Human Development Flashcards
Personality is developed through 5 childhood stages; where psyche is divided into the Id, Ego and Superego
Freud’s Psychosexual Development Theory
unconscious level where basic impulses, sex, aggression and gratification arise - this is irrational and impulsive
Id
conscious level where executive functioning mediates impulse and inhibition - this is rational and tests reality
Ego
preconscious level where ideas, morals and influence operates
Superego
behaviors are in sync with ego (no guilt)
Ego-Syntonic
behaviors are out of sync with ego (guilt)
Ego-Dystonic
primary source of interaction is through oral stimulation
Oral Stage (birth-1yr)
primary focus of libido controls the bladder and bowel - conflict of this stage is toilet training
Anal Stage (1-3yrs)
Id’s energy is focused on the genitals - awareness of gender and sexual orientation is developing at this stage
Phallic Stage (3-6yrs)
occurs in the phallic stage, describes a boy’s desire for his mother and hostility towards his father
Oedipus Complex
occurs in the phallic stage, describes a girl’s desire for her father and hostility towards her mother
Electra Complex
sexual feelings are dormant, child is developing values, social skills and relationships outside of the family
Latency Stage (6-Puberty)
puberty causes libido to become active, individuals begin to form intimate relationships
Genital Stage (Puberty-Adulthood)
focuses on cognitive development, where children move through four stages: sensorimotor, preoperational, formal operational, and cognitive
Piaget’s Cognitive Development Theory
primary learning occurs through sensory input and action. 3 achievements of this stage are object permanence, causality, and symbolic thought
Sensorimotor Stage (birth-2yrs)
learning occurs through mental images, language and other representative symbols. children begin learning to reason through problems
Preoperational Stage (2-7yrs)
learning develops through mental operations of logic and abstract thinking. problem solving becomes more sophisticated here
Concrete Operational Stage (7-11yrs)
the ability to think hypothetically, abstractly and realistically develops at this stage
Formal Operational Stage (11+yrs)
aids in organizing and interpreting information - understanding is further developed when new information is added
Schema
the process of incorporating new information into the schema
Assimilation
changing or modifying an existing schema after receiving new information
Accommodation
both assimilating knowledge to fit with a person’s current schemas, and accommodating information for their way of thinking
Equilibration
personality develops in a fixed order through 8 stages of psychosocial development - each with a crisis and outcome on development
Erik Erikson’s Stages of Psychosocial Development
trust vs. mistrust; feeding is significant; depends on nurturing care and affection from guardians
Infancy (birth-1 1/2yrs)
autonomy vs. shame and doubt; toilet training is significant; depends on personal control over physical skills
Early Childhood (1 1/2-3yrs)
initiative vs. guilt; exploration is significant; depends on sense of purpose, power and control
Preschool (3-5yrs)
industry vs. inferiority; school is significant; depends on sense of competence and academic demands
School Age (5-12yrs)
identity vs. role confusion; social relationships are significant; depends on sense of self and personal identity
Adolescence (12-18yrs)
intimacy vs. isolation; relationships are significant; depends on development of loving connections
Young Adult (18-40yrs)
generativity vs. stagnation; work and parenting are significant; depends on contribution to society and accomplishment
Middle Adulthood (40-65yrs)
ego and integrity vs. despair; reflection on life is significant; depends on fulfillment
Maturity (65+yrs)
separation (mentally, from the mother) and individuation (developing self-concept) occurs when developmental phases are completed successfully in the first 3 years of life
Mahler Separation-Individuation Theory of Child Development
infant is detached and self-absorbed; spends most of their time sleeping and are unresponsive to external stimuli
Normal Autistic Phase (birth-1 month)
infant gains awareness of their mother but has no sense of individuality
Symbiotic Phase (1-5 months)
infant begins to understand the boundaries of self; develops a sense of identity and cognitive abilities; four substages here
Separation-Individuation Phase (5 months-3yrs)
infants attention shifts from inward to outward; begins to separate usually through crawling
Differentiation/Hatching Substage (5-9 months)
infant continues to separate; mother serves as a home base while infant actively explores
Practicing Substage (9-14 months)
infant wants to act independently; continues to move away from mother but returns to confirm her presence
Rapprochement Substage (14-24 months)
infant understands that caregiver will return; can cope with absence and sees their mother as a separate individual from themselves
Object Constancy Substage (24 months-3 years)
five tiers typically shown as a pyramid representing deficiency needs and growth needs
Maslow’s Hierarchy of Needs
needs which are physiological (food, water, rest, warmth) safety (security), belongingness and love needs (relationships, friends, intimate) and esteem (prestige and feeling of accomplishment)
Deficiency Needs
needs which relate to self-actualization
Growth Needs
moral development occurs in 6 stages
Kohlberg’s Stages of Moral Development
- a child obeys authority to avoid punishment, and 2. acts according to their best interests; conforming to receive rewards
Level 1: Preconventional (before age 9)
- the individual is “good” to gain approval, and 4. obeys laws and fulfills obligations to maintain social order
Level 2: Conventional (early adolescence)
- developing interest in the welfare of others, concerned with individuals rights and morally correct behavior, and 6. develop one’s own moral guidelines based on human rights, justice and equality
Level 3: Postconventional (adulthood)
earliest bonds between parent and child highly impact relationships throughout life
Bowlby’s Attachment Theory
caregiver reacts quickly and positively to child’s needs; child is distressed in their absence, happy in their presence, and seeks comfort from their caregiver
Secure Attachment Style
caregiver is unresponsive, uncaring and dismissive; child is not distressed in their absence, does not acknowledge their presence, and does not seek contact with their caregiver
Insecure-Avoidant Attachment Style
caregiver’s response to child is inconsistent; child is distressed in their absence and is not comforted by their presence
Insecure-Ambivalent Attachment Style
caregiver’s behavior is unpredictable; child displays no attachment behaviors, often appears confused or apprehensive in their caregiver’s presence
Insecure-Disorganized Attachment Style
individual separates emotionally from their family; learns to see themselves as an independent person; focuses on career and selects a partner
Stage 1: Independence (family life cycle)
individuals develop a way to live together; transitions into a new family system; adjusts relationships with family and friends to include partners
Stage 2: Marriage (family life cycle)
individuals take on parenting roles; modify the marital system to include children; realign relationships with extended family to including parenting and grandparenting roles
Stage 3: Parenting (family life cycle)
individuals refocus the marital relationship without children; develop relationships with grown children; and resolve midlife issues
Stage 4: Launching Adult Children (family life cycle)
individuals cope with physiological decline; provide emotional support to adult children; deal with the loss of loved ones and prepare for the end of life
Stage 5: Retirement or Senior Years (family life cycle)
high in demandingness and high in responsiveness; these parents establish standards and uphold boundaries through open dialogue, advice and rational justification
Authoritative Parenting Style
high in demandingness and low in responsiveness; these parents use rigid boundaries and only permit one-way communication
Authoritarian Parenting Style
low in demandingness and high in responsiveness; these parents establish poor boundaries and are unwilling to set limits
Permissive Parenting Style
with no regard for the needs of their children; these parents don’t establish clear limits or expectations for their children
Uninvolved (Neglectful) Parenting Style
contends that a person’s behavior can be broadly understood by looking at the environment in which they live; evaluates one’s connection to community supports, social supports, family, culture, and faith
Person-In-Environment (PIE) Theory
when influenced by change, the system will react in ways that bring it back into a state of balance
Homeostasis
promotes constancy; this type of feedback gives incentive for balance, and maintains homeostasis
Negative Feedback
promotes change; this type of feedback pushes for deviation from a previous state of homeostasis
Positive Feedback
the natural tendency to move towards disorder and disorganization
Entropy
the principle suggests that the same results can be reached from many potential means
Equifinality
stealing food, poor hygiene, poor weight gain, falling asleep in class, lack of supervision, lack of nutrition, failure to attend medical and dental appointments
Indicators of Neglect
burns, punching, kicking, choking, throwing, head injuries, bruising, unusual history of injury
Indicators of Physical Abuse
bed wetting, sexualized behavior, odd bathroom patterns
Indicators of Sexual Abuse
lying, stealing, drug use, social withdrawal, anxiety, depression, difficulty concentrating, aggressive or hyperactive behavior, low self-esteem
Indicators of Emotional Abuse
bruises, bedsores, weight loss, poor hygiene, untreated medical conditions
Indicators of Elder Physical Abuse and Neglect
pelvic injury, genital pain, emotional withdrawal, trouble walking or sitting
Indicators of Elder Sexual Abuse
change in eating patterns, depression, low self-esteem, poor sleeping patterns, disorientation, agitation
Indicators of Elder Psychological Abuse and Neglect
unexplained withdrawals, lack of food, inability to pay bills, family over-involved in finances
Indicators of Elder Financial Abuse
poor or limited insight, lack of hygiene, unsafe living conditions, does not take prescribed medication
Indicators of Elder Self-Neglect
restore the client’s equilibrium or baseline, assist the client in mobilizing social supports and resources, help to learn new coping skills
Goals for Crisis Intervention
occurs when individuals are unable to cope with the normal process of development; typically happens during a time of transition
Maturation Crisis (Normal Stressors)
includes an unexpected event that is typically beyond the individual’s control
Situational Crisis (Traumatic Event)
unconscious psychological processes that shield an individual from anxiety-inducing ideas and emotions that are connected to internal conflicts and stressors
Defense Mechanisms
coping by making a conscious effort to block out painful thoughts until they are able to manage the stressor; e.g. waiting to bring up a point of conflict until you are home and in private
Suppression
the unconscious blocking of unpleasant memories, feelings, impulses and thoughts from the conscious mind; e.g. experiencing a phobia but being unaware of its origin
Repression
reverting to a more infantile pattern of behavior to cope with undesirable events; e.g. bed-wetting or thumb sucking
Regression
performing an extreme behavior to convey thoughts or feelings; e.g. acting instead of communicating
Acting Out
making up for deficiencies in one area by overcommitting to another
Compensation
a type of dissociation where one feels disconnected from their body and sense of self; as if they are watching themselves from the outside
Depersonalization
a type of dissociation where a person feels detached from their surroundings; as if living in a dream or movie
Derealization
an unconscious mechanism where the victim adopts the behavior of an individual who is more powerful and hostile towards them
Identifying with the Aggressor
avoiding the experience of an emotion that is associated with a person, idea, or situation
Isolation of Affect
using plausible reasoning to justify an action or opinion; used to cope by blaming external circumstances
Rationalization
affect is transferred from one object to another; e.g. anger towards a coworker taken out on a pet
Displacement
distortions of reality that can prevent a person from acknowledging the significance of emotions or external factors; e.g. rationalizing substance use disorder by going to work each day
Denial
avoiding conscious awareness of unpleasant impulses by acting to “undo” those impulses; e.g. being overly kind to someone you’ve offended
Undoing
when a person expresses the opposite of their true feelings in an exaggerated way; e.g. angry employee is overly kind to a supervisor they hate
Reaction Formation
socially unacceptable impulses are transformed into social acceptable behaviors; e.g. channeling anger into cleaning the house
Sublimation
qualities of an external object are taken into one’s personality; e.g. following a career in one’s parents footsteps
Identification
avoiding uncomfortable emotions by focusing on reason or logic; e.g. obsessing over research of an illness to escape the illness
Intellectualization
a lifestyle of self-denial of all forms of indulgence or absence of pleasures, often associated with spirituality; e.g. the “starving artist” trope
Ascetism
a person attributes what is in their own mind onto others; e.g. being in a critical state of mind and assuming that others must also be critical
Projection
unconsciously internalizing aspects of external realities or ideas of the self; e.g. “boys don’t cry”
Introjection
projecting qualities that are unacceptable to the self onto another person
Projective Identification
projection, denial, rationalization
Common Defense Mechanisms: Substance Abuse
repression, dissociation
Common Defense Mechanisms: Dissociative Disorder
attributing negative or inferior traits or qualifiers to self or others
Devaluation
an individual perceives the self or others as all good or all bad
Splitting
devaluation, splitting
Common Defense Mechanisms: Borderline Personality Disorder
contends that almost all our daily activity is “acting out” socially defined categories
Role Theories
a lack of clarity in a person’s role
Role Ambiguity
a role is carried out expectedly
Role Complementarity
role expectations conflict or differ from other’s to one’s own
Role Discomplementarity
a person assumes the role opposite of their own
Role Reversal
incompatible or conflicting role expectations
Role Conflict
considered a time of anxiety and uncertainty; members are discreet, conflict is avoided and members look to the group leader for direction
- Group Forming (Preaffiliation)
most complex and critical stage of group development; marked by conflict and competition as personalities emerge; leadership, power and structural issues increase
- Group Storming (Power and Control)
group cooperation increases and interactions improve; the group starts to evolve on its own
- Group Norming (Intimacy)
members are committed to group goals; individuals adapt to meet the needs of others; highly productive
- Group Performing (Differentiation)
group is ready to terminate; members seek closure and recognition for their accomplishments
- Group Adjourning (Separation/Termination)
the desire for harmony and agreement within groups leads to poor decision making
Groupthink
discussion strengthens the dominant view which results in a shift to a more extreme position
Group Polarization
to view the world from the perspective of our own culture
Ethnocentrism
society’s categorization of people based on the ranking of factors like wealth, education, income, power and family status
Social Stratification
when minority groups participate in the dominant society but maintain their own culture and traditions
Pluralism
the process in which a person adopts, acquires or adjusts to a different culture
Acculturation
the client may not be aware of their culture, ethnicity, or race and how it affects their life
- Pre-Encounter (Cultural Identity Development)
the client has an experience which provokes thought about the role of culture, ethnicity and race
- Encounter (Cultural Identity Development)
the client is forced to confront their cultural, racial and ethnic identity
- Immersion/Emersion (Cultural Identity Development)
the client develops a secure sense of identity and is comfortable socializing with people both inside and outside of their culture
- Internalization and Commitment (Cultural Identity Development)
the nonexistence of a sexual attraction or desire for other individuals
Asexual
attraction to more than one sex, gender, or gender identity, though not necessarily concurrently or to the same extent
Bisexual
a person’s assigned birth gender differs from the gender they identify with
Gender Dysphoria
experiences emotional conflict due to a conscious awareness of a marginalized gender role
- Self-Disclosure (Stages of Coming Out)
an ongoing process where individuals share their self-identity with those close to them
- Disclosure to Others (Stages of Coming Out)
beginning of connection to others who share in their identified group; increased sense of self and validation by peers
- Socialization (Stages of Coming Out)
develops a positive view of the self, looks for supportive relationships, and feels content and fulfilled in their newly expressed identity
- Positive Self-Identification (Stages of Coming Out)
this stage involves openness and more disclosure or public support of peers in their identified group
- Integration and Acceptance (Stages of Coming Out)
the continual process of accepting, discovering and sharing one’s identity with others
- Lifelong Journey (Stages of Coming Out)
a person may be in shock or doubt about the loss; this can help minimize the overwhelming pain associated with loss
- Denial (Stages of Grief)
as one adjusts to a new reality, anger becomes the emotional outlet for pain associated with loss
- Anger (Stages of Grief)
feelings of helplessness lead to assertion of control over the situation; one tends to think in terms of “what if”
- Bargaining (Stages of Grief)
the realization of loss causes one to feel sadness and despair
- Depression (Stages of Grief)
a person acknowledges the loss, learns to accept and life with it, and adjusts their lives accordingly
- Acceptance (Stages of Grief)
