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LCSW > Developmental Theories > Flashcards

Developmental Theories Flashcards

1
Q

conditioned response

A

Pavlov’s work - learned response pairing a neutral stimulus (ringing bell) with a potent stimulus (feeding) - result = dog salivating when bell is rung

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2
Q

empty organism concept

A

infant has capacity for action built into their physical makeup (B.F. Skinner)

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3
Q

Law of effect

A

(B.F. Skinner) behavior of children is shaped largely by adults - behaviors resulting in satisfying consequences are likely to be repeating

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4
Q

schedules of reinforcement

A

(B.F. Skinner) rather than reinforcing every correct behavior - one can reinforced a fixed percentage of positive behaviors across a schedule

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5
Q

Intermittent reinforcement

A

reinforcement given intermittedly (not constantly) to reinforce behavior (B.F. Skinner)

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6
Q

morality of care

A

(Carol gilligan - feminist) - reflects caring, responsibility and non-violence - more based on women’s experience developing morality

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7
Q

loss (in relation to the elderly)

A

developed by butler + lewis, loss for elderly can be loss of social roles, significant others, loss of career, loss of income, loss of health

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8
Q

elderly resilience

A

-only 4-6% live in nursing homes
-10-15% receive homecare

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9
Q

most significant mental illness is in elderly

A

-Anxiety
-Cognitive impairment
-Mood disorders

1 in 5 mental illness rate

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10
Q

highest suicide rate age population

A

Elderly- higher the age the more likely

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11
Q

person-in-environment theory

A

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

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12
Q

Preorientation (Pelpau’s interpersonal relationship theory)

A

helping professional (social worker) prepares, anticipating possible reactions

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13
Q

Peplau’s theory of interpersonal relationships

A

-relationship between the helping professional with expertice and the client
-4 phases - preorientation, orientation, working and termination

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14
Q

Orientation (Pelpau’s interpersonal relationship theory)

A

Roles and responsibilities of the helping professional clarified in initial interview

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15
Q

Working (Pelpau’s interpersonal relationship theory)

A

professional and individual explore together and promote individual’s problem-solving skills

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16
Q

Termination (pelpau’s interpersonal relationship theory)

A

Summarizing and reviewing

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17
Q

systems theory

A

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

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18
Q

open system (systems theory)

A

open systems accept outside input and accomodate

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19
Q

closed systems (systems theory)

A

resist outside input due to rigid and impenetrable barriers/boundaries

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20
Q

entropy (systems theory)

A

disorder within a social system

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21
Q

homeostasic balance (systems theory)

A

natural tendency of systems to reestablish and maintain stability

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22
Q

ecosystems theory

A

person’s environment shapes them

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23
Q

goodness of fit (ecosystems theory)

A

individuals and environments accomodating to eachother. Can be optimized by modifying client’s perceptions/thoughts/feelings about their environments.

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24
Q

family lifecycle

A

states typical individuals go through (independence, coupling, parenting, empty nest, retirement)

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25
Q

incongruous hierarchy

A

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

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26
Q

multigenerational transmission

A

transmission of a behavior that one experienced onto their kids (i.e. abusive parent who was also abused as a kid)

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27
Q

developmental model of couples therapy

A

problems arise when couples are at different stages - stages include bonding, differentiating, practicing, rapprochement, synergy

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28
Q

bonding (stage of developmental couples therapy)

A

couples meet + fall in love - sexual intimacy is important

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29
Q

differentiating (stage of developmental couples therapy)

A

conflicts and differences arise, couples must work to resolve issues

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30
Q

practicing (stage of developmental couples therapy)

A

couples become more independent from eachother, establish outside interests/relationships

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31
Q

rapprochement (stage of developmental couples therapy)

A

couples move apart and then togewther again, increasing intimacy and feeling more satisfied within the relationship

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32
Q

synergy ( (stage of developmental couples therapy)

A

couples become more intimate and recognize the strength of their union

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33
Q

defense mechanisms

A

-Anna Freud
-unconcious process where the ego attempts to expel negative feelings and distress

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34
Q

compensation (defense mechanism)

A

overachieve in one area to compensate for real or imagined weaknesses (protect from feelings of inferiority)

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35
Q

Conversion (defense mechanism)

A

individual’s feelings are felt in a part of the body instead of psychologically (ex. physical pain from anxiety)

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36
Q

Denial (defense mechanism)

A

refusing to acknowledge painful facts or situation

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37
Q

Displacement ((defense mechanism)

A

redirects feelings directed at someone (ex. a boss) onto someone else - i.e. “taking out” anger on someone else

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38
Q

Association (defense mechanism)

A

avoid dealing with the emotions of something so stating it factual (i.e. focusing on a trauma’s details)

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39
Q

Identification (defense mechanism)

A

one becomes like someone else they admire

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40
Q

Identification with the aggressor (defense mechanism)

A

becoming like the aggressor who hurt them - transforming from victim to aggressor

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41
Q

Introjection (defense mechanism)

A

absorbing another person’s idea or opinions so that it becomes part of yourself

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42
Q

Inversion (defense mechanism)

A

turning against one-self

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43
Q

Isolation of affect (defense mechanism)

A

Seperation of painful events from the feelings associated with them - i.e. sharing trauma with no emotions

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44
Q

Intellectualization (defense mechanism)

A

reason about a problem to avoid uncomfortable emotions

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45
Q

Projection (defense mechanism)

A

projecting one’s own feelings and thoughts onto someone else.

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46
Q

Reaction formation (defense mechanism)

A

expressing the opposite of your true feelings (i.e. bullying someone you actually have a crush on)

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47
Q

Regression (defense mechanism)

A

returning to an earlier developmental stage when faced with stress

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48
Q

Repression (defense mechanism)

A

impulses or painful memories are repressed/blocked from entering the conscious mind

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49
Q

Reversal (defense mechanism)

A

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

50
Q

Splitting (defense mechanism)

A

Viewing things as ALL GOOD or ALL bad, no grey area/in between - black-and-white thinking

51
Q

Sublimation (defense mechanism)

A

Redirecting urges into positive goals that are more acceptable to id/superego

52
Q

Substitution (defense mechanism)

A

Trading one affect for another ex. expressing rage when one is actually scared

53
Q

Undoing (defense mechanism)

A

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)

54
Q

developmental crisis

A

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

55
Q

situational crisis

A

event or problem occurs leading to disruption in mental health - i.e. death of loved one, divorce, unwanted pregnancy, etc.

56
Q

trauma history screen

A

self-reports yes or no to 14 traumatic event types and the number of times the event occured

57
Q

trauma history questionnaire

A

self-report with 24 potentially traumatic events and frequency/details of each

58
Q

Keubler-ross’s 5 Stages of Grief

A

Denial, Anger, Bargaining (trying to plead w a higher power), acceptance, depression

59
Q

anticipatory grief

A

grief reactions as individual’s prepare themselves for a future loss (i.e. terminal illness of a loved one)

60
Q

disenfranchised grief

A

loss cannot be openly acknowledged or mourned due to social/cultural factors - i.e. secret lover’s grief

61
Q

behavioral indicators of physical child abuse

A

-overly compliant
-overly aggressive
-role reversal behaviors
-extremely dependent behavior
-developmental delays

62
Q

enuresis

A

bed wetting, may be a sign of child sexual abuse

63
Q

encopresis

A

fecal soiling, may be a sign of child sexual abuse

64
Q

indicators of child neglect

A

-abandonment
-absence of adult supervision
-inadequate clothing
-poor hygiene
-lack of dental/healthcare
-consistent unwillingness of caregiver to address these indicators

65
Q

elderly/adults with mental health problems/intellectual disability neglect indicators

A

-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

66
Q

Social worker support for victims of DV

A

-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

67
Q

unconcious elements of psychoanalytic theory

A

covert desires, defense mechanisms, dreams, unconcious wishes

68
Q

3 levels of the mind according to Freud

A

-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

69
Q

Kohlberg’s parenting styles

A

-authoritative (in the middle - best), authoritarian (super strict), indulgent (no rules), indifferent (no presence)

70
Q

Indulgent parenting style

A

stays involved with kids but few rules in place for boundaries. These kids have difficult time setting limits and are not responsible.

71
Q

Stages of the coming out process

A

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)

72
Q

when should trauma hx be collected?

A

For any client with a known history of physical or emotional abuse, accident involvement, or showing signs of PTSD

73
Q

Children in poverty facts

A

-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

74
Q

Concept of lesser eligibility

A

-welfare payments should not be higher than the lowest paying job in society
-derives from Elizabethan Poor law

75
Q

Symptoms of stimulant overdose

A

-agitation
-increase in body temperture
-hallucinations
-convulsions
-possible death

76
Q

CAGE tool

A

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

77
Q

Mesolimic pathway

A

-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

78
Q

How likely are children of addicts to become addicts as well, compared to children of non-addicts?

A

Three to four times as likely

79
Q

Medications to reduce substance use

A

-Disulfiram (Antabuse) - negative symptoms with alcohol ingestion
-Naltrexone (ReVia and Trean) - a reward blocker for alchohol and opiates

80
Q

Race

A

subgroup that possesses a definite combination of physical characteristics of a genetic origin

81
Q

Immigration status + exploitation

A

Illegal immigrants are at major risk of exploitation because they have little legal assistance that doesn’t increase risk of deportation.

82
Q

Coyotes

A

people smuggling illegal immigrants into the country - many pay a high price and may have been robbed or sexually abused

83
Q

People most likely to exploit elders

A

-Family members
-Caregivers
-business people

84
Q

Stages of cultural competency organizationally

A

-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

85
Q

Piaget

A

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).

86
Q

Piaget’s 4 stages of cognitive development

A

Sensorimotor stage: Birth - 2
Preoperational stage: 2 - 7
Concrete operational stage: 7-11
Formal operational stage: 12+

87
Q

Sensorimotor Stage

A

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

88
Q

Pre-Operational Stage

A

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

89
Q

Concrete Operational Stage

A

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?

90
Q

Formal Operational Stage

A

Piaget last (4th) stage
11+
-Thinks abstractly
-Solves complex/hypothetical problems

91
Q

Erik Erikson’s biopsychosocial stages of development

A

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)

92
Q

Trust vs. Mistrust

A

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

93
Q

Autonomy vs. Shame/Doubt

A

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

94
Q

Initiative vs. Guilt

A

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

95
Q

Industry vs. Inferiority

A

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

96
Q

Identity vs. Role Confusion

A

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

97
Q

Intimacy vs. Isolation

A

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

98
Q

Generativity vs. Stagnation

A

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

99
Q

Maslow’s Hierarchy of Needs

A

-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

100
Q

Freud’s Psychoanalytic Theory

A

-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

101
Q

Conscious mind

A

(Freud’s levels of the mind)

-Comprised of various ideas that we are fully aware of

102
Q

Preconscious mind

A

(Freud’s levels of the mind)
-comprised of ideas/thoughts outside of immediate awareness but can easily be brought to awareness

103
Q

Unconcious mind

A

(Freud’s levels of the mind)
-Thoughts/ideas outside of our awareness, cannot be readily brought into awareness without help

104
Q

Psychoanalysis

A

Primary focus on the unconcious mind - desires, defenses, dreams and wishes contained in it. - Developed by Freud with a focus on the past.

105
Q

Freud’s Structural Theory of Personality Development

A

-personality = id, ego, superego

106
Q

Id

A

Freud’s structural theory

-level of personality with basic instinctual drives and immediate gratification (hunger, thirst, libido) - “pleasure principal” - seek pleasure, avoid pain

107
Q

Ego

A

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

108
Q

Superego

A

Freud’s structural theory
-Develops last and incorporates morality, ethics, justice, greater good to override base instincts and rational goals.

109
Q

ego ideal

A

focusing on perfection, including spirtual attainment and higher-order goals

110
Q

Freud’s psychosexual development

A

-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

111
Q

Fixated/Unrespolved personality types

A

(Freud)

oral personality - infantile, demanding, dependent
anal: stingy/inflexible
Phallic - exploits others sexually with no regard for their needs or concerns

112
Q

cathexis

A

Freud used this to refer to the psychic energy attached to an object or person of importance or the urges that drive human behavior

113
Q

anti-cathexis

A

distancing self from attachment to a person or object- checking force to restrict urges of the id

114
Q

Ego strength

A

Part of Erik Erikson’s theory - ego strength results from overcoming the crisis’ of each stage of development.

115
Q

Kholberg’s theory of moral development

A

-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

116
Q

Pre-conventional level of moral development

A

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

117
Q

Conventional Stage

A

Kholber’s theory of moral development

  1. Define morality as what is expected by love ones - virtue through loyal relationships
  2. Larger societal perspective - understanding of law/it’s significance and observing law is necessary to maintain society
118
Q

Post-conventional stage

A

Kholberg’s theory of moral development

  1. Greater good, seeing grey area - times when laws work against the greater good
  2. Develop their own moral guidelines, may not fit within the law/rules
119
Q

Authoritarian (autocratic) Parenting Style

A

-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

120
Q

Authoritative (democratic)

A

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.

121
Q

Indulgent (Permissive)

A

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.

122
Q

Indifferent (uninvolved)

A

-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

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