Applying to everyday problems Flashcards

Question

why mobile phones are problimatic

Answer 1

cognitive burden of maintaining convo remote conversors unaware of driver situation visual imagery competes with visual perception of surrounding involve extended periods of distraction

Answer 2

application of psychological theories to understand, prevent and alleviate distress

Answer 3

``` work in range of settings, with range of clients, all ages genders disabilities complete assessments formulate theories to undertsand suggets interventions communicate with clients and colleagues ```

Answer 4

- assessment:process used to answer questions eg what led to problems formulation: collaborative process, BioPsychoSocial focus, seek to explain problems intervention: driven by formulation, acts that should bring about change evaluation: feedback from clients, symptom reduction? communication: consultation, research, teaching, training

Answer 5

clinical interview: one to one with client or carer psychometrics: questionnaires, neuropsychological tests self monitoring: diary and record forms to understand daily experiences observation: observe behaviours and social interactions, completed by psychologist or teacher/carer

Answer 6

- how different aspects influence illness - interconnection between biology, psychology and socio-environmental factors - biology: genetics, neurology, physiology - psychology: emotion, thoughts, memory - social factors: relationships, family, culture, society

Answer 7

- trigger stimulation - perceived threat - apprehension - body sensations - interpretation of sensations as catstrophic

Answer 8

scientist practitioner: training emphasis on scientific knowledge, research, critical skills reflective practitioner: ability to reflect on work n themselves, how own personality and history affects practice

Answer 9

maintaining awareness of biases, what may influence application or professional knowledge, skills, experience eg cog bias supervision, consultation and personal therapy to extend knowledge of self in practice

Answer 10

feeling saddness, hopelessness, dejection, anhedonia motivational deficits: lack ambition behavioural symptoms: appetite change physical symptoms: sleep disturbance, wieght change cognitive features: negative thoughts, low self esteem

Answer 11

episodes following significant life events or series day to day difficulties can be due to no reasons risk factors: early adversity, family or personal history, economic and educational disadvantage, negative life events, low levels of close social support

Answer 12

questionnaire: Beck depression inventory, patient health questionnaire clinical interview: understand difficulties, experiences, symptoms severity

Answer 13

characterised by extended periods of clinical depression, cause distress to individual and impairment in social functioning

Answer 14

persistent depressive disorder:mild symptoms over long periods of time premenstrual dysphoric disorder:symptoms surface in time with period disruptive mood dysregulation disorder bipolar disorder: pattern of depressed and manic moods

Answer 15

genetic factors-twin concordance rates, 46% fro monozygotic and 20% dizygotic structural and functional brain differences-lower level brain activation in areas associated with emotional regulation neurochemical factors-lower levels of seratonin dopamine and norodrenaline

Answer 16

drugs can alleviate symptoms | tricyclic drugs, monoamine oxidase inhibitors

Answer 17

psychodynamic: result of unconscious process that unfolds and responds to loss cognitive: not what happens but the view we take of it, maintained by negative schemas and negative triad behavioural: results from lack of reinforcement from pleasurable or meaningful activities attachment: early relationships with carers pave way to patterns of relationships may be depressogenic systematic: individuals experiences cant be understood in isolation, depression is result of wider system

Answer 18

self - biased, unrealistic view of worthlessness world - unkind future - hopeless individual is left vulnerable to activation of mood congruent thoughts and feelings characteristic of depressoin

Answer 19

``` medication physical exercise psychological therapies and self help -2:1 preference for therapy over drugs choice dependent on nature of problem and training of clinician ```

Answer 20

work with client to identify and evaluate unhelpful thoughts/beliefs diary of significant events associated with mood change 6-8 sessions for mild-moderate problems 16-24 sessions for severe to complex problems

Answer 21

activity scheduling to help re-engage with pleasurable and meaningful activities to reinforce positivity

Answer 22

relationships where one or both has depression | improve communication, problem solving, promote acceptance

Answer 23

brief attachment focused therapy grief and loss changes in relationships

Answer 24

bring unconscious to conscious to understand psychic conflict improve self knowledge on problems

Answer 25

relationship between client and therapist | talking therapy to help deal with emotions

Answer 26

problem is in system not the individual | focus on relationship dynamics, communication, conflict and functioning

Answer 27

preventing relapse

Answer 28

for the individual:session by session to see if works | for service:numbers successfully treated, worldwide works

Answer 29

majority of people can get over or learn to deal with depression if help is gotten early on CBT has largest evidence base for helping CBT as effective as anti depressants

Answer 30

excessive fear of specific and identifiable object or situation eg claustrophobia can acquire a fear about anything

Answer 31

A-either 1) marked fear of object/situation not included in social or agora phobia or 2)marked avoidance of object/situation B-atleast 2 symptoms of anxiety at same time C-significant emotional distress and recognition they are unavoidable D-symptoms restricted to feared object/situation or when thinking of it

Answer 32

autonomic arousal symptoms symptoms concerning chest symptoms concerning head general symptoms

Answer 33

``` animal type nature forces type blood, injection, injury type situational type other type ```

Answer 34

quick method to decide where to focus treatment useful way for researchers to describe participants clearly and reliably reduce complex individuals into simple label criteria is vague, what constitutes as unreasonable

Answer 35

18% adults ford 1999-1%children have one fears are natural part of growing up gender bias-25% women, 18% men due to reporting bias

Answer 36

normal to experience fears not phobias during infancy, fear stimuli in immediate environment eg noise age 4-8 start to fear ghost and animals pre adolescence fear physical injury early adolescence fear social situation and criticism phobias in children diagnosed with care only if real impairment is shown

Answer 37

heritability/genetics-25-45% phobias, gene environment interaction prenatal stress

Answer 38

1-person learn to associate stimulus with aversive outcome, lead to fear response 2-person learns to avoid stimulus to reduce ear, relief felt leads to further avoidance

Answer 39

1-direct conditioning or experience 2-learning through observation of others 3-transmission of fearful information

Answer 40

shy child leads to overprotective parent | shy child becomes even more anxious

Answer 41

more genetically predisposed to acquire fears than others born with tendency to learn to fear stimuli dangerous to ancestors if fear stimulus likely to avoid it and survive and pass on 'fear' gene more likely to learn phobia to fear relevant stimuli after experience

Answer 42

assume cognitive biases drive phobias and cause fear response, treat cognition then behaviour disappear phobia come from thoughts? thoughts come from phobia? phobia develop in children lacking language phobias are learnt independently from cognition, cognition maintains fear

Answer 43

baseline assessment of clients difficulties formulation of clients difficulties establish goals of therapy intervention

Answer 44

improvements in relationships improvements in confidence cognitive therapy not changed since 1990s as effective

Answer 45

A-doesn't meet criteria fro dissocial personality disorder, schizo, mania, depression, pervasive developmental disorder or hyper kinetic disorder B-presence of four or more symptoms from criterion list, no more than 2 from severe C-symptoms in B must be maladaptive and inconsistent with developmental level D-atleast four symptoms must be present for atleast 6 months

Answer 46

A-doesnt meet criteria fro dissocial personality disorder, schizo,mania,depression,pervasive developmental disorder or hyperkinetic disorder B-presence of 3 or more symptoms from severe C-atleast one of symptoms from symptoms 9-24 present for 6 months

Answer 47

large british study, 6.5% boys, 2.7% girls adolescents: 8.6% boys, 3.8% girls conduct disorder more likely in adolescents, more likely in boys than girls

Answer 48

leave school, no qualifications, no job, poor relationships with friends/family, more likely involved in crime, more likely commit suicide

Answer 49

genes: version 7 of DRD4 gene, genetically wired to be more sensitive to environment and parenting IF good upbringing more likely to be kind IF bad upbringing more likely to have conduct disorder environment: prenatal stress, poverty major risk factor, cant be changed, research focused on parenting

Answer 50

Yes if parents: less likely use praise to encourage good behaviour, less sensible rules enforced, more attention given to bad behaviour, use harsher more frequent punishments no because: research underpowered, flawed, cross sectional

Answer 51

``` parent gives command child refuses parent shouts/smacks child has tantrum or complies parent gives up or parent carries on child learn tantrum works or parent learns shouting works ```

Answer 52

national institute for clinical excellence 3-14 year olds, parents offered intervention 9-14 year olds, children offered group based course on managing emotions and behaviours

Answer 53

run in group format by two leaders 1.5-2 hours a week for 8-12 weeks different versions: triple P, Webster stratton, mellow parenting core elements: relationship building play-10mins commentating on what childs doing :positive reinforcement of good behaviour-praise with good tone :setting limits-number of commands given at once :planned ignoring-role play, ignoring outbursts of behaviour :consequences-not too harsh and quick

Answer 54

its a split personality disorder linked to violence chronic and remitting

Answer 55

positive symptoms: delusions, hallucinations, disorganised thinking negative symptoms

Answer 56

experienced by 75% of those hospitalised | main types: delusion of persecution, delusion of grandeur, delusion of control, delusion of reference

Answer 57

auditory hallucinations-70% of psychotics taste or smell hallucinations associated with reality monitoring deficits or self monitoring deficits non psychotic populations; 4-25% hallucinate due to grief, sleep deprivation, hypnopompic/hynogogic

Answer 58

features of thinking: derailment, loose association, tangenital features of speech: clanging, neologisms, word salads, poverty of content disordered thinking inferred from speech

Answer 59

affective flattening: immobile or unresponsive facial expression and poor eye contact avolition: severe lack of initiativve to accomplish purposeful tasks alogia: poverty of speech anhedonia: inability to feel pleasure in normally pleasurable activities associality: lack motivation to engage in social interaction

Answer 60

symptoms of psychosis reported throughout history viewed differently in different cultures: mental helath problem or religious experience or possession by evil spirits Emil Kraeplin-dementia paecox eugen bleuler: shiz:split phren: the mind, splitting of psychological functions within mind

Answer 61

concept of need for care not abnormality | determined by symptom severity, impact on life and function, patient approach to coping with symptoms

Answer 62

ICD-10 schizophrenia, schizotypal, delusional disorders DSM-V schizophrenia spectrum and psychotic disorders both reference positive and negative symptoms that are persistent and not drug related problematic categorisation psychotic experiences eg bipolar

Answer 63

``` behavioural expression: affective, psychosis, negative, cognitive environmental factors influence heritability mental health developmental impairment ```

Answer 64

``` strangers/friends look at me critically-48% negative comments circulating-42% deliberately try irritate me-27% being observed/followed-19% under threat from others-10% possibility of conspiracy-5% ```

Answer 65

``` at the far end of continuum common symptoms: -reduced concentration/attention -depressed mood -deterioration in role functioning -sleep disturbance -anxiety -social withdrawal -suspiciousness -irritability ```

Answer 66

- lifetime prevalence of 0.3-0.66%, 2.3% if schizo spectrum considered - earlier onset for men (18) and women (25) - shorter life span due to diet, weight, smoking - 5-10% individuals commit suicide

Answer 67

overarching approach to diathesis stress most theories attempt to explain scientific aspects of symptomology not whole picture biological theories:genetic/biochemical psychological theories:cognitive/behavioural sociocultural theories: socail/familial alternative understandings of experiences

Answer 68

inherited component 50-80% concordance rates in monozygotic twins 44.3% compared to 7.3% in siblings not likely to be single gene

Answer 69

dopamine hypothesis: increased levels in brain, drugs alleviate psychotic symptoms by blocking receptor sites, MRI scans suggest sufferers exhibit more dopamine receptors amphetamine triggers psychotic symptoms

Answer 70

- cognitive deficit in self monitoring - cognitive bias in attention; not processing important stimuli or inability to ignore irrelevent stimuli - cognitive bias in attribution; abnormal biases = error in behaviour interpretation - persecutory delusions; from life events eg bullying leads to negative beliefs of oneself, and others are a threat

Answer 71

- sociogenic; individuals in low socieconomic classses experience more stressors which associate with crime, poverty, can induce symptoms - downward drift;experience symptoms they pushed to bottom of social ladder due to impairment - social selection; display symptoms move into lower socioeconmoic classes - social labelling; development and maintanence of symptoms influenced by diagnosis itself

Answer 72

- communication deviance; if family member talks in way that puzzles listener so much they cant share attention with speaker, induce psychotic symptoms in listener - expressed emotion; critical or hostile environments lead to relapse of psychotic symptoms

Answer 73

capability -> motivation behaviour behaviour is interacting system of all these behaviours

Answer 74

State of complete physical, mental and social well being and not merely the absence of disease or infirmity (WHO 1948)

Answer 75

Absence of disease (objective signs) Absence of illness (subjective signs) Functional fitness

Answer 76

Focus on physical processes of disease Pathology, biochemistry, physiology Pathogenic stimulus —> physiological/bio-chemical mechanisms—>disease state —> treatment —> recovery or death or chronic illness

Answer 77

Only focuses on physical condition of body Not reflective of WHO definition Not consider role of society in cause or treatment Not consider social factors influence access medical care Not consider psychosocial benefits of some preventive activities Dying from CVD increased to 41% as medical approach not reduce it

Answer 78

Looks at how psychological and social factors involved with disease prevention Psychological consists of behavioural and cognitive factors Social factors have direct effects on psychological and biological factors and vice versa All factors interact with one another

Answer 79

Behavioural factors: health protective behaviours (diet/exercise), screening behaviours (dental checks, cervical screening), health risk factors (smoking, alcohol, drugs), self management (vaccinations) Four key health protective behaviours:non smoker, eat 5 a day, moderate alcohol, physically active Khaw 2008 reduced risk of premature death if engage in health protective behaviour

Answer 80

Personality: more “conscientious” lead to lower risk of premature death, optimists less likely experience same stimuli as painful-important for chronic pain Pain and pleasure: feeling of stimulus depends on expectation, distraction reduces perception of pain Alcohol outcome expectancies: significant part of effects due to expectancy not the actual alcohol, if think drinking alcohol will experience memory loss if they associate alcohol and memory loss

Answer 81

Placebo: inert “treatment”, effect Is measurable, observable, study shown 50% people experience placebo effects (get better without treatment) Nocebo: inert substance produces symptoms congruent with anticipated harm

Answer 82

Loneliness/pessimism/depression impair immune systems Positive moods enhance immune system Prolonged stress impairs immune systems Stress depends on perceptions of situations Perception depends on social support, more social support less likely to get stressed

Answer 83

- Intention to change influence by:attitudes, subject norms, behavioural control - Behaviour change - Implementation intention: how you do it, skills needed

Answer 84

Probabilistic: can’t explain exceptions, reductionist; assumes can be converted to numerical value, can’t deal with ambivalence Individualistic: okay for health behaviours but not behaviours determin by others Better at explaining efforts to start change rather than maintaining it

Answer 85

Social influences p:social support, social policy, provision of resources Direct effects:positive mood, positive influence on immune function and endocrine Indirect effects: social support, social relationships

Answer 86

Lifestyle: decreased use tobacco/drugs, regular physical activity, positive mental health, safe sexual activity Environmental: safe physical environment, meaningful environment, affordable housing, restricted access to drugs/Tobacco, supportive economic/social conditions Psychosocial:control over decisions, supportive family structure, strong social network, feeling of trust, self esteem

Answer 87

Holistic approach Illness-wellness model For effective treatment need to know symptoms, the disease, patients beliefs, psychosocial circumstances and family history Responsibility placed on society and individual

Answer 88

Treats whole person Acknowledgment of biographical and psychological factors Recognise social influence Improvement on biomedical model if its used Focus on individual distracts from social responsibility for health Little acknowledgment of cultural factors

Answer 89

10% CHD avoided if all sedentary people became moderately active (Britton and McPherson 2012) CHD deaths declined due to improvement in surgery and medication, gains from behavioural change will be 4 times greater

Answer 90

Individual; motivational interviewing, semi directive, client centred counselling style, resolve ambivalence, goals setting, enhancing motivation to imitate and maintain change, NHS SMOKING SERVICES: one to one, peer support groups Population/culture: wide periodic behaviour change eg dry jan, individual conduct behavioural experiment, experience benefits of behaviour change, allowed to develop skills, enhance motivation, encourage people to discuss behaviour and role of it in society

Answer 91

Promotions and evaluation of healthy life style programmes: health protective behaviours, health risk behaviours Early identification of people at higher risk: screening, self examination Legislation action/government initiatives: smoke free public areas, product labelling Positive feedback loop: change at macro level results in changes on a social or individual level

Answer 92

Based on what’s seen as healthy/unhealthy Models suggest factors to be focused on during interventions IMB-information motivation behavioural skills model HBM-health belief model TPB-theory planned behaviour TTM-trans theoretical model Interventions based on attitude/beliefs are effective Interventions based on skills and motivation more effective

Answer 93

If want behaviour to change must be informed of how current behaviour is detrimental Once have information, must have a motivator Better motivators are what’s more important to individual Behavioural skills required in order to carry out changes

Answer 94

``` Perceived severity Perceived susceptibility Perceived cost Perceived benefits Self efficacy Cues to action Emphasis on motivation and information ```

Answer 95

-encoding and interpretation of cues: anxiety disorders hypervigilance to threat, overinterpreation of threat conduct problems hostile attribution bias -involves influence of emotion laden schemata about social world -response access and selection: anxiety avoidant response to ambiguous situation conduct aggressive response to peer provocation

Answer 96

Reflective precursors: reasoned action, planned behaviour, health beliefs, restraint standards Impulsive precursors: automatic affective reactions, automatic approach-avoidance reactions Boundary conditions: habitualness, ego depletion mood, cognitive overload, working memory capacity All lead to health related behaviours

Answer 97

identify how teacher behaviour influences student achievement class room visits over period of time, calc frequencies of teacher behaviour, and identify student achievements on standardised tests at end of year Brophy: effective classroom management skills promote engaged time, lack of direct instruction is problematic successful classroom management techniques: evaluate connections with disruptive behaviour and achievement, early prep and foundation work from first day behaviourist approach: rewards and punishment, group consequence, token reinforcement, contingency contract

Answer 98

``` Pre-contemplation Contemplation Preparation Action Maintenance Relapse:occurs after action, leads back to contemplation or preparation ```

Answer 99

Identify important cognitive and affective factors Develop rerouted skills for initiation and maintenance Maintain motivation: information, perceived susceptibility, perceived severity, benefits, barriers, attitudes, normative beliefs, self efficacy Cues to action Behavioural skills Managing relapse Legislation Infrastructure/resources

Answer 100

child is active agent who constructed their understanding of the world qualitatively different stages of cognitive development; children do not think the same at 10 as did at 5 related to social and moral development

Answer 101

no theory of instruction or of development within academic curriculum aware of childs satge of development child as active agent; discovery learning notion of growth through cognitive conflict peer interaction stimulate cognitive conflict

Answer 102

for children an dteachers, focus on primary education 'at heart of educational process lies child' 'mental stages follow in sequence...may be advanced or delayed, but not altered'

Answer 103

'play-messing about wiht material objects or with other children and creating fantasies-is vital to child's learning' plowden report characteristics: chosen by child, enjoyable, active engagement by child forms of play: solitary, onlooker, parallel,associative, co-operative three prime areas of learning: communication and language, physical development, personal, social, emotional development

Answer 104

sylva 1977: children seated in chair, given two sticks, have to reach object, group 1 played with problem solving materials before, group 2 observed experimenter do it, group 3 is control, group 1&2 more motivated than 3 can involve fantasy and enactment of real social roles strongly associated with theory of mind development

Answer 105

socio cognitive skills have reciprocal links with peer relations how do children make sense of situations: 5 year olds understand taht someone can say something and upset someone, but not understand it can be by accident early peer rejection inhibits development of social understanding (7-9) impaired social understanding predicts subsequent rejections (10-11)

Answer 106

externalising and internalising characteristics may be associated with difficulties or biases on more advanced social understanding - Happe & Frith: children with conduct disorder rated s significantly poorer on social skills requiring insight into others mental states - Banerjess & henderson: socially anxious chidren rated as poorer on social skills requiring insight into others mental states, poorer on some advanced social understanding tasks

Answer 107

- direct sanctions vs restorative approach - whole school appraoch: PSHE, social and emotional learning programe, parent/carer involvement, adult modelling - peer support schemes: uddy schemes, circle of friends, peer mediation, peer mentoring, cybermentoring - "not all interventions are effective in every situation and for everyone" Salmivalli

Answer 108

- direct links between social experience and psychopathology - more intrusive, overprotective parenting lead to anxious children - temperament moderates the link between social experience and alter psychopathology - peer rejection and parenting influences more significant predictors of conduct disorders among children showing early difficult temperament - social information processing mediates relationship between social experience and psychopathology

Answer 109

- create environment for learning - maximise academic learning (allocated vs engaged) - Weistein & Mignano: 1100 hours in total in school year, 1000 hours attended, 500 hours allocated, 400 hours engaged, 375 hours learning

Answer 110

various techniques, with advantage and disadvantage - teacher and parent reports - self reports by pupils - peer nomination by pupils - direct observation - interviews - prevalence variesa corss studies: type of bulling, methods used, gender, age, culture

Answer 111

research on social information processing characteristics of aggressive children Sutton 1999: -193 children aged 7-10 -participant role scale (nominations for 21 items to identify bully, assistant, reinforcer, defender, outsider, victim) -cognitive and emotion theory of mind stories -bully status associated with better performance on social cognition stories -victim status associated with poorer performance on social cognition stories

Answer 112

NUT report on obstacles in learning: poor pupil behaviour and large class sizes

Answer 113

crick 1999: -129 children aged 3-5 -tecaher rated peer victimisation (relational-left out group, physical-shoved) -girls significantly more relationally victimised, boys significantly more physically victimised kochenderfer & Ladd: -longitudinal anlaysis of 200 5year olds -autumn and spring, 4 item self report of (picked on, hit you, mena things to you, mean things about you) -20% report victimisation at each timepoint -autumn victimisation predicted increase in loneliness and school avoidance

Answer 114

authoritarian vs democratic behavioural vs counselling gain compliance vs building community

Answer 115

- if have learning difficulty or disability which requires special educational provision - if significantly greater difficutly in learning than majority of others of same age - disability prevents or hinders from making use of facilities provided for others of same age - areas of need: communication and interaction, cognition and learning, social/emotional/mental health difficulties, sensory/physical needs

Answer 116

previously: school action (existing resources), school action plus (external services), statutory assessment now: four part cycle-assess, plan, do, review, education, health and care plan for those with complex needs

Answer 117

universal provision additional support intensive individual support individual education plan to record needs, targets, interventions and progress

Answer 118

individual standardised assessment of pupils learning difficulties consultation with teachers about support provided development of authority wide approach to bullying crucial bridge between academic research, practice across educational settings

Answer 119

'not about placing all disabled children and children with SEND in either mainstream schools or special schools...inclusion is the process focused on fulfilling each child's entitlement to high quality education' NUT

Answer 120

220 hearing impaired 16- 18- year olds with varying degrees of integration into mainstream classes quantity of interaction: adolescents reported more school participation with HI than H peers, reversed among those in most mainstreamed classes subjective experience: students frequently in mainstream classes more likely to report emotional security with HI than H peers

Answer 121

Crick andDodge account for various differences in social adjustment encoding cues -> interpretation of cues -> clarification of goals -> response access or construction -> response decision -> behavioural enactment -> peer evaluation and response or back to encoding

Answer 122

Olweus: imbalance in strength, assymetric power relationship; intentional aggressive behaviour/harm doing; carried out repeatedly and over time - indirect and direct forms - cyberbullying via mobile phone and internet

Answer 123

goals play important role in children's response to social situation - status goals (Sijtsema 2009) - distinctions between goals focused on assertiveness vs submissiveness, concerns about others, concerns about relationships

Answer 124

- preadolescent boys victimisation associated with perceived maternal overprotectiveness - pre adolescent girls victimisation associated with perceived maternal rejection

Answer 125

- friendship prevents against 'escalating cycle of peer victimisation' - 393 children aged 10 in longitudinal study - having reciprocated bestfriendship predicted decrease in victimisation - externalising and internalising characteristics increases victimisation IF no reciprocated bestfriendship

Answer 126

-self report, peer nomination, teacher nomination to identy focial primary school children: bully, victims, comparisons -120 hours playground behaviour over 3 years -185 bullying episodes, 99 peer group -active reinforcement by joining in 20% passive reinforcement by watching 54% -intervention to support victim 25%

Answer 127

ofsted 2012 report: no pace for bullying | major emphasis on school culture and ethos, fostering of empathy and collective responsability in pupils and staff

Answer 128

- recruitment and selection: fairness, measurement - motivation and commitment@ job design, needs expectations, stress and work life balance - team processes - leadership - organisational chnage - diversity

Answer 129

- personal and social identity fundamentally distinct aspects of person self-concept - personal identity is perception of self as unique individual - social identity is part of individuals self concept which derives from knowledge of membership of social group together with value and emotional significance attached to membership - context determines whether personal or social identity and which social identity

Answer 130

perceptual process of structuring and simplification: divide world into social categories and define ourselves in terms of our social identity -social categorisation accentuates: similarities and differences between

Answer 131

-process through which categories acquire clarity and meaning -people are motivated to achieve positive social identity achieved by making social comparisons between groups -comparisons motivate to seek out positively valued distinctions between groups -social competition: each group seeks to be better than others

Answer 132

personal and social identity represent different levels of self-categorisation depersonalisation: moving from personal identity to social identity - at social level, see self/others in terms of shared ingroup traits, self-stereotype and adhere to group norms - many social identities will be adopted depending on situations

Answer 133

``` team level: -team identity -team norms -team commitment department level: -leadership -inter-team competition -superordinate identity ```

Answer 134

maslow hierarchy of needs - self-actualisation - esteem - lobe - safety - physiological

Answer 135

ignoring social dimension of motivation -when people committed to something, thy tend to adopt it as their own and will ensure that they succeed without need for continual supervisions or checking by others

Answer 136

- general movement towards flatter organisational structures, wider spans of control, reducing layers of middle management and increasing empowerment of employees places greater emphasis on importance of effective teamwork - team working seen to be crucial to organisations efforts to perform better, faster and more profitably than competitors

Answer 137

process losses: conflict: failure to coordinate effectively social loafing: diffusion responsibility groupthink

Answer 138

- more commitment - lower absenteeism - job satisfaction - better performance - lower turnover intention - higher organisational identification was sig predictor of sales achievement

Answer 139

-provide social support -encourage organisational citizenship behaviours -improve job satisfaction, motivations and commitment improve team performance -self-management teams out perform leader led teams

Answer 140

-norms can sometimes encourage sub-optimal performance: fear of breaking -ranks/social censure stronger susceptibility to negative social influence -resistance to criticism /defensiveness: team pride may hinder objective evaluation -black sheep effect: less access to help/support for struggling team members

Answer 141

- team building - members of high performing teams behave, think and feel differently to people in ordinary teams - undergo psychological shift that makes success of team important ingredient in their sense of who they are: source of pride, passion and performance - teamship creates levels of trust, collaboration and commitment and its the lifeblood of exceptional performance in teams

Answer 142

social self-categorisation is pre-condition of social influence leaders must be seen as part of group if they are to have an influence members who most strongly embody norms of group will have more power to influence informational influence: referent power normative influence: positive expectations

Answer 143

healthy competition: inject meaning/motivation into work environments where these are lacking incentives need to be attractive used to promote unity and cohesion within teams backfires: competition may impede innovation by discouraging dissent, competition is unhelpful in work contexts where teams must coordinate/cooperate with each other

Answer 144

artefacts: tangible manifestations of culture values: ethical statements of rightness basic assumptions: unconscious and taken fro granted ways of seeing world

Answer 145

surface manifestations: artefacts- language, slogans, rituals (office layout) values: underpin surface manifestations basic assumptions: invisible, taken for granted understandings about organisation and how it functions

Answer 146

action taken by individuals or groups when they perceive that a change thats occurring as a threat to them threat may not be real or large but resistance still occur

Answer 147

``` selective perception habit inconvenience loss of freedom economic implications security in past fear of unknown self-interest eg loss of power ```

Answer 148

potential threat to group distinctiveness - hostility and resistance, discrimination against outgroup, low identification with new organisation and reassertion of ingroup identity - stronger post-merger identification -> less conflict - super ordinate identity or dual approach helps - relative status and size of merging units is important

Answer 149

target team norms tricky to accept alternative viewpoints without prejudice need to challenge expectations conflict management issues need to value diversity for benefit of team/organisation -create atmosphere in which group members ca express views without fear or rejection