Brainscape's Knowledge GenomeTM

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


See full index

CPCE > CPCE > Flashcards

CPCE Flashcards

1
Q

G STANLEY HALL

A

FOUNDER OF PSYCHOLOGY IN THE US. FIRST PRES OF APA

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

BEHAVIORISM

A

THE MIND IS A BLANK SLATE AND THE CHILD LEARNS EVERYTHING THEY KNOW FROM OUTSIDE SOURCES TO BEHAVE IN A CERTAIN MANNER (EX. CONDITIONING)

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

EMPIRICISM

A

CREATED BY JOHN LOCKE. BEHAVIORISM IS BASED ON IT. SAYS ALL BEHAVIOR IS THE RESULT OF LEARNING

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

JOHN B WATSON

A

SET THE STAGE FOR BEHAVIORISM
LITTLE ALBERT- (DID EXPERIMENT WITH ROSALIE RAYNOR) THE EXPERIMENT SHOWED THAT A CHILD CAN BE CONDITIONED TO FEAR A NEUTRAL STIMULUS
BELIEVED PSYCHOLOGY SHOULD BE THE STUDY OF OBSERVABLE BEHAVIOR

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

IVAN PAVLOV

A

CLASSICAL CONDITIONING-PAVLOVS DOGS
GAVE WATSON INFO ON BEHAVIORISM
see cards on classical conditioning

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

UNCONDITIONED STIMULUS

A

A STIMULUS THAT LEADS TO AN AUTOMATIC RESPONSE. U DONT NEED TO BE CONDITIONED TO DO THAT BEHVIOR
EX: FOOD

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

UNCONDITIONED RESPONSE

A

AUTOMATIC RESPONSE TO A STIMULUS BEFORE CONDITIONING AND AFTER
EX: SALIVATION FROM FOOD BEFORE CONDITIONING AND SALIVATION AFTER CONDITIONING

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

CONDITIONED STIMULUS

A

THE THING U ARE USING TO TRAIN THE DOG.
EX: THE BELL. AT THE BEGINING THERE IS NO RESPONSE TO THIS STIMULUS BUT AFTER THEY BEGIN ASSOCIATING IT, IT BECOMES A CONDITIONED STIMULUS

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

NEUTRAL STIMULUS

A

THE STIMULUS THAT GETS NO RESPONSE BECAUSE THEY DONT ASSOCIATE IT WITH ANYTHING YET
EX: THE BELL BEFORE THEY ARE TRAINED

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

CONDITIONED RESPONSE

A

AFTER CONDITIONING THEY HAVE BEEN TRAINED TO SALIVATE WHEN THE BELL IS RUNG

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

JOSEPH WOLPE

A

BEHAVIORIST

CREATED SYSTEMATIC DESENTISIZATION FOR ANXIETY RELATED DISORDERS LIKE PANIC DISORDER AND PHOBIAS

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

SYSTEMATIC DESENTISIZATION

A

FOR PANIC AND PHOBIAS
REMOVNG THE FEAR RESPONSE FROM THE PHOBIA AND SUBSITITING IT FOR A RELAXATION RESPONSE USING COUNTER CONDITIONING
taught a new association that is to counter the original behavior learnt.

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

B.F. SKINNER

A

refered to his owen ideas as RADICAL BEHAVIORISM.

created OPERANT CONDITIONING (THE SKINNER BOX)

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

SKINNER BOX

A

created by skinner. a box that an animal would stay in. could press a button to get more food an water or other form of reinforcement

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

OPERANT CONDITIONING

A

CREATED BY BF SKINNER

SAID CONDITIONING WAS NOT RELIANT ON THE PRECEDING STIMULUS BUT DEPENDANT ON THE BEHAVIOR AFTER-REWARD

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

OPERANT CONDITIONING

A

CREATED BY BF SKINNER

SAID CONDITIONING WAS NOT RELIANT ON THE PRECEDING STIMULUS BUT DEPENDANT ON THE BEHAVIOR AFTER-REWARD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

ERIK ERIKSON

A

NEO-FREUDIAN
8 PSYCHOSOCIALSTAGES
agreed with a lot of freuds ideas but put his own spin on it.
Beleived in a EPIGENETIC prinicple-whis says growth is ORDERLY, UNIVERSAL, AND SYSTEMATIC. we go through 8 stages of growing up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

TRUST VS. MISTRUST

A

ERIKSONs first stage
BIRTH-1.5 YEARS
centered on developing a sense of trust in caregivers and the world Children who receive responsive care are able to develop the psychological quality of hope.

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

PSYCHOSOCIAL STAGES

A

ERIK ERIKSON
THEY GO THROUGHTOUT LIFE UNLIKE FREUD WHIVH STOPS AT EARLY ADULTHOOD
they involve social aspects of growth and behavior not just biological and sexual

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

AUTONOMY VS SHAME & DOUBT

A

ERIK ERIKSON second stage
1.5-3 YEARS OLD
nvolves gaining a sense of independence and personal control. Success in this stage allows people to develop will and determination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

INITIATIVE VS. GUILT

A

ERIKSON- 3RD STAGE (PSYCHOSOCIAL)
3-6 YEARS
During the initiative versus guilt stage, children assert themselves more frequently through directing play and other social interaction. These are particularly lively, rapid-developing years in a child’s life. children begin to explore their environment and exert more control over their choices. By successfully completing this stage, children are able to develop a sense of purpose.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

INDUSTRY VS. INFERIORITY

A

ERIKSON-STAGE 4
6-12 YEARS
focused on developing a sense of personal pride and accomplishment. Success at this point in development leads to a sense of competence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

IDENTITY VS. ROLE CONFUSION

A

ERIKSON-5TH STAGE
12-18 YEARS OLD
personal exploration. Those who are able to successfully forge a healthy identity develop a sense of fidelity. Those who do not complete this stage well may be left feeling confused about their role and place in life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

INTIMACY VS. ISOLATION

A

ERIK ERIKSON PSYCHOSOCIAL STAGE 6
AGES 18-35
about forging healthy relationships with others. Success leads to the ability to form committed, lasting, and nurturing relationships with others.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

GENERATIVITY VS STAGNATION

A

ERIK ERIKSON STAGE NUMBER 7
35-60 YEARS OLD
people become concerned with contributing something to society and leaving their mark on the world. Raising a family and having a career are two key activities that contribute to success at this stag

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

INTEGRITY VS. DESPAIR

A

ERIKSON STAGE 8
65+
involves reflecting back on life. Those who look back and feel a sense of satisfaction develop a sense of integrity and wisdom, while those who are left with regrets may experience bitterness and despair.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

IDENTITY CRISIS

A

A TERM ERIK ERIKSON CAME UP WITH

MOST IMPORTANT CONFLICT PPL EXPERIENCE DURING DVLPMNT PROCESS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

JEAN PIAGET

A

THEORY OF COGNITIVE DEVELOPMENT
HE WAS A GENTIC EPISTOMOLOGIST
piaget explained that children’s brains work differently
PIONEER OF CONSTRUCTIVIST THEORY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

GENETIC EPISTOMOLGY

A

Epistemology is a branch of philosophy that is concerned with the origin, nature, extent, and limits of human knowledge. Piaget was interested not only in the nature of thought but also in how it develops and understanding how genetics impact this process.
JEAN PIAGET CALLED HIMSELF A GENETIC EPISTOMOLOGIST

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

SCHEMAS

A

Concept created by JEAN PIAGET
patterns and thoughts of behavior are called schemas
children sort the knowledge they acquire through their experiences and interactions into groupings known as schemas. When new information is acquired, it can either be assimilated (see card) into existing schemas or accommodated (see card) through revising an existing schema or creating an entirely new category of information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

ASSIMILATION/ADAPTATION

A 
Happens QUALITATIVELY
When someone fits new information into an existing idea (ASSIMILATE) and then modifies what they know to incorporate the knew ingo(ACCOMODATE)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

ACCOMODATION

A

goes hand in hand with assimilation. there is no specific order. one can modify what they know to incorporate new information and then ft that info into something existing or vise versa.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

STAGES OF COGNITIVE DEVELOPMENT

A 
CREATED BY JEAN PIAGET
4 stages on how children develop cognitively
1. sensorimotor
2.preoperational
3.concrete operational
4. formal operations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

SENSORIMOTOR

A

STAGE ONE OF JEAN PIAGET COGNITIVE DVLPMNT THEORY
AGES 0-2
At this point in development, children know the world primarily through their senses and motor movements
OBJECT PERMANENCE HAPPENS IN THIS STAGE. (see card(

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

OBJECT PERMANENCE

A

Happens in piagets first stage SENSORIMOTOR

a child behind to realize been thp they cant see the object its still there

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

PREOPERATIONAL STAGE

A

PIAGETS SECOND STAGE OF COGNITIVE DEVELPMENT
AGES 2-7
characterized by the development of language and the emergence of symbolic play.
CENTRATION HAPPENS IN SECOND STAGE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

CENTRATION

A

Part PREOPERATION STAGE of Piagets Coginitve development stages
Focusing on one aspect of something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

CONCRETE OPERATION

A

STAGE 3 IN PIAGETS COG DEVELMNT STAGES
AGES 7-12
logical thought emerges, but children still struggle with abstract and theoretical thinking.
CONVSERVATION IS DURING THIS STAGE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

CONSERVATION

A

IDEA PART OF PIAGETS COG THEORY
PART OS CONCRETE OPERATION STAGE STAGE 3
volume and quantity do not change just because the appearance of an object changes (glass of water)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

FORMAL OPERATIONS

A

PIAGET STAGE 4
11 1/2-16 YEARS OLD
children become much more adept at abstract thought and deductive reasoning.
ABSTRACT SCIENTIFIC THINKING

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

KEAGAN

A

CONSTRUCTIVE DEVELOPMENT MODEL

said that everyone constructs their realty differntly based on where they are in the process of their development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

LAWRENCE KOHLBERG

A

THEORY OF MORAL DEVELOPMENT
WORK IS BASED ON PIAGET
how children develop morality and moral reasoning. Kohlberg’s theory suggests that moral development occurs in a series of six stages.
Kohlberg extended Piaget’s theory, proposing that moral development is a continual process that occurs throughout the lifespan. His theory outlines six stages of moral development within three different levels.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

THEORY OF MORAL DEVELOPMENT

A

KOHLBERG
3 main stages with 2 stages within each stage
1. PRECONVENTIONAL- stage 1. obedience and punishment
stage 2. individualism and exchange
2. CONVENTIONAL- stage 3. devlping good interpersonal relationships stage 4 maintaining social order
3. POSTCONVENTIONAL- stage 5. social contract and individual rights stage 6.universal principles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

PRECONVENTIONAL LEVEL

A

KOHLBERGS FIRST LEVEL OF MORAL DEVELOPMENT
2 stages inside preconventional
1. OBEDIANCE AND PUNISHMENT
2. INDIVIDUALISM AND EXCHANGE-

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

OBEDIANCE AND PUNISHMENT

A

1ST STAGE OF KOHLBERGS MORAL DEVELOPMENT
obedience and punishment are especially common in young children, people at this stage see rules as fixed and absolute
Obeying the rules is important because it is a way to avoid punishment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

INDIVIDUALISM AND CHANGE

A

2ND STAGE OF KOHLBERGS MORAL DEVELOPMENT

children account for individual points of view and judge actions based on how they serve individual needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

HEINZ DILEMMA

A

CAME UP AS PART OF KOHLBERGS THEORY OF MORAL DVLPMNT.

man named heinz wife is dying and doc was overcharging for drug so he broke in and stole it.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

RECIPROCITY

A

Something that kids begin to understand in the second stage of preconventional morality
xchanging things with other people in order to gain a mutual benefit.
KIDS IN PRECONVENTIONAL THOUGHT BEST COURSE OF ACTION FOR HEINZ WAS TO STEAL BEC IT SERVES HIS OWN INTEREST.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

CONVENTIONAL MORALITY

A

SECOND LEVEL OF KOHLBERGS THEORY OF MORAL DVLPMNT
A DESIRE TO CONFORM TO SOCIALLY ACCEPTABLE RULES
marked by the acceptance of social rules regarding what is good and moral. During this time, adolescents and adults internalize the moral standards they have learned from their role models and from society.
ALSO INVOLVES ACCEPTANCE OF ATHOURITY AND CONFORMING TO NORMS OF A GROUP
Stage 3-DEVELOPING GOOD INTERPERSONAL RELATINSHIPS
STAGE 4-MAINTAINING SOCIAL ORDER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

DEVELOPING GOOD INTERPERSONAL RELATIONSHIPS

A

Stage 3 OF KOHLERBS THEORY
Often referred to as the “good boy-good girl” orientation, this stage of the interpersonal relationship of moral development is focused on living up to social expectations and roles
There is an emphasis on conformity, being “nice,” and consideration of how choices influence relationships.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

MAINTAINING SOCIAL ORDER

A

STAGE 4 IN LEVEL 2 OF KOHLBERGS THEORY OF MORAL DVLP
this stage is focused on ensuring that social order is maintained. At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

POSTCONVENTIONAL MORALITY

A

LEVEL 3 OF KOHLBERGS THEORY
SELF ACCEPTED MORAL PRINCIPLES GUIDE BEHAVIOR
At this level of moral development, people develop an understanding of abstract principles of morality
STAGE 5: SOCIAL CONTRACT AND INDIVIDUAL RIGHTS
STAGE 6: UNIVERSAL PRINCIPLES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

SOCIAL CONTRACT AND INDIVIDUAL RIGHTS

A

stage 5 of kohlberg (level 3)
The ideas of a social contract and individual rights cause people in the next stage to begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

UNIVERSAL PRINCIPLES

A

Kohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
**Kohlberg believed that only a relatively small percentage of people ever reach the post-conventional stages (around 10 to 15%).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

CAROL GILLIGAN

A

Came up with a theory of development based on kohlbergs. she said kohlberhgs was based on males and therefor not accurate for women.
WOMEN HAVE A SENSE OF CARING AND COMPASSION SO OUR MORALS ARE DIFF

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

LEV VYGOTSKY

A

SOCIOCULUTURAL THEORIST

SAID COGNITIVE DEVELOPMENT IS NOT BASED ON NATURE BUT ON THE ACTIVITIES ONE PARTAKES IN ONES CULTURE.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

ZONE OF PROXIMAL DEVELOPMENT

A

Created by LEV VYGOTSKY
referse to the diff in a child ability to solve problems on their own and his capacity to solve them with the help of others
The “zone” is the gap between what a child knows and what they do not yet know.

Acquiring the missing information requires skills that a child does not yet possess or cannot do independently, but which they can do with the help of a more knowledgeable other.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

FREUDS PSYCHOSEXUAL STAGES

A

ORAL, ANAL, PHALLIC, LATENCY, GENITAL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

ORAL STAGE

A

BIRTH-1 YEAR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

ANAL STAGE

A

1-3 YEARS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

PHALLIC STAGE

A

3-7 YEARS

OEDIPAL/ELECTRA COMPLEX

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

LATENCY STAGE

A

3-5 YEARS UNTIL AGE 12

the libido is pushed to the back as the individual has little interest in sex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

GENTIAL STAGE

A

ADOLESCENCE AND ADULTHOOD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

LIBIDO

A

the drive to live and sexual instinct. present at birth. isn’t present during latency stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

REGRESSION

A

DEFENCE MECHANISM FROM FREUD

when someone returns to an earlier stage/acts a younger age due to stress

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

REPRESSION

A

DONE BY THE EGO

to keep disturbing or threatening thoughts from becoming conscious so they get pushed to the back of the mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

DENIAL

A

Denial is a defense mechanism proposed by Anna Freud which involves a refusal to accept reality, thus blocking external events from awareness.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

PROJECTION

A

proposed by Anna Freud in which an individual attributes unwanted thoughts, feelings and motives onto another person.

It involves the tendency to see your own unacceptable desires in other people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

DISPLACEMENT

A

Displacement is the redirection of an impulse (usually aggression) onto a powerless substitute target. The target can be a person or an object that can serve as a symbolic substitute.
EX: Someone who is frustrated by his or her superiours may go home and kick the dog

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

TURNING AGAINST THE SELF

A

special form of DISPLACEMENT, where the person becomes their own substitute target. It is normally used in reference to hatred, anger, and aggression, rather than more positive impulses, and it is the Freudian explanation for many of our feelings of inferiority, guilt, and depression.

The idea that depression is often the result of the anger we refuse to acknowledge is accepted by many people, Freudians and non-Freudians alike.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

SUBLIMATION

A

Displace our unacceptable emotions into behaviors which are constructive and socially acceptable, rather than destructive activities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

RATIONALIZATION

A

involving a cognitive distortion of “the facts” to make an event or an impulse less threatening. We do it often enough on a fairly conscious level when we provide ourselves with excuses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

RATIONALIZATION

A

involving a cognitive distortion of “the facts” to make an event or an impulse less threatening. We do it often enough on a fairly conscious level when we provide ourselves with excuses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

RATIONALIZATION

A

involving a cognitive distortion of “the facts” to make an event or an impulse less threatening. We do it often enough on a fairly conscious level when we provide ourselves with excuses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

RATIONALIZATION

A

involving a cognitive distortion of “the facts” to make an event or an impulse less threatening. We do it often enough on a fairly conscious level when we provide ourselves with excuses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

REACTION FORMATION

A

a person unconsciously replaces an unwanted or anxiety-provoking impulse with its opposite, often expressed in an exaggerated or showy way
A BOY BULLIES A GIRL IN HIS CLASS BC SUBSCONSCIOUSLY HE LIKES HER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

ABRAHAM MASLOW

A

FOUNDER OF HUMANISTIC PSYCHOLOGY
developed a hierarchy of needs to explain human motivation. His theory suggested that people have a number of basic needs that must be met before people move up the hierarchy to pursue more social, emotional, and self-actualizing needs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

MASLOWS HIERARCHY OF NEEDS

A 
As a humanist, Maslow believed that people have an inborn desire to be self-actualized, that is, to be all they can be. In order to achieve these ultimate goals, however, a number of more basic needs must be met.
5 LEVELS OF THE PYRAMID            :
1.psychiological needs
2.safety
3.love/belongings
4.esteem
5. self actualization
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

WILLIAM PERRY

A 
Theory about college students/adults
3/4 STAGES
1. DUALISM
2. MULTIPLICY
3. RELATIVISM 
4. COMMITMENT
the four stages are further devided into 9 stages
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

DUALISM

A

WILLIAM PERRYS FIRST STAGE

students view all problems as solvable and the truth is either write or wrong and one should obey athourity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

MULTIPLICITY

A

WILLIAM PERRYS 2ND STAGE
there are two types of problems: solvable, and also problems that the answer is not know yet. In addition, in this stage, students put trust in their own inner voice.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

RELATIVISM

A

WILLIAM PERRYS 3RD STAGE
the notion that the perfect answer may not exist but there is a deire to know various opinions and know why the solution to a certain problem is something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

COMMITMENT TO RELATIVISM

A

FINAL STAGE OF WILLIAM PERRY

person is willinhg to change his or her opinion based on facts and new points of view.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

JAMES FOWLER

A 
STAGES OF FAITH
info is based on piaget, kohlerg and erikson
0: UNDIFFERENTIATED FAITH
1. INTUITIVE-PROJECTIVE FAITH
2. MYTHIC-LITERAL FAITH
3. SYTHETIC CONVENTIONAL FAITH
4. INDIVIDUATIVE RELECTIVE
5. CONJUNCTIVE FAITH
6. UNIVERSALIZING FAITH
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
85
Q

UNDIFFERENTIATED/PRIMAL FAITH

A

FOWLER THEORY OF FAITH
BIRTH-2
the baby acquires experiences from the outer environment that either instill in him a feeling of trust and assurance. These personalized experiences, according to Fowler, essentially translate into feelings of trust and assurance in the universe and harmony with the divine.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
86
Q

INTUITIVE-PROJECTIVE FAITH

A

FOWLERS FAITH
AGES 3-7
Faith at this stage is experiential and develops through encounters with stories, images, the influence of others, a deeper intuitive sense of what is right and wrong, and innocent perceptions of how God causes the universe to function.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
87
Q

MYTHIC-LITERAL FAITH

A

FOWLERS FAITH
AGES 7-12
belief in justice and fairness in religious matters, a sense of reciprocity in the workings of the universe (e.g. doing good will result in a good result, doing bad will cause a bad thing to happen) and an anthropomorphic image of God (e.g. a man with a long white beard who lives in the clouds). Religious metaphors are often taken literally thus leading to misunderstandings.

88
Q

SYNTHETIC CONVENTIONAL FAITH

A

FOWLERS FAITH THEORY STAGE 3
12-ADULT
characterized by the identification of the adolescent/adult with a religious institution, belief system, or authority, and the growth of a personal religious or spiritual identity. Conflicts that occur when one’s beliefs are challenged are often ignored because they represent too much of a threat to one’s faith-based identity

89
Q

INDIVIDUATIVE-REFLECTIVE FAITH

A

FOWLER
AGES MID TWENTIES TO MID THIRTIES OR YOUNG ADULTHOOD AND BEYOND
This stage is often characterized by angst and struggle as the individual takes personal responsibility for her beliefs or feelings. Religious or spiritual beliefs can take on greater complexity and shades of nuance, and there is a greater sense of open-mindedness, which can at the same time open up the individual to potential conflicts as different beliefs or traditions collide.

90
Q

CONJUNCTIVE FAITH

A

FOWLERS 5TH STAGE
MID THIRTIES AND BEYOND
OPENNES TO OTHER POINTS OF VIEWS
acknowledges paradoxes and the mysteries attendant on transcendent values. This causes the person to move beyond the conventional religious traditions or beliefs he may have inherited from previous stages of development. A resolution of the conflicts of this stage occurs when the person is able to hold a multi-dimensional perspective that acknowledges ”truth’ as something that cannot be articulated through any particular statement of faith.

91
Q

UNIVERSALIZING FAITH

A

LAST STAGE OF FOLWERS FAITH THEORY
MIDLIFE AND BEYOND
This stage is only rarely achieved by individuals. A person at this stage is not hemmed in by differences in religious or spiritual beliefs among people in the world, but regards all beings as worthy of compassion and deep understanding. Here, individuals ”walk the talk” of the great religious traditions

92
Q

PARENTING STYLES

A 
CREATED BY DIANA BAUMRIND
4 types
ATHOURITATIVE
AUTHORITARIAN
PERMISSIVE
UNIVOLVED
93
Q

DIANA BAUMRIND

A

CREATED 4 TYPES OF PARENTING STYLES

94
Q

AUTHORITATIVE

A

THE GOOD ONE.
warm and nurturing but also have rules and expectations. RULES HAVE AN EXPLANATION.
produces happy children fo well in school, good emotional regulation and social skills

95
Q

AUTHORITARIAN

A

THINK OF STALIN. BOSSY.
NO EXPLANATION FOR RULES. punishment and verbal insults are used alot produces anxiouis withdrawn children.
can produce antisocial behavior including drug and alochol abuse

96
Q

PERMISSIVE/INDULGENT PARENTS

A

NO CONTROL OVER CHILD AND EASILY MANIPULATED
NEVER SAYS NO.
very affectoiante and wishes to please the child like a friend
children displau lack of social skills, boundarues and are demanding.

97
Q

UNINVOLVED PARENTS

A

Uninvolved parents tend to have little knowledge of what their children are doing. There tend to be few rules. Children may not receive much guidance, nurturing, and parental attention.

98
Q

WHAT IS CULTURE

A

defined as habits, customs, art, religion, science and the political behavior of a given group of ppl during a period of time.
culture is DYNAMYIC: each culture changes and evolves at it own rate.

99
Q

MACROCULTURE

A

the dominant or major culture in a country

can have microcultures inside it

100
Q

MICROCULTURE

A

cultures that exist within the framework of the macroculture; they share the political and social institutions of the macroculture, but they have their own distinctive features; can include age, sex/gender, ethnic or national origin, religion, class, geographical region, urban/rural/suburban location, and disability/exceptionality

101
Q

ACCULTURATION

A

learning the behaviors and expectations of a culture

102
Q

CULTURAL HUMILITY

A

“a lifelong process of self-reflection and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities.

103
Q

CULTURAL COMPETENCE

A

bility to engage knowledgeably with people across cultures AND ACCEPTANCE

104
Q

UNIVERSAL CULTURE

A

Implies we are all genetically and bioligically more similar than difference.
ALSO KNOWN AS BIOLOGICAL SAMENESS

105
Q

NATIONAL CULTURE

A

Determines langauge, political views and laws

106
Q

REGIONAL CULTURE

A

Behavior that protains to a specific region

107
Q

ECOLOGICAL CULTURE

A

Factors like earthquakes and food supply influence behavior

108
Q

ETHNOCENTRICISM

A

Ethnocentrism in social science and anthropology—as well as in colloquial English discourse—means to apply one’s own culture or ethnicity as a frame of reference to judge other cultures, practices, behaviors, beliefs, and people, instead of using the standards of the particular culture involved
IM GONNA ASSUME THIS IS BAD

109
Q

EMIC

A

COUNSELOR HELPS THE CLIENT UNDERSTAND HIS OWN CULTURE

110
Q

ETIC

A

TREATS EVERYONE THE SAME AND FOCUSES ON SIMILARITIES

111
Q

AUTOPLASTIC

A

HELPS CLIENT CHANGE THEMSELVES TO COPE WITH THEIR ENVIRONMENT

112
Q

ALLOPLASTIC

A

THERAPIST TELLS THEM TO CHANGE THEIR SURROUNDING AND CHANGE THE ENVIRONMENT

113
Q

PARALANGUAGE

A

TONE OF VOICE THAT A CLIENT SPEAKS IN, VOLUME, INFLECTIONS, SPEED OF DELIVERY.

114
Q

LOW CONTEXT COMMUNICATION

A

the way someone speaks depending on cultural backgreoumd
EXAMPLE: US, CANADA AND GERMANY SUMMARIZE THINGS AND OFFER OPINIONS AND THERE IS ALWAYS EXPLICIT VERBAL EXPLANATION IN COUNSELING WHERAS IN OTHER PLACES THEY RELY ON NONVERBAL COMMUNICATION

115
Q

HIGH CONTEXT COMMUNICATION

A

COMMUNICATION IS IMPLICIT

whatever they wanted to say was implied and they wont explain it or summarize. use of a lot of nonverbal cues.

116
Q

STEREOTYPING

A

THINKING ALL PPL OF A GROUP ARE THE SAME

117
Q

PREJUDICE

A

WHEN U HAVE AN OPINOIN BASED ON LACK OF EVIDENCE ABOUT A CULTURE/GROUP

118
Q

ANDROGYNOUS/ANDROGYNY

A

healthy people posess both masucilne and femine traits

119
Q

PROXEMICS/SPATIAL RELATIONS

A

adresses the issue of personal space.

120
Q

MEANS TESTS

A

USED TO DETERMINE IF SOMEONE IS ELIGBLE FOR BENEFITS OR ASSISRTANCE (food stamps)

121
Q

SOCIAL INSURANCE PROGRAMS

A

Diff than means tests bc jt includes social security which a wealthy person can still qualify for

122
Q

LEON FESTINGER

A

CREATED COGNITIVE DISSONANCE AS WELL AS SOCIAL COMPARISON THEORY

123
Q

SOCIAL COMPARISON THEORY

A

says we evaluate out behaviors and accomplishments by comparing ourselves to others

124
Q

COGNITIVE DISSONANCE

A

an individiaul will change their beleifs to match their behavior when there is a mismaych.
the state of having inconsistent thoughts, beliefs, or attitudes, especially as relating to behavioral decisions and attitude change.

125
Q

CONFIRMATION BIAS

A

YOU ACKNOWLEDGE INFO THAT SUPPORTS UR POINT OF VIEW/BIAS AND IGNORE EVERYTHING ELSE.

126
Q

HIGH SELF MONITERING INDIVIUDALS….

A

CARE ABOUT THEIR SELF IMAGE AND WHAT OTHERS THINK ABOUT THEME

127
Q

STANELY SCHACHTER

A

“MISERY LOVES COMPANY”

128
Q

ANGLO-CONFORMITY THEORY

A

says ppl from other cultures would do well to forget their heritage and try to become like the macroculture

129
Q

5 STAGE RADICAL/CULTURAL IDENTITY MODEL (R/CID)

A

CREATED BY ATKINSON,MORTEN, SUE
The Cultural-Racial Identity Model serves as a framework for understanding and working with members of racially integrated families by attending to racial and cultural differences among parents and children and by considering the impact that the experiences and the attitudes of parents, peers, extended family
1.CONFORMITY-lean toward dominany culture and want a counselor from that culute
2. DISSONANCE-question and confusion. prefer a cpunselor from a minority group
3. RESISTANCE AND IMMERSION-reject the dominant culuture while accewpitng ones own culture
4. INTROSPECTION-mixed feelings related to the previous stage prefer counslor from ones own ethnic group
5. SYNERGETIC ARTICULATION AND AWARENESS-stop racial and culturual opression. prefer a counselor with similar attidtude and worldview

130
Q

MODEL MINORITY

A

often used when speaking about people with an asian background. meaning they are more successful and intellectual than the general population

131
Q

MACHISMO

A

the idea that men are to provide for the family and women are subserient to men

132
Q

COLORISM

A

descriminatoin basred on skin color often racism in the same group

133
Q

PHILLIP ZIMBARDO

A

STANFORD PRISON EXPERIEMENT (1971)

134
Q

MUZAFER SHERIF

A

ROBBERS CAVE EXPERIMENT
demonstrated that an attempt to simply bring hostile groups together is not enough to reduce intergroup prejudice. Rather, this experiment confirmed that groups must cooperate and have common goals to truly build peace.
SUPERORDINATE GOAL

135
Q

SOLOMON ASCH

A 
ASCH SITUATION (1950'S)
when people were asked how long a line was they conformed to the group of people's answers even tho they knew it was wrong
136
Q

JOHN DARLEY & BIBB LATANE

A

BYSTANDER EFFECT/APATHY
the greater the number of people in the group the less likely someone is to do somethign
KITTY GENOVESE 1964
GROUP INHIBITION FOR HELPING

137
Q

STANLEY MILGRAM

A

OBEDIENCE TO ATHOURITY- 1963

Electirical shock given to people and people didnt hesitate. used to explain holocaust

138
Q

ECLECTIC THERAPY

A

Eclectic therapy is an approach that draws on multiple theoretical orientations and techniques. It is a flexible and multifaceted approach to therapy that allows the therapist to use the most effective methods available to address each individual client’s needs.

139
Q

THE HELPING MYTH

A

ppl think u shld have a therpaistr of the same gender and ethinicity.
in reality having a therapist of same gende or ethnicity doesnt produce a better therapeutic rlationship

140
Q

COST-BENEFIT ANALYSIS

A

insurance companies try to push meds but psychotherapy and couneling is more cost effective

141
Q

DREAMS ACCORDING TO FREUD

A

are viewed as a process for wish fulfillment

142
Q

ABREACTION/CATHARSIS

A

Abreaction is a psychoanalytical term for reliving an experience to purge it of its emotional excesses—a type of catharsis. Sometimes it is a method of becoming conscious of repressed traumatic events.

143
Q

EROS

A

THE LIFE INSTINCT

144
Q

THANATOS

A

THE DEATH INSINCT

145
Q

CARL JUNG

A

brokeaway from freud in 1914

FOUNDER OF ANALYTIC PSYCJOLOGY

146
Q

ANIMA

A

FEMININE SIDE OF THE MALE

147
Q

ANIMUS

A

MASCULINE SIDE OF THE FEMALE

148
Q

INDIVIDUATION

A

the term created by JUNG refers to a person becoming a inique human nbeing

149
Q

ALFRED ADLER

A

INDIVIDUAL PSYCHOLOGY
broke away from freud
CREATED THEORY OF BIRTH ORDER

150
Q

INDIVIDUAL PSYCHOLOGY

A

created by ADLER
based in psychodynamic approach
focuses on fact thart behavior is ones unconsicouis attempt to compensate for feelings of inferity

151
Q

WILL TO POWER

A

Adler beleived the philosophy of Friedrich Nietzsche and that humans strive for power to feel less inferior

152
Q

BIRTH ORDER

A

spoken about by alfred adler
first born- conservative leaders
2nd- more competitive and rebellious

SIBLING INTERACTION CAN HAVE BIGGER IMPACT THAN PARENT-CHILD INTERACTIONS

153
Q

TELEOLOGICAL THOERY

A

individual psychology by adler is teleological because it beleives behavior is unfluenced by future goals rather than ones past

154
Q

BEHAVIORISM

A

CREATED WATSON
BEHAVIOR IS BASED ON LEARNING RATHER THAN INSIGHT INTO THE UNCONSCIOUS MIND.
Critisism- it treats the symptoms but not the root of the problem. there is no insight
it can change behavior but not underlying feelings.

155
Q

APPLIED BEHAVIOR ANALYSIS/BEHAVIOR MODIFICATION

A

ABA THERAPY

156
Q

RADICAL BEHAVIORISM

A

created by SKINNER
says behavior is moledd soleley by its consequesns
OPERANT CONDITIONING/ INSTRUMENTAL CONDITIONG.

157
Q

POSITIVE REINFORCER

A

stimulus that raises the probability of a behavior being repreated

158
Q

NEGATIVE REINFORCMENT 1

A

also increases the probability that a behavior will be done

ex: u make ur bed to avoid reprimand

159
Q

SOCIAL LEARNING THEORY

A

ALBERT BANDURA

persons own behavior increases when they see someone else getting reinforcement for it

160
Q

PUNISHMENT

A

intended to lower behavior by supressing it

161
Q

EXTINCTION

A

EX: time out

will lower behavior after initial response burst

162
Q

INTERVAL SCHEDULES

A

rely on time

163
Q

RATIO SCHEDULES

A

relies on work output

MORE EFFECTIVE THAN INTERVAL SCHEDULES

164
Q

CONTINOUS REINFORCOMENT

A

each behavior is reinfoces

165
Q

VARIABLE/INTERMITTENT REINFORCEMENT

A

reinforcement that occurs some of the time that the desired behavior us done but not all the time.

166
Q

WHAT IS MORE EFFECTIVE? VARIABLE REINFORCEMEN OR FIXED SCHEDULE?

A

variable reinforcement in better than reinforcing the same behavior

167
Q

EXISTENTIAL THERAPY

A

CREATED BY IRVING YALOM

168
Q

11 REASONS GROUPS WORK WELL

A
  1. altruism-giving to others gives memebers a sense of well being
  2. universality- you are not alone with ur problem
  3. intilation of hope- the members expect the group to work
  4. catharsis- talking about problems is beneficial
  5. group cohesion- a sense of we-ness
  6. imitative behavior-members copy others and the leader
  7. family reinactment-helps ppl deal with family issues
  8. imparting information-psycjodanic insight or advice
  9. interpersonal learning- feedback about how their behavior affects s/e
  10. socialization techniques- feedback and instruction is helpful
  11. existential factors- discovering that life has meaning if its not just
169
Q

IRVING YALOM

A

Big on the HERE & NOW and the THERAPEUTIC ALLIANCE.

170
Q

WHAT SIZE SHOULD A GROUP BE?

A

8 is preferred number but 5-6 works also
MAX IS 10
childrens groups should have less.

171
Q

STAGE MODELS

A

explains development and dynamics of group

  1. intial stage/forming stage
  2. conflict/storming stage
  3. performing/ productive/working stage
  4. m termination/mourning stage
172
Q

INTIAL STAGE

A

Forming stage, orientation stage

get to know each other and learn group rules

173
Q

STORMING STAGE

A

transition,conflict stage

power struggle

174
Q

WORKING STAGE

A

PEERFORMING STAGE, ACTION STAGE, PRODUCTING STAGE

works toward goals in a cohesive manner

175
Q

TERMINATION STAGE

A

closure, completion, mourning, adjurning

176
Q

PACING

A

determines how fast or slow to go with a group in terms of progess.

177
Q

AUTOCRATIC/ATHOURITARIAN STYLE OF LEADERSHIP

A

style of group leadership

often makes decisiuons for members. useful in a time of crisis but will increase resentment in the group

178
Q

LASSAIZ FARE/HAND OFF STYLE

A

leader has little involvment. can be appropriate when all members of the greoup are very comitted to a group goals

179
Q

DEMOCRATIC APPROACH

A

allows im[put from members

BEST STYLE

180
Q

SPECULATIVE LEADERES

A

rely on their personal power and charisma. members look up to and adore them but are not peer oriented

181
Q

confrontive leadership tyle

A

leader reveals the impact that group members have on him and how hios own behavior impacts him

182
Q

TYPES OF GROUPS

A
  1. PSYCHOEDUCATIONAL- provide membesr with info abt their situation
  2. COUNSELING GROUPS- focus on conscious issues abt personal growth
  3. GROUP THERAPY- unconscious materal, the past and personality changr
  4. T-GROUPS- training group for business or personal motivation
  5. STRUCTURAL-centered around specific issue ex: shyness
  6. SELF HELP GROUP- ex:AA. not led by professional support grtoups
183
Q

SELF SERVING ATTRIBUTION BIAS IN RELATION TO GROUPS

A

When the group is successful and doing well the ppl in the group taje crediy buy when its not they nfault others.

184
Q

THE RISKY SHIFT PHENOMENON

A

group members make more risky decissions in a group than they would individually.

185
Q

ARE GROUP MEMBERS REQUIRED TO PARTIVCIPATE?

A

no and thjey are allowed to quit.

the leader should find out why a participant is not joining in a activity

186
Q

TRAIT AND FACTOR THEORY

A

CREATED BY FRANK PARSONS
matching the clients traits to proper carreer optiions
when individuals are in jobs best suited to their abilities they perform best and their productivity is highest.
6 STEPS:
analysis, synthesis, diagnosis, prognosis, counselinf, follow up

187
Q

FRANK PARSONS

A

THE FATHER OF CAREER COUNSELING

188
Q

ANNE ROE

A

thoerised that people choose their career based on childhood satisfaction and frustration

189
Q

Ginzberg’s Theory of Vocational Choice

A

involved 4 people: ginzberg, ginsburg, axelrad, herma
According to the theory, a career is a long-term process. That requires education, vision, values, goals, skills, and interests.
FANTASY-0-11 play is work oriented
TENTATIVE- 11-17
REALISTIC- 17+

190
Q

DAVID TIEDEMAN &ROBERT O HARA

A

Tiedeman (with O’Hara) believed that career development occurred as part of cognitive development as one resolved ego-relevant crises. For them, career development paralleled the eight psychosocial stages identified by Erikson. Tiedeman saw life decisions and career decisions as integrally related.

191
Q

DONALD SUPER

A

TALKED ABOUT SELF-CONCEPT AND LIFE RAINBOW

192
Q

self-concept

A

by DONALD SUPER

emphasized how personal experiences interact with occupational preferences in creating one’s self-concept.

193
Q

LIFE RAINBOW

A

CREATED BY DONALD SUPER
The Life Career Rainbow identifies eight roles that we play throughout our lives – Child, Student, Leisurite, Citizen, Worker, Parent, Spouse, and Homemaker – and five “life stages” during which we devote more or less time to each role.

194
Q

JOHN HOLLAND

A

CREATE THE PERSONALITY TYPOLOGY THEORY
6 personality types
realistic, onvestigative, artistic, social, enterprising, conventional
ASSESMENT TOOLS: self-directed search, my vocational situation, vocational preference inventotry.

195
Q

JOHN KRUMBOLTZ, ANITA MITCHEL, G BRIAN JONES

A 
said career decisions are based on social learning theory
4 factors imoact career choice":
environment
 special skills
learning exPERIENCES
task-appraoch problem solving skills
196
Q

LINDA S GOTTFREDSON

A

emphasized CIRCUMSCRIPTION and COMPROMISE
circumscription-narrowing the acceptable alternatives
compromise- realization that the cliernt wont be able to implement their best choise

197
Q

SOCIAL COGNITIVE CAREER THROY

A

robert lent, steven brown, gail hacket

emphasizes SELF-EFFICACY and cognitive procvess

198
Q

MARK SAVICKAS

A

uses techniques popularized by nmarrative therapy to create postmodfern constirsutivist appraocj

199
Q

RICHARD BOLLES

A

wrote “what color is your parachute” and its used to help u choose a career

200
Q

HIDDEN JOB MARKET

A

most jobs are not advertised so u mst network ursef

201
Q

UNDEREMPLOYMENT

A

u take a job under ur qualifications

ex: someone with a phd works ar micdonalsa

202
Q

DISCLOCATED WORKER

A

DESCRIBES A WORKER WHO IS UNEMPLOYED DO TO DOWNSIIING, OR COMPANY CLOSING BUSINESS OR RELOCVATION

203
Q

DISPLACED HOMEWORKER

A

women who enter or reeenter the workforce after being at home

204
Q

OUTSOURCING

A

when us companies rely on cheaper laber from another country. results in fewer jobs in the us

205
Q

DUAL CAREER/DUAL INCOME HOUSEHOLD

A

When both parents work

206
Q

DUAL EARNER

A

no chance of adancement in the career

207
Q

RATER BIAS

A

supervisors who rate their works are often bias

208
Q

CENTRAL TENDENCY BIAS

A

when a supervisor rates everyone as average

209
Q

THE RECENCY EFFECT

A

the worker is rated based on recent performances rather than entire rating period

210
Q

HALO EFFECT

A

a supervisor who generalizes about an employee based on one good characteristic
can be positive or negative

211
Q

QAULITY CIRCLES

A

employeed with identicle or simimlar jobs meet as a group to solve problems

212
Q

INTERVIEWS, PERSONALITY TESTS AND REFERENACE LETTERS ARE

A

NOT good predictors of whetjr or not a person will do well in a job

213
Q

STRUCTURED INTERVIEWS VS UNSTRUCTRED

A

structured are better than unstructefr

214
Q

THE CONTRAST EFECT

A

if someone is interviewd after a fanastic candidate they will not seem as desireable.
vise versa

215
Q

INTEREST INVENTORIES

A

are good at predicting JOB SATTISFACTION but not job success

CPCE (1 decks)

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