EPPP Flashcards
Freud – Psychosexual theory of development
(Libido tension – sexual)
** Old Aged People Love Grandchildren **
(OR orangutangs always play w/ little gorillas)
Oral
Age: 0-1 year
Focus of libido: Mouth
Development: Feeding
Adult fixation: Smoke, bite nails, overeat
Anal
Age: 1-3 years
Focus of libido: Anus
Development: Toilet Training
Adult fixation: orderliness and messiness
Phallic
3-6 years
Focus of libido: Genital
Oedipus/Electra (conflict – girls sexually attracted to father, hostile toward mother)
Sexual dysfunction
Latent
6-12 years
Focus of libido: None
Development: Social and communication skills
Adult fixation: None
Genital
12+ years
Focus of libido: Genital
Development: Sexual Maturity
Adult fixation: Mentally healthy
Piaget’s Stages of Development - Cognitive Theory
(How kids construct their world)
Some People Can Fly
(or SPeCiFy –> SPCF*)
Sensorimotor (senses and lots of activity)
–> 0-2 years
- OBJECT PERMANENCE (knowing that object still exists if can’t see it/ take it away)
Preoperational (remembering things, rehearsing actions)
–> Ages 2-7 years
- Magical Thinking (difficulty differentiating between real/fantasy)
- EGOCENTRIC (not understanding others’ thoughts/feelings are different than theirs or if I can’t see you, you can’t see me)
- CONSERVATION difficult
- TRANSDUCTION (not cause and effect)
- Assimilation
Concrete operational
–> Ages 7-11 years
- LAW OF CONSERVATION (test of pouring the same amount of water into two different size glasses)
- Logical Thinking (reason with mathematics – addition/subtraction)
- Accommodation
- TRANSIVITY
Formal operational
–> Ages 11/12+
- Abstract/moral reasoning
- Deductive reasoning
- Imaginary audience (everyone is watching me)
Erikson
(conflicts)
Influenced by Freud but differenced b/c personalities can change and shift over lifespan
*think of peg word system
(My Sexy Girl In Red Is Selling Drugs)
1st year of life
Crisis: Trust vs. Mistrust
Virtue: Hope
Negative outcome: Fear and suspicion
2nd year
Crisis: Autonomy v. Shame
Virtue: Will
Negative outcome: Shame
3-5 years
Crisis: Initiative vs. Guilt
Virtue: Purpose
Negative outcome: Inadequacy
6-12 years
Crisis: Industry vs. Inferiority
Virtue: Competence
Negative outcome: feeling incompetent/inadequate
12-18 years (most important roles in Erikson’s theory)
Crisis: Identity vs. Role Confusion
Virtue: ability to see oneself as unique and integrated person
Negative outcome: not knowing who on is/rebellion***
18-40 years
Crisis: (Love) Intimacy vs Isolation
Virtue: Love
Negative outcome: isolation/unhappy
40 – 65 years
Crisis: Generativity vs. Stagnation
Virtue: Care
Negative outcome: Unproductive
65+ older
Crisis: Integrity vs. Despair
Virtue: Wisdom
Negative Outcomes: Dissatisfaction
Kohlberg Stages of Moral Development
(social)
** PREACHER, CONVICT, POSTMAN**
PREACHER (smacking bees with a fish)
CONVICT (norm on paper bib - societal norms of what others do; judge hitting him on the head with gavel to follow the rules in law and order)
POSTMAN (social contract + universe today [moral] magazine)
Kohlberg: THE HEINZ DILEMMA (woman on death bed, there was a drug doctors thought might save her) - similar to Vygotsky – think of stages – MORALITY – MORAL DEVELOPMENT
Pre-conventional
- First stage: Obedience vs punishment (children)
- Second: Individualism and exchange
Conventional
- Third: Good boy and good girl – conformity, being nice
- Fourth: law and order
Post-conventional
- Fifth stage: social contract – self chosen principles, individual rights and justice of greater good
- Sixth: universal ethical principle: human rights, justice, equality; think of Gandhi and MLK
Piaget’s Moral Development
Remember Piaget PHA[RM] or “HA”
Pre-moral stage (birth-2 yrs)
- limited aspect of rules and morality
Heteronomous (5/6-10yrs *or a bit earlier like 4-7 yrs in males?)
- rules are unchangeable; wrongness of action depends on the consequences (i.e., violating rules leads to punishment)
- inflexible more thinking due peroperational egocentricism
Autonomous (10 yrs)
- rules are determined by agreement btwn individuals and consequences; wrongness depends on the intention of actor
Lev Vygotsky – Sociocultural Cognitive Development Theory
Children learn actively sand through hands on experiences – social interaction with environment 🡪 cognition and higher order learning
ELEMENTARY MENTAL FUNCTIONS
- Attention
- Sensation
- Perception
- Memory
HIGHER MENTAL FUNCTIONS – More Knowledgeable Other, Zone of Proximal Development
- Independent
- More Knowledgeable Other
- Zone of proximal Development
- Language
- Private speech
- Thought
Vygotsky’s Sociocultural Theory
Cognition as being dependent on the social, cultural, and historical context
Views learning as always occurring on 2 levels:
1st – between child and another person (interpersonal)
2nd – within the child (intrapersonal)
Key concept: ZONE OF PROXIMAL DEVELOPMENT = gap between what a child can currently do alone and what he/she can accomplish w/ help from parents/more competent peers. Learning occurs most rapidly when teaching is within this zone.
Bronfenbrenner Ecological Model
Microsystem
- Parents, school, peers –> bidirectional relationship
Mesosystem
- connection child makes between immediate environments
- e.g., their home and playgroup
- e.g., parents meet teacher to discuss child
Exosystem
- external settings that impact child indirectly
- e.g., mom harassaed at work bc of it less tolerant around child
Macrosystem
- culture, economy
Chronsystem
- influence of passage of time in person’s life
- black lives matter, becomes a big sibling
Sue & Sue’s Model of Racial/Cultural Identity Development
In the first stage, conformity, the minority person unequivocally prefers the dominant culture’s values over his or her own
During the second stage, dissonance, the minority person becomes increasingly aware that not all values of dominant culture are beneficial, and certain aspects of minority culture begin to have appeal
During the third stage, resistance and immersion, the tides turn and the minority person tends to endorse minority held views, and reject the dominant values of society and culture
The fourth stage of introspection involves a deeper analysis of attitudes and feelings
During the final stage of integrative awareness, the person can appreciate unique aspects of his or her own culture as well as those of the dominant culture.
Helm’s Model of Racial Identity
*C[O]D[E]R PIA
Helms’s model of White Racial Identity Development includes six stages.
The first stage, called contact, is entered as soon as a White person encounters the idea or actuality of Black people. At this stage there may be a curiosity, timidity or trepidation about Blacks, and a superficial, inconsistent awareness of being White.
In the second stage, disintegration, there is a conscious, though conflicted acknowledgment of Whiteness and a questioning of the racial realities (prejudices) the person has been taught to believe.
In the third stage, reintegration, the person consciously acknowledges a White identity, including the belief that Whites are superior to people of color. In other words, the person in the reintegration stage accepts the belief in White racial superiority and Black inferiority.
In the fourth stage, called pseudo-independence, the person begins to actively question the proposition that Blacks are innately inferior to Whites. The person acknowledges the responsibility of Whites for racism, and adopts an intellectualized acceptance of White racial identity as well as a curiosity about Blacks.
In the fifth stage, immersion, the person examines his or her racial identity and the significance of being Black or White. The goal becomes one of changing White people and their attitudes toward Blacks.
In the sixth stage, autonomy, the person no longer feels threatened by those of another race, adopts a multicultural perspective, and is receptive to thinking in new ways about culture and race.
Cross
Black Racial Identity Development
** PE[NC]I[L] I[T]
In the first stage, Preencounter, the individual depends on White society for approval, and the person’s has a negative attitude toward Black racial identity. The person is preoccupied with how to be perceived as “just another human being.”
In the second stage, Encounter, the individual experiences confusion about the meaning and significance of race, and experiences an increased desire to become more connected to a Black identity.
In the third stage, Immersion-Emersion, the individual idealizes and is absorbed in the Black experience and rejects the White world.
In the fourth stage, Internalization, the individual recognizes that both Blacks and Whites have strengths and weaknesses, and views his or her Black identity as positive, while respecting differences in Whites.
Marcia’s Identity Status
W/ Erikson
*From Different Moral Areas
Identity Foreclosure
- commitment, no crisis
(commits self to goal w/ out looking at alternatives)
Identify Diffusion
- no commitment, no crisis
(lacks direction, not considering options)
Identity Moratorium
- crisis, lack of commitment
(actively struggling w/ making a decision and hasn’t made a commitment
Identity Achievement
- made commitment, resolved crisis
Model of sexual orientation identity development
Progress through six stages
The first stage is identity confusion
The second stage, identity comparison, is characterized by feelings of alienation
In the third stage, identity tolerance, homosexuality is tolerated
In the fourth stage, identity acceptance, homosexuality is seen as valid
In the fifth stage, identity pride, heterosexuality is devalued and homosexuality is preferred
The final stage is identity synthesis, in which sexual orientation is integrated.
Hint: Stages with the word “pride” (whether racial or sexual) usually involve feeling good about oneself and devaluing others.
Troiden’s Gay Identity Model
SICI[LY] A C[ITY]
Four-stage age-graded model:
Sensitization
Identity Confusion
Identity Assumption
Commitment
Countertransference
Refers to the therapist’s inappropriate reactions (transference) to a client.
