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exam 1 identify Flashcards

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1
Q

traits, states, acts

A

Core components of personality

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2
Q

characters, values, temperament;
generally consistent, stable, and have internal cues

A

Traits

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3
Q

feelings, experiences, thoughts in reaction to external situations; private, short-term

A

States

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4
Q

behaviors, activities, habits;
observable, have internal/intentional causes

A

Acts

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5
Q

physical appearance, social effects/evaluations (effect you have on others), talents/skills

A

Related components to personality

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6
Q

characteristics of a person that describe and account for consistent patterns of feeling, thinking, and behaving

A

Personality

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7
Q

people are driven by unconscious processes (sex & aggression, anxiety & defense mechanisms)

A

Freud’s philosophical view of the person

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8
Q

people are driven by conscious thoughts like self-actualization, congruence between self + experience, incongruence & defensive mechanisms (denial + distortion)

A

Rogers’ philosophical view of the person

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9
Q

theory fully explains and accounts for a wide variety of aspects in a phenomena

A

Comprehensiveness

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10
Q

theory explains the phenomena in the simplest way so that it is understandable and can be generalized to many situations

A

Parsimony

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11
Q

(1) structure, (2) process, (3) growth & development, (4) psychopathology, (5) change

A

5 areas personality theories should address

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12
Q

how is a personality is organized and how are its basic, enduring parts are connected and interact with each other?

A

Structure

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13
Q

what motivates someone to do something?

A

Process

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14
Q

how does personality develop?

A

Growth & development

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15
Q

how do people cope with stress/anxiety?

A

Psychopathology

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16
Q

can personality change over time?

A

Change

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17
Q

theory explains a wide range of phenomena
(ex. A radio has a bunch of channels)

A

Bandwidth & example

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18
Q

theory explains the specifics of the phenomena
(ex. When you try to listen to a channel within a radio, it is clear and easy to hear)

A

Fidelity & example

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19
Q

sometimes, you can’t have both strong bandwidth and fidelity in a theory, so theorists will have to choose which one they want their theory to be stronger in

A

Bandwidth-fidelity trade-off

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20
Q

the traffic cop’s speed monitor is reliable because it shows Prof John speeding at 90 mph every time he speeds BUT it may not be a valid measurement for safety because Prof John claims that he is safe whilst driving 90 mph

A

What does the Prof John and traffic cop scenario show?

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21
Q

you can’t actually measure exactly how much fluid is in the amniotic sac (unreliable);
if you measure it multiple times, the amount will vary

A

How is the amniotic fluid test a fallible measurement?

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22
Q

get a bunch of items/observations and average them to get a single aggregate/overall score
(ex. Instead of taking an exam with 1 question, where the only possible scores are 0% or 100%, it’s better to take an exam with 20 questions to get an accurate sense of how much a student has learned)

A

Principle of aggregation & example

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23
Q

chicken oviduct story; single observations do not always capture the same results (unreliable), so you need to use 100 test tubes and average the results to account for those that are overestimations and underestimations

A

Example of the principle of aggregation

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24
Q

how well the measurements/observations are stable across time, dependable, and replicable

A

Reliability

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25
Q

across time; how well the results of the same test given to the same people at different time points correlate with each other
(ex. A student should get the same score on the same exam now and 2 weeks later)

A

Retest reliability & example

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26
Q

across tests; how well one measure of the construct correlates to a similar measure of the same construct
(ex. A student should get the same score on form A as form B)

A

Parallel test/alternate form reliability & example

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27
Q

across items; how well the items within a measure correlate with each other
(ex. A student should get the same score on the first 10 questions of the exam and on the last 10 questions of the exam)

A

Split-half reliability/internal consistency & example

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28
Q

across observers; how well the ratings of different observers correlate with each other
(ex. A student should get the same score when graded by different GSI’s)

A

Interjudge agreement reliability & example

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29
Q

use LOTS of different data sources/methods

A

How can we make sure our theory is valid?

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30
Q

Life data, Observer data, Test data, Self data

A

What does LOTS stand for?

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31
Q

life history & records
(ex. School, criminal, employment)

A

Life data

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32
Q

pros: objective, you can measure ‘real world’ outcomes
cons: no info on thoughts, feelings and why

A

Pros and Cons of Life data

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33
Q

rating made by others (teachers, parents, peers, trained observers) that are data coded by researchers
(ex. Admin in the back of the class)

A

Observer data

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34
Q

pros: provides multiple perspectives, others may know you better than yourself, can be less biased than self data
cons: observer bias, issues can arise with interjudge reliability, situation & being observed may influence behavior

A

Pros and Cons of Observer data

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35
Q

experiments, standardized/timed tests
(ex. SAT/ACT, marshmallow experiment)

A

Test data

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36
Q

pros: objective, can control/manipulate situation, measure causal relationship
cons: articifical settings can mess with validity and generalizability, demands characteristics that wouldn’t happen naturally, experimenter expectancy effects, some phenomena can’t be studied in the lab

A

Pros and Cons of Test data

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37
Q

questionnaires, interviews
(ex. Myers-Briggs Type Indicator)

A

Self data

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38
Q

pros: easy to get large samples & measure many variables at once, some phenomena can only be measured through Self data
cons: can’t claim casual relationships, people may not answer truthfully because of social desirability, people tend to agree with questions/statements

A

Pros and Cons of Self data

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39
Q

how well our measure actually measures what we want it to measure

A

Validity

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40
Q

how well a measure comphrensively represents all facets of the construct

A

Content validity

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41
Q

how well a measure correlates with other measures on the same construct & how well it predicts future outcomes

A

Criterion validity

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42
Q

how well a measure correlates with related measures & doesn’t correlate with unrelated measures

A

Convergent/discriminant validity

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43
Q

pros: more natural settings, can study the full complexity of an individual
cons: unsystematic, subjective, no causal relationship

A

Pros and Cons of case studies & clinical research

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44
Q

pros: manipulation of variables, objective, causal relationships
cons: some things can’t be studied in a lab, artificial settings pose issues for external validity/generalization, demand characteristics & experimenter expectancy effects

A

Pros and Cons of lab studies & experimental research

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45
Q

pros: can study a wide variety of variables and their relationships, easily get large samples
cons: no causal relationships, self-reports have issues with validity + reliability, no in-depth studies of individuals

A

Pros and Cons of questionnaires & correlational research

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46
Q

use fixed measures that are applied and computed the same way for everyone to figure out common laws and principles that are generalizable for all individuals of a population

A

Nomothetic approach

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47
Q

pros: simple, easy to administer + analyze, objective
cons: items may be irrelevant, features of personality may not be included

A

Pros and Cons of nomothetic approaches

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48
Q

use flexible measures that are tailored to an individual to get a full picture of the unique individual

A

Idiographic approach

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49
Q

pros: get more relevant info to the individual
cons: may need guided instructions for administering, more difficult and time-consuming to analyze

A

Pros and Cons of idiographic approaches

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50
Q

test the same individuals at multiple time points to see how their results have changed over time

A

Longitudinal study

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51
Q

(1) a lot of adjectives are applicable to most people (most people would say they’re ‘friendly’) so it’s not really meaningful
(2) some people check a bunch of boxes while some people check few boxes
(3) people go through it mindlessly without even thinking about it
(4) it’s unclear what it means when someone doesn’t check a box (NA or doesn’t understand)

A

4 problems with the ACL

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52
Q

linear association between two variables from -1.00 to +1.00

A

Correlation

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53
Q

strong correlation, usually seen in medical and social sciences; changes odds from 50/50 to 70/30 (40% increase)

A

Explain the meaning of a .40 correlation

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54
Q

typical correlation in research; changes odds from 50/50 to 65/35 (30% increase)

A

Explain the meaning of a .30 correlation

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55
Q

small correlation, but can be meaningful; aspirin has a .08 correlation for avoiding heart attack; changes odds from 50/50 to 54/46 (8% increase in not getting a heart attack)

A

Explain the meaning of a .08 correlation

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56
Q

aw hell no! There may be confounding/3rd variables that may explain the correlation
(ex. Height & intelligence are correlated; good nutriention can lead to taller height and better brain development)

A

Can you infer causation from correlation? & example

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57
Q

(1) he discovered new techniques (free association, dream interpretation, transference, projective tests) which informed subsequent research
(2) he had rich observations from in-depth case studies
(3) his theory led to more psychological theories as others built upon his work or made theories that went against his work
4) he addressed topics central to the human experience that were not covered on other theories
(ex. Dreams, sexual desires, internal mental conflicts, infant psychological life)

A

4 reasons for studying Freud

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58
Q

theorizes that all mental processes are not spontaneous but are determined by the unconscious or preexisting mental complexes

A

Psychic determinism

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59
Q

sex & aggression; selfish gene (we wanna pass down our genes)

A

Big 2 instincts and their evolutionary basis

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60
Q

sex-linked with physical pleasure; aggression linked with survival

A

Why do humans have sexual & aggressive drives?

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61
Q

thoughts and perceptions that are you actively thinking about

A

Conscious

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62
Q

memories, stored knowledge that you can pull from when needed

A

Pre-conscious

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63
Q

fears, violence, unacceptable desires/impulses that you cannot access without the help of the trained professional

A

Unconscious

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64
Q

listen to right ear (conscious listening) while a story plays in the left ear (unconscious listening); story on your left influences your perception of of the story on the right
(ex. River bank vs. money bank)

A

Dichotic listening task & example

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65
Q

System 1 & 2 communicate with each other; System 1 sends unconscious messages from the left ear to the to System 2 while System 2 was consciously interpreting the right ear

A

What does the dichotic listening task prove?

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66
Q

our unconscious monitors the environment and pings the conscious when important info is found
(ex. Name, potential dangers, sex)

A

Cocktail party phenomenon

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67
Q

slip of the tongue that is motivated by and reveals information from our unconscious; Freud believed this occurs when our unconscious interferes with our conscious thoughts
(ex. Tennis match “nice to ‘beat’ you!”)

A

Verbal slips & example

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68
Q

Stroop color-interference paradigm: difficulty naming the color of a word when it doesn’t match the spelling of a word

A

Automatic vigilance example

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69
Q

animalistic impulses, source of drive energy (sex, aggression, life, death), seeks to relieve immediate tension through the pleasure principle, satisfaction through action/imagination

A

Id

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70
Q

satisfies the id with reality and the demands of the superego in mind like a balancing act (dynamic equilibrium), follow the reality principle

A

Ego

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71
Q

morals, ideals, rewards good behavior with pride/self-love and punishes bad behavior with guilt/inferiority, overly harsh & unrealistic, can be forgiving because of circumstances

A

Superego

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72
Q

pursue pleasure, avoid pain

A

Pleasure principle

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73
Q

delay gratification and uses reality to get the maximum pleasure and minimum pain

A

Reality principle

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74
Q

reflective habit, unconscious, illogical, can’t tell the difference between fantasy and reality, child-like, emotional, needs immediate gratification, used by the id to release tension and fulfill the pleasure principle
(ex. Seeing an attractive person at the grocery store and wanting to have sex with them)

A

Primary process thinking & example

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75
Q

takes effort, conscious, logical, tests reality, develops over time, used by ego to fulfill the reality principle
(ex. Seeing an attractive person at the grocery store and wanting to ask them on a date)

A

Secondary process thinking & example

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76
Q

(1) evolutionary older, limbic system
(2) fast but inaccurate
(3) effortless
(4) automatic;
falls under unconscious primary process thinking

A

System 1

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77
Q

(1) evolutionary newer, brain cortex
(2) slow but detailed
(3) takes effort and uses limited capacity
(4) can be controlled and therefore changed;
falls under conscious secondary process thinking

A

System 2

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78
Q

0-1: Oral, Trust vs Mistrust
2-3: Anal, Autonomy vs Shame
4-5: Phallic, Initiative vs Guilt
6-Adolescence: Latent, Industry vs Inferiority
Adolescence: Genital, Ego Identity vs Role Confusion
Early Adulthood: Intimacy vs Isolation
Middle Adulthood: Generativity vs. Stagnation
Late Adulthood: Ego Integrity vs. Despair

A

Freud’s psychosexual vs. Erikson’s psychosocial stages of development

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79
Q

ages 0-1, fixation in mouth area, sucking instinct; same time as Trust vs Mistrust

A

Oral stage

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80
Q

ages 2-3; fixation on anus, conflict between retention and expulsion, learning self-control; same time as Autonomy vs Shame

A

Anal stage

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81
Q

ages 4-5, fixated on genitals, Oedipus/Electra complex; same time as Initiative vs Guilt

A

Phallic stage

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82
Q

6-adolescence, sexual/aggressive tendencies are dormant/hidden/repressed, focus on asexual forces (school, friendships, etc.); same time as Industry vs Inferiority

A

Latent stage

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83
Q

adolescence, onset of puberty, Freud’s final stage where people reach ‘maturity’; same time as Ego Identity vs Role Confusion

A

Genital stage

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84
Q

ages 0-1, learn if primary caregivers are trustworthy, responsive parenting; same time as Oral stage

A

Trust vs Mistrust

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85
Q

ages 2-3, learning independence, patient parenting vs restrictive parenting; same time as Anal stage

A

Autonomy vs Shame

86
Q

ages 4-5, taking satisfaction in accomplishments, actions begin to have purpose, developing sense of right and wrong; same time as Phallic stage

A

Initiative vs Guilt

87
Q

6-adolescence, developing competence, learning skills to be a successful member of society; same time as Latent stage

A

Industry vs Inferiority

88
Q

adolescence, developing an identity; same time as Genital stage

A

Ego Identity vs Role Confusion

89
Q

early adulthood, finding a partner

A

Intimacy vs Isolation

90
Q

middle adulthood, giving back to the next generation

A

Generativity vs. Stagnation

91
Q

late adulthood, looking back to see if life was fulfilling

A

Ego Integrity vs. Despair

92
Q

included both biological + social forces, addressed entire life cycle

A

Why do we like Erikson’s psychosocial stages better than Freud’s psychosexual stages?

93
Q

achievement, in moratorium, foreclosure, diffusion

A

Marcia’s identity statuses

94
Q

commitment with exploration

A

Achievement

95
Q

no commitment with exploration

A

In moratorium

96
Q

commitment without exploration

A

Foreclosure

97
Q

no commitment and no exploration

A

Diffusion

98
Q

monkeys chose cloth mother over metal milk mother, suggesting the need for physical contact and closeness; evidence against Freud’s oral stage of development

A

Harlow’s monkeys

99
Q

when a person becomes preoccupied with themes related to a certain erogenous zone; no evidence for this
(ex. People who weren’t breastfed don’t all end up as smokers)

A

Fixation

100
Q

returning to an earlier stage based on a fixation; usually happens when people are stressed/frustrated/anxious

A

Regression

101
Q

refuse to accept something in reality that happened/is happening/will happen
(ex. “If I pretend that I am not taking the exam, I won’t have to do it”)

A

Denial & example

102
Q

transforming behavior so that you are doing the opposite of your undesired thoughts/impulses
(ex. Protesting in front of planned parenthood after thinking about getting an abortion)

A

Reaction formation & example

103
Q

moving emotions to someone/something else less threatening to avoid directly dealing with it
(ex. You cry when you lose a pencil after losing a grandparent)

A

Displacement & example

104
Q

distorting motives/beliefs to match unacceptable thoughts/behaviors
(ex. Telling yourself you didn’t want the promotion anyway because you like having less responsibilities)

A

Rationalization & example

105
Q

consciously deciding to push thoughts/emotions into the pre-conscious to deal with later when you have the resources to deal with them
(ex. Hearing a racist comment while you’re busy at work but then later processing that comment when you get home)

A

Suppression & example

106
Q

channel negative emotions/feelings into a socially acceptable outlet
(ex. Playing on drum set after a bad day at school)

A

Sublimation & example

107
Q

when clients say whatever comes to mind without censoring; to uncover about a person’s primary process thoughts & unconscious thoughts/feelings/conflicts

A

Free association

108
Q

release of emotions after talking about one’s problems

A

Catharsis

109
Q

transferring attitudes toward a new person based on your attitudes on someone you already know
(ex. You think that your friend acts like your brother because they have similar interests, but they really aren’t similar)

A

Transference & example

110
Q

respondents answer in open ended format to ambiguous stimuli; response interpretation is hidden (not obvious); measures unconscious thoughts/feelings/tendencies/meanings of the world and emotional themes + thinking styles in day-to-day thoughts

A

Projective tests

111
Q

observe what a person sees in an inkblot, which provides a clue into their unconscious

A

Rorschach Test

112
Q

tell a story from an image; scored by identifying and counting prevalence of the need for affiliation, power, achievement

A

Thematic Apperception Test (TAT)

113
Q

validity issues:
(1) unclear content validity because images may not relate to modern people,
(1) low criterion validity because they don’t predict future outcomes well,
(3) unclear discriminant validity because response differences can be due to confounding variables like verbal ability and education
reliability issues:
(1) low test-retest reliability because people usually see different things or come up with different stories,
(2) low inter-judge agreement because it’s hard for clinicians because of subjectivity

A

5 issues with projective tests

114
Q

respondents answered in fixed response format to clear, unambiguous stimuli; response interpretation is content valid but not obvious

A

Structured tests

115
Q

social (closeness, intimacy, attachment, generativity),
competence (exploration, understanding, skills),
identity/spiritual (understanding the self within the universe, personal meaning, religion)

A

Are there any other needs besides sex & aggression?

116
Q

studied power, inferiority complex, birth order

A

Adler

117
Q

studied collective unconscious, archetypes, spiritual concerns

A

Jung

118
Q

feminine/masculine side of a person

A

Anima/animus:

119
Q

developed 3 neurotic trends/movements (moving toward/against/away), breast & womb envy

A

Horney

120
Q

excessive desire to feel accepted, needed, approved of; dependent; unlimited desire for affection by becoming unselfish, undemanding, and self-sacrificing
(ex. Staying in a relationship because you’re afraid of being alone)

A

Moving toward & example

121
Q

deny a need for others because you feel like the world is against you
(ex. Skeptical that someone is pranking you if they tell you they like you)

A

Moving against & example

122
Q

avoid emotional intimacy with others even if they want it
(ex. Your crush confesses to you, but you ghost them)

A

Moving away & example

123
Q

male envy of pregnancy, nursing, motherhood; leads men to try to be superior in other fields;
Horney said that Freud’s penis envy is a reaction to this

A

Breast/womb envy

124
Q

studied attachment theory in infants; developed 3-category model of attachment

A

Ainsworth

125
Q

observation of infant behavior during separation and return of caregiver in a room of toys where a stranger enters

A

Attachment theory in infants

126
Q

developed by Ainsworth, used by Shaver; secure (most common), anxious-avoidant (uninvolved), anxious-ambivalent (needy)

A

3-category model of attachment

127
Q

studied attachment theory in adults through a newspaper study; used 3-category model of attachment

A

Shaver

128
Q

most common in infants, comfortable asking for and accepting support from others, committed + stable relationships, higher self-esteem, reflect on childhood in realistic ways

A

Secure (3-category)

129
Q

uninvolved infant behavior, disinterested in close relationships, actively denies stressful situations, difficulty asking for help, more likely to break up first

A

Anxious-avoidant

130
Q

needy infant behavior, constantly seek intimacy and are distressed when they feel their partner is not showing enough, partner’s departure is anxiety-provoking, repeated breakups and get-togethers, unstable self-esteem & highly emotional (especially under stress)

A

Anxious-ambivalent

131
Q

studied attachment theory in adults; developed 4-category model of attachment

A

Bartholomew

132
Q

secure, dismissing, preoccupied, fearful

A

4-category model of attachment

133
Q

positive self + other

A

Secure (4-category)

134
Q

positive self & negative other

A

Dismissing

135
Q

negative self & positive other

A

Preoccupied

136
Q

negative self + other

A

Fearful

137
Q

started attachment behavioral system (ABS) theory and argued that infants develop internal working models

A

Bowlby

138
Q

infants develop attachment to major caregivers and use this attachment as a ‘secure base’ for exploration + separation; said to be biologically programmed

A

Attachment behavioral system (ABS)

139
Q

mental representations of oneself and primary caregivers; associated with emotions; provides basis for development of expectations in future relationships

A

Internal working models

140
Q

(1) developed new techniques for research & therapy (free association, dream interpretation, transference, projective tests)
(2) rich observations through case studies
(3) accounts for many aspects of behavior and recognizes the complexity of behavior
(4) unconscious processes are real (even if Freud didn’t get it all right)
(5) treats individuals as as organization system
(6) holistic in nature

A

6 strengths of psychoanalytic theory

141
Q

(1) imprecise definitions can’t be tested empirically
(2) not falsifiable (one behavior is an instinct, opposite behavior is a defense, another behavior is a compromise)
(3) neglects needs/motives other than sex and aggression (social, competence, identity/spiritual)
(4) only explains behavior, cannot predict behavior

A

4 weaknesses of psychoanalytic theory

142
Q

focus on the phenomena of a person’s mind (perceptions + experiences) and how people view and experience themselves and the world; people are driven by self-actualization; includes conscious + unconscious, but more focus on conscious

A

Phenomenological approach

143
Q

subjective reality, what we are aware of (experiences, thoughts, behaviors, other people)

A

Phenomenological field

144
Q

who we believe we are now

A

Actual self

145
Q

who we want to become

A

Ideal self

146
Q

organized/consistent perceptions and thoughts associated with the self that are consciously accessible

A

Self-concept

147
Q

(1) congruence between self + experience,
(2) openness to experience,
(3) lack of defensiveness

A

3 characteristics of healthy self-concept

148
Q

stimulation, self-direction, universalism, benevolence, conformity, tradition, security, power, achievement, hedonism

A

Schwartz’s value circumplex

149
Q

(1) openness to change vs conservation,
(2) self-enhancement vs self-transcendence

A

2 dimensions of Schwartz’s value circumplex

150
Q

exciting life, novelty;
toward openness to change & near self-enhancement

A

Stimulation

151
Q

creativity, freedom;
toward openness to change & near self-transcendence

A

Self-direction

152
Q

welfare for all;
toward self-transcendence & near openness to change

A

Universalism

153
Q

welfare of people in frequent close contact;
toward self-transcendence & near conservation

A

Benevolence

154
Q

obedience, restraint;
toward conservation & near self-transcendence

A

Conformity

155
Q

humility, devoutness, customs/ideas;
toward conservation & near self-transcendence

A

Tradition

156
Q

social order in society, relationships, and self;
toward conservation & near self-enhancement

A

Security

157
Q

authority, wealth, control/dominance;
toward self-enhancement & near conservation

A

Power

158
Q

success, ambition, competence;
toward self-enchancement & near openness to change

A

Achievement

159
Q

pleasure, gratification;
equally self-enhancement & openness to change

A

Hedonism

160
Q

when how one views themself (perceived self/self-concept) and their experiences are the same (actual self)

A

Congruence

161
Q

when the actual and perceived self are different;
causes anxiety/tension/internal confusion;
people become motivated to resolve it by changing the actual self (improving behavior) or by changing their ideal self (changing thoughts/rationale);
they may experience defensive processes (denial & distortion)

A

Self-experience discrepancy/incongruence

162
Q

people are forward moving and so they tend to actualize, maintain, and enhance themselves to reach their full potential;
unconditional positive regard is required so individuals can explore freely and figure out their identities

A

Self-actualization

163
Q

individuals with many/large differences between social roles (offspring, friend, student, etc.) were more likely to be anxious, depressed, and have low self-esteem

A

Relationship between social roles & self-concept

164
Q

too much variability in self-concept can be bad or mental health because it indicates fragmentation + an integrated ‘core’ self;
some variability can be good because it allows individuals to use specialized-role identities to respond flexibly/adaptively to various role requirements

A

Self-concept consistency across roles

165
Q

people seek to maintain their own self-structure and behave in ways that are consistent with their self-concept, even if it is unrewarding

A

Self-consistency

166
Q

poorly adjusted individuals are more likely to deny awareness to threatening stimuli, cheat, and fail to take simple actions to make themselves feel better as these behaviors are more consistent with their self-concept; self-fulfilling prophecy

A

Self-consistency & psychological adjustment

167
Q

people seek warmth, liking, respect, and acceptance; can be seen in infants’ needs for love + attention

A

Need for positive regard

168
Q

if received, there is no need to deny experiences that are inconsistent with self-concept; those who receive this become well-adjusted

A

Unconditional positive regard

169
Q

if received, then the individual will deny or distort experiences that are inconsistent with self-concept; those who receive this become poorly-adjusted

A

Conditional positive regard

170
Q

would give child conditional positive regard;
child’s self-worth would come from how well they perform the acts that please their parent

A

Authoritarian influence on unconditional positive regard & conditions of self-worth

171
Q

wouldn’t give child any positive regard or inconsistent positive regard;
child’s self-worth would come from what acts get their parents’ attention

A

Permissive influence on unconditional positive regard & conditions of self-worth

172
Q

would give child unconditional positive regard;
child’s self-worth would come intrinsically

A

Authoritative influence on unconditional positive regard & conditions of self-worth

173
Q

therapist reflects what the client says and is interested in understanding how client experiences self + world, sees client as an equal partner, and identifies conditions that interfere with psychological health + growth

A

Client-centered therapy

174
Q

(1) unconditional positive regard (understanding and care for client)
(2) empathic understanding (be present and try to understand underlying meaning + feelings)
(3) congruence/genuineness (be real/open/transparent with feelings toward client, even if they’re negative instead of lying/masking)

A

3 qualities of a good therapist

175
Q

developed hierarchy of needs

A

Maslow

176
Q

BS but it’s that you need to take care of your physiological, safety, love/belonging, esteem needs (in that order) before reaching self-actualization

A

Hierarchy of needs

177
Q

Q-sort, ACL, Schwartz’s value circumplex

A

Ways to assess the actual + ideal self

178
Q

sort a bunch of statements about the self into categories ranging from most to least characteristic in a normal distribution; can be used to measure actual or ideal self; shows person’s perceptions of parts of their phenomenal fields

A

Q-sort

179
Q

check off a bunch of adjectives that describe oneself; can be used to compare actual and ideal self

A

Adjective checklist (ACL)

180
Q

(1) double stimulation (feeling yourself touching and being touched),
(2) body boundary (separation from others),
(3) mirror-image self-recognition

A

3 sensory bases of self

181
Q

(1) self-esteem (I am doing the thinking and I am being thought about),
(2) covertness (covering up inner emotions from others),
(3) identity (who you see is who you are)

A

3 cognitive bases of self

182
Q

how to see if children & animals have self-recognition;
put dot on forehead and put mirror in front of subject; if they recognize themselves, they will look surprised at dot or try to rub it off;
only passed by 3 species (humans at least 18 mo.-2 yrs, great apes, dolphins, elephants, magpie birds)

A

Red-dot experiments

183
Q

state in which we are concerned about our overt aspects (looks, appearance, self-presentation)

A

Self-awareness

184
Q

trait in which we are concerned with our covert aspects (thoughts, feelings, fantasies)

A

Self-consciousness

185
Q

I always examine my motives (private),
I am concerned about my appearance (public),
I am very aware of my feelings (private),
The last thing I do before I leave the house is look in the mirror (public)

A

Item examples for self-consciousness

186
Q

private: introspection that leads to clarification & intensification
public: feel attention to self as a social subject, which can lead to a state of incongruence

A

Distinction between private and public self-awareness

187
Q

when we notice a difference between inner and outer self; leads to defense mechanisms (denial & distortion)

A

State of incongruence

188
Q

preserve self-concept by pretending experience didn’t happen

A

Denial

189
Q

preserve self-concept by allowing the experience into awareness in a form that is consistent with self

A

Distortion

190
Q

clarification & intensification

A

What are the two processes that happen during private self-awareness?

191
Q

understanding self better; can lead to more validity in self-reports and attitude-behavior consistencies

A

Clarification

192
Q

negative experiences are magnified; can lead to great sadness or greater anger turning into aggression

A

Intensification

193
Q

lowers private self-awareness so people have less clarity on who they are and what’s important to them & feel less intense emotions

A

Alcohol’s effects on private-self awareness

194
Q

tend to overestimate themselves and dismiss negative feedback to preserve self-consistency with high self-regard

A

Self-perception in narcissists

195
Q

more narcissistic individuals prefer to watch themselves on video or look into a mirror for extended periods of time while less narcissistic individuals felt uncomfortable;
more narcissistic individuals’ self-evaluations go up after watching video while less narcissistic individuals’ self-evaluations temporarily went down

A

Differences in more and less narcissistic individuals

196
Q

individuals who have higher self-esteem are more likely to self-enhance, while individuals with lower self-esteem are more likely to to self-efface

A

Relationship between self-enhancement bias & self-esteem

197
Q

patterns of social interaction predict self-reported patterns
(ex. Americans are more biased toward reporting high self-esteem (left-skewed) while Japanese individuals had no bias (normal distribution) toward reporting self-esteem)

A

Nature & functioning of self-esteem/self-regard & cultural differences

198
Q

self-acceptance/self-esteem, personal growth, autonomy, purpose in life, environmental mastery, positive relations with others

A

Ryff’s 6 aspects of well-being

199
Q

positive attitudes about self, acknowledge + accept good and bad qualities

A

Self-acceptance/self-esteem

200
Q

open to new experiences, see self as growing + improving, has a sense of realizing full potential

A

Personal growth

201
Q

self-determining, independent, resist social pressures, evaluate self by personal standards

A

Autonomy

202
Q

have goals and sense of direction, feel like there is meaning to life (both past and present)

A

Purpose in life

203
Q

has sense of competence in managing environment, effectively uses surrounding opportunities for personal needs/values, feels like they have control over external world

A

Environmental mastery

204
Q

have warm/satisfying/trusting relationships, concern with welfare of others, empathy, understand give + take in relationships

A

Positive relations with others

205
Q

(1) focuses on important aspects of human existence
(2) attempts to recognize personality holistically
(3) tries to integrate humanism & empiricism
(4) developed important approach toward therapy/counseling that is applicable to many fields

A

4 strengths of the phenomenological approach

206
Q

(1) excludes certain phenomena (unconscious processes)
(2) lack of objective measures other than self-report
(3) isn’t fully phenomenological since observations can be biased
(4) structure of the self and need for positive regard varies by culture
(5) not much info on growth & development

A

5 weaknesses of the phenomenological approach

207
Q

(1) unconscious processes,
(2) structure,
(3) motivational processes,
(4) goals of therapy

A

4 differences between Freud’s and Roger’s theories

208
Q

Freud: unconscious processes are extremely important as it is the drive/basis for motivations + behavior
Rogers: not important, more focus on conscious processes

A

Difference in unconscious processes

209
Q

Freud: based on interactions between id, ego, superego and the interactions between the unconscious, pre-conscious, and conscious
Rogers: based on similarities/differences between the self, ideal self, and experiences in the world

A

Difference in structure

210
Q

Freud: energy model, sex + aggression, life + death, anxiety + defenses
Rogers: self-actualization, congruence, incongruence + defenses

A

Difference in motivational processes

211
Q

Freud: use free association, dream interpretation, projective tests to tap into unconscious conflicts from childhood fixations
Rogers: use client-centered therapy where clients are equal partners and to identify conditions that interfere with psychological health and growth; therapists create a therapeutic atmosphere that has unconditional positive regard, emphatic understanding, and congruence/genuineness

A

Difference in goals of therapy

psych 150 (4 decks)

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