Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

aswb exam > Human Development > Flashcards

Human Development Flashcards

1
Q

Personality is developed through 5 childhood stages; where psyche is divided into the Id, Ego and Superego

A

Freud’s Psychosexual Development Theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

unconscious level where basic impulses, sex, aggression and gratification arise - this is irrational and impulsive

A

Id

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

conscious level where executive functioning mediates impulse and inhibition - this is rational and tests reality

A

Ego

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

preconscious level where ideas, morals and influence operates

A

Superego

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

behaviors are in sync with ego (no guilt)

A

Ego-Syntonic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

behaviors are out of sync with ego (guilt)

A

Ego-Dystonic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

primary source of interaction is through oral stimulation

A

Oral Stage (birth-1yr)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

primary focus of libido controls the bladder and bowel - conflict of this stage is toilet training

A

Anal Stage (1-3yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Id’s energy is focused on the genitals - awareness of gender and sexual orientation is developing at this stage

A

Phallic Stage (3-6yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

occurs in the phallic stage, describes a boy’s desire for his mother and hostility towards his father

A

Oedipus Complex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

occurs in the phallic stage, describes a girl’s desire for her father and hostility towards her mother

A

Electra Complex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

sexual feelings are dormant, child is developing values, social skills and relationships outside of the family

A

Latency Stage (6-Puberty)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

puberty causes libido to become active, individuals begin to form intimate relationships

A

Genital Stage (Puberty-Adulthood)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

focuses on cognitive development, where children move through four stages: sensorimotor, preoperational, formal operational, and cognitive

A

Piaget’s Cognitive Development Theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

primary learning occurs through sensory input and action. 3 achievements of this stage are object permanence, causality, and symbolic thought

A

Sensorimotor Stage (birth-2yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

learning occurs through mental images, language and other representative symbols. children begin learning to reason through problems

A

Preoperational Stage (2-7yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

learning develops through mental operations of logic and abstract thinking. problem solving becomes more sophisticated here

A

Concrete Operational Stage (7-11yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

the ability to think hypothetically, abstractly and realistically develops at this stage

A

Formal Operational Stage (11+yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

aids in organizing and interpreting information - understanding is further developed when new information is added

A

Schema

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

the process of incorporating new information into the schema

A

Assimilation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

changing or modifying an existing schema after receiving new information

A

Accommodation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

both assimilating knowledge to fit with a person’s current schemas, and accommodating information for their way of thinking

A

Equilibration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

personality develops in a fixed order through 8 stages of psychosocial development - each with a crisis and outcome on development

A

Erik Erikson’s Stages of Psychosocial Development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

trust vs. mistrust; feeding is significant; depends on nurturing care and affection from guardians

A

Infancy (birth-1 1/2yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

autonomy vs. shame and doubt; toilet training is significant; depends on personal control over physical skills

A

Early Childhood (1 1/2-3yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

initiative vs. guilt; exploration is significant; depends on sense of purpose, power and control

A

Preschool (3-5yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

industry vs. inferiority; school is significant; depends on sense of competence and academic demands

A

School Age (5-12yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

identity vs. role confusion; social relationships are significant; depends on sense of self and personal identity

A

Adolescence (12-18yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

intimacy vs. isolation; relationships are significant; depends on development of loving connections

A

Young Adult (18-40yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

generativity vs. stagnation; work and parenting are significant; depends on contribution to society and accomplishment

A

Middle Adulthood (40-65yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

ego and integrity vs. despair; reflection on life is significant; depends on fulfillment

A

Maturity (65+yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

separation (mentally, from the mother) and individuation (developing self-concept) occurs when developmental phases are completed successfully in the first 3 years of life

A

Mahler Separation-Individuation Theory of Child Development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

infant is detached and self-absorbed; spends most of their time sleeping and are unresponsive to external stimuli

A

Normal Autistic Phase (birth-1 month)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

infant gains awareness of their mother but has no sense of individuality

A

Symbiotic Phase (1-5 months)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

infant begins to understand the boundaries of self; develops a sense of identity and cognitive abilities; four substages here

A

Separation-Individuation Phase (5 months-3yrs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

infants attention shifts from inward to outward; begins to separate usually through crawling

A

Differentiation/Hatching Substage (5-9 months)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

infant continues to separate; mother serves as a home base while infant actively explores

A

Practicing Substage (9-14 months)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

infant wants to act independently; continues to move away from mother but returns to confirm her presence

A

Rapprochement Substage (14-24 months)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

infant understands that caregiver will return; can cope with absence and sees their mother as a separate individual from themselves

A

Object Constancy Substage (24 months-3 years)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

five tiers typically shown as a pyramid representing deficiency needs and growth needs

A

Maslow’s Hierarchy of Needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

needs which are physiological (food, water, rest, warmth) safety (security), belongingness and love needs (relationships, friends, intimate) and esteem (prestige and feeling of accomplishment)

A

Deficiency Needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

needs which relate to self-actualization

A

Growth Needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

moral development occurs in 6 stages

A

Kohlberg’s Stages of Moral Development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q
  1. a child obeys authority to avoid punishment, and 2. acts according to their best interests; conforming to receive rewards
A

Level 1: Preconventional (before age 9)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q
  1. the individual is “good” to gain approval, and 4. obeys laws and fulfills obligations to maintain social order
A

Level 2: Conventional (early adolescence)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q
  1. 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
A

Level 3: Postconventional (adulthood)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

earliest bonds between parent and child highly impact relationships throughout life

A

Bowlby’s Attachment Theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

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

A

Secure Attachment Style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

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

A

Insecure-Avoidant Attachment Style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

caregiver’s response to child is inconsistent; child is distressed in their absence and is not comforted by their presence

A

Insecure-Ambivalent Attachment Style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

caregiver’s behavior is unpredictable; child displays no attachment behaviors, often appears confused or apprehensive in their caregiver’s presence

A

Insecure-Disorganized Attachment Style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

individual separates emotionally from their family; learns to see themselves as an independent person; focuses on career and selects a partner

A

Stage 1: Independence (family life cycle)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

individuals develop a way to live together; transitions into a new family system; adjusts relationships with family and friends to include partners

A

Stage 2: Marriage (family life cycle)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

individuals take on parenting roles; modify the marital system to include children; realign relationships with extended family to including parenting and grandparenting roles

A

Stage 3: Parenting (family life cycle)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

individuals refocus the marital relationship without children; develop relationships with grown children; and resolve midlife issues

A

Stage 4: Launching Adult Children (family life cycle)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

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

A

Stage 5: Retirement or Senior Years (family life cycle)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

high in demandingness and high in responsiveness; these parents establish standards and uphold boundaries through open dialogue, advice and rational justification

A

Authoritative Parenting Style

58
Q

high in demandingness and low in responsiveness; these parents use rigid boundaries and only permit one-way communication

A

Authoritarian Parenting Style

59
Q

low in demandingness and high in responsiveness; these parents establish poor boundaries and are unwilling to set limits

A

Permissive Parenting Style

60
Q

with no regard for the needs of their children; these parents don’t establish clear limits or expectations for their children

A

Uninvolved (Neglectful) Parenting Style

61
Q

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

A

Person-In-Environment (PIE) Theory

62
Q

when influenced by change, the system will react in ways that bring it back into a state of balance

A

Homeostasis

63
Q

promotes constancy; this type of feedback gives incentive for balance, and maintains homeostasis

A

Negative Feedback

64
Q

promotes change; this type of feedback pushes for deviation from a previous state of homeostasis

A

Positive Feedback

65
Q

the natural tendency to move towards disorder and disorganization

A

Entropy

66
Q

the principle suggests that the same results can be reached from many potential means

A

Equifinality

67
Q

stealing food, poor hygiene, poor weight gain, falling asleep in class, lack of supervision, lack of nutrition, failure to attend medical and dental appointments

A

Indicators of Neglect

68
Q

burns, punching, kicking, choking, throwing, head injuries, bruising, unusual history of injury

A

Indicators of Physical Abuse

69
Q

bed wetting, sexualized behavior, odd bathroom patterns

A

Indicators of Sexual Abuse

70
Q

lying, stealing, drug use, social withdrawal, anxiety, depression, difficulty concentrating, aggressive or hyperactive behavior, low self-esteem

A

Indicators of Emotional Abuse

71
Q

bruises, bedsores, weight loss, poor hygiene, untreated medical conditions

A

Indicators of Elder Physical Abuse and Neglect

72
Q

pelvic injury, genital pain, emotional withdrawal, trouble walking or sitting

A

Indicators of Elder Sexual Abuse

73
Q

change in eating patterns, depression, low self-esteem, poor sleeping patterns, disorientation, agitation

A

Indicators of Elder Psychological Abuse and Neglect

74
Q

unexplained withdrawals, lack of food, inability to pay bills, family over-involved in finances

A

Indicators of Elder Financial Abuse

75
Q

poor or limited insight, lack of hygiene, unsafe living conditions, does not take prescribed medication

A

Indicators of Elder Self-Neglect

76
Q

restore the client’s equilibrium or baseline, assist the client in mobilizing social supports and resources, help to learn new coping skills

A

Goals for Crisis Intervention

77
Q

occurs when individuals are unable to cope with the normal process of development; typically happens during a time of transition

A

Maturation Crisis (Normal Stressors)

78
Q

includes an unexpected event that is typically beyond the individual’s control

A

Situational Crisis (Traumatic Event)

79
Q

unconscious psychological processes that shield an individual from anxiety-inducing ideas and emotions that are connected to internal conflicts and stressors

A

Defense Mechanisms

80
Q

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

A

Suppression

81
Q

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

A

Repression

82
Q

reverting to a more infantile pattern of behavior to cope with undesirable events; e.g. bed-wetting or thumb sucking

A

Regression

83
Q

performing an extreme behavior to convey thoughts or feelings; e.g. acting instead of communicating

A

Acting Out

84
Q

making up for deficiencies in one area by overcommitting to another

A

Compensation

85
Q

a type of dissociation where one feels disconnected from their body and sense of self; as if they are watching themselves from the outside

A

Depersonalization

86
Q

a type of dissociation where a person feels detached from their surroundings; as if living in a dream or movie

A

Derealization

87
Q

an unconscious mechanism where the victim adopts the behavior of an individual who is more powerful and hostile towards them

A

Identifying with the Aggressor

88
Q

avoiding the experience of an emotion that is associated with a person, idea, or situation

A

Isolation of Affect

89
Q

using plausible reasoning to justify an action or opinion; used to cope by blaming external circumstances

A

Rationalization

90
Q

affect is transferred from one object to another; e.g. anger towards a coworker taken out on a pet

A

Displacement

91
Q

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

A

Denial

92
Q

avoiding conscious awareness of unpleasant impulses by acting to “undo” those impulses; e.g. being overly kind to someone you’ve offended

A

Undoing

93
Q

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

A

Reaction Formation

94
Q

socially unacceptable impulses are transformed into social acceptable behaviors; e.g. channeling anger into cleaning the house

A

Sublimation

95
Q

qualities of an external object are taken into one’s personality; e.g. following a career in one’s parents footsteps

A

Identification

96
Q

avoiding uncomfortable emotions by focusing on reason or logic; e.g. obsessing over research of an illness to escape the illness

A

Intellectualization

97
Q

a lifestyle of self-denial of all forms of indulgence or absence of pleasures, often associated with spirituality; e.g. the “starving artist” trope

A

Ascetism

98
Q

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

A

Projection

99
Q

unconsciously internalizing aspects of external realities or ideas of the self; e.g. “boys don’t cry”

A

Introjection

100
Q

projecting qualities that are unacceptable to the self onto another person

A

Projective Identification

101
Q

projection, denial, rationalization

A

Common Defense Mechanisms: Substance Abuse

102
Q

repression, dissociation

A

Common Defense Mechanisms: Dissociative Disorder

103
Q

attributing negative or inferior traits or qualifiers to self or others

A

Devaluation

104
Q

an individual perceives the self or others as all good or all bad

A

Splitting

105
Q

devaluation, splitting

A

Common Defense Mechanisms: Borderline Personality Disorder

106
Q

contends that almost all our daily activity is “acting out” socially defined categories

A

Role Theories

107
Q

a lack of clarity in a person’s role

A

Role Ambiguity

108
Q

a role is carried out expectedly

A

Role Complementarity

109
Q

role expectations conflict or differ from other’s to one’s own

A

Role Discomplementarity

110
Q

a person assumes the role opposite of their own

A

Role Reversal

111
Q

incompatible or conflicting role expectations

A

Role Conflict

112
Q

considered a time of anxiety and uncertainty; members are discreet, conflict is avoided and members look to the group leader for direction

A
  1. Group Forming (Preaffiliation)
113
Q

most complex and critical stage of group development; marked by conflict and competition as personalities emerge; leadership, power and structural issues increase

A
  1. Group Storming (Power and Control)
114
Q

group cooperation increases and interactions improve; the group starts to evolve on its own

A
  1. Group Norming (Intimacy)
115
Q

members are committed to group goals; individuals adapt to meet the needs of others; highly productive

A
  1. Group Performing (Differentiation)
116
Q

group is ready to terminate; members seek closure and recognition for their accomplishments

A
  1. Group Adjourning (Separation/Termination)
117
Q

the desire for harmony and agreement within groups leads to poor decision making

A

Groupthink

118
Q

discussion strengthens the dominant view which results in a shift to a more extreme position

A

Group Polarization

119
Q

to view the world from the perspective of our own culture

A

Ethnocentrism

120
Q

society’s categorization of people based on the ranking of factors like wealth, education, income, power and family status

A

Social Stratification

121
Q

when minority groups participate in the dominant society but maintain their own culture and traditions

A

Pluralism

122
Q

the process in which a person adopts, acquires or adjusts to a different culture

A

Acculturation

123
Q

the client may not be aware of their culture, ethnicity, or race and how it affects their life

A
  1. Pre-Encounter (Cultural Identity Development)
124
Q

the client has an experience which provokes thought about the role of culture, ethnicity and race

A
  1. Encounter (Cultural Identity Development)
125
Q

the client is forced to confront their cultural, racial and ethnic identity

A
  1. Immersion/Emersion (Cultural Identity Development)
126
Q

the client develops a secure sense of identity and is comfortable socializing with people both inside and outside of their culture

A
  1. Internalization and Commitment (Cultural Identity Development)
127
Q

the nonexistence of a sexual attraction or desire for other individuals

A

Asexual

128
Q

attraction to more than one sex, gender, or gender identity, though not necessarily concurrently or to the same extent

A

Bisexual

129
Q

a person’s assigned birth gender differs from the gender they identify with

A

Gender Dysphoria

130
Q

experiences emotional conflict due to a conscious awareness of a marginalized gender role

A
  1. Self-Disclosure (Stages of Coming Out)
131
Q

an ongoing process where individuals share their self-identity with those close to them

A
  1. Disclosure to Others (Stages of Coming Out)
132
Q

beginning of connection to others who share in their identified group; increased sense of self and validation by peers

A
  1. Socialization (Stages of Coming Out)
133
Q

develops a positive view of the self, looks for supportive relationships, and feels content and fulfilled in their newly expressed identity

A
  1. Positive Self-Identification (Stages of Coming Out)
134
Q

this stage involves openness and more disclosure or public support of peers in their identified group

A
  1. Integration and Acceptance (Stages of Coming Out)
135
Q

the continual process of accepting, discovering and sharing one’s identity with others

A
  1. Lifelong Journey (Stages of Coming Out)
136
Q

a person may be in shock or doubt about the loss; this can help minimize the overwhelming pain associated with loss

A
  1. Denial (Stages of Grief)
137
Q

as one adjusts to a new reality, anger becomes the emotional outlet for pain associated with loss

A
  1. Anger (Stages of Grief)
138
Q

feelings of helplessness lead to assertion of control over the situation; one tends to think in terms of “what if”

A
  1. Bargaining (Stages of Grief)
139
Q

the realization of loss causes one to feel sadness and despair

A
  1. Depression (Stages of Grief)
140
Q

a person acknowledges the loss, learns to accept and life with it, and adjusts their lives accordingly

A
  1. Acceptance (Stages of Grief)

aswb exam (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions