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PSYC 332 > Chapter 6: The Neo-Freudians: Relevant Research > Flashcards

Chapter 6: The Neo-Freudians: Relevant Research Flashcards

1
Q

what does current data suggest about anxiety?

A

that we may have entered an age of anxiety

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2
Q

anxiety overtime

A

Anxiety scores have been rising steadily since the 1950s

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3
Q

anxiety in american children

A

By the 1980s, the average American child reported higher levels of anxiety than child psychiatric patients in the 1950s

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4
Q

anxiety in american college students

A

Nearly ⅙ of college students today is diagnosed or treated for an anxiety disorder

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5
Q

Freud’s 3 types of anxiety

A
  • reality anxiety
  • neurotic anxiety
  • moral anxiety
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6
Q

reality/objective anxiety

A

a response to a perceived threat in the real world

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7
Q

what form of anxiety are we usually aware of?

A

reality anxiety

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8
Q

neurotic anxiety

A

experienced when unacceptable id impulses are dangerously close to breaking into consciousness

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9
Q

what type of anxiety leads the ego to defence mechanisms?

A

neurotic anxiety

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10
Q

moral anxiety

A

brought about by the superego in response to id impulses that violate the superego’s strict moral code

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11
Q

what form of anxiety is experienced as guilt?

A

moral anxiety

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12
Q

horney on anxiety

A

neurotic coping strategies are said to develop in an effort to reduce and avoid anxiety

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13
Q

coping strategies

A

conscious efforts to cope with anxiety in the face of a perceived threat

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14
Q

coping strategies vs. defence mechanisms

A

defence mechanisms are unconscious, while coping strategies are conscious

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15
Q

who reports using more coping strategies?

A

women

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16
Q

do men really use fewer coping strategies than women?

A

it is unclear if this difference is real or reflects a difference in recall

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17
Q

coping style

A

a person’s general approach to dealing with stress

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18
Q

repression-sensitization

A

a personality dimension that divides those who take an active role to deal with the problem and those who try to avoid the problem

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19
Q

repressors

A

people who try not to think about the situation and are thereby avoiding the anxiety as much as possible

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20
Q

sensitizors

A

people who deal with a stressful situation by finding out as much as possible and putting themselves in a position to take the most effective action

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21
Q

subclassification of sensitizors

A

These strategies can be further separated into those aimed at the source of the stress and those aimed as the emotional reaction to the stress

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22
Q

three basic ways of dealing with anxiety

A
  • problem-focused strategies
  • emotion-focused strategies
  • avoidance strategies
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23
Q

problem-focused strategies

A

intended to take care of the problem, thereby overcoming the anxiety

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24
Q

emotion-focused strategies

A

designed to reduce the emotional distress that accompanies the problem

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25
Q

avoidance strategies

A

deal with anxiety by pushing the anxiety-provoking situation out of awareness

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26
Q

prevalence of active strategies

A

People use an emotion-focused, problem-focused, or both in 98% of cases

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27
Q

men vs. women’s coping strategies

A

Men are more likely than women to use problem-focused approaches while women are more likely to use emotion-focused strategies than men

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28
Q

what coping strategy is best?

A
  • Using some kind of coping strategy is better than using no strategy
  • Using an active strategy is more effective than using an avoidance strategy
  • If a means to resolve a situation is available, a problem-focused approach is best
  • When a situation can’t be changed, an emotion-focused response is best
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29
Q

efficacy of avoidance coping strategies

A
  • Avoidance strategies are rarely successful in reducing anxiety
  • Investigators found long-term consequences from extensive reliance on avoidance strategies
  • They may be helpful in the short-term
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30
Q

long-term consequences of excessive reliance on avoidance strategies

A
  • Adults who used avoidance strategies to cope with adolescent bullying continued to turn to these strategies in adulthood
  • People who rely on avoidance strategies may be more vulnerable to stress-related health problems
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31
Q

coping flexibility

A

the ability to effectively utilize different coping strategies

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32
Q

variation in coping flexibility

A

coping flexibility varies like other personality dimensions

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33
Q

advantages of being high in coping flexibility

A
  • Those who readily adjust their coping strategies to fit a situation are likely to deal with problems more effectively than those who don’t
  • Those who were higher in coping flexibility experienced less stress following traumas
  • Those who were higher in coping flexibility tend to have a higher sense of well-being
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34
Q

resilience

A

those who are able to function well at work and in their personal relationships despite loss and trauma

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35
Q

advantages of being high in resiliency

A
  • Highly resilient people tend to be optimistic, have higher self-esteem, and generally maintain positive emotions
  • Resilient people have built-in tools for dealing with stress before trauma strikes
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36
Q

social support and coping

A

Social support can be a source of both emotion-focused and problem-focused coping

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37
Q

Freud on aggression

A

aggression is the result of our death instinct (Thanatos). We all have an instinctual desire to destroy ourselves, but the ego won’t let this happen, so the desire is turned outward toward others

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38
Q

Frustration-aggression hypothesis

A

states that aggression is always a consequence of frustration

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39
Q

frustation-anger hypothesis on catharsis

A

Aggression ceases when we experience catharsis

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40
Q

catharsis

A

the release of a tension

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41
Q

indirect frustration-aggression hypothesis

A

Frustration can sometimes lead to indirect expressions of aggression, which can be expressed in many ways

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42
Q

how is indirect aggression displayed according to the indirect frustration-aggression hypothesis?

A
  • displacement
  • attacking the source of the frustration in an indirect manner
  • sublimation
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43
Q

frustration people and aggression

A

Frustrated people act more aggressively than non-frustrated people

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44
Q

frustration vs. aggression in children study

A

classmates identified as the most aggressive were also children who experienced the highest levels of stress and frustration at home

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45
Q

frustration vs. aggression in fired employees study

A

adults who had been laid off their jobs were 6x more likely to engage in acts of violence

46
Q

frustration vs. aggression in people waiting in line study

A

had investigators cut people in line at either the front or the back. Found that highly frustrated people towards the front of the line expressed more aggression than less frustrated people toward the end

47
Q

updated frustration-aggression hypothesis

A

Frustration is just one negative emotion that increases aggression. Things that frustrate us are unpleasant and it is that unpleasantness that we respond to

48
Q

what factors can make people more hostile and aggressive

A

Uncomfortably high temperatures, irritating cigarette smoke, loud noise, and consuming a bitter-tasting drink

49
Q

advantages of the updated-frustration hypothesis

A
  • It explains why frustration doesn’t always lead to aggression
  • It clarifies why certain thoughts increase or decrease the likelihood of acting aggressively
50
Q

displaced anger

A

directing our frustration-induced anger toward someone who doesn’t deserve it

51
Q

why do we displace anger?

A

Expressing aggression toward an indirect target is usually safer

52
Q

displaced anger and anagrams study

A

experimental participants were told to work on anagrams while a confederate persistently annoyed them. Control participants worked without interruption. They were then told to give another person a painful shock, either the confederate who had been annoying them or a stranger. Researchers found that people displaced their anger onto the innocent bystander

53
Q

displaced anger and supervisors study

A

measured the amount of frustration supervisors experienced at work and found that the more frustrated supervisors were, the more those working directly below them felt abused by their supervisor. Those who felt more abused by their supervisors were more likely to behave unpleasantly toward their family members

54
Q

triggered displacement aggression

A

occurs when a minor inconvenience that we would otherwise easily tolerate results in one displacing their aggression toward a convenient target

55
Q

effect of catharsis on aggression

A

Catharsis has the tendency to increase aggression

56
Q

catharsis and essay-writing study

A

participants who wrote essays that received harsh criticism were more aggressive if they were given the chance to hit a punching bag while thinking of their insulter, compared to those who was calmly alone without punching anything

57
Q

Why does catharsis increase aggression?

A
  • Acting aggressively may lead to a kind of disinhibition
  • Observing our own aggression and aggressive cues may spur us into more aggression
  • Cathartic release feels good, so aggressive acts may be reinforced
58
Q

object relations theory

A

Postulates that children develop an unconscious representation of significant objects in their environment (ex. caregivers)

59
Q

what does objects relations theory emphasize?

A

early childhood experiences

60
Q

what theory did object relations theory springboard?

A

attachment theory

61
Q

attachment theory

A

argues that different parent-infant relationships have long-term implications for a child’s ability to enter into relationships later in life

62
Q

3 types of parent-child relationships identified by Ainsworth

A
  1. secure attachment
  2. anxious-ambivalent attachment
  3. avoidant attchment
63
Q

secure attachment in parent-child relationships

A

caregivers are attentive and responsive to their child. Children understand that their caregiver is responsive, even when not physically present. These children tend to be happy and self-confident

64
Q

anxious-ambivalent attachment in parent-child relationships

A

caregivers are not particularly responsive to their child. Children are anxious when the caregiver leaves and are not easily calmed by other adults. These children are afraid of unfamiliar situations

65
Q

avoidant attachment in parent-child relationships

A

caregivers are not particularly responsive to their child. Children respond by developing aloofness and emotional detachment. They do not become anxious when the caregiver returns and are not particularly interested in their attention

66
Q

secure childrens’ view of relationships

A

Children who have caring, attentive, and responsive parents come to see relationships as sources of love and support

67
Q

unsecure childrens’ view of relationships

A

If needs for attachment aren’t met in childhood, we become suspicious and distrusting

68
Q

the three category attachment model

A

divides people into the following 3 attachment styles:
1. secure attachment
2. avoidant attachment
3. anxious-ambivalent attachment

69
Q

secure attachment style in adults

A

people who find it relatively easy to get close to others and don’t worry about being abandoned or getting too close to someone

70
Q

avoidant attachment style in adults

A

people who are somewhat uncomfortable being close to others and find it difficult to trust them completely and depend on them

71
Q

anxious-ambivalent attachment style in adults

A

people who find that others are reluctant to get as close to them as they would like

72
Q

prevalence of three attachment styles in adults

A

Approximately 59% of Americans are securely attached, 25% are avoidantly attached, 11% are anxiously attached, and 5% are unclassifiable

73
Q

prevalence of three attachment styles in infants vs. adults

A

The percentage of adults who fall into these categories matches quite closely those found by development psychologists who calculate the number of secure, avoidant, and anxious-avoidant infants

74
Q

secure adults in childhood

A

Secure adults are more likely than others to describe positive relationships with parents and a warm family environment

75
Q

anxious-ambivalent people in childhood

A

Anxious-ambivalent people are more likely to recall little parental support

76
Q

avoidant people in childhood

A

Avoidant people are more likely to describe their parents’ marriage as unhappy and describe their relationships with family members as distrustful and emotionally distant

77
Q

longitudinal attachment style studies

A

Longitudinal studies demonstrate that a mother’s interaction style predicts the romantic attachment style of adults 2 decades later quite well

78
Q

four category atatchment model

A

Measures people on two dimensions: fear of abandonment & fear of closeness

79
Q

fear of abandonment

A

the extent to which people are fearful that their romantic partner will abandon them

80
Q

what does a fear of abandonment reflect

A

This reflect the person’s internalized feelings of self-worth

81
Q

fear of closeness

A

the extent to which people are fearful of dependency and trust

82
Q

disoriented/fearful attachment style

A

those who see themselves as unworthy of love and doubt that romantic involvement will provide needed intimacy

83
Q

what are the four attachment styles according to the four category model?

A
  • secure attachment
  • avoidant attachment
  • anxious-ambivalent attachment
  • disoriented/fearful attachment
84
Q

low fear of abandonment and closeness

A

secure attachment

85
Q

high fear of abandonment and low fear of closeness

A

anxious-ambivalent

86
Q

low fear of abandonment and high fear of closeness

A

avoidant attachment

87
Q

high fear of abandonment & closeness

A

disoriented/fearful attachment

88
Q

which attachment theory model does recent research prefer?

A

the four category model

89
Q

what types of people are most satisfied with romantic relationships?

A
  • those with a secure attachment style
  • those with a partner with a secure attachment style
90
Q

what kinds of partners do securely attached people tend to have?

A

securely attached partners

91
Q

divorce & relationship satisfaction in secure vs. avoidant adults

A

found that secure adults had a long history of stable and satisfying relationships compared to those with avoidant attachment styles. They were also much less likely to have gotten a divorce than those with avoidant attachment styles

92
Q

Why are relationships with secure adults better?

A
  • People who are securely attached are more likely to characterize their current relationship has having love, commitment, and trust
  • Secure individuals accept and support their partner despite their faults
  • Conversations between secure partners tend to be warmer and more intimate
  • Secure adults are more likely to share personal information when appropriate
93
Q

Why are relationships with avoidant adults more difficult?

A
  • They are hampered by a fear of intimacy and feelings of jealousy
  • They tend to believe that real romance rarely lasts forever
  • They are less likely to show affection or share intimacy with their partners
  • They tend to criticize their partners, particularly when they feel threatened
  • They are less likely to recognize their partner’s efforts to be attentive and responsive
  • They may be more vulnerable to cheating
94
Q

Why are relationships with anxious-ambivalent adults more difficult?

A
  • They are afraid of losing their partner and are quick to give in to their wishes in an attempt to keep them happy
  • They are more likely to fall in love with someone who doesn’t love them in return
  • They are less likely to break up with a partner who fails to meet their needs
95
Q

when are the effects of attachment styles most likely to surface?

A

when couples face stress

96
Q

stress and attachment style study

A

when couples were asked to discuss an unresolved issue between them for 15 minutes, insecurely attached individuals experienced more physiological indicators of stress

97
Q

couples leaving each other at an airport and attachment style study

A

found that secure partners showed signs of closeness when one of them was leaving at an airport, whereas avoidant participants showed signs of pulling away from their partner as the departure approached

98
Q

avoidant adults and emotional support

A

Avoidant individuals have difficulty giving and seeking emotional support from their partners when they need it most

99
Q

is attachment style stable over time?

A

yes

100
Q

is it possible to change attachment style?

A

yes, it may be possible for people to change their attachment style when they enter a secure, long-lasting adult relationship

101
Q

anxiety

A

an unpleasant emotional experience

102
Q

what forms of anxiety are we not conscious of?

A

neurotic anxiety & moral anxiety

103
Q

benefits of emotional involvement

A

it can lead to a rich, healthy, psychological life (falling in love, committing, family, fear, anger, etc.)

104
Q

disturbing events and emotional reactions

A

disturbing events have the capacity to turn off emotional reactions

105
Q

Koriat et al., 1972 study

A

showed people workplace safety videos and asked them to what degree they used various coping strategies. Found that many used detachment strategies

106
Q

involvement strategies

A

relating a situation to one’s own experiences

107
Q

detachment strategies

A

using Freud’s coping strategies to diminish anxiety

108
Q

what did people in the Koriat study who used denial say?

A

“It’s only a film.”

109
Q

what did people in the Koriat study who used intellectualization do?

A

Focus on the technical aspects.

110
Q

goals and aggression

A

the closer you are to your goal, the more likely you are to be aggressive

PSYC 332 (12 decks)

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