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Development Flashcards

1
Q

Biological aging is due to

A

metabolic changes

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2
Q

The two types of metabolic changes

A

anabolism - body building to peak; from birth to about 30

catabolism - body’s slow deterioration from peak to eath

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3
Q

psychological aging

A

a person’s perception of their age

“feeling old” vs “feeling young”

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4
Q

social aging

A

how one’s chronological age is viewed within the societal or cultural context; how it is affected by vocation and SES
e.g. Asian countries - old are valued

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5
Q

Epigenetic

A

The study of changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself
Acknowledging the relationship of nature and nurture
Most developmental theories (Freud, Erikson, Piaget) are epigenetic

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6
Q

Stage theories are an example of…

A

Discontinuous development (vs. continuous, like Skinner’s operant conditioning)

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7
Q

Discontinuous development

A

Changes in behaviors and abilities are qualitatively different from previous or subsequent behaviors and abilities
Jumping to qualitatively different and more advanced levels
Ex: Stage theories like Piaget and Erikson

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8
Q

Continuous development

A

emphasizes small shifts or gradual, sequential changs that occur over time and are difficult to separate
Ex: Skinner’s operant conditioning

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9
Q

Active vs reactive theories

A

Active theories portray people as active in regulating or governing their behavior (ex: Erikson’s psychosocial theory)
Reactive theories, people are passive and react to environmental stimuli (ex: Skinner’s operant conditioning)

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10
Q

Features of survey research

A

Large sample sizes ( >100) are needed

Sampling bias can negatively affect generalizability of findings

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11
Q

Cross-sectional design studies

A

simultaneously examine several groups from differing levels of development (e.g. 5 y.o.s, 10, 15)
Less expensive and take less time than longitudinal studies
May be influenced by “cohort effect” - people born during the same time have similar lived experiences and are qualitatively different from those born years earlier/later; differences that are unique to their age and lead to shared experiences within the cohort

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12
Q

Time-lag studies (AKA ____)

A

AKA cohort sequential studies
Involve replications of previous studies on a modern-day cohort
Ex: Study of parental discipline style conducted in 1960s is repeated today to see if styles have changed since 60s

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13
Q

Myelination

A

insulation of neurons to enhance speed of neural transmissions

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14
Q

By age ___, the brain begins to lose neurons

A

30

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15
Q

The brain is its full adult size by age ___

A

16

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16
Q

The 3 main areas of the brain and what they do

A

Hindbrain: life maintenance and survival
Midbrain: connects hindbrain and forebrain, controls eye muscles and relays auditory and visual information
Forebrain - higher-order behavior and conscious thought

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17
Q

Medulla oblongata

A

Part of the hindbrain

Regulates heart and breathing

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18
Q

Cerebellum

A

Part of the hindbrain

Regulates balance

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19
Q

Pons

A

Part of the hindbrain

connects the left and right cerebellum

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20
Q

Reticular activating system

A

Part of the hindbrain

Regulates arousal and attention

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21
Q

Left hemisphere

A

Part of the forebrain
Controls the right side of the body
Language and writing
Logical and systematic thought

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22
Q

Right hemisphere

A 
Part of the forebrain
Controls the left side of the body
Muscle abilities
Imagination
Emotional expression
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23
Q

Corpus callosum

A

Part of the forebrain
Bundle of nerve cells that connect the left and right hemispheres
Allows L and R brain to integrate cognitive, emotional, and bodily functions

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24
Q

Cerebral cortex

A

Part of the forebrain
Covers the L and R hemispheres
Responsible for memory, concentration, problem-solving, muscle coordination
Has 4 lobes

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25
Q

The 4 lobes of the cerebral cortex

A

Occipital - interpret sensory information through eyes
Parietal - spatial reasoning and sense of touch
Temporal - hearing and storage of permanent memory
Frontal - regulates sense of smell, body control, and movement

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26
Q

Limbic system

A

Concerned with emotions and motivation
Contains the hypothalamus (pleasure and pain, hunger, thirst, sexual functions, body temp)
Amygdala (behavior and activities - sexual interest, feeding, anger)
Hippocampus - memory

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27
Q

Lateralization AKA ____

A

AKA hemispheric specialization (left-brain or right-brain dominance) begins early in development and gradually through childhood

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28
Q

Autosomal diseases

A

Genetic disorders that involve a chromosome other than the sex chromosome
Phenylketonuria
Sickle cell anemia
Tay-Sachs disease (Jews of European descent, can’t metabolize fat)

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29
Q

X-linked diseases

A

passed on by the X chromosome

hemophilia

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30
Q

Sex chromosomal diseases

A 
Involve a genetic anomaly on the sex-determining pair of chromosomes, usually affecting male or female characteristic displays or sexual reproduction
Turner syndrome (XO) - underdeveloped ovaries and incomplete sexual development; short; webbed neck
Kleinfelter's syndrome (XXY) - males are tall, high body fat, incomplete sex characteristics; sterile
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31
Q

Ivan Pavlov

A 
Classical conditioning pairs two stimuli, while operant conditioning pairs behavior and response (punishment)
Unconditioned Stimulus - Meat
Unconditioned Response - Salivating
Conditioned Stimulus - Bell
Conditioned Response - Salivating
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32
Q

Simultaneous vs. delayed vs. backward conditioning

A

In classical conditioning
Simultaneous - most effective - US (meat) and CS (bell) are presented at the same time
Delayed - CS (bell) starts first but overlaps presentation of the US (meat)
Backward - US (meat) is presented before CS (bell)

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33
Q

Spontaneous recovery

A

In classical conditioning, when the CS/CR (Bell and Salivating) connection is reestablished. This led Pavlov to believe that learning is never totally lost or forgotten, just inhibited and waiting to be revived

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34
Q

John B. Watson

A

“Father of American behaviorism”
“Little Albert”
Paired white rat (CS) with loud noise (US) which resulted in fear (UR) to create fear of rats (CR)

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35
Q

Joseph Wolpe

A

Applied classical conditioning to psychotherapy

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36
Q

Reciprocal inhibition

A

A person cannot engage in 2 mutually exclusive events simultaneously. (e.g., anxious and relaxed). The basis for systematic desensitization. Coined by Joseph Wolpe

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37
Q

Systematic desensitization

A

Treatment for phobias created by Wolpe
Developing a fear hierarchy
Periodically introducing each step while the client maintains a state of relaxation
Uses idea of reciprocal inhibition - the client cannot be both fearful and relaxed at the same time

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38
Q

Counterconditioning

A

Developed by Wolpe (classical conditioning)

A strong pleasant stimulus is paired with a weak aversive stimulus

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39
Q

Aversive counterconditioning

A

Developed by Wolpe (classical conditioning)
A very unpleasant stimulus is applied when a maladaptive response is made. Snapping a rubber band when a negative thought comes up.

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40
Q

Flooding

A

Developed by Wolpe (classical conditioning)
A stimulus that provokes anxiety is continuously presented until the client unlearns the response or becomes too fatigued to respond

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41
Q

Edward L. Thorndike

A

Beginnings of operant conditioning

Came up with the Law of Effect

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42
Q

Law of Effect

A

by Thorndike. The beginnings of operant conditioning
When a response (R) accompanying some stimulus (S) is followed by a satisfying reward, a connection is made and the response is likely to be repeated.
The reverse is true as well - if you don’t get a reward, or if you get punished, you won’t do the behavior

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43
Q

B. F. Skinner

A

Came up with operant conditioning
The premise is very similar to Thorndike’s Law of Effect - a response/behavior is either strengthened or diminished because of the consequence that follows it

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44
Q

Positive reinforcement

A

Operant conditioning

Adding a stimulus (reward) after a response to increase the likelihood that the behavior will reoccur

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45
Q

Negative reinforcement

A

Operant conditioning

When removing a stimulus (e.g. loud noise) increases the frequency of a given behavior

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46
Q

Punishment

A

Operant conditioning

Adding or removing a stimulus to decrease the frequency of a behavior

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47
Q

Reinforcement vs Punishment

A

Operant conditioning
Reinforcement - Increases behavior
Punishment - Decreases behavior

Positive - stimulus is added
Negative - stimulus is taken away

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48
Q

Reinforcers can be…

A

(in operant conditioning)
Primary or secondary
Primary reinforcers satisfy a basic need (food, rest)
Secondary reinforcers are anything that is associated with a primary need (e.g., money)

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49
Q

Reinforcement schedules

A

(in operant conditioning)
Fixed ratio - reinforcer after every Xth response (e.g, 5th)
Variable ratio - reinforcer based on an average of responses (10 is the average, but could be 5, 8, 12, 15) - very effective (like slot machines)
Fixed interval - reinforcer after a fixed period of time (15 seconds) - low response rates (paying by the hour)
Variable interval - interval is varied (pop quizzes)

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50
Q

Which are the most and least effective reinforcement schedules?

A

Most - variable ratio

Least - fixed interval (based on a fixed period of time - paying by the hour)

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51
Q

Albert Bandura

A

Developed social learning theory
Observational (vicarious) learning, modeling, self-efficacy
Modeling will be more effective if the model is of the same demographic characteristics and has positive interpersonal characteristics (warm, nurturing)

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52
Q

The 4 components of effective modeling (part of the body)

A 
(In Bandura's social learning theory)
Attention
Retention (memory)
Reproduction
Motivation (internal or reinforcement increases the motivation and likelihood of mastery)
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53
Q

John Dollard and Neal Miller

A

“drive” or incentive theorists

believed that anxiety and psychological disturbances were learned from experiences

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54
Q

Most successful form of conditioning

A

delayed conditioning, in which the US (meat) turns on with a “short” delay after the CS (bell) turns on

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55
Q

Primary vs secondary drives

A

Part of Dollard and Miller’s drive theory
Primary drives - innate (thirst, hunger)
Secondary drives - learned (parental approval, peer acceptance)

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56
Q

Piagetian terms

A

Organization - ability to organize and classify new information, the basis of mental development
Accommodation
Assimilation

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57
Q

Assimilation vs. accommodation

A

Piagetian terms
Assimilation - adding a thought to an existing framework
Accommodation - interpreting new information in a way that restructures or changes an existing schema

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58
Q

Piaget believed that people learn when they experience ____

A

Disequilibrium - some conflict or challenge to the person’s way of thinking
People naturally want equilibration - making sense of the new information - through assimilation and accommodation

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59
Q

Piaget’s stages and ages

A

Sensorimotor (birth - 2)
Preoperational (2-7)
Concrete operational (7-11)
Formal operational (11+)

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60
Q

What happens in the sensorimotor stage?

A

Piaget
Age birth-2
touching, learn cause-and-effect, trial-and-error, problem solving, and object permenance

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61
Q

What happens in the preoperational stage?

A

Piaget
Age 2-7
Egocentric thinking, centration or centering, animism, irreversibility

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62
Q

What happens in the concrete operational stage?

A 
Piaget
Age 7-11
Using symbols
Understand reversibility
Reduced ecocentrism
But still unable to reason abstractly
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63
Q

What happens in the formal operational stage?

A

Piaget
Age 11+ but some people never get there
Abstract thinking
Hypothetico-deductive reasoning (deducing a conclusion given a premise)

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64
Q

Lev Vygotsky

A

Cognitive developmental theory
Zone of proximal development (gap between what children can learn on their own and what they are potentially able to learn with help)
Scaffolding - supports for children to learn
Private speech - starts at age 7 - guides behavior

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65
Q

Types of memory

A

Sensory or trace memory - environmental stimuli; only retained for a few seconds
Short-term memory - 7+/- 2 items
Long-term memory - relatively permanent

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66
Q

Echoic vs. iconic memory storage

A

echoic - auditory info

iconic - visual info

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67
Q

Retrieval theory

A

(AKA poor retrieval theory)
Purports that info is held in long-term memory forever but we don’t have the cues to retrieve it. Tip-of-the-tongue phenomenon

68
Q

Interference theory

A

Proposes that learned information is inhibited by other learning experiences (retroactive inhibition vs proactive inhibition)

69
Q

Retroactive inhibition

A

When you lose memory because new information interferes with old information you know

70
Q

Proactive inhibition

A

When you lose memory because old information interferes with newly learned information

71
Q

Memory strategies

A

Chunking (grouping info into chunks)
Method of loci (guided visual imagery - in a familiar area in a given sequence)
Eidetic memory - “photographic memory” - using visual images to recall visual information

72
Q

Yerkes-Dodson law

A

Memory and performance are optimized when a person has a moderate level of arousal. Low and high states of arousal tend to suppress performance

73
Q

Which is more effective, massed learning or spaced learning?

A

Spaced learning (1-hour study sessions) instead of Massed learning (one 4-hour session)

74
Q

Cognitive dissonance

A

Coined by Leon Festinger

75
Q

Confirmatory bias

A

A person’s likelihood of screening for information that confirms previously held beliefs (e.g., hearing what you want to hear)

76
Q

Imaginary audience

A

By David Elkind

Describes the adolescent egocentric belief that everyone is watching and critically judging them

77
Q

Personal fable

A

The adolescent belief of absolute uniqueness.

Allows the adolescent to engage in reckless behavior because unlike everyone else, nothing will happen to her.

78
Q

Crystallized intelligence

A

Proposed by Raymond B. Cattell
Includes verbal and mathematical capabilities and experiences that are learned
Declines less in old age

79
Q

Fluid intelligence

A

Proposed by Raymond B. Cattell
Nonverbal problem solving and pattern recognition
Declines in old age

80
Q

general intelligence (s)

A

Proposed by Spearman

81
Q

There is a strong ____ component to intelligence

A

Genetic

although it develops through social and environmental interactions)

82
Q

Creativity involves ___ and ___

A 
Divergent thinking (thinking of many possibilities)
And convergent thinking (picking the best solution and focusing on the final product)
83
Q

Between ages 10-12, females outperform males in ___ while males outperform females in ___

A

verbal ability

math

84
Q

Significant declines in cognitive abilities begin to occur at age ___

A

70

85
Q

Nativist approach

A

Noam Chomsky
The human brain is genetically programmed to enable people to create and understand language
Sentences are generated using a system of rules made up of surface structures (rules specific to each language) and deep structures (innate and universal rules, like speech sounds)

86
Q

Pragmatics

A

How language is used in the social context (ex: taking turns)

87
Q

Morphology

A

governs the rules of word formation

88
Q

Morpheme

A

The smallest meaningful language unit
Ex: “At” has one
“Boys” has two “boy” and “s”

89
Q

The areas of the brain that are important in language development

A

Broca’s area - speech production
Wernicke’s area - speech comprehension
Arcuate fasciculus - bundle of nerve fibers that connects Broca’s and Wernicke’s areas

90
Q

Motor aphasia

A

speech is slow and labored

91
Q

Sensor aphasia

A

Difficulty understanding language through sense organs

92
Q

Aphasia

A

loss of ability to understand or express speech OR difficulty in naming objects, caused by brain damage

93
Q

At what age does babbling occur?

A

6 months

94
Q

At what age can a child produce 50 one-word utterances (holophrases)?

A

1.5 years

95
Q

At what age does a child speak in short sentences?

A

2.5 years

96
Q

At what age does the child demonstrate basic rules of language consistently?

A

4 years

97
Q

Social Communication Disorder

A

A pragmatic language impairment
The person has difficulty understanding and using verbal and nonverbal social cues
Affects social relationships and comprehension

98
Q

Anomia

A

Word finding difficulties

99
Q

The id is present at ___ and operates on the ___

A

birth

pleasure principle

100
Q

The ego is present at __ and operates on the ___

A

first year of life

reality principle

101
Q

The supergo is present at ___ and operates on the ___

A

4th year

morality principle

102
Q

According to Freud, a conflict causing anxiety occurs when ____

A

the ego is unable to reconcile the id’s urges with the superego’s moralized response

103
Q

According to Freud, ____ are used to control ____

A

defense mechanisms

anxiety

104
Q

Compensation

A

Freud

Substituting a successful experience for one that produced failure

105
Q

Reaction formation

A

Freud
Expressing the opposite motive that was originally intended in order to help prevent unwanted attitudes or feelings from becoming expressed
Ex: Dude on Tinder starts insulting you after you don’t answer his initial message

106
Q

Fixation

A

Freud
Results from an inability to resolve an important conflict
Due to either an overgratification or undergratification of a need in any stage

107
Q

Freud’s psychosexual stages and ages

A 
Oral (birth-1 year)
Anal (1-3 years)
Phallic (3-5)
Latency (6-11)
Genital (adolescence)
108
Q

In what stage do Oedipus and Electra complexes emerge?

A

Phallic (3-5 years)

109
Q

Erikson believed ___ was a key influence on ___

A

an individual’s learned social interactions within the environment
ego development

110
Q

Erikson’s stages and ages

A 
Trust vs. mistrust (birth-1 or 2 years)
Autonomy vs. shame and doubt (1 or 2-3)
Initiative vs. guilt (3-5)
Industry vs. inferiority (6-11)
Identity vs. role confusion (adolescence)
Intimacy vs. isolation (young adulthood)
Generativity vs. stagnation (middle adulthood)
Integrity vs. despair (late adulthood)
111
Q

Jane Loevinger

A

Another ego development theory
10 stages:
Presocial - babies self-differentiate from an outer world
Symbiotic - differentiation of the self from others
Impulsive - affirms separate identity; demanding
Self-protective - Self-control; rule-governed behavior
Conformist - obeys group rules, strives for family acceptance
Self-Awareness/Self-Conscious - strive for stability and maturity
Conscientious - internalize rules; morality
Individualistic - strive for individuality; awareness of inner conflict
Autonomous - strive for self-fulfillment; cope with inner conflict
Integrated - consolidated identity

112
Q

Humanistic theories are ___. One humanistic theorist is ____

A

holistic

Abraham Maslow

113
Q

Maslow’s hierarchy of needs

A 
Physiological
Safety
Belongingness
Esteem
Self-actualization (not usually met until middle adulthood - 60+ years)
114
Q

Ethological developmental theories emphasize the role of ___. An example of an ethological theorist is ____

A 
instinct
Konrad Lorenz
John Bowlby
Mary Ainsworth
Harry Harlow
115
Q

Konrad Lorenz

A

Known for studying imprinting on ducks and geese
Imprinting is irreversible
Developed concept of critical or sensitive period

116
Q

John Bowlby

A

Described 3 stages he observed in infants exposed to prolonged separations:
protest
despair
detachment (will accept attention from others and seems less unhappy)

117
Q

Mary Ainsworth

A 
Described 4 patterns of attachment:
Secure
Avoidant
Ambivalent (insecure)
Disorganized - show little emotion at separation and mostly confusion at reunion
118
Q

Harry Harlow

A

Rhesus monkeys where the babies preferred a cloth mother even if she didn’t have food

119
Q

Separation anxiety

A

Occurs in infants normally between 1-2 years

Clinical version: Separation Anxiety Disorder

120
Q

Four types of identity

A 
by Marcia
Identity Achievement
Identity Moratorium - unable to decide
Identity Foreclosure
Identity Diffusion - procrastinating or becoming so confused that the teen is unable or unwilling to even take in and analyze identity-related info that could lead to goal setting
121
Q

Gender identity occurs by age ___ when ___

A

by age 3

When children self-refer as a boy or girl

122
Q

Prosocial behavior

A

Sensitivity to the needs of others

Occurs in early childhood but is not consistently displayed until later childhood

123
Q

The 2 types of aggression

A

Instrumental - aimed at acquiring territory, objects, or rewards (girls)
Hostile aggression - aimed at another person (physical harm, boys)

124
Q

Sociodramatic play

A

imitation of adult play

facilitates more mature social interactions among children

125
Q

Types / stages of sociodramatic play

A

Nonsocial activity - preschool; children play by themselves
Parallel play - play near each other but not with
Associative play - while engaged in separate activities, children talk and comment on each other’s activities
Cooperative play - play with each other to ahieve a common goal

126
Q

Self-concept is ____ even if it is negative.

A

Stable and difficult to change

127
Q

Activity theory

A

Theory of adjustment to aging/death
Suggests that as people age they prefer to remain socially active in order to resist self-preoccupation and maintain closer social friendships

128
Q

Atchley’s 4 stages of retirement

A

Preretirement - making plans
Immediately after retirement - “Honeymoon” phase with new freedom
Period of disenchantment - novelty wears off and people realize their plans were unrealistic
Reorientation - putting together a satisfactory and realistic lifestyle

129
Q

Thanatology

A

the study of grief

130
Q

Kohlberg’s theory of moral development vs. Gilligan’s

A

Kohlberg’s is the most influential but has been critisized for being too male-centered
Gilligan’s focuses on the stages women progress though

131
Q

Kohlberg’s theory of moral development has ____

A

3 levels, 6 stages

132
Q

Levels of Kohlberg’s theory of moral development

A

Preconventional (punishment/reward-based)
Conventional (familial or societal authority is recognized, people need to conform to rules to avoid social disapproval or criticism)
Postconventional (people examine their own moral codes; acknowledge the dignity of all people)

133
Q

Stages of Kohlberg’s theory of moral development

A

Stage 1: Obedience and Punishment
Stage 2: Instrumental Hedonism (pleasure is the motivator)
Stage 3: Good boy/Good girl orientation (want to please everyone)
Stage 4: Law and Order (rules are rules)
Stae 5: Social/Moral Contract and System of Laws (general individual rights, these rights have the group’s support and have been arrived at democratically; they are relative and subject to change)
Stage 6: Universal Ethical Principles (individual decisions based on universal ethical principles; form their own principles and use them to guide behavior and mitigate guilt)

134
Q

Kohlberg conducted his research using

A

Defining Issues Test

Heinz dilemma

135
Q

According to Carol Gilligan, females’ moral judgments are based on

A

Concerns for an ethic of caring, connectedness, responsibility for others, or compassion

136
Q

Gilligan’s 3 stages of women’s moral development

A

Stage 1: Orientation to Individual Survival (focus is on the self)
Stage 2: Goodness as Self-Sacrifice (good is equated with doing good for overs)
Stage 3: Morality of Nonviolence (the woman resolves the conflict between individual needs and caring; realizes she has personal needs while still maintaining an altruistic attitude)

137
Q

Piaget’s stages of moral development

A

Based on cognitive awareness
Stage 1: Premoral (limited awareness of rules)
Stage 2: Moral realism (Age 4 or 5; learn moral rules from parents or others but don’t understand the reasoning behind them; believe that a person who creates more damage is “more guilty” than a person who creates less)
Stage 3: Moral relativism (Age 7; understands reasons for rules and that they can be changed by an authority; morality is judged by intention not the consequences)

138
Q

Arnold Gesell

A

Believed that human development represents a genetic unfolding of physical, cognitive, language, and social-emotional characteristics or milestones with only slight environmental influence
Developed Gesell scales - assessments that yield a “developmental quotient”

139
Q

Robert Havighurst

A

Proposed a series of developmental tasks that humans achieve as they grow and develop from infancy through late adulthood
Like Gesell, believed that the earlier tasks are biologically determined, but unlike Gesell, he said the later tasks were socially and culturally determined

140
Q

Roger Gould

A

Studied 1K adults and found that they strove to eliminate false assumptions (protective devices) that restricted development
He saw adult development as a series of task resolutions that allow adults to correct these false assumptions
Ex: I’m nobody’s baby now (22-28) - “my parents will always be there to help when things go wrong”

141
Q

Robert Peck

A

Expanded on Erikson’s last 2 stages
Phases of Middle Adult Psychological Changes:
Valuing Wisdom vs. Valuing Physical Powers
Socializing vs. Sexualizing
Cathetic Flexibility vs. Cathetic Impoverishment (must develop the ability to shift emotional energies from one person to another to deal with losses of agemates)

Phases of the Retirement Years Psychological Development:
Ego Differentiation vs. Work-Role Preoccupation
Body Transcendence vs. Body Preoccupation
Ego Transcendence vs. Ego Preoccupation

142
Q

Daniel Levinson

A

Studied adult male development and presented a combination task/stage theory. It’s all about transitions.
Ex: “Age 30 Transition” - reassessment of the young adult life structure to make changes before fully joining the adult world
Becoming One’s Own Man (BOOM) - men work at advancement and strive to succeed

143
Q

Bronfenbrenner’s ecological model - levels

A 
Microsystem (immediate family)
Mesosystem (interactions between family and community)
Exosystem (political system)
Macrosystem (social and cultural values)
Chronosystem (changes over time)
144
Q

Name the generations that are currently alive

A 
General Issue (GI) - 1891-1924
Silent Generation - 1925-1942
Baby Boomers - 1943-1960
Generation X - 1961-1981
Millennials (Generation Y) - 1982-2000
145
Q

Carter & McGoldrick’s stages of family development

A 
Leaving Home
Joining Families Through Marriage
Welcoming Children into the Family
Raising Adolescents
Launching
Later Family Life
146
Q

Parenting styles

A

Authoritarian (autocratic in the extreme)
Authoritative (democratic or egalitarian)
Permissive
Uninvolved (children fare the worst)

147
Q

What % of first marriages end in divorce?

What about second marriages?

A

50%

70%

148
Q

___ are most often the victims of incest, whereas ___ are victims of nonfamily sexual abuse.

A

Girls

Boys

149
Q

Types of crises

A
  1. developmental (normal)
  2. environmental (hurricanes, war)
  3. existential
  4. situational (unexpected/shocking/traumatic)
  5. psychiatric (psychosis, drug abuse)
150
Q

ABC-X model of family crisis

A 
Proposed by Hill
A - provoking stressor/event
B - family resources
C - meaning attached to the event
X - the crisis - an acute state of family disequilibrium/immobilization
151
Q

James & Gilliland’s 6-step model for assessing client needs during a crises

A
  1. define the problem
  2. ensuring client safety
  3. providing support
  4. examining alternatives
  5. making plans
  6. obtaining commitment
152
Q

transcrisis

A

occurs when the traumatic event of an initial crisis is not fully dealt with and becomes submerged in the client’s subconscious

153
Q

compassion fatigue vs. vicarious trauma

A

compassion fatigue - AKA secondary traumatic stress reaction - overwhelming feelings after being exposed to client crisis; results in hopelessness, decrease in stress and anxiety, negative attitude
vicarious trama - stress reaction resulting from exposure to client disclosures of trauma. Can lead to compassion fatigue

154
Q

IS PATH WARM

A 
warning signs of suicide
Ideation
Substance abuse
Purposelessness
Anxiety
Trapped
Hopelessness
Withdrawl
Anger
Recklessness
Mood change
155
Q

SLAP

A 
suicide risk assessment
Specific details
Lethality of plan
Availability of method
Proximity to obtaining help
156
Q

Myers & Sweeny’s evidence-based model of wellness

A

Indivisible Self - 5 dimensions

  1. Physical: exercise, nutrition
  2. Essential: spirituality, gender identity, cultural identity, self-care
  3. Social: Friendship, love
  4. Coping: leisure, stress management, self-worth, realistic beliefs
  5. Creative: thinking, emotions, control, work, positive humor
157
Q

ADHD begins ___ and the prevalence is ____. It is more common in ____.

A

prior to age 5
prevalence is 3-7% of school-age population
males (2-9X)

158
Q

cyclothymic vs. dysthymic

A

cyclothymic - hypomania and depression

dysthymic - depression that doesn’t meet criteria for a MDE

159
Q

Trauma disorders - difference between PTSD, Acute Stress Disorder, and Adjustment Disorder

A

PTSD - not diagnosed until 1 month after trauma
Acute Stress Disorder - only diagnosed within 1 month after the trauma
Adjustment disorders - symptoms begin w/in 3 months after the event and resolve within 6 of the event

160
Q

Somatic Symptom Disorder

A

History of physical complaints occurring over several years and causing impairment; complaints are NOT the result of a general medical condition or are far in excess of such condition

161
Q

Encopresis vs enuresis

A

Encopresis - depositing of feces in inappropriate places
Enuresis - urination; can be nocturnal or diurnal (during the day)
Both are usually involuntary

162
Q

Conduct Disorder vs. Oppositional Defiant Disorder

A

Cannot be simultaneously diagnosed with both

Conduct Disorder - must be under 18
Oppositional Defiant Disorder - any age

163
Q

Socioemotional Activity Theory

A

Laura Carstensen
as adults age, they become more selective in who they spend their time with, choosing activities and people from which they draw emotional support and enjoyment.

164
Q

learning theories of development are active, reactive, or proactive?

A

reactive

165
Q

stress inoculation training was developed by ____, while systematic desensitization was developed by ____

A

Michenbaum

Wolpe

CPCE (9 decks)

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