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EPPP Study Materials > EPPP Review > Flashcards

EPPP Review Flashcards

1
Q

What is Erickson’s first stage of psychosocial development?

A

trust vs mistrust

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2
Q

What is Erickson’s second stage of psychosocial development?

A

Autonomy vs Shame and Doubt

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3
Q

What is Erickson’s third stage of psychosocial development?

A

Initiative vs Guilt

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4
Q

What is Erickson’s fourth stage of psychosocial development?

A

Industry vs Inferiority

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5
Q

What is Erickson’s fifth stage of psychosocial development?

A

Identity vs Confusion

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6
Q

What is Erickson’s sixth stage of psychosocial development?

A

Intimacy vs Isolation

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7
Q

What is Erickson’s seventh stage of psychosocial development?

A

Generativity vs Stagnation

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8
Q

What is Erickson’s eighth stage of psychosocial development?

A

Integrity vs Despair

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9
Q

Age of trust vs mistrust

A

0-18 mo

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10
Q

Age of autonomy vs shame and doubt

A

2-3 years

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11
Q

Age of initiative vs guilt

A

3-5 years

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12
Q

Age of industry vs inferiority

A

6-11 years

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13
Q

Age of identity vs confusion

A

12-18 years

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14
Q

Age of intimacy vs isolation

A

19-40 years

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15
Q

Age of intimacy vs isolation

A

40-65 years

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16
Q

Age of integrity vs despair

A

65+ years

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17
Q

Virtue developed during Erikson’s first stage?

A

hope

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18
Q

Virtue developed during Erikson’s second stage?

A

will

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19
Q

Virtue developed during Erikson’s third stage?

A

purpose

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20
Q

Virtue developed during Erikson’s fourth stage?

A

competency

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21
Q

Virtue developed during Erikson’s fifth stage?

A

fidelity

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22
Q

Virtue developed during Erikson’s sixth stage?

A

love

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23
Q

Virtue developed during Erikson’s seventh stage?

A

care

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24
Q

Virtue developed during Erikson’s eighth stage?

A

wisdom

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25
Q

Stage 1 of the Racial/Cultural Identity Development Model

A

Conformity

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26
Q

Stage 2 Racial/Cultural Identity Development Model

A

Dissonance

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27
Q

Stage 3 Racial/Cultural Identity Development Model

A

Resistance and Immersion

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28
Q

Stage 4 Racial/Cultural Identity Development Model

A

Introspection

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29
Q

Stage 5 Racial/Cultural Identity Development Model

A

Integrative Awareness

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30
Q

Racial/Cultural Identity Development Model Stages

A
  1. Conformity
  2. Dissonance
  3. Resistance and Immersion
  4. Introspection
  5. Integrative Awareness
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31
Q

Conformity Stage

A

Stage 1: positive views towards majority/depreciating attitudes towards minority. Prefers majority therapist. Racial/Cultural Identity Development Model Stages

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32
Q

Dissonance Stage

A

Stage 2: conflicting emotions towards minority and majority. Prefers minority therapist. Views problems as racially related. Racial/Cultural Identity Development Model Stages

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33
Q

Resistance and Immersion Stage

A

Reject majority, appreciating attitudes towards minority. Prefers minority therapist. Problems result of oppression. Racial/Cultural Identity Development Model Stages

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34
Q

Introspection

A

Uncertainty about beliefs in stage 3. Prefer minority, but open to therapist with similar worldview. Racial/Cultural Identity Development Model Stages

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35
Q

Integrative Awareness

A

Want to eliminate oppression. More focused on worldview. Racial/Cultural Identity Development Model Stages

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36
Q

Stage 1 Black Racial Identity Development Model

A

Pre-Encounter

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37
Q

Stage 2 Black Racial Identity Development Model

A

Encounter

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38
Q

Stage 3 Black Racial Identity Development Model

A

Immersion-Emersion

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39
Q

Stage 4 Black Racial Identity Development Model

A

Internalization

40
Q

Black Racial Identity Development Model Stages

A
  1. Pre-Encounter
  2. Encounter
  3. Immersion-Emersion
  4. Internalization
41
Q

Pre-Encounter

A

Race has low salience. Assimilation (mainstream identity) and anti-Black substages. Prefer White therapist. Black Racial Identity Development Model

42
Q

Encounter

A

Exposure to race-related event(s) leads to racial awareness. Prefers Black therapist. Black Racial Identity Development Model

43
Q

Immersion-Emersion

A

Race has high salience. Idealized Black culture and outrage towards Whites. Internalizes Black identity. Black Racial Identity Development Model

44
Q

Internalization

A

Race has high salience. Adopted either a pro-Black, non-racist, or biculturist orientation. Works to eradicate racism, healthy cultural paranoia. Black Racial Identity Development Model

45
Q

Stage 1 White Racial Identity Development Model

A

Contact Status

46
Q

Stage 2 White Racial Identity Development Model

A

Disintegration Status

47
Q

Stage 3 White Racial Identity Development Model

A

Reintegration Status

48
Q

Stage 4 White Racial Identity Development Model

A

Pseudo-Independence Status

49
Q

Stage 5 White Racial Identity Development Model

A

Immersion-Emersion Status

50
Q

Stage 6 White Racial Identity Development Model

A

Autonomy Status

51
Q

White Racial Identity Development Model Stages

A 
Stage 1. Contact status
Stage 2. Disintegration status
Stage 3. Reintegration status
Stage 4. Pseudo-independence status
Stage 5. Immersion-emersion status
Stage 6. Autonomy status
52
Q

Contact Status

A

Little awareness of racism. Racist attitudes/beliefs. Obliviousness and denial. White Racial Identity Development Model

53
Q

Disitnegration Status

A

Increasing awareness of race/racism leads to confusion. May over identify with members of minority groups, act in paternalistic way. Suppression of information and ambivalence. White Racial Identity Development Model

54
Q

Reintegration Status

A

Idealizes White society and denigrates minority groups. Blames minority groups for their problems and views Whites as victims of reverse discrimination. Selective perception and negative out-group distortion. White Racial Identity Development Model

55
Q

Pseudo-Independence Status

A

An event causes the questioning of racist views. Acknowledge role of Whites in perpetuating racism. Intellectually understands racism. Selective racism and reshaping reality. White Racial Identity Development Model

56
Q

Immersion-Emersion Status

A

Explores what it means to be White, confronts biases, believes they benefits from White privilege. Hyper-vigilance and reshaping. White Racial Identity Development Model

57
Q

Autonomy Status

A

Internalizes non-racist White identity which includes a respect for racial differences/similarities. Seeks out interactions with diverse groups. Flexibility and complexity. White Racial Identity Development Model

58
Q

Stage 1: Homosexual Identity Development Model

A

sensitization/Feeling Different

59
Q

Stage 2: Homosexual Identity Development Model

A

Self-Recognition/Identity Confusion

60
Q

Stage 3: Homosexual Identity Development Model

A

Identity Assumption

61
Q

Stage 4: Homosexual Identity Development Model

A

Commitment/Identity Integration

62
Q

Stages of the Homosexual Identity Development Model

A
  1. Sensitization/feeling different
  2. self-recognition/identity confusion
  3. identity assumption
  4. commitment/identity integration
63
Q

Sensitization/Feeling Different

A

Middle childhood, feels different/ interests differ from peers. Homosexual Identity Development Model

64
Q

Self-recognition/Identity confusion

A

Onset of puberty realizes attracted to same sex, leads to turmoil and confusion. Homosexual Identity Development Model

65
Q

Identity assumption

A

Becomes more certain of homosexuality. Homosexual Identity Development Model

66
Q

Commitment/Identity Integration

A

Adopted Gay way of life and are publicly out. Homosexual Identity Development Model

67
Q

Piaget’s Stages of Cognitive Development

A
  1. Sensorimotor stage
  2. Preoperational stage
  3. Concrete Operational stage
  4. Formal operational stage
68
Q

Sensorimotor stage

A
  • learns through objects through the sensory information
  • reflexive, circular reactions, mental representation
  • object permanence
69
Q

Preoperational stage

A
  • symbolic (semiotic) function- extension of representational thought and permits learning through mental images, language, and other symbols (sophisticated play, mentally solving problems)
  • Limited by: Precausal (transductive) reasoning (aka magical thinking); animism; egocentrism; irreversibility; centration; unable to conserve
70
Q

Concrete operational stage

A
  • capable of mental operations (logical rules for transforming and manipulating information)
  • can classify more sophisticated ways, seriate, understand part-whole relationships in relational terms, and conserve
71
Q

Formal operational stage

A
  • able to think abstractly, capable of hypothetico-deductive reasoning
  • renewed ego centrism (personal fable, imaginary audience)
72
Q

What is Piaget’s first stage of cognitive development?

A

Sensorimotor

73
Q

What is Piaget’s Second stage of cognitive development?

A

Preoperational

74
Q

What is Piaget’s third stage of cognitive development?

A

Concrete operational

75
Q

What is Piaget’s fourth stage of cognitive development?

A

Formal operational

76
Q

What are the major tasks of the sensorimotor stage?

A

object permanence

77
Q

What are the major tasks of the preoperational stage?

A
  • precausal (transductive) reasoning

- magical thinking

78
Q

What are the major tasks of the concrete operational stage?

A
  • conservation

- horizontal decalage

79
Q

What are the major tasks of the formal operational stage?

A

adolescent egocentrism

80
Q

Kohlber’s stages of Moral Development

A
  1. Preconventional
  2. Conventional
  3. Postconventional
81
Q

What is Kohlber’s first stage of Moral Development?

A

Preconventional

82
Q

What is Kohlber’s second stage of Moral Development?

A

Conventional

83
Q

What is Kohlber’s third stage of Moral Development?

A

Postconventional

84
Q

Preconventional stage

A
  • Punishment & Obedience orientation- the goodness/badness of an act depends on the consequences. Right course of action is that that avoids punishment
  • Instrumental Hedonism- Consequences still guide moral judgments, but they are based more on obtaining rewards and satisfying personal needs than avoiding punishment
85
Q

Conventional stage

A
  • “Good boy/girl” orientation- the right action is one that s liked or approved of by others
  • Law and order orientation- moral judgments are based on the rules and laws established by legitimate authorities
86
Q

Postconventional stage

A
  • morality of contract, individual rights, and democratically accepted laws- the morally right action is the one that is consistent with democratically determined laws
  • Morality of individual principles of conscience- right and wrong are determined on the basis of broad, self-chosen universally applicable ethical principles
87
Q

Postconventional stage

A
  • morality of contract, individual rights, and democratically accepted laws- the morally right action is the one that is consistent with democratically determined laws
  • Morality of individual principles of conscience- right and wrong are determined on the basis of broad, self-chosen universally applicable ethical principles
88
Q

Gilligan’s stages of moral development

A
  • Level 1: Orientation of Individual Survival (focus is on what is best for oneself)
  • Transition 2: From Selfishness to Responsibility (recognition that is connected to others)
  • Level 2: Goodness as Self-Sacrifice (sacrifice of one’s own desires for those of others)
  • Transition 2: From Goodness to Truth (focus is on coordinating one’s responsibilities to self and others)
  • Level 3: Morality of Nonviolence (avoiding harm to oneself and to others is the foremost consideration)
89
Q

Insecure (anxious)/Avoidant Attachment

A
  • baby interacts very little with mom
  • shows little distress when mom leaves
  • avoids/ignores mom upon return
  • mom- impatient and unresponsive or provide too much stimulation
90
Q

Insecure (anxious)/ Ambivalent Attachment

A
  • baby alternates b/w clinging and resisting their mother
  • becomes very disturbed when left alone
  • ambivalent when mom returns; may become angry and resist attempts at physical contact
  • mom-moody, inconsistent
91
Q

Disorganized/Disoriented Attachment

A
  • fear of caregivers, dazed/confused facial expression
  • 80% of mistreated infants exhibits this pattern
  • hostile/aggressive bx, low self-esteem, low academic achievement
92
Q

Secure Attachment

A
  • baby explores the room while mom is present
  • mildly upset when mom leaves
  • actively seeks contact when mom returns
  • mom–emotionally sensitive and responsive
93
Q

Benefits of secure attachment

A
  • more curious, less dependent on adults at age 4-5
  • more positive interactions with peers
  • engage in more prosocial bx
  • greater empathy
  • perform better in school
  • high self-esteem
94
Q

Discriminant analysis is used to predict

A

group membership

95
Q

formative evaluation

A

evaluating the program on an on- going basis as it is being implemented

96
Q

summative evaluation

A

program evaluation that occurs only at the end of the program.

EPPP Study Materials (20 decks)

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