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Psychology > Histories, Theories and Practices > Flashcards

Histories, Theories and Practices Flashcards

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1
Q

what year did modern psychology form

A

1878

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2
Q

What year did psychodynamic psychology emerge

A

1874

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3
Q

what year did organizational psychology emerge

A

1910

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4
Q

what year did clinical psychology emerge

A

1907

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5
Q

what year did counseling psychology emerge?

A

1900

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6
Q

what year did behavioural psychology emerge?

A

1900

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7
Q

what year did developmental psychology emerge

A

1900

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8
Q

what year did educational psychology emerge

A

1900

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9
Q

culture informs and influences individual’s

A
  • understanding of health and wellbeing
  • mental processes and behaviours
  • expression and understanding of emotion
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10
Q

key concepts and markers used to identify and thus include/exclude people from group belonging or participation

A

age, gender, religion, race, ethnicity, class, sexual orientation, (dis)ability

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11
Q

what is a culture

A
  • culture is complex and embedded in many aspects of life and living
  • culture is an expression of human adaption to an environment
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12
Q

Phinney (1996) 3 aspects of ethnicity have psychological importance

A
  • ethnic groups share a distinguishable set of cultural values, communications, and behaviours
  • ethnic group members share a subjective sense of belonging (identity component)
  • experiences associated with minority status, including powerlessnesss, discrimination and prejudice
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13
Q

phenotype

A

physical appearance

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14
Q

enculturation

A

the process of learning about and being indoctrinated into a culture

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15
Q

ethnocentrism

A
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16
Q

positivism

A
  • seeking universal truths
  • yes or no
  • generalisation
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17
Q

Whiteness in Psychology

A
  • descriptor or identifier
  • it is an experience that involves receiving unearned privileges based on race
  • ideology, social structure, or worldview that is based on a system of exploitation based on the idea of white supremacy
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18
Q

Model for developing a white identity

A

Stage 1 - pre-exposure
Stage 2 - Conflict
Stage 3 - Antiracism
Stage 4 - Immersion
Stage 5 - Autonomy

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19
Q

stage1 pre-exposure

A
  • racial identity unexamined. colour-blind
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20
Q

Stage 2 conflict

A
  • Increased knowledge about racial knowledge due to education or interaction with members of a minority group
  • Conflict between wanting to conform to white norms and wanting to uphold nonracist values
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21
Q

Stage 3 Antiracism

A
  • strong pro minority group stance, guilt over their white identity
  • difficulty dealing with people with racist values, avoidance sometimes results
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22
Q

Stage 4 Immersion

A
  • Learns about institutionalised nature of racism and impacts on oppressed
  • starts to unpack myths about people of colour and work with other whites to challenge racism
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23
Q

Stage 5 Autonomy

A
  • freed self from racism and denial of white identity
  • flexible view of self and own racial group does not see others as psychological threat
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24
Q

what worldview and culture does psychology hold?

A
  • predominantly western view of the nature of humans and the best way to generate new knowledge
  • research conducted to discover truth
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25
Q

Indigenous psychologies

A
  • Psychological models that reflect local customs, experiences and beliefs
  • reconceptualisation of Brofenbrenner’s ecological model
  • validation of indigenous cultures and histories
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26
Q

Reconceptialisation of Brofenbrenner’s ecological model

A
  • variation on the model, tailoring it to non-western values and culture
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27
Q

constructionist approach

A
  • this means that humans actively construct their environments
  • beliefs, values, attitudes, and behaviours are created by people
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28
Q

cultural competence

A

requires more than becoming aware of practicing tolerance
- ability to identify and challenge one’s own cultural assumptions, values, and beliefs.
- engage in process of developing and practicing appropriate, relevant and sensitive interventions.

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29
Q

cultural awareness

A
  • taking responsibility for own biases, stereotypes, values and assumptions
  • need to develop ways of working that take into account client’s historical cultural and environmental contexts
30
Q

cultural respect

A
  • involves the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal peoples
31
Q

Cultural safety

A
  • extends beyond cultural awareness and cultural sensitivity
  • developed in nursing context in Aotearoa/New Zealand
  • Cultural safety is an outcome
  • Requires critical reflexivity
32
Q

Elements that enhance cultural competence

A

3 Components
- Attitudes/beliefs
- Knowledge
- Skills

33
Q

Sue’s (2001) multidimensional model of cultural competence

A
  • race and cultural specific attributes
  • components of cultural competence
  • the foci of cultural competence
34
Q

Critically reflective practice

A

Critical reflexivity as central to culturally competent practice, which involves
- recognising and critically engaging our own subjectivities in the context of relating across cultural boundaries
- examining our own social and cultural identities and the power and privilege we have because of these identities

35
Q

problematising cultural competence

A
  • failure to recognise diversity within racialised groupings
  • oversimplification of culture into systematized lists of facts and presumed values
36
Q

Psychoanalytic period

A

1880-1920

37
Q

Freud was born?

A

1856

38
Q

Hysteria

A
  • broad range of symptoms
  • mostly diagnosed in women
39
Q

free association

A
  • say whatever comes into one’s mind
  • theoretically used to bring unconscious thoughts to conscious
40
Q

Fanny Moser

A
  • treated by Freud
  • symptoms of tics, hallucinations, odd noises, nightmare
  • free association
41
Q

resistance in psychoanalysis

A
  • the inability to remember traumatic events
42
Q

Ego

A

Psychological component

43
Q

Superego

A

Social component

44
Q

ID

A

biological component

45
Q

Key freudian defense mechanisms

A
  • occur when the ego cant satisfy the id and superego at the same time
  • repression
  • regression
  • denial
  • when defenses fail, the patient experiences neurosis
46
Q

downfall of psychoanalysis

A
  • explains but does not predict
  • cannot be tested
  • mostly developed using himself and his patients - reliant on case studies
47
Q

legacy of psychoanalysis

A
  • popularised the talking therapy
  • helped us understand that mental health was related to thought/mind/feelings
  • some concepts (defense mechanisms) still used broadly within psychology
  • some psychologists still take a psychodynamic approach, which draws from Freud’s work
48
Q

Defense mechanisms

A
  • repression
  • reaction formation
  • denial
  • sublimation
  • displacement
  • projection
  • rationalization
  • regression
  • intellectualization
  • identification
  • suppression
49
Q

Repression

A
  • pulling into the unconscious
50
Q

Reaction formation

A

taking the opposite belief because the true belief is unacceptable and causes anxiety

51
Q

Denial

A

arguing against or refusing to acknowledge an anxiety provoking stimulus- doesnt exist

52
Q

Sublimation

A

acting out/channelling unacceptable impulses in a socially acceptable way

53
Q

Displacement

A

Taking out/transferring feelings that causes anxiety to a less threatening target

54
Q

projection

A

placing or attributing your own unacceptable impulses/feelings onto another

55
Q

rationalization

A

supplying a ‘logical/rational’ reason to cover up the true reasons for actions

56
Q

regression

A

returning to a previous stage development

57
Q

intectualization

A

avoiding unacceptable emotions by focusing on intellectual aspects

58
Q

identification

A

the unconscious modelling of oneself upon another person

59
Q

Suppression

A

pushing into the unconscious

60
Q

behaviourists

A
  • Ed Thorndike
  • Ivan Pavol
61
Q

Ed Thorndike

A
  • chick maze experiment
  • chicks had to find food water and other chicks
  • they got better at it
62
Q

John Watson

A
  • mr behavioursim
  • had difficulty expressing his emotions
  • little Albert experiment
  • little interest in the mind; only what is observable
  • felt psychoanalysis could not predict behaviour
  • no difference between man and animal
63
Q

Behaviourism

A
  • humans are like machines
64
Q

B.F Skinner

A
  • neobehaviourist (trying to formalise the laws of behaviour)
  • operant conditioning - how does this differ from classical conditioning?
  • Skinner box
  • Walden Two - Skinner’s fairly unsuccessful novel
65
Q

Critical Psychology

A
  • no universal definition of critical psychology
    two main perspecctives
  • critical approach to psychology - offers a critique of mainstream psychology
  • critical psychology - new type/form of psychological practice
66
Q

Critical psychology key principals

A

gaze - positioning those outside discipline as other
Reductionism - focus on individual
focus on positivism
interpretation - value laden ‘psychologist knows best’
neutrality - ‘fake neutrality’ in framing of research

67
Q

crit psych developed from different standpoints

A
  • diverse socio-cultural contexts
  • connections with anti-racist and feminist research
  • important in raising awareness of different forms of oppression
68
Q

Crit psych ‘new’ type of psychological practice

A
  • alliances - between academics, professionals and service users
  • culturally attuned practice
  • provide resourfces to overcome alienation/ objectification of participants/clients
  • action research methodology
  • standpoint - importance of reflexivity
69
Q

Gender as a social determinant of health and wellbeing

A
  • occupations are gender typed
  • personality and skills are gender typed and/or sex typed; women are seen as caregivers
  • exposure to family and sexual violence
70
Q
A

Psychology (9 decks)

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