ABP Content Specs #1B: Theoretical Frameworks

Question 1

which theory proposes that development proceeds in systematic direction?

Answer 1

maturational theory (Gesell)

*principle of developmental direction

Question 2

5 major principles of Gesell/maturational theory?

Answer 2

1. Principle of Directional Direction: goes in systematic direction as function of preprogrammed genetic mechanisms (2 patterns: cephalocaudal for GM skills and proximo-distal for FM skills)
2. Principle of Reciprocal Interweaving: modeled after physiological principle of reciprocal innervations; inhibition and excitation of different muscles operate in complementary way to get efficient movement (e.g. walking)
3. Principle of Functional Asymmetry: behavior go through periods of asymmetric development in trying to achieve maturity (e.g. ATNR is precursor of symmetrical reaching)
4. Principle of Individualizing Maturation: development is process of sequential patterning; need to have prerequisite structures for other learning to occur
5. Principle of Self-regulatory Fluctuation: development is alternating periods of stability and instability; distinct sequence of stages allow for function and growth

Question 3

How is child development affected by Gesell/maturational theory?

Answer 3

-proposed that most important thing in development is biologic maturation
-rate at which one progresses is determined by heredity and altered only a little bit by experience
-minimizes effect of environment or social factors (stated that environmental influences do not change the basic pattern of development and ignored effect of learning)
-doens’t do good job of explaining cognitive, language, and s/e development or development of personality/identity

Question 4

how does maturational/Gesell theory relate to developmental testing?

Answer 4

Due to idea of systematic progression we got developmental milestones in order to follow.

Some developmental tests like Bayley and Gesell developmental schedules use this idea.

Question 5

What is Piaget’s theory on cognitive processes?

Answer 5

Talks about how children take active role in adapting to their environments through 2 main processes that complement each other.

1. Accommodation: adjustment or modification of existing schemas to incorporate new knowledge or info; process thru which changes in intellectual development correspond to changes in reality
2. Assimilation: process thru which individual incorporates new knowledge into existing cognitive frameworks/schemas; schema into which new event/experience is assimilated expands does not qualitatively change
3. Equilibrium: reached when child understands what she perceives in the world and can deal with most new info thru assimilation; drive to equilibrium is what drives learning

Question 6

What are the 4 developmental stages according to Piaget?

Answer 6

1. Pre-moral stage (birth-4 years; sensorimotor and part of pre-operational): little understanding of rules; behavior regulated from outside child; can’t understand right from wrong; discipline focuses on identifying and addressing causes of misbehavior, redirection, modeling good behaviors, and building positive relationships
2. Heteronomous/Moral Reasoning (5-9 years, part of pre-operational and concrete operational): rules are rigid and given by adults/teachers; rules tell you right from wrong; discipline focuses on encouraging kids to problem solve with guidance rather than just telling kids what to do or immediately punishing
3. Autonomous Morality/Moral Relativism stage (age 10+ years, formal operational): emphasize cooperation and rules are changeable under certain circumstances with mutual consent; intent and consequence considered when judging if act is moral or not; can identify own morales/values

Question 7

What is immanent justice?

Answer 7

that immediate punishment will happen if rules are broken

believe that illness or other “bad” events occur as punishment for misbehavior

Question 8

What is magical thinking?

Answer 8

that non-living objects take on living characteristics

Question 9

what piaget stage is characterized by immanent justice and magical thinking?

Answer 9

pre-operational stage

kids in this stage may believe that an illness or loss was caused by their recent naughty behavior or that their parents are separating because the children refused to eat vegetables

Question 10

True/False.

Piaget theory combines biology and impact of environment (direct learning, social transmission) in leading to development.

Answer 10

True

not just biology like Gesell

Question 11

What are the four distinct stages in Piaget’s conceptual development?

Answer 11

1. Sensorimotor
2. Pre-Operational
3. Concrete Operational
4. Formal Operational

Question 12

what piaget stage do you get object permanence?

Answer 12

sensorimotor (birth-2 years)

Question 13

What is Sensorimotor stage of Piaget theory?

Answer 13

1. Sensorimotor (birth-2 years): infants understand and organize world thru sensory and motor info. There are 6 substages like early reflex reactions, primary circular reactions, secondary circular reactions, coordination of secondary schemas, tertiary circular reactions, emergence of representational thought); object permanence develops

Question 14

what is Pre-Operational stage of Piaget theory?

Answer 14

2. Pre-operational (2-7 years): kids use symbolic representation for events, places, and people; language & pretend play develop
   a. rigidity of though (centration): focus on one feature and ignore other features leading to illogical conclusions, get confused that a change in appearance does not change basic identity/nature
   b. egocentric world view
   c. semi-logical reasoning/transducive thinking: if events occur at same time then they think they are related (e.g. fight with brother called brother to be ill)
   d. limited social cognition: judges wrongness of an act according to external things (amount of damage), less likely to consider internal (person’s intentions)

Question 15

What is Concrete Operational stage of Piaget theory?

Answer 15

3. Concrete Operational (age 7-11 years)
   -child can solve logical problems about concrete physical subjects
   -get conservation and hierarchical thinking
   -can focus on more than one aspect at a time and can reverse mental operations (flexibility of thought; decentration; reversibility)
   -declining egocentrism: understand that person can feel one way and act another
   -better able to reason about cause of events between time and space
   -can regulate their interaction with each other through rules; can take others’ intentions into account when making judgments about good/bad behavior

Question 16

What is Formal Operational stage of Piaget theory?

Answer 16

Formal Operational (age 12yrs+):

-adolescents can reason logically about abstract topics, hypothetical problems
-can consider many different solutions to a problem before acting on any one
-renew egocentrism: self-consciousness, self-criticism, self-administration; over time take into account how others judge them and how it corresponds to social categories (politics, law)

Question 17

3 Freud Psychodynamic Principles?

Answer 17

1. ID: present from birth; pleasure principle (all instincts and impulses; in unconscious mind)
2. EGO: develop later; operates from reality principle; consists of perceptual, cognitive, executive, memory, and defensive functions of mind; weighs costs and benefits before making decision; doesn’t think about right or wrong
3. SUPEREGO: last to develop; upholds moral standard, communicates with ego through feelings like pride, shame, guilt; consists of conscience + ego ideal

Question 18

Freud: What is conscious?

Answer 18

one’s awareness of particular moment; tip of iceberg

Question 19

Freud: What is Subconscious?

Answer 19

preconscious; thoughts available to conscious mind through focused attention; part of iceberg that’s below the waterline

Question 20

Freud: What is unconscious?

Answer 20

contains wishes, fears, impulses and repressed memories; can’t directly communicate iwth conscious mind; largest part of iceberg BELOW water line

Question 21

What is Regression?

Answer 21

revert back to childlike emotional state in which your unconscious fears, anxiety, and angst re-appear in times of stress; behaviors more primitive like thumb sucking, bedwetting, road rage

Question 22

What is Projection?

Answer 22

when you attribute one’s own unacceptable emotions to others; defense mechanism when individual directly projects own undesirable thoughts/motivations onto another (e.g. parent of child with significant illness may not be able to express anger and instead say physician is angry with them)

Question 23

What is Displacement?

Answer 23

transferring emotions from unacceptable person to a different person; satisfying an impulse with a substitute object

Question 24

What is Sublimation?

Answer 24

acting out unacceptable impulses by converting them to acceptable ones

Question 25

What is Repression?

Answer 25

unconscious defense mechanism employed by ego to keep disturbing or threatening thoughts from becoming conscious; hidden but still creates anxiety

Question 26

What is Transference?

Answer 26

unconscious redirection of feelings from the past to a person or situation in the present (e.g. father angry at doctor because he reminds him of his highly controlling father) -how to manage: recognize importance of relationship of clinician to person, maintain professional boundaries, help person recognize the transference when they have capacity

Question 27

What is Counter-Transference?

Answer 27

feelings/attitudes evoked in a therapist/healthcare provider as a result of transference from patient -normal but needs to be dealt with when affect's HCP's mental health or care of patient

Question 28

What are Freud's 5 stages of development?

Answer 28

1. Oral Stage (birth-1 year): mouth is main source of pleasure/interaction; sucking & eating depends on mom; when have conflict over weaning then results in distinction btwn other vs self; if keep oral fixation then become overly dependent personality 2. Anal stage (1-3 years): anus is main source of gratification; focus is toilet training; overly strict parents cause kid to develop rigid personality traits while overly lenient parents cause kid to become disorganized and defiant 3. Phallic Stage (3-6 years): genitals main gratification; unconscious attraction to opposite gender parent and view same gender parent as rival; develop gender roles and morals through interaction btwn id/ego/superego forms basic personality; boys-castration fears, girls-penis envy; stage resolves with kid identifying most with same gender parent 4. Latent Stage (6-12 years): psycho-sexual energy and instincts are suspended and focus on academic and social skills; superego continues to develop thru social intxn 5. Genital Stage (12+ years): focus on initiation of mature sexual activity and developing dyadic-partner relationship; sexual instincts of phallic stage reappear

Question 29

What is Attachment Theory (John Bowlby)?

Answer 29

Mom and child pre-wired to respond in fixed ways to each other (e.g. babies seek contact with mom & many infant reflexes services to keep close by signaling needs); moms respond to crying/clinging/vocalizations Infants attach to ANY adult but by 6-9 months will have Principal attachment to primary caregiver

Question 30

What is Secure Attachment?

Answer 30

Child comfortable using mom as secure base from which to explore. Looks back for reassurance but then can explore. When separated, gets upset but can be calmed. MOm and child both truly pleased at reunion. Parent is secure base so kid can explore.

Question 31

What is Insecure/Avoidant Attachment?

Answer 31

-rarely cries upon separation -appears more mature and emotionally controlled than they should be -upon reunion will AVOID mother -fails to reach out and appearing angry/indignant -mom's behaviors are angry too -physical distancing, tenseness, irritability -mom lacks confidence in & derives little pleasure from parenting role **manages separation easily, don't seek care or consolation, parents ignore child's negative emotions & fails to respond to child/inconsistent response

Question 32

What is Ambivalent-Resistant Attachment?

Answer 32

-most upset WITH SEPARATION & difficult to console -ambivalent reaction upon reunion (wants to be picked up but then pushes away) -little exploration -parents don't avoid contact but contact ill-timed & less continent on cues (uncoordinated acceptance & rejection, well-meaning but less capable parents) **significant separation anxiety, inconsistent response to caregiver, difficulty settling into routines

Question 33

What is Disorganized/Disoriented Attachment?

Answer 33

-could have distress upon exit of caregiver, but response inconsistent -look happy upon reunion but almost dazed/confused, not making direct eye contact -mothers felt to be giving mixed messages leading to non-contingent & disorganized quality of relationship -seen in dyads with psychiatric issues (e.g. depression, drug abuse) -contradictory behaviors such as manifesting signs of stress even in presence of the parent, seeking proximity of a stranger rather than parent, or ignoring a parent after showing distress about the absence of that parent

Question 34

What is Classical Conditioning?

Answer 34

-occurs when 2 different events occur in such a way that one of the events begins to signal or elicit the other e.g. a child may begin to connect frightening experience like nightmare with darkness; over time might result in fear of dark

Question 35

What is Operant Behaviors?

Answer 35

-behaviors that are controlled by what follows them not by what precedes -attention is directed toward what happens to the child entering dark room (e.g. having a positive experience like being entertained in a theater or having a negative experience like being scared of nighttmare)

Question 36

What is shaping in behaviors?

Answer 36

-reinforcement of successive approximations to the terminal goal -assists in discrimination (ability to tell the difference between stimuli that are and are not reinforced and generalization the application of a response learned in one situation to a different but similar situation)

Question 37

What is Modeling in behavior?

Answer 37

Demonstrated correct behavior and then rewards accordingly until desired behavior is obtained

Question 38

What is Positive Reinforcement?

Answer 38

addition of an event that increases the behavior (e.g. parental attention when a child has a tantrum may increase tantrumming)

Question 39

What is Negative Reinforcer?

Answer 39

different from punishment Withdrawal of some negative event that serves to increase behavior

Question 40

What is Extinction in behavior management?

Answer 40

Withholding of reinforcement for a previously reinforced behavior in order to eliminate the behavior. ex. the child who climbs under his desk to gain attention is ignored until he returns to his seat.

Question 41

What is extinction burst?

Answer 41

when child repeats the behavior over and over again in a burst of activity then stops permanently because of lack of reinforcement

Question 42

What is negative punishment?

Answer 42

A kid loses recess or suspension

Question 43

What is positive punishment?

Answer 43

A kid gains chores or corporal punishment

Question 44

What is behavioral norm?

Answer 44

rules that a group uses for appropriate and inappropriate values, beliefs, attitudes, and behaviors.

Question 45

What is Injunctive Norms?

Answer 45

behaviors which are perceived as being approved of by other people

Question 46

What is Descriptive Norms?

Answer 46

perceptions of how other people are actually behaving, whether or not these are approved of

Question 47

What are Explicit Norms?

Answer 47

norms that are written or spoken openly

Question 48

What are Implicit Norms?

Answer 48

norms that are not openly stated (but you find out when you transgress them)

Question 49

What are behavioral strategies for toilet training?

Answer 49

stickers, rewards, parents give increased attention

Question 50

What are social learning strategies for toilet training?

Answer 50

social pressure for hygiene reason to learn to go in toilet not anywhere one pleases

Question 51

What is Kohlberg's theory on moral reasoning?

Answer 51

3 basic levels with 2 stages each. 1. Pre-conventional Level of Morality: depends on standards of older authority figures. Stage 1. Obedience and punishment orientation: it is moral to obey authority and avoid punishment. Stage 2: Individualism and Exchange: morality is relative; one should pursue one's own interests. 2. Conventional Level - adolescents appreciate moral codes of society. Stage 3: Good Interpersonal Relationships: being moral includes being helpful to others. Stage 4: Maintaining the Social Order: morality is in preserving the laws of society. 3. Post-Conventional Level: more abstract principles are considered above social conventions. Stage 5: Social contract and individual rights: democratic process and basic human rights are moral. Stage 6: Universal Principles: universal principles of justice and individual rights are moral.

Question 52

Transtheoretical Model?

Answer 52

aka Stages of Change Model -focuses on decision-making of the individual and is a model of intentional change -has 6 stages of change: precontemplation, contemplation, preparation, action, maintenance, and termination

Question 53

Stages of Change: Precontemplation

Answer 53

people do not intent to take action in foreseeable future (within next 6 months) -ppl unaware their behavior is problematic or produces negative effects -often underestimate the pros of changing behavior and worries too much about cons of changing behavior

Question 54

Stages of Change: Contemplation

Answer 54

-people intending to state healthy behavior in next 6 months/future -recognize that their behavior may be problematic and more practical thinking about pros/cons of changing the behavior -still ambivalent toward changing their behavior

Question 55

Stages of Change: Preparation (Determination)

Answer 55

-people ready to take action within next 30 days -start taking small steps toward behavior change

Question 56

Stages of Change: Action

Answer 56

-recently changed their behavior (within last 6 months) -intent to keep moving forward with that behavior change -modify their problem behavior

Question 57

Stages of Change: Maintenance

Answer 57

-people sustained their behavior for a while (more than 6 months) and intend to maintain the behavior change going forward -working to prevent relapse

Question 58

Stages of Change: Termination

Answer 58

people have no desire to return to their unhealthy behaviors and are sure they won't relapse

Question 59

Key Facts about Motivational Interviewing?

Answer 59

-tied with Trans-Theoretical Model/Stages of Change -involves collaboration instead of confrontation, evocation instead of education, autonomy rather than authority, exploration rather than explanation

Question 60

Key Components of Motivational Interviewing?

Answer 60

1. Client preparatory 2. Change Talk and Diminished Resistance 3. Committment to Behavior Change 4. Behavior Change -asking open questions affirming (respects/honors client as person of worth; comments on strenghts and abilities) -reflective listening: statements that make a guess at client's meaning causing deeper understanding -summarizing: reflections that collect what a person has been saying and offering it back