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MSW 503a > HB - Chapter 3 > Flashcards

HB - Chapter 3 Flashcards

1
Q

How does Behavioral Theories differ from personality theories

PP 111

A

instead of focusing on internal motivations, needs and perceptions, they focus on specific observable behaviors

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2
Q

Behavioral Theory

PP 111

A

People learn behaviors and can be strengthen by receiving positive reinforcement.

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3
Q

Social learning theory

PP 111

A

More credit is given to people’s ability to think, discriminate, and make choices. focuses on social experiences and how people learn and react to them.

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4
Q

Carl Roger’s Theory
Humanistic theory
PP 111

A

Phenomenological or self theories of personality. Founder of person-centered therapy.
•Best known self theorist
•Perception of self, self concept and the “I” is important and values attached to these.
•People are inherently good and try to self-actualize – enhancing oneself.
•People are motivated to be fulfilled through new experiences.
•Need for positive regard or being valued by others.
•There is a tension between the real self and the idealized self.

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5
Q

Phenomenological Theory

PP 111

A

Tendency for every person to develop capacities that serve to maintain or enhance the person.

If a Person remains relatively free of influence attempts from others, the self-actualization motive will lead to sociable, cooperative, creative, and self-directed person.

(Part of self theory)

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6
Q

Self actualization

PP 111

A

Tendency for every person to develop capacities that serve to maintain or enhance the person

(Part of self theory)

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7
Q

Self-Concept

PP 111-112

A

• is a Person’s feelings about self, personality strengths, weaknesses and relations with others.

Begins to form as infants, and it is highly dependent on the individual’s perceptions of his or her experiences.

(Part of self theory)

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8
Q

Introjection

PP 112

A

• is taking in others’ values that is inconsistent with the self-actualized self. This leads to conflicts in self worth.

Part of self theory.

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9
Q

Incongruence

PP 112

A

•– When others’ values are inconsistent with one’s inner core of consciousness.
Resulting in tension, anxiety, and internal confusion.
Part of self theory

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10
Q

An individual can enter therapy to resolve problems and incongruences. What does person-centered therapist focus on?

PP 113

A

Focuses on the constructive side of human nature, on what’s right with the person

Therapist must be authentic, supportive, present, accessible, have a humanistic orientation, and focus on current experiences

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11
Q

Feminist Theories

PP113

A

Based on the concept of feminist.

Feminist is the doctrine advocating social, political, and economic rights for women equal to those of men and the movement for the attainment of such rights.

It has 9 principles

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12
Q

What are the 9 principles of Feminist Theories

PP 114-115

A 
–Elimination of false dichotomies
–Rethinking knowledge
–Differences exist between men and women throughout the lifespan
–Equalitarian (no power imbalances)
–Empowerment
–Valuing process equally with product
–The personal is political
–Unity and diversity
–Advocating for positive change on behalf of women
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13
Q

Five Steps toward a Feminist Identity

PP 117

A
  • Passive acceptance: passively accept the way things are
  • Revelation: realization of inequality reaction include heated anger, and resentment towards men.
  • Embeddedness: emotionally linked w/other women, feel stronger in her identity as a woman.
  • Synthesis: positive feminist identity, gains greater understanding of herself as a woman and no longer resents men.
  • Active commitment: uses her confidence to advocate on behalf of women to address inequities, oppression, and women’s issues.
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14
Q

Liberal Feminism

PP 116

A

Women should have the opportunities and rights equal to men. e.g. Equal pay

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15
Q

Cultural feminism

PP116

A

Women have special, unique qualities that differentiate them from men.

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16
Q

Marxist / Socialist Feminist

PP 116

A

Views oppression of women as just one instance of oppression

anti-capitalism and patriarchy, pay for domestic work and child rearing

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17
Q

Radical Feminist

PP116

A

Men’s control over women manifest itself in gender roles, family relationships, heterosexuality, and make violence against women… Fights oppression

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18
Q

Postmodern feminist

PP 116

A

Focus on academic movement that seek to reform thought and research

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19
Q

Cognitive Theory

PP 120

A

How people learn and think.

•Cognition involves taking in information, processing it, storing it, retrieving it and using it.

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20
Q

Jean Piaget (cognitive theorist)

PP120

A

Various stages from infant to adulthood through which people must progress in order to develop their cognitive or thinking ability

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21
Q

Conservation

PP 120

A

The idea that a substance can be changed in one way (e.g., shape) while remaining the same in another (e.g amount)…

Cognitive theory

22
Q

Schema

PP 123

A

A way of thinking about and organizing ideas and concepts depends on one’s level if cognitive development

Cognitive theory

23
Q

Adaption

PP 123

A

The capacity to adjust to surrounding environment conditions. Composed of two processes, assimilation and accommodation.

Cognitive theory

24
Q

What are the two processes of adaptation?

PP 123

A

Assimilation: take in new information and integrating it into the schema or structure of thought. (Take in)

Accommodation: process by which children change their perceptions and actions in order to think using higher, more abstract levels of cognitive.

25
Q

Piaget’s 4 stages of cognitive development

PP124

A
  • Sensorimotor –
  • Pre-operational –
  • Concrete Operations

Formal Operations

26
Q

Sensorimotor

PP 124

A

One of four stages of Piaget cognitive Development. age two and younger: a child progresses from simple thoughtless reflex reaction to a basic understanding of the environment. They learn about their senses, exhibit goal directed behavior, able to understand that objects r permanent. (e.g. of Ricky n his blankie)

27
Q

Pre-operational

PP 125

A

One of four stages of Piaget cognitive Development…2 through 7 years
Better memory, can solve simple problems, begin to use symbolic representation.
Barriers to logical thinking: egocentrism (aware of himself only), centration (tendency to concentrate on only one detail of an object or situation and ignore all other aspects), irreversibility (a child’s ability to follow and think something through in one direction without being able to imagine relationship in reverse)
-Abilities: can do basic classification, seriation (ability to arrange objects), conservation (ability to grasp the idea that while one a docent of a substance remains the same, another aspect of that same substance can be changed.

28
Q

•Concrete Operations

PP 126-127

A

One of four stages of Piaget cognitive Development… 7 -11, can see things from others’ point of view, understanding and empathy possible, language, math, memory improvement, more advanced conservation, classification, seriation develop, still tied to concrete issues, think about things they can smell, see, hear and touch. Focus on things not ideas

29
Q

Formal Operations

PP 127

A

One of four stages of Piaget cognitive Development…
11 or 12 to age 16
•Abstract thought
•Can make hypotheses about how things might be vs how they are
•Can identify numerous variables that affect a situation, can view multiple perspectives.
•Can analyze the effect of one variable on another. Can hypothesize about relationships and think about changing conditions.
•Capable of hypothetical deductive reasoning; thus, they can think about consequences.

30
Q

Three major developments that characterize adolescent thought during the period of formal operations.

PP127

A
  1. Able to id numerous variables that affect a situation.
  2. Able to analyze the effects of one variable on another.
  3. Capable of hypothetical-deductive reasoning
31
Q

Sociocultural cognitive development : Vygotsky

PP 129

A

Died at aged 37 from TB
•Important Principles of his theory
1. Children develop in a social-cultural context. Their development depends on what occurs around them and through interaction with others.
2. Develop in response to social situations they experience
3. Develop through group activities
4. Learn from observing others
5. Develop a scheme and symbols to process what they have learned using language
6. Learn cultural values from interactions with others.

32
Q

Three important concepts in understanding Vygotsky’s perspective

PP 129-130

A

Zone of proximal development
Scaffolding
Private Speech

33
Q

Zone of Proximal Development

PP 131

A

One of the three important concepts of understanding Vygotsky’s perspective - difference between what a child can learn by himself and with the help of another
(e.g. Of Tanya and her 1st jigsaw puzzle)

34
Q

Scaffolding

PP 131

A

One of the three important concepts of understanding Vygotsky’s perspective - a form of teaching, an adult offering support to a child until they can do a task by herself, supporting a child in solving problems or understanding principles

35
Q

Private Speech

PP 131

A

One of the three important concepts of understanding Vygotsky’s perspective - speech of children to regulate their own behavior; becomes inner speech or thought. (e.g. Of 5 yr old reaching for a book)

36
Q

Emotional development

PP132

A

Not clear how thinking affects personality and vise versa.

Emotions are involved in a person’s development

37
Q

Infant’s emotions

PP 133

A
  • At birth – general interest, disgust, and distress.
  • 3-4 months surprise, anger, sadness
  • 5-7 months fear
  • Second Year – Self awareness, the person sees himself as separate from the environment and emotions such as shyness, jealousy, pride, and shame
38
Q

3 types of Crying

PP 133

A
  1. Basic cry
  2. Angry cry
  3. Cry of pain

Crying represents the newborn’s first venture into personal communication

39
Q

Smiling and laughing

PP 133

A

Are major means of fostering primary relationship b/w child n parent

Initially, involuntary reflex… Often while sleeping

After a few wks, infants smile in response to visual, tactile, n auditory stimulation.

6-8wks of age, social smiles occur

2-6 mo, social smiles increase

4mo- laughing begins.

40
Q

What are the six concepts involved in temperament?

PP134

A

– fearful, distressed, reflecting a child’s tendency to withdrawal
–Angry, frustrated when needs not met
–Positive affect reflecting the amount of positive emotion displayed
–Activity level showing gross motor activity and energy
–Attention span/persistence, reflecting ability to maintain interest, focus
–Regularity, reflecting predictability of a child’s behavior

41
Q

What are the three basic categories of temperament to characterize children?

PP 134

Note: 1/3 of children do not fit these categories

A

–Easy – cheerful, easy to get along with, accept change, interest in new situations
–Difficult – irritable, not predictable, adapt poorly to new situations
–Slow to warm up – low level of activity, mild temperament, withdraw from unfamiliar, slow to make changes in themselves

42
Q

Why does temperament change for many people as they age?

PP 134-135

A

Temperament results from both hereditary and environmental factors… People modify their behavior and attitudes as they encounter new experiences.

43
Q

Freud’s 3 components of personality

PP 107

A

Id: a collection of primitive drives which r present during birth. The force that presses for immediate gratification of bodily needs n wants… (Hunger, thirst, sex, and self preservation)… The id’s biological instinct was libido.

Ego: practical, rational part of personality. It emerges during the 1st yr of life when infant realizes it cannot always have what it wants… Controls a person’s thinking and acts as a the coordinator of personality.

Superego: 3rd -4th yr of life. “ moral agent” it develops as the child begins to incorporate adult standards of right n wrong. Conscience

43
Q

Psychodynamic

PP106

A

Human behavior largely governed by motives and drives that a are internal and often unconscious … Hidden forces influence all aspects of behavior

44
Q

Freud’s conception of the mind was two dimensional.

PP 106

A
  1. Conscious; pre conscious, and unconscious (feelings, instincts, drives, conflicts and motives)
    Repression- process in which unacceptable desires, memories, and thoughts are excluded from consciousness by sending material into the unconscious under repress barrier.
  2. Id, ego and superego
45
Q

What are the five consecutive phases of Psychosexual development ?

PP 108

A
  • Oral Stage – Birth to 18 Months, activities centered around eating and associated organs (lips, mouth, tongue), focus on receiving and taking, fixation in this stage might lead to schizophrenia or psychotic depression.
  • Anal Stage – 18 months and 3 years, focus on giving and withholding associated with retaining and passing feces, conflict re: toilet training, may have character traits of messiness, stubbornness, rebelliousness, or have a reaction formation with opposite traits/fixations, being meticulously clean and excessively punctual.
  • Phallic Stage – (3 to 5) attention shifts to the genitals, child wants wants to love and be loved and admired, fixations of pride, promiscuity, and self-hatred, Oedipus and Electra Complexes and castrations anxieties.
  • Latency – (6 to puberty) sexual instinct un-aroused, children socialized and involved in educational process.
  • Genital – (puberty til death), mature sexuality, person able to love and work, personality completed largely by end of puberty.
47
Q

Attachment: John Bowlby

PP135

A
  • A strong affectional tie that binds a person to an intimate companion.
  • Infant is viewed as an active participant

Importance of interaction b/w parents and child that result in emotional bonding.

48
Q

BOWLBY’S ATTACHMENT STAGES

PP 136

A
  1. Pre-attachment – first 2 months, beginning smiles and differentiation among people
  2. Attachment in the making - 2-8 mo… Infants learn to distinguish b/w P and things
  3. True Attachment – 8 – 18 months search out and stay close to caregivers, Anticipates caregiver’s behaviors and reactions
  4. Reciprocal relations - infant needs love, attention, physical contact, sensitivity to caregivers’ feelings and goals.
49
Q

Qualities of Attachment

Four factors that contribute to the attachment b/w child and caregiver.
PP 137

A
  • Significant time spent together
  • Alert reactions to the child’s needs and provision of attentive care
  • Emotional responsiveness and depth of commitment to the child
  • Being readily available in a child’s life over a long period of time
50
Q

Four Patterns of Attachment

PP 137

A
  • Secure Attachment – explore, comforted
  • Anxious-avoidant attachment – explore, avoid
  • Anxious-resistant attachment – minimal exploring and difficult to comfort
  • Disorganized attachment – fear and confusion when reunited
  • Both parent and child influence the attachment

MSW 503a (6 decks)

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