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Psych of Personality > Exam 2 PPT Notes > Flashcards

Exam 2 PPT Notes Flashcards

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1
Q

Alfred Adler: Humanistic Theorist:

  • emphasis on impact of being … living in a … on development
  • one of theorists that Freud hoped would assume his position as …
  • believes each person strives for …, …, …
A

social creature;

social world;

leader of analytic theory;

superiority;

competence;

mastery of life

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2
Q

Alfred Adler: Humanistic Theorist:

  • ​childhood - marked by …, awareness of … and … of his ….
A

illness;

death;

intense jealousy;

older brother

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3
Q

Alfred Adler: Humanistic Theorist:

  • had feelings of …
  • compensaated for … through …
A

inferiority;

weaknesses;

persistence

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4
Q

Alfred Adler: Humanistic Theorist:

  • differences with Freud:
    • drives:
      • Freud: …
      • Adler: …
    • Ego:
      • Freud: Ego … to Id, …
      • Adler: Ego is … of id, …
A

sex;

aggression;

subservient;

fueled by id;

independent of id;

conscious striving to be someone

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5
Q

Alfred Adler: Humanistic Theorist:

  • Differences with Freud:
    • Oedipal Issues:
      • Freud: child’s attempt to …
      • Adler: …, …, attain …
A

possess mother;

compete with Father;

equal strength;

superiority of father

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6
Q

Alfred Adler: Humanistic Theorist:

  • Meaning of Dreams:
    • Freud: …
    • Adler: dreamer’s attempt to … that they are … or … to do during conscious life
A

disguised wish fulfillments;

resolve problems;

unwilling;

not able

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7
Q

Alfred Adler - Major Theoretical Perspectives:

  • Holism:
    • Adler viewed man as a …, a … whole that functions as an … system, not as a collection of … and … as Freud suggests
A

unit;

self-conscious;

open;

drives;

instincts

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8
Q

Alfred Adler - Major Theoretical Perspectives:

  • teleology:
    • the belief that individuals are guided not only by … but that they also move toward certain goals of …
  • believed that standing before the unknown, each person strives to become more … and is motivated by one dynamic force - the … for …
A

mechanical forces;

self-realization;

perfect;

upward striving;

completion

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9
Q

Alfred Adler - Major Theoretical Perspectives:

  • Striving for … - desire we all have to …, to realize our …
A

superiority;

fulfill our potential;

ideals

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10
Q

Alfred Adler - Major Theoretical Perspectives:

  • striving for superiority
  • the basic dynamic force between all human activity - striving from a feeling of … to one of …
  • Adler believed that … are the source of all human striving. All individual progress, growth and development result from the attempt to …
  • everyone is trying to overcome something that is … them from becoming what they want to become
A

inferiority;

superiority;

inferiority feelings;

compensate for one’s inferiorities;

hampering

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11
Q

Alfred Adler - Major Theoretical Perspectives:

  • masculine protest - a term introduced by Alfred Adler to denote a cluster of personality traits in either sex arising as … for feelings of … and …
  • Adler used the term more specifically to denote the rejection by women of the … in favor of more … And one big reason that women and men reject roles is bc they want to … and feel more … in a situation
  • attempt by men and women to … and …
A

overcompensations;

inferiority;

rejection of the feminine role;

traditional feminine roles;

masculine ones;

gain power;

dominant;

demolish dependency;

assert autonomy

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12
Q

Alfred Adler - Major Theoretical Perspectives:

  • social interest - social interest is the inevitable compensation for all the … of human beings. social interest is a …; an … feeling of … and a genuine interest in the … and …
A

natural weaknesses;

way of life;

optimistic;

confidence in oneself;

welfare;

well-being of others

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13
Q

Alfred Adler - Major Theoretical Perspectives:

  • social interest
    • human beings are clearly .., needing a much longer period of … before maturity than any animal
    • as long as the feeling of inferiority is …, a person will always strive to be worthwhile and … in life
    • this gives us the feeling of being … which originates from …
A

innately social;

dependence upon others;

not too great;

useful;

valuable;

contribution to the common welfare

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14
Q

Alfred Adler - Major Theoretical Perspectives:

  • fictional finalism: the belief that human beings are more strongly motivated by the … and … - … or … - that they create for themselves and more influenced by …
A

goals;

ideals;

realizable;

unattainable;

future possibilities

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15
Q

Alfred Adler - Major Theoretical Perspectives:

  • fictional finalism:
    • people live by many … that have no relation to … and therefore cannot be … and … (e.g. all men are created equal)
A

fictional ideals;

reality;

tested;

confirmed

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16
Q

Alfred Adler - Major Theoretical Perspectives:

  • fictional finalism:
    • these fictions may help a person feel … and justify the rightness of their …, although at the same time cause others … and … and …
A

powerful;

selfish choices;

harm;

injustice;

destroy relationships

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17
Q

Alfred Adler - Major Theoretical Perspectives:

  • Adler concluded that people are motivated more by their … than they are by …
  • for example, if a person believes that there is heaven for those who are good and hell for those who are bad, it will probably affect …
A

expectations of the future;

the past;

how that person lives

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18
Q

Alfred Adler - Major Theoretical Perspectives:

  • Neurotics:
    • …, …, unable to …
A

self-absorbed;

self-involved;

abandon fictional goals

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19
Q

Alfred Adler - Major Theoretical Perspectives:

  • neurotics:
    • the neurotic … for feeling … to …
      • points to his symptom to justify … (e.g. overindulged child may become …, neglected child may seek…)
A

overcompensates;

insecure;

protect self-esteem;

lack of social interest;

self-centered;

revenge against society

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20
Q

Alfred Adler - Major Theoretical Perspectives:

  • Neurotic safeguards:
    • …, …, and … are three common safeguarding tendencies, eaach designed to protect a person’s … and to maintain a fictional, elevated feeling of …
A

excuses;

aggression;

withdrawal;

present style of life;

self-importaance

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21
Q

Alfred Adler - Major Theoretical Perspectives:

  • neurotic safeguards:
    • humans basically meet three types of threats, which they want to be protected from:
      • …, … and …
A

physical harm;

social threat;

loss of self-esteem

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22
Q

Alfred Adler - Major Theoretical Perspectives:

  • neurotic safeguards:
    • techniques applied by individuals in order to protect themselves from these threats
    • 3 categories of neurotic safeguards:
      • …/…
      • …
      • …/…
A

excuses/rationalizations;

aggression;

withdrawal/distancing

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23
Q

Alfred Adler - Major Theoretical Perspectives:

  • excuses/rationalizations:
    • the person expresses their intention to do …, and then explains …
    • excuses help the person to … by …
A

what would please others;

why they cannot do it;

protect their self-esteem;

shifting the blame of their shortcomings

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24
Q

Alfred Adler - Major Theoretical Perspectives:

  • excuses/rationalizations:
    • lack of responsibility for one’s actions limits a person from … as the excuses one makes offer him or her …
A

flourishing in life;

comfort in failure

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25
Q

Alfred Adler - Major Theoretical Perspectives:

  • Aggression: Adler divides aggression into …, … and …
A

depreciation;

accusation;

self-accusation

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26
Q

Alfred Adler - Major Theoretical Perspectives:

  • aggression:
    • depreciation: person’s aim is … or … to feel …
A

putting down others;

exaggerating one’s achievements;

superior

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27
Q

Alfred Adler - Major Theoretical Perspectives:

  • aggression:
    • accusation: person … and is accompanied by … toward those that have …
A

shifts blame to others;

revenge;

wronged the person

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28
Q

Alfred Adler - Major Theoretical Perspectives:

  • aggression:
    • self-accusation:
      • the person uses feelings of … to make others … and consequently, protect their …
A

guilt;

suffer;

inflated sense of self

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29
Q

Alfred Adler - Major Theoretical Perspectives:

  • withdrawal/distancing: inability to … and …
    • this form of safeguarding tendency leads to stalling of one’s … such that, a person does not grow skills that allow him/her to … and …
A

face one’s problems;

running away from them;

character development;

face life’s obstacles;

disappointments

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30
Q

Alfred Adler - Major Theoretical Perspectives:

  • The creative self- the concept of the creative self places the responsibility for … into …
  • Adler viewed the individual as …, where the goal is to show the person(s) that they cannot … or … for his current condition
A

the individual’s personality;

their own hands;

responsible for themselves;

blame others;

uncontrollable forces

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31
Q

Alfred Adler - Major Theoretical Perspectives:

  • style of life: describes the dynamics of the …
    • it reflects the individual’s …, … and … way of responding to (or avoiding) the main tasks of living: …, … and …
A

personality;

unique;

unconscious;

repetitive;

friendship;

love;

work

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32
Q

Alfred Adler - Major Theoretical Perspectives:

  • Birth order - one of the pioneers in this area
    • Alfred posited birth order as one of the major childhood … from which the individual …
    • there are potentially favorable/unfavorable outcomes from each birth order place
A

social influences;

creates a style of life

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33
Q

Alfred Adler - Major Theoretical Perspectives:

  • birth order:
    • firstborn/oldest: can feel …; …
      • favorable outcome: feel …, …
      • unfavorable outcome: …, overly …
A

dethroned;

inferior to younger child;

responsibility;

take care of others;

insecure;

reliant on rules

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34
Q

Alfred Adler - Major Theoretical Perspectives:

  • birth order:
    • firstborns are believed to be more … They are viewed as … who … and expect the same from others
      • they …
A

conservative;

leaders;

follow rules;

submit to authority

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35
Q

Alfred Adler - Major Theoretical Perspectives:

  • they are often more … than other birth order positions and also more …
  • Adler suggested that firstborns tend to be more motivated to .. than their younger siblings. They work hard to … and keep their …
  • They are usually good at … and behaving in … ways
A

ambitious;

conforming;

achieve;

stay ahead;

special place;

pleasing adults;

socially appropriate

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36
Q

Alfred Adler - Major Theoretical Perspectives:

  • middle child- has a … in the older child, must … from the beginning. Doesn’t realize until later that the older child was … before
A

model;

share attention;

alone

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37
Q

Alfred Adler - Major Theoretical Perspectives:

  • middle child:
    • favorable outcome: be … want to be … as the older child. strong …
    • unfavorable outcome: … and … Permanent tendency to try to … Difficulty in role of …
A

ambitious;

at least as good;

social interest;

rebellious;

envious;

surpass others;

follower

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38
Q

Alfred Adler - Major Theoretical Perspectives:

  • the middle child is considered more … and more likely to …
    • they often have a more difficult time finding their place of … in the family
    • bc of their middle position they are often the … in the family and become …
A

rebellious;

challenge authority;

significance;

peacemakers;

experts at negotiation

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39
Q

Alfred Adler - Major Theoretical Perspectives:

  • middle children learn to be … bc they have to keep up with their older sibling while trying to …
  • Adler believed the middle child was particularly at risk for becoming … The second child must find a way to measure up to the …
A

competitive;

stay ahead of younger siblings;

discouraged;

accomplishments of the firstborn

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40
Q

Alfred Adler - Major Theoretical Perspectives:

  • youngest child: receives great deal of …
    • favorable: much .. Many chances to …
    • unfavorable: feel …
A

attention;

stimulation;

compete;

inferior to everyone

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41
Q

Alfred Adler - Major Theoretical Perspectives:

  • youngest siblings are often viewed as …, …, … and …
A

pampered;

dependent;

immature;

irresponsible

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42
Q

Alfred Adler - Major Theoretical Perspectives:

  • Youngest siblings tend to be more … and usually get the …
    • others often …
    • they learn to use this … and often use … and … to get people to …
A

sociable;

most attention;

do things for them;

to their advantage;

charm;

manipulation;

do things for them

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43
Q

Alfred Adler - Major Theoretical Perspectives:

  • Only child: gets …, often …, may compete with …
A

undivided attention;

pampered;

same-sex parent

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44
Q

Alfred Adler - Major Theoretical Perspectives:

  • Adler described only children as often being the … and striving for attention from … more than …
  • only children are often … and have a more difficult time …, especially in …
A

center of attention;

adults;

peers;

leaders;

going along with others;

groups of their peers

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45
Q

Alfred Adler - Major Theoretical Perspectives:

  • only children typically carry feelings of …
  • a typical characteristic of an only child is the … that results from the extreme amount of … they receive growing up
A

entitlement;

carefulness;

attention

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46
Q

Karen Horney:

  • studied … and taught …
  • founded …
  • important contributions
  • … and …
A

Freud’s work;

psychoanalysis;

American Institute for Psychoanalysis;

neurosis;

feminine psych

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47
Q

Karen Horney:

  • introduced the concept of …
    • men envy women’s ability to … and …
A

womb envy;

bear;

nurse children

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48
Q

Karen Horney:

  • womb envy
    • men compensate their inability to have children through …
    • in a society where men and women are free to become whatever they desire girls would not want … or vice versa
A

achievement in other domains;

to be boys

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49
Q

Karen Horney:

  • Karen Horney rejected Freud’s emphasis on … of personality development. She argued that the differences Freud saw between the personalities of men and women were more likely the result of … than …
A

instinctual causes;

social factors;

inherited predispositions

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50
Q

Karen Horney:

  • Horney maintained that neurotic behavior is the result of … developed in … to …
A

interpersonal styles;

childhood;

overcome anxiety

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51
Q

Karen Horney:

  • she identified three neurotic styles, which she called …, … and …
A

moving toward people;

moving against people;

moving away from people

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52
Q

Karen Horney:

  • neurotic - people who are trapped in a …
  • prevents people from developing the … they … crave
A

self-defeating interpersonal style;

social contact;

unconsciously

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53
Q

Karen Horney:

  • … is a defense mechanism to ward off feelings of anxiety
  • arises due to … during …
  • interaction styles adopted by neurotics to avoid …
A

destructive interpersonal style;

disturbed interpersonal relationships;

childhood;

anxiety-provoking experiences

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54
Q

Karen Horney:

  • moving toward people - some children deal with anxiety by … They become …, compulsively seeking … and … from their parents and caregivers
A

emphasizing their helplessness;

dependent on others;

affection;

acceptance

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55
Q

Karen Horney:

  • moving against people - one way to handle anxiety is to cling to others, another is to … Some children find … and … are the best way to deal with a …
A

fight;

aggressiveness;

hostility;

poor home environment

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56
Q

Karen Horney:

  • moving away from people - some children adopt a third strategy to deal with their anxiety. Instead of interacting with others in a … or … manner, the child may simply … Who needs them? The desire for … and … can become intense
A

dependent;

hostile;

tune out the world;

privacy;

self-sufficiency

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57
Q

Karen Horney:

  • the childhood need for … and …
  • she lived from 1885 - 1952
  • …: the foundation of neurosis
  • neurotic needs
  • …
A

safety;

security;

basic anxiety;

idealized self image

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58
Q

Life of Karen Horney:

  • 1885 - 1952
  • …
    • father was …, …, … and …
A

neglected second born;

religious;

domineering;

imperious;

morose

59
Q

Life of Karen Horney:

  • neglected second born:
    • mother was …, … and …
    • envied her brother bc …
A

attractive;

spirited;

freethinking;

he was male

60
Q

Life of Karen Horney:

  • felt … by her parents
    • became … and …
  • became successful in …
A

rejected;

ambitious;

rebellious;

her career

61
Q

Life of Karen Horney:

  • began to undergo … but later turned to …
  • founded …
A

Freudian psychoanalysis;

self-analysis;

psychoanalytic associations

62
Q

Karen Horney - Childhood need for safety:

  • … in childhood influence personality
    • … need: high level need for … and …
A

social forces;

safety;

security;

freedom from fear

63
Q

Karen Horney - Childhood need for safety:

  • ways in which parents undermine a child’s security:
    • obvious …
    • … and …
    • …
A

preference for a sibling;

unfair punishment; erratic behavior;

breaking promises

64
Q

Karen Horney - Childhood need for safety:

  • ways in which parents undermine child’s security:
    • … and …
    • … of child from …
  • infan’ts helplessness increases when they are kept in an …
A

ridicule; humiliation;

isolation;

peers;

excessively dependent state

65
Q

Karen Horney - Childhood need for safety:

  • reasons for a child to repress hostility towards parents:
    • …
    • …
    • …
A

punishments;

love;

guilt

66
Q

Karen Horney- basic anxiety:

  • pervasive feeling of … and …
  • foundation of …
A

loneliness;

helplessness;

neurosis

67
Q

Karen Horney- basic anxiety:

  • self-protective mechanisms:
    • motivate a person to seek … and …
    • are … and …
A

security; reassurance;

powerful; intense

68
Q

Horney -> self-protective mechanisms against anxiety

  • …
  • being …
  • attaining …
  • …
A

securing affection;

submissive;

power;

withdrawing

69
Q

Horney - Neurotic Needs and Trends:

  • neurotic needs: … that become a …
  • neurotic trends: categories of behaviors and attitudes toward oneself and others that …
    • revision of …
A

irrational defenses;

permanent part of personality;

express a person’s needs;

neurotic needs

70
Q

Horney - Neurotic Needs and Trends:

  • Needs
    • … and …
    • …
    • …
    • …
    • …
    • …
    • …
    • …
    • …
    • …. to life
A

affection and approval;

dominant partner;

power;

exploitation;

prestige;

admiration;

achievement;

self-sufficiency;

perfection;

narrow limits to life

71
Q

Horney - Neurotic Needs and Trends:

  • Trends:
    • movement … (… personality)
    • movement … (… personality)
    • movement … (… personality)
A

toward people;

compliant;

against people;

aggressive;

away from people;

detached

72
Q

Horney - Neurotic Needs and Trends:

  • neurotic needs associated with trends:
    • movement toward people/compliant:
      • …
      • …
A

affection and approval;

dominant partner

73
Q

Horney - Neurotic Needs and Trends:

  • neurotic need associated with trends:
    • movement against people/aggressive:
      • …
      • …
      • …
      • …
      • …
A

power;

exploitation;

prestige;

admiration;

achievement

74
Q

Horney - Neurotic Needs and Trends:

  • neurotic needs associated with trends:
    • movement away from people/detached:
      • …
      • …
      • …
A

self-sufficiency;

perfection;

narrow limits to life

75
Q

Horney - Neurotic Needs and Trends:

  • conflict: … of the neurotic trends:
    • ….
  • a neurotic person has … trend
    • battles to keep the … from being expressed
A

incompatability;

core of neurosis;

one dominant;

non-dominant trends

76
Q

Horney - Idealized Self Image:

  • idealized picture of oneself
  • …
  • self image of a normal person
    • built on a …, … assessment of one’s …
  • neurotic’s self image
    • based on an … and … self-appraisal
    • unsatisfactory substitute for …
A

unifies personality;

flexible; realistic;

abilities;

inflexible;

unrealistic;

self-worth

77
Q

Horney - Idealized Self Image:

  • tyranny of the shoulds:
    • an attempt to realize an …
    • involves … and behaving in terms of what one …
A

unattaainable idealized self image;

denial of the true self;

thinks they should be doing

78
Q

Horney - Idealized Self Image:

  • Externalization
    • way of defending against conflict caused by the discrepancy between … and …
    • projects conflict onto …
A

an idealized;

a real self-image;

the outside world

79
Q

Horney - Feminine Psychology:

  • revision of …
    • necompassions psychological conflicts inherent in … and …
A

psychoanalysis;

womanhood;

women’s roles

80
Q

Horney - Feminine Psychology:

  • womb envy:
    • male envy toward women due to her …
    • horney’s counter concept to …
A

capacity for motherhood;

Freud’s penis envy

81
Q

Horney - Feminine Psychology:

  • flight from womanhood: feelings of … lead women to …
    • causes …
A

inferiority; deny their femininity;

sexual inhibitions

82
Q

Horney - Feminine Psychology:

  • Oedipus complex:
    • horney …
      • reinterpreted the situation as a … between … and … toward parents
A

removed sex;

neurotic conflict;

dependence;

hostility

83
Q

Horney - Feminine Psychology:

  • motherhood or career:
    • argued that women must seek their identity by … and …
      • contradicts … and creates … in women
  • recognized the impact of … and … forces on personality
A

developing their abilities;

pursuing careers;

traditional roles;

conflicts;

social;

cultural

84
Q

Horney - Questions About Human Nature:

  • …
  • highlighted the influence of …
  • focused on the … and …
  • emphasized on …
  • believed in … and …
  • …
A

free will;

nurture;

past;

present;

uniqueness;

growth; flexibility;

optimistic

85
Q

Assessment in Horney’s Theory:

  • modified freudian techniques
    • free association
      • focus is on … of the patient towards the therapist
    • dream analysis:
      • reveals a person’s … and focus is on the … content of the dream
    • …:
      • 35-item self-report inventory that measures the neurotic trends
    • …: 57-item self report inventory that measures the neurotic trends
A

visible emotional rxns;

true self;

emotional;

compliant, aggressive, and detached personality types (CAD);

Horney-Coolidge Type Indicator (HCTI)

86
Q

Research on Horney’s Theory:

  • horney used the … method
  • focus:
    • …
    • … psychology
    • …
A

case study method;

neurotic trends;

feminine;

tyranny of the should;

neurotic competitiveness

87
Q

Reseaarch on Horney’s Theory:

  • neurotic competitiveness:
    • need to …
    • types: … and …
A

win at all costs;

competing to win (CW);

competing to excel (CE)

88
Q

Reseaarch on Horney’s Theory-Results:

  • aggressive neurotic trend:
    • people who score high:
      • may not …
      • may have …
      • are more likely to major in …
A

perform well in school;

mental health issues;

business

89
Q

Reseaarch on Horney’s Theory-Results:

  • neurotic competitiveness:
    • people who score high tend to be:
      • …
      • …
      • …
      • low in …
A

neurotic;

narcissistic;

authoritarian;

self-esteem

90
Q

Reflections on Horney’s Theory:

  • contributions:
    • theory has a … and is …
    • relevant to …
    • neurotic trends are seen as a valuable way to …
    • had significant impact on the personality theories of … and …
A

commonsense appeal;

easily understood;

current American culture;

categorize deviant behavior;

Erik Erikson;

Abraham Maslow

91
Q

Reflections on Horney’s Theory:

  • Criticisms:
    • denied the role of …
    • reduced emphasis on … and the …
    • … and … theory
    • heavily influenced by the …
A

biological influences;

sexuality;

unconscious;

incomplete; inconsistent;

middle class American culture

92
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • The first stage of Erik Erikson’s theory centers around the infant’s … being met by the parents and how this interaction leads to … or …
A

basic needs;

trust;

mistrust

93
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • Trust as defined by Erikson is “an essential … as well as a fundamental sense of one’s …”
  • the infant depends on the parents, especially the … for … and …
A

trustfulness of others;

own trustworthiness;

mother;

sustenance; comfort

94
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • The infant depends on the parents, especially the mother, for sustenance and comfort. The child’s relative … and … comes from the parents and their interaction with the child
  • a child’s first trust is always with the … or …; whoever that might be
A

understanding of world;

society;

parent;

caregiver

95
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • A child’s first trust is always with the parent/caregiver; whoever that might be, however, the caregiver is … whereas the parents are … in the eyes of the child.
A

secondary;

primary

96
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • If the parents expose the child to …, … and … the infant’s view of the world will be one of trust
  • should parents fail to provide a … environment and to meet the child’s …; a sense of mistrust will result
A

warmth;

regularity;

dependable affection;

secure;

basic needs

97
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • development of mistrust can lead to feelings of …, …, … and a …
A

frustration;

suspicion;

withdrawal;

lack of confidence

98
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • According to Erikson, the major developmental task in infancy is to learn whether or not other people, esp …, regularly …
  • if caregivers are consistent sources of …, … and … an infant learns … - that others are … and …
A

primary caregives;

satisfy basic needs;

food;

comfort;

affection;

trust;

dependable;

reliable

99
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • If caregivers are …, or perhaps even …, the infant instead learns … - that the world is an …, …, and possibly a … place
A

neglectful;

abusive;

mistrust;

undependable;

unpredictable;

dangerous

100
Q

Erik Erikson - Stage 1: Trust vs. Mistrust - 1st year of life:

  • while negative, having some experience with mistrust allows the infant to gain an understanding of what constitutes … later in life; yet being at the stage of infant/toddler, it is a good idea to put them in … situations of mistrust: the child’s number one needs are to feel …, … and …
A

dangerous situations;

prolonged;

safe;

comforted;

well cared for

101
Q

Erikson - stage 2: autonomy vs shame and doubt - 2nd year of life:

  • As the child gains control over … functions and … abilities, they begin to … Parents still provide a strong base of security from which the child can venture out to …
A

eliminative;

motor;

explore their surroundings;

assert their will

102
Q

Erikson - stage 2: autonomy vs shame and doubt - 2nd year of life:

  • As the child gains control over eliminative functions and motor abilities, they begin to explore their surroundings. Parents still provide a strong base of security from which the child can venture out to assert their will. The parents’ patience and encouragement helps foster … in the child. Children at this age like to … and they are constantly learning about their … Caution must be taken at this age while children may explore things that are dangerous to their … and …
A

autonomy;

explore the world around them;

environment;

health;

safety

103
Q

Erikson - stage 2: autonomy vs shame and doubt - 2nd year of life:

  • At this age children develop their first … For example, a child who enjoys music may like to play with the radio. Children who enjoy the outdoors may be interested in animals and plants. Highly restrictive parents, however, are more likely to instill in the child a sense of … and reluctance to … As they gain increased muscular coordination and mobility, toddlers become capable of satisfying some of their own needs. They begin to … themselves, … and … themselves, and …
A

interests;

doubt;

attempt new challenges;

feed;

wash;

dress;

use the bathroom

104
Q

Erikson - stage 2: autonomy vs shame and doubt - 2nd year of life:

  • If caregivers encourage self-sufficient behavior, toddlers develop a sense of … - a sense of being able to handle … on their own. But if caregivers demand too much too soon, or refuse to let children perform tasks of which they are capable, or ridicule early attempts at self-sufficiency, children may instead develop … and … about their ability to …
A

autonomy;

many problems;

shame;

doubt;

handle problems

105
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • Initiative adds to autonomy the quality of …, undertaking and attacking a task for the sake of just being … and … The child is learning to master the world around them, learning basic skills and principles of … Things fall down, not up. Round things roll.
A

planning;

active;

on the move;

physics

106
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • Children learn how to … and …, … and … with ease
  • at this stage, the child wants to begin and complete their own actions for a …
A

zip;

tie;

count;

speak;

purpose

107
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • … is a confusing new emotion. They may feel … over things that logically shouldn’t cause this feeling. They also may feel this way when initiative does not produce desired results
  • the development of … and … are what set preschoolers, ages 3-6, apart from other age groups. Young children in this category face the challenge of … vs. …
A

guilt;

guilty;

courage;

independence;

initiative;

guilt

108
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • Young children in this category face the challenge of initiative versus guilt. As described in Bee and Boyd, the child during this stage faces the complexities of … and developing a sense of …
  • During this stage, the child learns to …, and prepares for … and … roles
A

planning;

judgment;

take initiative;

leadership;

goal achievement

109
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • During this stage, the child learns to take initiative, and prepares for leadership and goal achievement roles. Activities sought out by a child in this stage may include … behaviors, such as crossing a street alone or riding a bike without a helment; both these examples involve …
A

risk-taking;

self-limits

110
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • Within instances requiring initiative, the child may also develop … behaviors. These behaviors are a result of the child developing a sense of … for not being able to achieve a goal as planned and may engage in behaviors that seem …, …. and … to parents.
A

negative;

frustration;

aggressive;

ruthless;

overly assertive

111
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • Aggressive behaviors, such as throwing objects, hitting, or yelling, or examples of … behaviors during this stage
  • preschoolers are increasingly able to accomplish tasks on their own and can explore new areas. With this growing independence comes many choices about … Sometimes children take on projects they can readily accomplish, but at other times they undertake projects that are … or that … with other people’s plans/activities
A

observable;

activities to be pursued;

beyond their capabilities;

interfere

112
Q

Erikson - Stage 3: Initiative vs Guilt: 3rd - 5th Yrs of Life:

  • If parents and preschool teachers encourage and support children’s efforts, while also helping them make … and … choices, children develop … - … in planning and undertaking activities. But if, instead, adults discourage the pursuit of independent activities or dismiss them as silly and bothersome, children develop … about their needs and desires
A

realistic;

appropriate;

initiative;

independence;

guilt

113
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • the aim to bring a productive situation to completion gradually supersedes the whims and wishes of … The fundamentals of … are developed. The failure to master trust, autonomy, and industrious skills may cause the child to …, leading to …, … and the experience of … and ….
A

play;

technology;

doubt his/her future;

shame;

guilt;

defeat;

inferiority

114
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • the child must deal with demands to learn new skills or risk a sense of …, …. and …
  • “Children at this age are becoming more aware of themselves as …”
A

inferiority;

failure;

incompetence;

individuals

115
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • “Children at this age are becoming more aware of themselves as individuals.” They work hard at “being …, being … and doing it right.” They are now more reasonable to … and …
A

responsible;

good;

share;

cooperate

116
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • Allen and Marotz also list some perceptual cognitive developmental traits specific for this age group. Children grasp the concepts of … and … in more logical, practical ways. They gain a better understanding of … and … and of …
A

space;

time;

cause;

effect;

calendar time

117
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • At this stage, children are eager to learn and accomplish more complex skills: …, …., …
  • They also get to form …, recognize … and … differences and are able to manage most of their personal needs and grooming with minimal … At this stage, children might express their independence by … and being … and …
A

reading;

writing;

telling time;

moral values;

cultural;

individual;

assistance;

talking back;

disobedient;

rebellious

118
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • Erikson viewed the elementary school years as critical for the development of … Ideally, elementary school provides many opportunities to achieve the recognition of teachers, parents and peers by … - drawing pictures, solving addition problems, writing sentences, and so on.
A

self-confidence;

producing things

119
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate … by being …, … at tasks until completed, and putting … before …
  • If children are instead ridiculed or punished for their efforts or if they find they are incapable of meeting their teachers’ and parents’ expectations, they develop feelings of … about their capabilities
A

industry;

diligent;

persevering;

work;

pleasure;

inferiority

120
Q

Erikson - Stage 4: industry vs inferiority - 5/6 years to adolescence:

  • At this age, children start recognizing their … and continue to discover … as their education improves. They may begin to choose to do more activities to pursue that interest, such as joining a sport if they know they have athletic ability, or joining the band if they are good at music. If not allowed to discover their own talents in their own time, they will develop a sense of …, … and … They become … if they are not allowed to develop interests
A

special talents;

interests;

lack of motivation;

low self-esteem;

lethargy;

“couch potaatoes”

121
Q

Erikson - Stage 5: Identity vs Identity Confusion (Adolescence)

  • The adolescent is newly concerned with …
  • … is the accrued confidence that the outer sameness and continuity prepared in the future are matched by the sameness and continuity of one’s …, as evidenced in the promise of a career. The ability to settle on a school or occupational identity is pleasant
A

how they appear to others;

superego identity;

meaning for oneself

122
Q

Erikson - Stage 5: Identity vs Identity Confusion (Adolescence)

  • In later stages of adolescence, the child develops a sense of … As they make the transition from childhood to adulthood, adolescents ponder the roles they will play in the … Initially, they are apt to experience some … - mixed ideas and feelings about the specific ways in which they will fit into society - and may … with a variety of behaviors and activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain political or religious groups)
A

sexual identity;

adult world;

role confusion;

experiment

123
Q

Erikson - Stage 5: Identity vs Identity Confusion (Adolescence)

  • Eventually, Erikson proposed, most adolescents achieve a sense of identity regarding … and …
  • The teenager must achieve identity in …, … roles, … and in some cultures, …
A

who they are;

where their lives are headed;

occupation;

gender;

politics;

religion

124
Q

Erikson - Stage 5: Identity vs Identity Confusion (Adolescence)

  • Erikson is credited with coining the term … Each stage that came before and that follows has its own “crisis,” but even more so now, for this marks the transition from … to …. This passage is necessary because, “Throughout infancy and childhood, a person forms many identifications. But the need for … in youth is not met by these.”
  • This turning point in human development seems to be the reconciliation between “the person one …” and “the person …”
A

“identity crisis”;

childhood;

adulthood;

identity;

has come to be;

society expects one to become

125
Q

Erikson - Stage 5: Identity vs Identity Confusion (Adolescence)

  • What is unique about the stage of identity is that it is a special sort of … of earlier stages and a special sort of … of later ones. Youth has a certain unique quality in a person’s life; it is a bridge between … and …
  • Youth is a time of radical change - the great body changes accompanying …, the ability of the mind to search one’s own … and those of others, the suddenly sharpened awareness of the … society has offered for later life
A

synthesis;

anticipation;

childhood;

adulthood;

puberty;

intentions;

roles

126
Q

Erikson - Stage 5: Identity vs Identity Confusion (Adolescence)

  • Adolescents “are confronted by the need to re-establish … for themselves and to do this in the face of an often potentially … world.” This is often challenging since commitments are being asked for before … have formed. At this point, one is in a state of “…” but society normally makes allowances for youth to … and this state is called the …
A

boundaries;

hostile;

particular identity roles;

identity confusion;

find themselves;

moratorium

127
Q

Erikson - Stage 5: Identity vs Identity Confusion (Adolescence)

  • The problem of adolescence is one of … - a reluctance to … which may haunt a person into his mature years. Given the right conditions - and Erikson believes these are essentially having enough … and …, a psychosocial …, when a person can freely … and … – what may emerge is a firm sense of … an … and deep awareness of who they are
A

role confusion;

commit;

space;

time;

moratorium;

experiment;

explore;

identity;

emotional

128
Q

Erikson - Stage 6: Intimacy vs Isolation:

  • the intimacy vs isolation conflict is emphasized around the age of … At the start of this stage, identity vs role confusion is coming to an end, though it still lingers at the foundation of the stage. Young adults are still eager to blend their … with ….
  • they want to … Erikson believes they are sometimes … due to …
A

30;

identities;

friends;

fit in;

isolated;

intimacy

129
Q

Erikson - Stage 6: Intimacy vs Isolation:

  • They want to fit in. Erikson believes they are sometimes isolated due to intimacy. They are afraid of … such as being turned down or our partners breaking up with us. They are familiar with … and to some of us rejection is so painful that our … cannot bear it
A

rejections;

pain;

egos

130
Q

Erikson - Stage 6: Intimacy vs Isolation:

  • Erikson also argues that “Intimacy has a counterpart: …: the readiness to … and if necessary, to destroy those forces and people whose essence seems … to our own, and whose territory seems to encorach on the extent of one’s …”
A

distantiation;

isolate;

dangerous;

intimate relations

131
Q

Erikson - Stage 6: Intimacy vs Isolation:

  • Once people have established their identities, they are ready to make … to others. They become capable of forming …, … relationships (e.g. through close friendships or marriage) and willingly make the … and … that such relationships require
  • If people cannot form these intimate relationships - perhaps bc of their own needs - a sense of … may result; arousing feelings of … and …
A

long-term commitments;

intimate; reciprocal;

sacrifices;

compromises;

isolation;

darkness;

angst

132
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • Generativity is the concern of …
    • … and … are expressions of generativity
A

guiding the next generation;

socially-valued work;

disciplines

133
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • The adult stage of generativity has broad application to …, …, … and …
A

family;

relationships;

work;

society

134
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • “Generativity, then is primarily the concern in … and … the next generatity. The concept is meant to include … and …”
A

establishing;

guiding;

productivity;

creativity

135
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • During middle age the primary developmental task is one of … and helping to … When a person makes a contribution during this period, perhaps by raising a family or working toward the betterment of society, a sense of … - a sense of … and … - results
A

contributing to society;

guide future generations;

generativity;

productivity;

accomplishment

136
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • In contrast, a person who is self-centered and unable/unwilling to help society move forward develops a feeling of … - a … with the relative lack of …
A

stagnation;

dissatisfaction;

productivity

137
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • Central tasks of adulthood
    • express … through more than … contacts
    • maintain … life patterns
    • develop a sense of … with …
A

love;

sexual;

healthy;

unity;

mate

138
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • central tasks of adulthood:
    • help growing and grown children to be …
    • accept children’s … and …
    • create a …
    • be … of self and mate/spouse
A

responsible adults;

mates; friends;

comfortable home;

proud of accomplishments

139
Q

Erikson - Stage 7: Generativitiy vs Stagnation:

  • Central tasks of adulthood:
    • achieve …, … and … responsibility
    • adjust to … of middle age
    • use leisure time …
A

mature;

civic;

social;

physical changes;

creatively

140
Q

Erikson - Stage 8: Integrity vs. Despair

  • As we grow older and become senior citizens we tend to slow down our … and explore life as a … person. It is during this time that we contemplate our … and are able to develop … if we see ourselves as leading a successful life
A

productivity;

ertired;

accomplishments;

integrity

141
Q

Erikson - Stage 8: Integrity vs Despair

  • If we see our life as unproductive, or feel thaat we did not accomplish our …, we become … with life and develop …, often leading to …. and …
A

life goals;

dissatisfied;

despair;

depression;

hopelessness

142
Q

Erikson - Stage 8: Integrity vs Despair

  • The final developmental tasks is …: people look back on their lives and accomplishments
  • They develop feelings of … and … if they believe that they have led a happy, productive life
  • They may instead develop a sense of … if they look baack on a life of disappointments and unachieved goals
A

retrospection;

contentment; integrity;

despair

143
Q

Erikson - Stage 8: Integrity vs Despair

  • This stage can occur out of the sequence when an individual feels they are … (such as when receiving a …)
A

near the end of their life;

terminal disease diagnosis

144
Q
A

Psych of Personality (12 decks)

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