Developmental Theories Flashcards
conditioned response
Pavlov’s work - learned response pairing a neutral stimulus (ringing bell) with a potent stimulus (feeding) - result = dog salivating when bell is rung
empty organism concept
infant has capacity for action built into their physical makeup (B.F. Skinner)
Law of effect
(B.F. Skinner) behavior of children is shaped largely by adults - behaviors resulting in satisfying consequences are likely to be repeating
schedules of reinforcement
(B.F. Skinner) rather than reinforcing every correct behavior - one can reinforced a fixed percentage of positive behaviors across a schedule
Intermittent reinforcement
reinforcement given intermittedly (not constantly) to reinforce behavior (B.F. Skinner)
morality of care
(Carol gilligan - feminist) - reflects caring, responsibility and non-violence - more based on women’s experience developing morality
loss (in relation to the elderly)
developed by butler + lewis, loss for elderly can be loss of social roles, significant others, loss of career, loss of income, loss of health
elderly resilience
-only 4-6% live in nursing homes
-10-15% receive homecare
most significant mental illness is in elderly
-Anxiety
-Cognitive impairment
-Mood disorders
1 in 5 mental illness rate
highest suicide rate age population
Elderly- higher the age the more likely
person-in-environment theory
theory considering the influence a client has on their environment and the impact that multiple environments (social, economical, family) have on the client.
-gravitates towards social justice
Preorientation (Pelpau’s interpersonal relationship theory)
helping professional (social worker) prepares, anticipating possible reactions
Peplau’s theory of interpersonal relationships
-relationship between the helping professional with expertice and the client
-4 phases - preorientation, orientation, working and termination
Orientation (Pelpau’s interpersonal relationship theory)
Roles and responsibilities of the helping professional clarified in initial interview
Working (Pelpau’s interpersonal relationship theory)
professional and individual explore together and promote individual’s problem-solving skills
Termination (pelpau’s interpersonal relationship theory)
Summarizing and reviewing
systems theory
focuses on contex/different systems (groups, families, etc.) to effect the individual
-notes that all systems are interrelated and change in one will promote change in others
open system (systems theory)
open systems accept outside input and accomodate
closed systems (systems theory)
resist outside input due to rigid and impenetrable barriers/boundaries
entropy (systems theory)
disorder within a social system
homeostasic balance (systems theory)
natural tendency of systems to reestablish and maintain stability
ecosystems theory
person’s environment shapes them
goodness of fit (ecosystems theory)
individuals and environments accomodating to eachother. Can be optimized by modifying client’s perceptions/thoughts/feelings about their environments.
family lifecycle
states typical individuals go through (independence, coupling, parenting, empty nest, retirement)
incongruous hierarchy
family relationship in which a minor figure controls the family dynamic - ex. toddler screams and tantrums, dad gives lollipop, mom gets mad at dad, brother can’t sleep because of the hysterics
multigenerational transmission
transmission of a behavior that one experienced onto their kids (i.e. abusive parent who was also abused as a kid)
developmental model of couples therapy
problems arise when couples are at different stages - stages include bonding, differentiating, practicing, rapprochement, synergy
bonding (stage of developmental couples therapy)
couples meet + fall in love - sexual intimacy is important
differentiating (stage of developmental couples therapy)
conflicts and differences arise, couples must work to resolve issues
practicing (stage of developmental couples therapy)
couples become more independent from eachother, establish outside interests/relationships
rapprochement (stage of developmental couples therapy)
couples move apart and then togewther again, increasing intimacy and feeling more satisfied within the relationship
synergy ( (stage of developmental couples therapy)
couples become more intimate and recognize the strength of their union
defense mechanisms
-Anna Freud
-unconcious process where the ego attempts to expel negative feelings and distress
compensation (defense mechanism)
overachieve in one area to compensate for real or imagined weaknesses (protect from feelings of inferiority)
Conversion (defense mechanism)
individual’s feelings are felt in a part of the body instead of psychologically (ex. physical pain from anxiety)
Denial (defense mechanism)
refusing to acknowledge painful facts or situation
Displacement ((defense mechanism)
redirects feelings directed at someone (ex. a boss) onto someone else - i.e. “taking out” anger on someone else
Association (defense mechanism)
avoid dealing with the emotions of something so stating it factual (i.e. focusing on a trauma’s details)
Identification (defense mechanism)
one becomes like someone else they admire
Identification with the aggressor (defense mechanism)
becoming like the aggressor who hurt them - transforming from victim to aggressor
Introjection (defense mechanism)
absorbing another person’s idea or opinions so that it becomes part of yourself
Inversion (defense mechanism)
turning against one-self
Isolation of affect (defense mechanism)
Seperation of painful events from the feelings associated with them - i.e. sharing trauma with no emotions
Intellectualization (defense mechanism)
reason about a problem to avoid uncomfortable emotions
Projection (defense mechanism)
projecting one’s own feelings and thoughts onto someone else.
Reaction formation (defense mechanism)
expressing the opposite of your true feelings (i.e. bullying someone you actually have a crush on)
Regression (defense mechanism)
returning to an earlier developmental stage when faced with stress
Repression (defense mechanism)
impulses or painful memories are repressed/blocked from entering the conscious mind
Reversal (defense mechanism)
transforming from passive to active - ex. individual who feels a passive participant of something painful transforms herself into an active agent in that same situation
-A common example is the transformation of the need to depend on others into making others depend on them
Splitting (defense mechanism)
Viewing things as ALL GOOD or ALL bad, no grey area/in between - black-and-white thinking
Sublimation (defense mechanism)
Redirecting urges into positive goals that are more acceptable to id/superego
Substitution (defense mechanism)
Trading one affect for another ex. expressing rage when one is actually scared
Undoing (defense mechanism)
tries to cancel out a threatening thought or action by doing the opposite (i.e. thinking about harming someone - being overly nice to them instead)
developmental crisis
crisis occuring when an individual must take on a new life role - can be a normal part of developmental process - i.e. going from high school student to college kid
situational crisis
event or problem occurs leading to disruption in mental health - i.e. death of loved one, divorce, unwanted pregnancy, etc.
trauma history screen
self-reports yes or no to 14 traumatic event types and the number of times the event occured
trauma history questionnaire
self-report with 24 potentially traumatic events and frequency/details of each
Keubler-ross’s 5 Stages of Grief
Denial, Anger, Bargaining (trying to plead w a higher power), acceptance, depression
anticipatory grief
grief reactions as individual’s prepare themselves for a future loss (i.e. terminal illness of a loved one)
disenfranchised grief
loss cannot be openly acknowledged or mourned due to social/cultural factors - i.e. secret lover’s grief
behavioral indicators of physical child abuse
-overly compliant
-overly aggressive
-role reversal behaviors
-extremely dependent behavior
-developmental delays
enuresis
bed wetting, may be a sign of child sexual abuse
encopresis
fecal soiling, may be a sign of child sexual abuse
indicators of child neglect
-abandonment
-absence of adult supervision
-inadequate clothing
-poor hygiene
-lack of dental/healthcare
-consistent unwillingness of caregiver to address these indicators
elderly/adults with mental health problems/intellectual disability neglect indicators
-lack of assistive devices (cane/walker)
-misplaced or missing glasses/hearing aids
-poor dental hygiene
-left unattended for long periods of time
-left in urine/soiled clothing
-inadequate food/nutrician
-dirty/messy environment
Social worker support for victims of DV
-give victims resources about hotlines/shelters
-urge them to set up a plan for escape for themselves/children complete with supplies in a location away from the home
-assure victims they are not at fault
-empower them by helping them to realize that they can change the situation
unconcious elements of psychoanalytic theory
covert desires, defense mechanisms, dreams, unconcious wishes
3 levels of the mind according to Freud
-concious mind - thoughts we are aware of
-preconcious mind - ideas that are outside of awareness but can be accessed readily
-unconcious mind - thoughts outside of our awareness that cannot be brought in without help
Kohlberg’s parenting styles
-authoritative (in the middle - best), authoritarian (super strict), indulgent (no rules), indifferent (no presence)
Indulgent parenting style
stays involved with kids but few rules in place for boundaries. These kids have difficult time setting limits and are not responsible.
Stages of the coming out process
Confusion (unsure/in denial), Exploration (questioning orientation/wondering about LGBTQ), breakthrough (accept likelihood of LGBTQ identity), acceptance (accepts orientation and explores LGBTQ culture), pride (pride in orientation), synthesis (comes to terms with reality of LGBTQ orientation - at peace)
when should trauma hx be collected?
For any client with a known history of physical or emotional abuse, accident involvement, or showing signs of PTSD
Children in poverty facts
-1 in 6 lives in povery
-minority children under age six much more likely than white children to live in poverty
-more than half of children in poverty have at least one working parent
-children of single mothers are more likely to live in poverty
-poor children more at risk for health impairment
Concept of lesser eligibility
-welfare payments should not be higher than the lowest paying job in society
-derives from Elizabethan Poor law
Symptoms of stimulant overdose
-agitation
-increase in body temperture
-hallucinations
-convulsions
-possible death
CAGE tool
used for quick assessment to identify problem drinkers.
C- cutting down - have you thought about cutting down on drinking?
A - Annoyed at criticism - are people starting to criticize your drinking?
G-guilty feeling - “do you feel guilty about your drinking?”
E-eye opener - “do you increasingly need a drink earlier in the day?”
-yes on one q - possibility, 2+ indicates drinking problem
Mesolimic pathway
-primary role in reward and motivational process involved in addiction
-begins in ventral tegmental area of the brain and then moves into the medial forebrain bundle
How likely are children of addicts to become addicts as well, compared to children of non-addicts?
Three to four times as likely
Medications to reduce substance use
-Disulfiram (Antabuse) - negative symptoms with alcohol ingestion
-Naltrexone (ReVia and Trean) - a reward blocker for alchohol and opiates
Race
subgroup that possesses a definite combination of physical characteristics of a genetic origin
Immigration status + exploitation
Illegal immigrants are at major risk of exploitation because they have little legal assistance that doesn’t increase risk of deportation.
Coyotes
people smuggling illegal immigrants into the country - many pay a high price and may have been robbed or sexually abused
People most likely to exploit elders
-Family members
-Caregivers
-business people
Stages of cultural competency organizationally
-cultural destructiveness- devalues different cultures
-cultural incapacity - aware of need but feels incapable/immobile
-cultural blindness - ‘color blind’
-cultural pre-competency - starts to recognize needs o different groups, recruiting diverse staff, appropriate training
-cultural competency - addresses diversity issues with staff and clients
-cultural proficiency - ideal level of cultural competency
Piaget
theory of cognitive development to explain process’ humans go through to perceive, organize knowledge, solve problems and make sense of the world.
cognitive development is the product of a consistent, reliable pattern or plan of interaction with the environment (scheme).
Piaget’s 4 stages of cognitive development
Sensorimotor stage: Birth - 2
Preoperational stage: 2 - 7
Concrete operational stage: 7-11
Formal operational stage: 12+
Sensorimotor Stage
Piaget first stage of cognitive development
-Birth - 2 years
-No object permanence - show an infant a toy, hide it behind your back, toddler thinks it gone
-Lacks language, uses senses to explore
Pre-Operational Stage
Piaget second stage of cognitive development
-Preschool age (2-7 years)
-Exhibit egocentric thought/language - “me, me, me!”/terrible twos
-concerned with absolutes - black and white thinking
Concrete Operational Stage
Piaget third stage of cognitive development
-middle school age (7-11)
-begins to think logically/solve logical equations
-solves conservation tasks - i.e. if I poor the same amount of liquid from short glass to tall glass, which has more?
Formal Operational Stage
Piaget last (4th) stage
11+
-Thinks abstractly
-Solves complex/hypothetical problems
Erik Erikson’s biopsychosocial stages of development
Personality develops through 8 set stages of psychosocial development. During each stage, the person experiences a conflict that could negatively or positively (virtues) develop personality.
-Trust vs. Mistrust (birth to 1 1/2 - infant)
-Autonomy vs. Shame/Doubt (1 1/2 - 3 - toddler)
-Initiative vs. Guilt (3 - 6 years - preschooler)
-Industry vs. Inferiority (7 - 11 years - middle schooler)
-Identity vs. Role confusion (12 - 18 years - high school)
-Intimacy vs. Isolation (19 - 29 years - young adult)
-Generativity vs. Stagnation (30 - 50 years - adult)
-Integrity vs. Despair (50+ years - late age)
Trust vs. Mistrust
Birth to 1 1/2 - infant
trust (or mistrust) that basic needs (nourishment/love) will be met.
resolved: trust in self and others
unresolved: mistrust
Autonomy vs. Shame/Doubt
1 1/2 - 3 - toddler
develop a sense of independence in many tasks.
resolved: develops motor and verbal skills to become independent and confident
unresolved: less confident and ashamed
Initiative vs. Guilt
3 - 6 years - preschooler
Take initiative on some activities.
resolved: Child becomes curious and explores new spaces, attacks and conquests
unresolved: child is not allowed to take initiative and will feel guilty/fearful
Industry vs. Inferiority
7 - 11 years - school age
Develops self-confidence in ability when competent in them or inferior if not.
resolved: school performance/mastery over tasks
unresolved: child will feel inferior to peers and incompetent
Identity vs. Role Confusion
12 - 18 years - high school age
Experiment with and develop identity/roles.
resolved: creates an entire identity
unresolved: will experience role confusion/not know who they are
Intimacy vs. Isolation
19 - 29 - young adult
Develop intimate and romantic relationships.
resolved: builds relationships with others - sexually, intimately, professionally.
unresolved: failure to achieve intimacy in relationships - isolation/self-absorbed
Generativity vs. Stagnation
30 - 50 midlife
Contribute to society and be part of a family.
resolved: capacity of caring/concern for the next generation
unresolved: self-indulgent/uncaring
Maslow’s Hierarchy of Needs
-Maslow defined human motivation in terms of needs and wants - as human’s fulfill one layer, their motivation goes to the next
-Physiological - basic needs - oxygen, food, sleep, fluids ->
-Safety and security - Freedom from threats/war ->
-Love/belonging -support, caring ->
-Self-esteem - sense of worth, respect, independence ->
-Self-actualization - meeting one’s own sense of potential and fulfillment
Freud’s Psychoanalytic Theory
-Behavior is influenced not only by enviornmental stimuli, and external social construct, but also by 4 unconscious elements as well:
-Covert desires
-Defenses needed to protect, facilitate + moderate behaviors
-Dreams
-Unconcious wishes
Conscious mind
(Freud’s levels of the mind)
-Comprised of various ideas that we are fully aware of
Preconscious mind
(Freud’s levels of the mind)
-comprised of ideas/thoughts outside of immediate awareness but can easily be brought to awareness
Unconcious mind
(Freud’s levels of the mind)
-Thoughts/ideas outside of our awareness, cannot be readily brought into awareness without help
Psychoanalysis
Primary focus on the unconcious mind - desires, defenses, dreams and wishes contained in it. - Developed by Freud with a focus on the past.
Freud’s Structural Theory of Personality Development
-personality = id, ego, superego
Id
Freud’s structural theory
-level of personality with basic instinctual drives and immediate gratification (hunger, thirst, libido) - “pleasure principal” - seek pleasure, avoid pain
Ego
Freud’s structural theory
-strongest part of personality
-Develops secondarily and allows for rational thought, executive function and delayed gratification. “Relaity principle” - satisfy desires in a socially acceptable way
Superego
Freud’s structural theory
-Develops last and incorporates morality, ethics, justice, greater good to override base instincts and rational goals.
ego ideal
focusing on perfection, including spirtual attainment and higher-order goals
Freud’s psychosexual development
-Children develop through 5 stages - psychosexual stages of development
-Oral stage - birth - 1 - mouth = instant gratification
-Anal - 1-3 - bowel movement/toilet training
-Phallic stage - 3-6 - curious about sexual organs and explores others
-Latency stge- 6 - puberty - basic desires are repressed and expressed in social acceptable ways - ex. sports, hobbies, friends
-Genital stage - puberty + - individual no longer driven by instant gratification, has concern for others
Fixated/Unrespolved personality types
(Freud)
oral personality - infantile, demanding, dependent
anal: stingy/inflexible
Phallic - exploits others sexually with no regard for their needs or concerns
cathexis
Freud used this to refer to the psychic energy attached to an object or person of importance or the urges that drive human behavior
anti-cathexis
distancing self from attachment to a person or object- checking force to restrict urges of the id
Ego strength
Part of Erik Erikson’s theory - ego strength results from overcoming the crisis’ of each stage of development.
Kholberg’s theory of moral development
-Theorized the infants possess no morals or ethics at birth and moral development occurs independent of age. Childre’s experience shape their understanding of moral concept.
-Moral development is linear, no stage can be skipped, and takes place throughout the lifespan
Stages 1-2 - pre-conventional
3-4 - conventional
5-6 post-conventional
Pre-conventional level of moral development
Kholberg’s theory
STAGE 1
1. rule following bc breaking rules leads to punishment - egocentric (fear of consequences) not concerned with others
2. following rules in a person’s immediate interest - understanding of conventional morality
Conventional Stage
Kholber’s theory of moral development
- Define morality as what is expected by love ones - virtue through loyal relationships
- Larger societal perspective - understanding of law/it’s significance and observing law is necessary to maintain society
Post-conventional stage
Kholberg’s theory of moral development
- Greater good, seeing grey area - times when laws work against the greater good
- Develop their own moral guidelines, may not fit within the law/rules
Authoritarian (autocratic) Parenting Style
-Parents desire obedience without question. Tend towards hard punishments/making their children obey. Enforce strict rules without discussing why the rules exist.
-These children tend to have low self-esteem be more dependent and are more introverted with poor social skills
Authoritative (democratic)
Parents provide boundaries and expect obiedience, but use love when they discipline - involve their kids in rules/consequences.
-These kids tend to have higher self-esteem, good social skills, and confidence in themselves.
Indulgent (Permissive)
Parents stay involved with their children but have few rules in place to give the children boundaries.
-These kids have difficult times setting their own limits and are not responsible. They disrespect others and have trouble with authority figures.
Indifferent (uninvolved)
-Parents spend as little time as possible with their kids. They are self-involved and do not take care of kids needs.
-These children tend towards delinquency with lack of respect for others
