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Human Development > Human Development 2 > Flashcards

Human Development 2 Flashcards

1
Q

psychosocial

A

the interplay between psychological maturation and increased social expectation, creates a series of psychological “crises” that an individual needs to successfully resolve for optimal development

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2
Q

psychosocial inflection points

A

times in life that is really important, can go well or not well

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3
Q

Trust Vs Mistrust

A

can the very innocent infant learn to trust the world?

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4
Q

Authority Vs Shame/Doubts

A

can the toddler learn bodily self control

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5
Q

Imitative Vs Guilt

A

discovery of the world by way of activity, curiosity, and, exploration or an immobilization
of fear and guilt

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6
Q

Industry Vs Inferiority

A

the “apprenticeship of life”. Child learns to enjoy/strive for accomplishment

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7
Q

Identity Vs Identity Diffusion

A

more than just trusting the world, you have to create an identity and a sense of who you are/want to be

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8
Q

Identity Questions

A

questions that lead one to discovery of an identity

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9
Q

Identity

A

A sense of continuity between one’s past, present and future selves; being at home in one’s body; knowing where one is going; recognition from others
- one must demonstrate fidelity of ideas and beliefs

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10
Q

Moratorium

A

A period of physical/cognitive maturity and yet a sanctioned postponement of definitive commitment

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11
Q

Identity Achievement

A

have gone through a period of exploration toward making identity commitments

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12
Q

Foreclosure

A

made identity commitments without a period of exploration

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13
Q

Moratoriums

A

actively looking for identity commitments

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14
Q

Diffusions

A

lacks both commitments and time of exploration

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15
Q

Intimacy Vs Isolation

A

will individual identity become expanded into shared identity or will self become estranged from others

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16
Q

Genitively Vs Stagnation

A

a widening social/vocational commitments to care for others beyond oneself or continued self absorption

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17
Q

Integrity Vs Despair

A

integrating/appreciating previous life experiences or becoming bitter, resentful, and negative

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18
Q

Piagets View of Children

A

An emerging scientist

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19
Q

Object permeance

A

knowledge that objects exist even when not in view

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20
Q

A not B error

A

8-12 month infants they will look for an object where they saw it first not where they saw someone place it

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21
Q

Operation

A

a mental routine for transposing information

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22
Q

Consequential task

A

tests the child’s awareness that physical properties of a substance (number, volume, or weight) remain constant despite changes in shape, length, or positon

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23
Q

Cognitive errors in children

A

a. thought dominated by perception
b. centration tendency to just focus on one feature of a problem

24
Q

Irreversibility

A

inability to reverse an action
ex: 7-5=2 when 2+5=7

25
Q

egocentrism

A

limited ability to share others perspectives

26
Q

Concrete Operational Stage

A

child can utilize thought processes (operations) for solving concrete (real world problems)

27
Q

Formal Operation Stage

A

can now apply logic (operations) to problems that are hypothetical, purely, verbal, or abstract. Thought is freed from direct experience

28
Q

Formal Operational Thinkers can

A

a. think about thinking
b. understand abstractions, metaphorical thinking, get beyond “surface level” (poetry and art)
c. Engage in “if-then” thinking; consequences of actions
d. Idealistic thought

29
Q

Projective Tests

A

used to discover unconscious feelings/attitudes through analysis of responses to ambiguous stimuli
ex. inkblot drawings, playing house, and drawing analysis

30
Q

Challenges of Projective Tests

A
  1. possibility of confusing normal drawing development and clinical significance
  2. Lack of inter-rater reliability. different researchers may interpret the same drawing in different ways
  3. Are projective tests valid?
31
Q

Strengths of Projective Tests

A
  1. facilitates discussions
  2. Easy to Administer and enjoyed by people
  3. Provides basis for Hypothesis
32
Q

Picture Interpretation Guidelines

A
  1. No single drawing feature should be taken in isolation
    2.Interpertations not based on unvarying principals
  2. Should not always seek out pathology many drawings will depict happiness/family unity
  3. Should begin by asking yourself what feelings the picture evokes in you?
33
Q

18-2.5 years

A

scribbles

34
Q

2.5-5 years

A

superimposed shapes such as squares, triangles, crosses, and mandalas

35
Q

3.5 years

A

tadpole drawings

36
Q

5-8 years

A

intersecting realism, transparency, x-ray drawings

37
Q

8 years old to adolescence

A

more realism

38
Q

What you have them draw

A

a house, a tree, a family, and a person

39
Q

ACES

A

forms of harmful childhood trauma that increases the probability of harmful/deleterious long term health problems (cancer, alcohol problems, stroke, drug abuse, obesity, depression, stroke)

40
Q

ACES are

A

common, highly inner-related, tend to co-occur, have cumulative impact, accountable for significant portion of health and societal problems

41
Q

house hold dysfunction ACES

A
  1. parental mental illness
  2. domestic abuse
  3. parental addiction
  4. incarcerated household member
  5. parental divorce, or death
42
Q

physical neglect

A

not provided enough resources for normal healthy devlopment

43
Q

emotional neglect

A

child feels unloved, family does not support eachother

44
Q

PACES

A

experiences that promote resiliency, emotional regulation in the face of adversity

45
Q

Mediating Intuitions

A

social groups and organizations that provide what the family or governments cannot provide

46
Q

Direct contributions of siblings

A

a. naturally occurring teaching experience benefit for both “teacher” and “learner”
b. caregiver
c. interpersonal skills
d. moral growth
e. help with parental or family turmoil
f. love is not finite

47
Q

indirect contributions of siblings

A

a. shape parent/teacher views
b. shapes parental self esteem and how they parent

48
Q

Socio metrically Popular

A

large majority of peers actively like the person rarely few peers actively dislike the person

49
Q

Perceived Popularity

A

powerfully/socially dominate people who most assume are popular and are well liked but that is not necessarily true and a lot of people dislike them

50
Q

Average/Accepted

A

viewed generally by peers but do not elicit strong feeling by most

51
Q

Neglected

A

go basically unnoticed by peers and are not actively liked or disliked

52
Q

Rejected Aggressive

A

rejected due to overly aggressive behaviors

53
Q

Non Aggressive Rejected

A

rejected for reasons not related to aggression

54
Q

Controversial

A

actively liked by some peers while simultaneously disliked by other peers

55
Q
A

Human Development (3 decks)

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