Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

MSW 503a > Ch. 7 Psy Dvlp in Adolescence > Flashcards

Ch. 7 Psy Dvlp in Adolescence Flashcards

1
Q

Erickson’s demands - crises

PP 313

A

The society in which one lives makes certain psychic demands at ea stage of dvlp.

In ea. psychosocial stage, the indv must seek to adjust to the stresses and conflicts involved in these crisis.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Eric Erikson’s Psychosocial Theory

  • based on a variety of cultures

PP 313-314

A
  • Development continues through the entire life span.
  • Personality development is determined by internal maturation of the individual and external demands from society.
  • There are eight stages of development. They occur in a specific order based on biological timing. *At each stage, people face a particular major challenge.
  • Challenges are met by a combination of internal psychological forces and external social supports.
  • When the challenge is successfully met, the person moves on to the next challenge.
  • Present and future behavior has roots in the successful mastery of particular stages.
  • We return to a few key issues throughout the life span.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Epigenetic principle of Psychosocial theory

A
  • means that each psychosocial strength has its own special time of emerging and period of importance.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Erickson’s definition of IDENTITY

A

major adolescent crisis or challenge influenced by the social environment and individual’s biological development.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Adolescent and identity

A

adolescent and young adult works on creating an identity by getting to know who one is by experimentation and evaluation or experience and ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Erikson’s theory of psychological development : 8 stages

Stage 1: Basic Trust vs Basic Mistrust

PP314

A

birth to one yr. (18mo according to the textbook)

to develop a sense that the world is a good place.
Certain people can be depended upon.

Important event: Feeding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Erikson’s theory of psychological development : 8 stages

Stage2: Autonomy vs. Shame and doubt

PP 314

A

1-3yrs (18mo - 3yrs) according to the text

to recognize that one is an independent person who can do things. Not constantly restricted or punished.

Important event: Toileting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Erikson’s theory of psychological development : 8 stages

Stage 3: Initiative vs Guilt

PP 314

A

3-6 yrs

Preschoolers like to explore, to develop ability to try new things and handle failure. Must face the crisis of taking their own initiative

Important event: Locomoting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Erikson’s theory of psychological development : 8 stages

Stage 4: Industry vs Inferiority

PP 314

A

6-12 yrs

To learn basic academic skills and to wk w/ others
comparison w/ peers becomes exceptionally important

Important event: School

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Erikson’s theory of psychological development : 8 stages

Stage 5: identity vs role confusion

PP 315

A

Adolescence

explore who they are and establish their identity, they examine the various roles they play (e.g. child, sibling, student…)

Important event: peer relationship

Best resolved through integrating early identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Erikson’s theory of psychological development : 8 stages

Stage 6: Intimacy vs Isolation

PP 315

Stages 6-8 ( will be cover next semester)

A

Young Adulthood

Quest for intimacy w/ the ability to share w/ and give to another P w/out being afraid of sacrificing one’s own id.

Important event: love relationship

Stage 6 - 8 will be learn next semester

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Erikson’s theory of psychological development : 8 stages

Stage 7: Generativity vs Stagnation

PP315

A

Middle Adulthood (Maturity - according to text)

to contribute to younger people through child rearing, child care or creative/productive work for the future.

Important event: parenting and creating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Erikson’s theory of psychological development : 8 stages

Stage 8: Ego Integrity vs Despair
PP 315

A

Late Life

to view ones life as satisfactory and worth living in old Age. At peace w/ one’s life and one’s id.

Important event: reflecting on and accepting one’s life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

The primary danger of identity formation in adolescence is

PP 315-316

A

identity confusion: confusion can be expressed by 1. delay acting like a responsible adult, 2. commit oneself to poorly thought-out courses of action. 3. regress into childishness to avoid assuming the responsibilities of adulthood.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Looking-glass self or labeling

PP 317

A

people develop their self-concept in terms of how others relate to them. i.e., troublemaker, delinquent, lazy, special etc.

Labels have a major impact on our lives, if a child is frequently called stupid, that child is apt to develop a low self-concept, anticipate failure in may areas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Marcia’s 4 categories of identity

4 major ways in which people cope with identity crises.

PP 318

A
  1. Achievement: after exploring alternatives the individual decides on a specific identity and career choice.
  2. Moratorium: includes people who experience intense anxiety during their identity crisis, yet have not made decisions regarding either personal values or a career choice
  3. Foreclosure: People who never experience an identity crisis as much. Inv who form their id by adult input rather than their own experimentation & conclusions.
  4. Diffusion: Individuals who are overwhelmed and confused about forming their id and do little to achieve one. Lack of direction and decision making.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

People may be classified into Marcia’s 4 identity status on the basis on 3 primary criteria

PP 318

A
  1. Has difficulty achieving an identity
  2. has a career goal.
  3. has commitment to a set of values or belief.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Criticism of Erikson and Marcia’s theories

PP 319

A

Limited theories due to their Westernized perspective on how people should develop.

both emphasize the importance of identity forming.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Critical thinking when applying theories:

PP 319

A

How does the theory fit in with social work values?

How does the theory apply to the consumer’s situation?

What research supports the theory?

Are there more relevant theories for a particular practice situation?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Moral Development

PP. 319

A

Morality involves a set of principles regarding what is right and what is wrong.

Often there is not a right or wrong ethical decision but morals may come in shades of gray depending on a situation.

Especially critical in adolescence and young adulthood as values may remain in force throughout one’s life.

21
Q

Kohlberg’s theory of development

PP 322
.

A

3 levels and 6 stages through which people progress and they develop their moral framework with ea level having 2 stages

22
Q

Level 1 of Kohlberg’s theory of development
with stage 1 and 2

PP 322

A

Level 1: Preconventional or premoral level - 4-10yrs old.

  • preference for self interest
  • decisions based on external standards
  • behavior governs by whether a child will receive a reward or punishment.

Stage 1: based on receiving punishment and avoiding punishment.
Stage 2: based on receiving a reward, focus on rewards instead of punishment.

23
Q

Level 2 of Kohlberg’s theory of development
with stage 3 and 4

PP324

A

Level 2: Conventional Level - 10-13yrs old; desire to please others and receive social approval. Based on conformity to conventional roles.

Stage 3: based on what others dictate and pleasing others. Relationship become very important
Stage 4: based on the law which is necessary in order to maintain the social order.

24
Q

Level 3 of Kohlberg’s theory of development
with stage 5 and 6

PP 324

A

Level 3: Postconventional Level - development of a moral conscience that goes beyond what others say. Decide on morality based one’s own views.

Stage 5: law is for the most part good but subject to change and interpretation - caring about the welfare of others.
Stage 6: morality is completely internalized. decisions based on personal conscience, transcends laws and regulations. Free of the thoughts and opinions expressed by others.

25
Q

Criticism of Kohlberg

PP 324-325

A

Places primary emphasis on how people think as opposed to what they do. e.g., discrepancy b/w what you think is right and what you would really do.

culturally biased - some cultures have more collective thrust, and his research participants were fro the most part men. e.g. stage 6 may not apply a cross all cultures, societies and situations.

26
Q

Gilligan’s Perspective

PP 325

A

women view morality from a care perspective emphasizing the connectedness of people and emphasizes interpersonal communication, relationship with others and concern for others.

27
Q

Gilligan’s 3 levels and transitions of Moral development for woman’s self-interest (Personal survival)

PP 326

A

Level 1: Orientation to personal survival; focus purely on woman’s self-interest
Transition 1: Transition from personal selfishness to responsibility (her choices affects others)

Level 2: Goodness as Self-Sacrifice. The “good” thing is to sacrifice herself so that others may benefit. depending on what other people think
Transition 2: From Goodness to reality, they draw away from depending on others to tell them what they should do

Level 3: The morality of nonviolent responsibility; thinking in terms of repercussions, involves accepting responsibility for making one’s own decisions and not caring what others think

28
Q

Critical Thnking: Evaluation of Gilligan’s theory

PP 327

A

reason and emotion, justice and caring make for our best moral decisions.

Much research says there are little differences b/w men’s and women’s moral decision making

29
Q

Gilligan and NASW code of ethics

PP 327

A

Ethics gives the SW guidelines for practice w/ clts.

Ethics involve making decisions about what is right and what’s wrong

SWs should strive to be sensitive to the needs of their clts.

take responsibility for effective practice w/ clts

provide help and nurturance to meet their clt’s needs.

Gilligan’s morality theory is congruent w/ the NASW code of ethics in that SW must be sensitive to their clts’ needs, take responsibility, care for their clts and provide nurturance.

30
Q

Social Learning Theory and Moral Dvlp (Albert Bandura)

PP 327

A

interested in what we do when faced with temptation.

moral behavior is learned through observation, re-enforcement and punishment

strongly influenced by situational factors: when encounter situations in which one must make moral decisions on how to behave, we use these internalized values… learned by parents and others.

gradually learn to behave morally and internalize moral conduct.

31
Q

Erickson’s Theory - Stage 5

Role Confusion

PP. 315

A

when people are unable to integrate their many roles and have difficulty coping with conflicting roles.

32
Q

Erikson’s : Psychosocial moratorium

PP. 317

A

a period of free experimentation before a final sense of id is achieved.

Ideally, this moratorium allows young P the freedom to experiment with values, beliefs, and roles so that they can find a role in society that maximizes their personal strengths and affords positive recognition from the community.

33
Q

How is the crisis of Identity vs role confusion best resolve (Erickson’s theory)

PP 317

A

best resolve through integrating earlier identifications, present values, and future goals into a consistent self-concept.

34
Q

How is a sense of identity achieved according to Erickson

PP 317

A

after a period of questioning, reevaluation, and experimentation, these efforts may cause emotional involvement, overzealous commitment, alienation, rebellion or playful wandering.

35
Q

According to Erickson, If Identity is not achieve, people are apt to be

PP 317

A

depressed, anxious, indecisive and unfulfilled

36
Q

Gilligan’s care perspective

PP 325

A

views people in terms of their connectedness with others and emphasizes interpersonal communication, relationship with others, and concerns for others

37
Q

Gilligan’s women view of morality

PP 326

A

based on an ethics of caring, personal situations rather than a morality of justice, laws and universal right (Kohlberg)

38
Q

Suicide and Adolescence

PP 337-338

A

third leading cause of death for adolescence ages 15-24

almost 20% (19%) of adolescents have thought about suicide.

1/10,000 adolescents in the US successfully complete a suicide

Native American adolescents are most likely to commit suicides in US, and Whts commit suicide at a higher rate than Blacks in the US.

39
Q

Causes of Adolescent Suicide

PP 338

A

Adolescents who threaten or try to commit suicide tend to experience problems in one of the three areas: Increase stress, family issues, depression and other mental illness

40
Q

e.g. of increase stress

PP 338

A 
problems in peer relationships
feeling of unwanted or isolation
pressure to succeed-over achievers at greatest risk
fam economic or social problems
peer pressure to conform
lack of coping strategies and give up
pregnancy
loss of a loved one
divorce
fam relocation
national disaster
loss of a romantic relationship
41
Q

e.g. of family issues

PP 338

A 
poor communication
parental substance use
parental mental health issues
physical or sexual abuse
lack of a stable hm environment
contributes to the sense of loneliness and isolation
42
Q

e.g. Psychological issues

PP 338-339

A 
depression, poor self-esteem-no internal strength to cope w/ outside pressures
peer pressure to conform to the norms
helplessness
hopelessness
impulsivity
confusion
insufficient life experience and may behave impulsively
trivial incidents can become monumental
43
Q

Lesbian and Gay Adolescents and Suicide

PP 339

A

More likely to think about and commit suicide 15% vs 7% of heterosexual adolescents

may feel more isolated as grapple w/ sexuality

many gay and lesbian youth cope well w/ stressors and do not contemplate suicide.

44
Q

Suicide Risks

PP 342

A

previous attempts, ethanol and other drug use, causing illogical thinking and emotional stress to escalate
rational thinking loss-impulsivity and emotions can take over
social support lacking- loneliness, isolation, useless, hopeless when no one cares
organized plan - when and how
no spouse
sickness

45
Q

Suicidal Symptoms

PP 340-342

A

Sex: females r much more likely to try to kill
themselves than males
Age: 15-24 or 76 or older are in the high-risk gps.
Older wht males are especially at risk
Depression: depressive disorder
Previous attempts:
Ethanol and other drug abuse
Rational thinking loss: hallucinations, delusions,
extreme confusion, anxiety
Social support: loneliness and isolation
Organized Plan:
No Spouse: single P have higher risk: highest risk
are divorced, than widowed, than single
and married indiv have the lowest rate.
Sickness

Other symptoms: rapid change in mood- too down or too cheerful, giving away articles

46
Q

Guidelines for helping suicidal people

PP 344

A

two levels of intervention are possible for dealing with a potentially suicidal person

  1. keeping person alive
  2. learning what is behind the feelings and helping
47
Q

Reactions to a suicide threat

PP 344

A
  • Remain calm and rationale
  • Be supportive: respect the depth and degree of pain reported by a youth.
  • identify the immediate problem: recognized the problem before it can be examined.
  • identify strengths: id and emphasize the indv’s positive qualities.
  • decrease isolation:
  • explore past coping mechanisms: emphasize how the person has survived such previous tough times before.
  • Avoid clichés: don’t argue w/ the suicidal person: this type of approach only makes people feel like you’re on a different wavelength and don’t understand how they feel.
  • examine potential options: police, hospital emergency, mental health, personal, professional
48
Q

Professional counseling of suicidal people

PP 346

A
  1. make the environment safe
  2. negotiate safety - schedule often and make future appts.
  3. Plan for future support
  4. Minimize loneliness and seclusion
  5. provide more intensive care through hospitalization
  6. suicide hotlines
  7. Peer supportive services
  8. Education and training for those involved with youth
  9. ultimately you may not be able to prevent a suicide from occurring.

MSW 503a (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions