Ethically-bound dilemmas or exercises allow students the experience of making choices and applying different values, while getting to ___________________________.
a. see others doing the same
b. test the reactions of adults in their lives
c. modify their values system
d. avoid the actual consequences
e. teach peers about appropriate decision-making
Q. 2Exposing students to a wide variety of pro-social and pro-self values is paramount for adolescents to achieve __________________ identities.
a. pro-career
b. pro-social
c. pro-education
d. pro-diverse
e. pro-family
Q. 3Middle school students are preparing for an identity ________________ that ends with an emerging adult identity.
a. generalization
b. model
c. awareness
d. stage
e. crisis
Q. 4Working with middle school students requires walking a fine line between encouraging career projections and introducing _____________________________
_.
a. structured decision-making
b. acceptable goals
c. responsibility
d. skill development
e. realistic considerations
Q. 5Identity _______________________ occurs when a young person has made a firm commitment, but has done so by accepting the injunction of another person, such as a parent, spiritual guide, or a gang leader.
a. foreclosure
b. moratorium
c. confusion
d. diffusion
e. achievement
Q. 6In analyzing Ericksons work, Marcia saw ________________ and commitment as important parts of identity development.
a. awareness
b. intellectual capacity
c. crisis
d. goal-setting
e. morality
Quick Reply
