperactivity disorder
_______ is a learning disorder in reading.
learning disorder
_______ is a learning disorder in reading.
intellectual disability
_______ is a learning disorder in reading.
Developmental disorders
_______ is a learning disorder in reading.
Attention deficit disorder (ADD)
_______ is a learning disorder in reading.
Resilience
_______ is a learning disorder in reading.
Separation anxiety
_______ is a learning disorder in reading.
Coping skills
_______ is a learning disorder in reading.
Dyslexia
_______ is a learning disorder in reading.
Sexism
_______ is a learning disorder in reading.
Discrimination
_______ is a learning disorder in reading.
Autism spectrum disorders
Discrimination on the basis of one's sex or gender is known as _______.
adjustment
Discrimination on the basis of one's sex or gender is known as _______.
peer pressure
Discrimination on the basis of one's sex or gender is known as _______.
Family dynamics
Discrimination on the basis of one's sex or gender is known as _______.
Attention deficit hyperactivity disorder
Discrimination on the basis of one's sex or gender is known as _______.
learning disorder
Discrimination on the basis of one's sex or gender is known as _______.
intellectual disability
Discrimination on the basis of one's sex or gender is known as _______.
Developmental disorders
Discrimination on the basis of one's sex or gender is known as _______.
Attention deficit disorder (ADD)
Discrimination on the basis of one's sex or gender is known as _______.
Resilience
Discrimination on the basis of one's sex or gender is known as _______.
Separation anxiety
Discrimination on the basis of one's sex or gender is known as _______.
Coping skills
Discrimination on the basis of one's sex or gender is known as _______.
Dyslexia
Discrimination on the basis of one's sex or gender is known as _______.
Sexism
Discrimination on the basis of one's sex or gender is known as _______.
Discrimination
Discrimination on the basis of one's sex or gender is known as _______.
Autism spectrum disorders
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
adjustment
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
peer pressure
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Family dynamics
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Attention deficit hyperactivity disorder
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
learning disorder
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
intellectual disability
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Developmental disorders
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Attention deficit disorder (ADD)
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Resilience
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Separation anxiety
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Coping skills
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Dyslexia
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Sexism
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Discrimination
Working toward goals and talking out emotions with friends are examples of _______ that can help a person regain a good level of adjustment when faced with difficult circumstances.
Autism spectrum disorders
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
adjustment
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
peer pressure
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Family dynamics
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Attention deficit hyperactivity disorder
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
learning disorder
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
intellectual disability
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Developmental disorders
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Attention deficit disorder (ADD)
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Resilience
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Separation anxiety
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Coping skills
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Dyslexia
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Sexism
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Discrimination
The ability to bounce back from problems, or _______, is based on having a positive attitude, believing one has the power to change one's circumstances, and developing strategies to reduce stress.
Autism spectrum disorders
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
adjustment
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
peer pressure
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Family dynamics
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Attention deficit hyperactivity disorder
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
learning disorder
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
intellectual disability
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Developmental disorders
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Attention deficit disorder (ADD)
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Resilience
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Separation anxiety
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Coping skills
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Dyslexia
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Sexism
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Discrimination
A student who is experiencing _______ may be able to sit still in class but has trouble remaining focused on assignments.
Autism spectrum disorders
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
adjustment
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
peer pressure
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Family dynamics
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Attention deficit hyperactivity disorder
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
learning disorder
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
intellectual disability
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Developmental disorders
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Attention deficit disorder (ADD)
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Resilience
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Separation anxiety
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Coping skills
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Dyslexia
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Sexism
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Discrimination
A student who daydreams, stares into space, has trouble focusing, or who constantly moves around and blurts out without thinking may be experiencing _______.
Autism spectrum disorders
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
adjustment
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
peer pressure
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Family dynamics
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Attention deficit hyperactivity disorder
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
learning disorder
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
intellectual disability
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Developmental disorders
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Attention deficit disorder (ADD)
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Resilience
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Separation anxiety
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Coping skills
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Dyslexia
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Sexism
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Discrimination
_______ describes a level of mental functioning that is significantly lower than that of one's peers.
Autism spectrum disorders
_______ are disorders that affect an individual's mental or physical development.
adjustment
_______ are disorders that affect an individual's mental or physical development.
peer pressure
_______ are disorders that affect an individual's mental or physical development.
Family dynamics
_______ are disorders that affect an individual's mental or physical development.
Attention deficit hyperactivity disorder
_______ are disorders that affect an individual's mental or physical development.
learning disorder
_______ are disorders that affect an individual's mental or physical development.
intellectual disability
_______ are disorders that affect an individual's mental or physical development.
Developmental disorders
_______ are disorders that affect an individual's mental or physical development.
Attention deficit disorder (ADD)
_______ are disorders that affect an individual's mental or physical development.
Resilience
_______ are disorders that affect an individual's mental or physical development.
Separation anxiety
_______ are disorders that affect an individual's mental or physical development.
Coping skills
_______ are disorders that affect an individual's mental or physical development.
Dyslexia
_______ are disorders that affect an individual's mental or physical development.
Sexism
_______ are disorders that affect an individual's mental or physical development.
Discrimination
_______ are disorders that affect an individual's mental or physical development.
Autism spectrum disorders
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
adjustment
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
peer pressure
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Family dynamics
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Attention deficit hyperactivity disorder
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
learning disorder
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
intellectual disability
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Developmental disorders
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Attention deficit disorder (ADD)
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Resilience
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Separation anxiety
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Coping skills
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Dyslexia
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Sexism
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Discrimination
Violating or denying a person's rights because of his or her sex, race, nationality, ethnic group, age, or religion is known as _______.
Autism spectrum disorders
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
adjustment
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
peer pressure
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Family dynamics
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Attention deficit hyperactivity disorder
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
learning disorder
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
intellectual disability
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Developmental disorders
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Attention deficit disorder (ADD)
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Resilience
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Separation anxiety
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Coping skills
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Dyslexia
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Sexism
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Discrimination
Individuals with _______ process and respond to information differently than typical individuals, causing difficulty with communication, behavior, and social interactions.
Autism spectrum disorders
Illness, divorce, and death are examples of major changes that threaten one's _______.
adjustment
Illness, divorce, and death are examples of major changes that threaten one's _______.
peer pressure
Illness, divorce, and death are examples of major changes that threaten one's _______.
Family dynamics
Illness, divorce, and death are examples of major changes that threaten one's _______.
Attention deficit hyperactivity disorder
Illness, divorce, and death are examples of major changes that threaten one's _______.
learning disorder
Illness, divorce, and death are examples of major changes that threaten one's _______.
intellectual disability
Illness, divorce, and death are examples of major changes that threaten one's _______.
Developmental disorders
Illness, divorce, and death are examples of major changes that threaten one's _______.
Attention deficit disorder (ADD)
Illness, divorce, and death are examples of major changes that threaten one's _______.
Resilience
Illness, divorce, and death are examples of major changes that threaten one's _______.
Separation anxiety
Illness, divorce, and death are examples of major changes that threaten one's _______.
Coping skills
Illness, divorce, and death are examples of major changes that threaten one's _______.
Dyslexia
Illness, divorce, and death are examples of major changes that threaten one's _______.
Sexism
Illness, divorce, and death are examples of major changes that threaten one's _______.
Discrimination
Illness, divorce, and death are examples of major changes that threaten one's _______.
Autism spectrum disorders
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
adjustment
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
peer pressure
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Family dynamics
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Attention deficit hyperactivity disorder
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
learning disorder
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
intellectual disability
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Developmental disorders
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Attention deficit disorder (ADD)
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Resilience
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Separation anxiety
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Coping skills
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Dyslexia
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Sexism
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Discrimination
When adolescents use drugs or engage in sexual activity in order to be accepted by a group of friends, they are being influenced by _______.
Autism spectrum disorders
Racism, ageism, sexism, and classism are all types of _______.
adjustment
Racism, ageism, sexism, and classism are all types of _______.
peer pressure
Racism, ageism, sexism, and classism are all types of _______.
Family dynamics
Racism, ageism, sexism, and classism are all types of _______.
Attention deficit hyperactivity disorder
Racism, ageism, sexism, and classism are all types of _______.
learning disorder
Racism, ageism, sexism, and classism are all types of _______.
intellectual disability
Racism, ageism, sexism, and classism are all types of _______.
Developmental disorders
Racism, ageism, sexism, and classism are all types of _______.
Attention deficit disorder (ADD)
Racism, ageism, sexism, and classism are all types of _______.
Resilience
Racism, ageism, sexism, and classism are all types of _______.
Separation anxiety
Racism, ageism, sexism, and classism are all types of _______.
Coping skills
Racism, ageism, sexism, and classism are all types of _______.
Dyslexia
Racism, ageism, sexism, and classism are all types of _______.
Sexism
Racism, ageism, sexism, and classism are all types of _______.
Discrimination
Racism, ageism, sexism, and classism are all types of _______.
Autism spectrum disorders
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
adjustment
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
peer pressure
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Family dynamics
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Attention deficit hyperactivity disorder
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
learning disorder
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
intellectual disability
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Developmental disorders
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Attention deficit disorder (ADD)
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Resilience
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Separation anxiety
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Coping skills
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Dyslexia
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Sexism
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Discrimination
When a student's academic achievement is significantly lower than one would expect given the student's level of intelligence, he or she may have a _______.
Autism spectrum disorders
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
8
Explain why peer relationships are so important to teens.
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
9
Describe several coping skills that can help a person regain a good level of adjustment even when he or she faces a difficult situation.
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
10
In addition to using effective discipline strategies, what are two things parents can do on a daily basis to promote good behavior in their children?
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
11
List three reasons that illness poses a threat to adjustment.
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
12
Why is it important for children experiencing difficulty in school to receive help as soon as possible?
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
13
List some warning signs that a child may have a learning problem.
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
14
Explain why change is a threat to one's adjustment.
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
15
Explain how the dynamics (patterns of behavior) of a healthy family differ from those of a dysfunctional family.
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
16
Although Lucy is well qualified for her job and receives good performance reviews from her supervisor, she has never been offered a promotion. Lucy notices that several male colleagues have been promoted quickly and that nearly all of the managers are male. Lucy's situation is probably an example of
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both a and d
A) sexism
B) racism
C) sexual harassment
D) discrimination
E) both a and d
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
Unlock Deck
k this deck
Unlock Deck
Unlock for access to all 16 flashcards in this deck.
