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TFN [Finals] > Group 5 > Flashcards

Group 5 Flashcards

1
Q

He is a Jewish immigrant that develops the “Hierarchy of Needs”

A. Abraham Maslow
B. Harry Stack - Sullivan
C. Ludwig Von Bertalanffy

A

A. Abraham Maslow

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2
Q

At the very least, we don’t want to be hungry, thirsty, exhausted, freezing, overheating, sick, or in pain.

A. Physiological
B. Safety
C. Social
D. Self-esteem
E. Self-actualization

A

A. Physiological

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3
Q

If we feel OK in this exact moment, we then also want to feel safe: confident we can avoid pain, hunger, and other dangers for the immediate future.

A. Physiological
B. Safety
C. Social
D. Self-esteem
E. Self-actualization

A

B. Safety

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4
Q

If we feel safe, then our social needs for love and belonging come into play. We feel secure when we’re part of a tribe we can trust and unworried about rejection or alienation.

A. Physiological
B. Safety
C. Social
D. Self-esteem
E. Self-actualization

A

C. Social

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5
Q

Once we’re secure in our social needs, our primal desires for status and self esteem come into play. We want to feel not only “part of the group” - but an admired and respected part.

A. Physiological
B. Safety
C. Social
D. Self-esteem
E. Self-actualization

A

D. Self-esteem

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6
Q

Finally, now our core needs are met, we’re ready to pursue our deepest desire for self-actualisation - to become the most complete and authentic version of ourselves. With the fundamentals taken care of, we’re free to act as we choose, aligned with our values and higher purpose.

A. Physiological
B. Safety
C. Social
D. Self-esteem
E. Self-actualization

A

E. Self-actualization

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7
Q

Deprivation leads to the development of physiological, security, social, and esteem needs, which must be met to avoid negative outcomes.

A. Deficiency needs
B. Growth needs

A

A. Deficiency needs

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8
Q

Maslow’s highest level, are driven by the desire to reach one’s full potential, unlike deficiency needs.

A. Deficiency needs
B. Growth needs

A

B. Growth needs

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9
Q

He is the Father of Interpersonal Psychiatry.

He developed the Interpersonal Theory of Nursing, which explains how interpersonal relationships shape personalities and life events contribute to psychopathology.

A. Abraham Maslow
B. Harry Stack - Sullivan
C. Ludwig Von Bertalanffy

A

B. Harry Stack - Sullivan

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10
Q

It is a structured collection of emotions, thoughts, and behaviors that develops through interaction with others. It is a protective mechanism against anxiety that forms based on experiences of approval or rejection in relationships.

A

Self-System

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11
Q

What are the 5 Developmental Stages: Childhood and Adolescence?

A
  • Infancy
  • Childhood
  • Juvenile Era
  • Pre-adolescence
  • Adolescence
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12
Q

Focus on oral gratification and nurturing relationships, particularly with the mother.

A. Infancy
B. Childhood
C. Juvenile Era
D. Pre-Adolescence
E. Adolescence

A

A. Infancy

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13
Q

Development of speech, self-esteem, and the need for stable interpersonal bonds.

A. Infancy
B. Childhood
C. Juvenile Era
D. Pre-Adolescence
E. Adolescence

A

B. Childhood

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14
Q

Learning social skills through peer group interaction.

A. Infancy
B. Childhood
C. Juvenile Era
D. Pre-Adolescence
E. Adolescence

A

C. Juvenile Era

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15
Q

Formation of close same-sex friendships, essential for developing intimacy.

A. Infancy
B. Childhood
C. Juvenile Era
D. Pre-Adolescence
E. Adolescence

A

D. Pre-Adolescence

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16
Q

Emergence of sexual interest and the development of romantic relationships.

A. Infancy
B. Childhood
C. Juvenile Era
D. Pre-Adolescence
E. Adolescence

A

E. Adolescence

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17
Q

He is an Austrian Biologist. Known as one of the founders of General Systems Theory.

A. Abraham Maslow
B. Harry Stack - Sullivan
C. Ludwig Von Bertalanffy

A

C. Ludwig Von Bertalanffy

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18
Q

It is a framework for understanding complex systems and how their parts interact. Bertalanffy proposed that everything like organisms, societies, and machines can be viewed as systems.

A. General System Theory (GST)

B. Systems Work as a Whole

A

A. General System Theory (GST)

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19
Q

A system isn’t just a collection of parts; the parts work together in a specific way to maintain functionality.

For example:

  • The human body is a system where organs (subsystems) interact to sustain life.

A. General System Theory (GST)

B. Systems Work as a Whole

A

B. Systems Work as a Whole

20
Q

Interact with their surroundings, exchanging energy, matter, or information.

For instance:

  • Humans take in oxygen, food, and experiences from the environment.

A. Open Systems
B. Closed Systems

A

A. Open Systems

21
Q

Do not interact with the environment.

A. Open Systems
B. Closed Systems

A

B. Closed Systems

22
Q

A change in one part of a system affects the entire system. For example, if a patient’s mental health declines, it can impact their physical health.

A. Interdependence
B. Holistic View
C. Dynamic Processes

A

A. Interdependence

23
Q

Instead of focusing on individual parts, GST encourages understanding how parts interact as a whole. This approach is crucial in nursing for addressing a patient’s overall well-being rather than isolated symptoms.

A. Interdependence
B. Holistic View
C. Dynamic Processes

A

B. Holistic View

24
Q

Systems are not static; they adapt to changes to maintain balance (homeostasis). For example, the body’s immune response adjusts to fight infections.

A. Interdependence
B. Holistic View
C. Dynamic Processes

A

C. Dynamic Processes

25
Q

He is a German-born America social psychologist.

He is known for his Field theory of behavior and Change Management Model.

A. Kurt Lewin
B. Erik Homburger Erikson
C. Lawrence Kohlberg

A

A. Kurt Lewin

26
Q

What are the 3 Stages of Change Management Model of Kurt Lewin?

A
  • Unfreezing
  • Change (Moving)
  • Refreezing
27
Q

Preparing for change by identifying the need for it, creating awareness, and overcoming resistance.

A. Unfreezing
B. Change (Moving)
C. Refreezing

A

A. Unfreezing

28
Q

Transitioning to the new state through implementing strategies, training, and adapting behaviors.

A. Unfreezing
B. Change (Moving)
C. Refreezing

A

B. Change (Moving)

29
Q

Stabilizing the change by reinforcing new practices to ensure they become part of the routine.

A. Unfreezing
B. Change (Moving)
C. Refreezing

A

C. Refreezing

30
Q

He influences Sigmund Freud and Anna Freud. Also known for his Fields Developmental Psychology.

Develops the Psychosocial Stages

A. Kurt Lewin
B. Erik Homburger Erikson
C. Lawrence Kohlberg

A

B. Erik Homburger Erikson

31
Q

Trust (or mistrust) that basic needs, such as nourishment and affection, will be met.

A. Infancy
B. Early childhood
C. Play age
D. School age

A

A. Infancy

32
Q

Develop a sense of independence in many tasks

A. Infancy
B. Early childhood
C. Play age
D. School age

A

B. Early childhood

33
Q

Take initiative on some activities – may develop guilt when unsuccessful or boundaries overstepped.

A. Infancy
B. Early childhood
C. Play age
D. School age

A

C. Play age

34
Q

Develop self-confidence in abilities when competent or sense of inferiority when not.

A. Infancy
B. Early childhood
C. Play age
D. School age

A

D. School age

35
Q

Experiment with and develop identity and roles

A. Adolescence
B. Early adulthood
C. Middle age
D. Old age

A

A. Adolescence

36
Q

Establish intimacy and relationships with others.

A. Adolescence
B. Early adulthood
C. Middle age
D. Old age

A

B. Early adulthood

37
Q

Contribute to society and be part of a family

A. Adolescence
B. Early adulthood
C. Middle age
D. Old age

A

C. Middle age

38
Q

Assess and make sense of life and meaning of contributions.

A. Adolescence
B. Early adulthood
C. Middle age
D. Old age

A

D. Old age

39
Q
  • American psychologist
  • Known for his “Theory of Moral Development”
  • He is best known for proposing that individuals progress through a series of stages of moral reasoning.

A. Kurt Lewin
B. Erik Homburger Erikson
C. Lawrence Kohlberg

A

C. Lawrence Kohlberg

40
Q

What are the 3 Levels of Moral Development?

A
  • Level 1: Pre-Conventional
  • Level 2: Conventional
  • Level 3: Post-Conventional
41
Q

Stage 1:

  • Actions are judged by consequences (avoiding punishment).

A. Obedience and Punishment
B. Individualism and Exchange

A

A. Obedience and Punishment

42
Q

Stage 2:

  • Right actions serve personal needs or reciprocal benefits (“What’s in it for me?”)

A. Obedience and Punishment
B. Individualism and Exchange

A

B. Individualism and Exchange

43
Q

Stage 3:

  • Emphasis on social approval and being “good” in relationships.

A. Interpersonal Relationships
B. Maintaining Social Order

A

A. Interpersonal Relationships

44
Q

Stage 4:

  • Focus on law, order, and duty to maintain societal rules.

A. Interpersonal Relationships
B. Maintaining Social Order

A

B. Maintaining Social Order

45
Q

Stage 5:

  • Laws and rules are flexible, emphasizing individual rights and the greater good.

A. Social contract
B. Universal Ethical Principles

A

A. Social contract

46
Q

Stage 6:

  • Morality is guided by self-chose ethical principles like justice and equality.

A. Social contract
B. Universal Ethical Principles

A

B. Universal Ethical Principles

TFN [Finals] (6 decks)

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