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LMSW > Human Development Terms > Flashcards

Human Development Terms Flashcards

1
Q

Psychoanalytic Theory

A

Sigmund Freud

Treatment focus on dealing with the repressed material of the unconscious

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2
Q

ID

A

raw, primitive, impulses towards survival, sex, and aggression. Unconscious and operates according to the pleasure principle, the drive to achieve pleasure and avoid pain

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3
Q

EGO

A

manages conflict between the ID and the constrains of the real, world. The “mediator”, prevent the ID from the gratifying its impulses in socially inappropriate ways

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4
Q

SUPEREGO

A

the moral component of personality, all moral standards learned from parents and society. Guilt when goes against society’s rule

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5
Q

FIXATION

A

inability to progress normally from one stage to another

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6
Q

Oedipus Complex

A

developed during the phallic stage, male child’s sexual desire for his mother and hostility towards his father (rival for his mother’s love). Child’s acceptance of his father’s authority results in the emergence of the superego

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7
Q

ORAL STAGE

A

(birth to 12 months):
pleasure from the mouth: sucking, biting, chewing. Result of fixation: excessive smoking, overeating, or dependence on others.

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8
Q

ANAL

A

(ages 2- toilet trained):
Pleasure from bowel movements. Result of fixation: overly controlling (anal-retentive) personality or an easily angered (anal-explosive) personality

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9
Q

PHALLIC

A

(ages 3-5):

pleasure from genitals, guilt or anxiety about sex

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10
Q

LATENCY

A

(ages 5 to puberty): sexuality is latent, or dormant, during this period. No fixations at this stage

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11
Q

GENITAL

A

(begins at puberty):

pleasure from the genitals, sexual urges return. No fixations at this stage

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12
Q

SELF PSYCHOLOGY

A

Defines the self as the central organizing and motivating force in the personality
Heinz Kohut
(1971-1977) evolved self psychology concepts
Self esteem and sense of self dependent on quality or relationships with parental figures

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13
Q

SELF OBJECT

A

Person who is experiences intra-psychically
*Self object (parent, caregiver) must be available to the infant for its development of self

Mirroring: validates the child's sense of perfect self, being okay as they are 
Idealization: child borrows strengths from others and identifies with someone more capable
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14
Q

EGO PSYCHOLOGY

A

Focuses on the rational, conscious processes of the ego
Coping abilities: ego strengths
Goal is to maintain the ego’s control and to manage the effects of stress

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15
Q

SOCIAL DEVELOPMENT

A

ERIK ERIKSON
interested in how children socialize and how this affects their sense of self
Saw personality as developing throughout the life course and looked at identity crises as the focal point for each stage of human development

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16
Q

SUCCESSFUL COMPLETION

A

results in a healthy personality and successful interaction with others

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17
Q

FAILURE TO COMPLETE

A

can result in a reduced ability to complete further stages, more unhealthy personality and sense of self

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18
Q

TRUST VERSUS MISTRUST

A
  • Birth to 1
  • children learn the ability to trust others based upon consistency of their caregivers
  • If trust is built successfully, child gains confidence and security in the world and is able to feel secure even when threatened.
  • unsuccessful completion can result in an inability to trust, sense a fear about the inconsistent world, heightened insecurity and feelings of mistrust in the world
  • *BASIC TRUST DEVELOPS WHEN NEEDS ARE MET (ATTACHMENT)
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19
Q

AUTONOMY VS. SHAME AND DOUBT

A

Age1 to 3
· Children begin to assert their independence
· If children are encouraged and supported in their independence, they become more confident and secure in their ability
· If criticized or overly controlled, or not given opportunity to assert themselves, they begin to feel inadequate in their ability, may become overly dependent on others while lacking self-esteem and feel shame or doubt in abilities
*LEARNING TO DO THINGS FOR ONESELF
*DEVELOPMENT OF PHYSICAL ACTIVITIES (IE., WALKING)

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20
Q

INITIATIVE VERSUS GUILT

A

Age 3 to 5/6
· Children assert themselves more frequently
· Plan activities, make up games, initiate activities with others
· Develop a sense of initiative and feel secure in their ability to lead others and make decisions
If they are held back, through criticism or control, they develop guilt, feel like a nuisance and remain followers, lack self-initiative
*PRESCHOOLERS LEARN TO INITIATE TASKS
*BECOME MORE INDEPENDENT

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21
Q

INDUSTRY VERSUS INFERIORITY

A

Ages 6 to puberty
· Children develop pride in their accomplishments
· Initiate projects, see them through to completion, feel good about what they have achieved
· If they are encouraged and reinforced for their initiative, they feel industrious and confident in their abilities to achieve goals.
· If not encouraged, they feel inferior, doubt their abilities, failing to reach their potential
*COMPLETE TASKS THEMSELVES
*LEARNING ON THEIR OWN

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22
Q

IDENTITY VERSUS ROLE CONFUSION

A

Adolescence, transition from childhood to adulthood (EARLY 20S)
· More independent, begin to look at the future in terms of career, relationships, families, housing
· Explore possibilities and begin to form their own identities based upon the outcome of their explorations
· This can be hindered, which results in a sense of confusion about themselves and their role in the world
* TEENS REFINE SENSE OF SELF
*TEST NEW ROLES AND INCORPORATE THEM INTO AN IDENTITY

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23
Q

INTIMACY VERSUS ISOLATION

A

Young adulthood 20S-40S
· Individuals begin to share themselves more intimately with others & explore relationships leading toward longer term commitments with others outside the family
· Successful completion can lead to comfortable relationships, sense of commitment, safety, care within relationship
· Avoiding intimacy and fearing commitment and relationship can lead to isolation, loneliness, and sometimes depression
*YOUNG ADULTS DEVELOP INTIMATE RELATIONSHIPS

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24
Q

GENERATIVITY VERSUS STAGNATION

A

Middle adulthood (40S-60S)
· Establish careers, settle down within relationships, begin families, develop sense of being a part of the bigger picture
· Give back to society through raising children, being productive at work, becoming involved in community activities
· By failing to achieve these objectives, individuals become stagnant and feel unproductive
*MIDDLE AGED DISCOVER A SENSE OF CONTRIBUTION TO THIS WORLD
*FAMILY AND WORK OFTENTIMES SATISFY THIS DESIRE
*SUPPORTING AND SATISFYING FUTURE GENERATIONS

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25
Q

EGO INTEGRITY VERSUS DESPAIR

A

Older citizens (60S AND BEYOND)
· Slow down and explore life, retire
· Contemplate accomplishments, develop a sense of integrity if they are satisfied with the progression of their lives
If they see their lives as being unproductive and failing to accomplish life goals, they become dissatisfied with life and develop despair, often leading to depression and hopelessness
*REFLECTION ON ENTIRE LIFE
*DID I CONTRIBUTE TO THIS WORLD?

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26
Q

MACRO LEVEL

A

Social development is about a commitment that development processes need to benefit people, particularly, but not only, the poor
· Recognizes the way people interact in groups and society, and the norms that facilitate such interaction

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27
Q

MICRO LEVEL

A

social development is learning how to behave and interact well with others
· Relies on emotional development or learning how to manage feelings so they are productive and not counterproductive

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28
Q

EMOTIONAL DEVELOPMENT

A

Emphasizes many skills that increase self-awareness, self-regulation

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29
Q

COGNITIVE DEVELOPMENT

A

Focuses on development in terms of information processing, conceptual resources, perpetual skill, language learning

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30
Q

NATURE VS NURTURE

A

whether cognitive development is mainly determined by a client’s innate qualities (nature) or by his/her personal experiences (nurture)

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31
Q

OBJECT RELATIONS THEORY

A

FOCUS ON DEVELOPMENT OF PERSONALITY

  • CARETAKER BECOMES THE OBJECT THAT NURTURES THE INFANT’S ATTACHMENT
  • PERSONALITY IS FORMED THROUGH INTERACTION WITH OTHERS
  • THE NEED FOR RELATIONSHIPS THROUGHOUT LIFE IS AT THE CENTER OF PERSONALITY DEVELOPMENT
  • LOOKS AT RELATIONSHIP BETWEEN AND AMONG PEOPLE
  • EXAMINES HOW THE HISTORY OF INTERPERSONAL RELATIONSHIPS ARE TRANSFERRED FROM THE PAST TO THE PRESENT THROUGH BEHAVIOR (WHAT HAPPENED TO ME EARLY ON, AND HOW IT IMPACTS HOW I WILL GET ALONG IN THE WORLD)
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32
Q

ATTACHMENT THEORY

A

JOHN BOWLBY

  • STRESSES THE IMPORTANCE OF THE CHILD DEVELOPING IN RELATION TO THE CONTEXT AND ENVIRONMENT
  • CHILD IMPACTS THE ENVIRONMENT AND THE ENVIRONMENT IMPACTS THE CHILD
  • ATTACHMENT STYLES: SECURE, ANXIOUS/RESISTANT, ANXIOUS/AVOIDANT
  • SECURELY ATTACHED CHILDREN ARE ABLE TO SUCCESSFULLY SEPARATE AND INDIVIDUATE
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33
Q

HIERARCHY OF NEEDS

A

MASLOW, IMPLIES THAT CLIENTS ARE MOTIVATED TO MEET CERTAIN NEEDS, WHEN ONE IS FULFILLED, SEEKS TO FILL NEXT

  1. PHYSIOLOGICAL NEEDS: FOOD, WATER, WARMTH, REST
  2. SAFETY NEEDS: SECURITY, SAFETY
  3. BELONGINGNESS AND LOVE NEEDS: INTIMATE RELATIONSHIPS, FRIENDS
  4. ESTEEM NEEDS: PRESTIGE, FEELINGS OF ACCOMPLISHMENT
  5. SELF-ACTUALIZATION: ACHIEVING ONE’S FULL POTENTIAL, INCLUDING CREATIVE ACTIVITIES
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34
Q

BEHAVIORISM

A

ALL SPECIES OF ANIMALS LEARN IN SIMILAR AND EQUAL WAYS WITH THE SAME GUIDING PRINCIPLES

  • TO UNDERSTAND LEARNING PROCESSES, FOCUS ON STIMULUS AND RESPONSES
  • INTERNAL PROCESS SHOULD BE EXCLUDED FROM THE STUDY OF LEARNING
  • LEARNING IS EVIDENCED BY A BEHAVIOR CHANGE
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35
Q

OPERANT MODEL OF CONDITIONING

A

SKINNER; BEHAVIOR THAT OPERATES ON AND CHANGES THE ENVIRONMENT

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36
Q

POSITIVE REINFORCEMENT

A

A REWARDING REINFORCEMENT

  • BEHAVIOR CHANGE (RESPONSE) IS FOLLOWED BY A STIMULUS THAT IS REWARDING
  • INCREASES PROBABILITY THAT BEHAVIOR WILL OCCUR, PRAISING, GIVING TOKENS OR OTHERWISE REWARDING POSITIVE BEHAVIOR
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37
Q

NEGATIVE REINFORCEMENT

A

REINFORCING BEHAVIOR BY STOPPING AN AVERSIVE STIMULUS

*BEHAVIOR INCREASES B/C A NEGATIVE (AVERSIVE) STIMULUS IS REMOVED

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38
Q

POSITIVE PUNISHMENT

A

PRESENTATION OF UNDESIRABLE STIMULUS FOLLOWING A BEHAVIOR FOR THE PURPOSE OF DECREASING OR ELIMINATING THAT BEHAVIOR (HITTING, SHOCKING)

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39
Q

TOKEN ECONOMY

A

CONTINGENCY MANAGEMENT IS AN EXCHANGE SYSTEM IS A REWARD SYSTEM WHERE TOKENS ARE GIVEN AS A REWARD FOR A DESIRED BEHAVIOR

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40
Q

JEAN PIAGET

A

DEVELOPMENTAL PSYCHOLOGIST, THEORY OF COGNITIVE DEVELOPMENT

  • CHILDREN LEARN THROUGH INTERACTION WITH THE ENVIRONMENT AND OTHERS
  • BELIEVED THAT ALL CHILDREN DEVELOP ACCORDING TO FOUR STAGES BASED ON HOW THEY SEE THE WORLD (SENSORIMOTOR, PREOPERATIONAL, CONCRETE OPERATION, FORMAL OPERATIONS
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41
Q

SENSORIMOTOR (0-2)

A

REMAINS IMAGE OF OBJECTS, DEVELOPS PRIMITIVE LOGIC IN MANIPULATING OBJECTS, BEGINS INTENTIONAL ACTIONS, PLAY IS IMITATIVE, SIGNALS MEANING- INFANT INVENTS MEANING IN EVENT, SYMBOL MEANING (LANGUAGE) BEGINS IN LAST PART OF STAGE

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42
Q

PREOPERATIONAL (2-7)

A

PROGRESS FROM CONCRETE TO ABSTRACT THINKING, CAN COMPREHEND PAST, PRESENT FUTURE, NIGHT TERRORS, ACQUIRED WORDS AND SYMBOLS, MAGICAL THINKING, THINKING IS NOT GENERALIZED, THINKING IS CONCRETE, IRREVERSIBLE, EGOCENTRIC, CANNOT SEE ANOTHER POINT OF VIEW, THINKING IS CENTERED ON ONE DETAIL OR EVENT, IMAGINARY FRIENDS OFTEN EMERGE DURING THIS STAGE, MAY LAST INTO ELEMENTARY SCHOOL

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43
Q

CONCRETE OPERATION

A

(7-11)
BEGINNINGS OF ABSTRACT THOUGHT
PLAY GAMES WITH RULES, CAUSE AND EFFECT RELATIONSHIPS UNDERSTOOD, LOGICAL IMPLICATIONS ARE UNDERSTOOD, THINKING IS INDEPENDENT OF EXPERIENCE, THINKING IS REVERSIBLE, RULE OF LOGIC ARE DEVELOPED

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44
Q

FORMAL OPERATIONS

A

(11-MATURITY)

HIGHER LEVEL OF ABSTRACTION, PLANNING FOR FUTURE, THINKS HYPOTHETICALLY, ASSUMES ADULT ROLES AND RESPONSIBILITIES

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45
Q

KOHLBERG

A

BELIEVED THAT MORAL DEVELOPMENT PARALLELS COGNITIVE DEVELOPMENT

  • MORAL REASONING,HAS 6 IDENTIFIABLE DEVELOPMENTAL CONSTRUCTIVE STAGES
  • EACH MORE ADEQUATE AT REASONING TO MORAL DILEMMAS THAN THE LAST
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46
Q

BEHAVIORIST

A

(PAVLOV, SKINNER) LEARNING IS VIEWED THROUGH CHANGE IN CHANGE IN BEHAVIOR AND THE STIMULI IN THE EXTERNAL ENVIRONMENT ARE THE FOCUS OF LEARNING. SWRS AIM TO CHANGE THE EXTERNAL ENVIRONMENT IN ORDER TO BRING ABOUT DESIRED CHANGE

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47
Q

COGNITIVE

A

(PIAGET) earning is viewed through internal mental processes (including insight, information processing, memory, and perception) and the focus of learning is internal cognitive structures. SWrs aim to develop opportunities to foster capacity and skills to improve learning

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48
Q

HUMANISTIC

A

(MASLOW) learning is viewed as a person’s activities aimed at reaching his or her full potential, and the focus of learning is in meeting cognitive and other needs. SWrs aim to develop the whole person

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49
Q

SOCIAL/SITUATIONAL

A

(BANDURA) learning is obtained between people and their environment and their interactions and observations in social contexts. SWrs establish opportunities for conversation and participation to occur

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50
Q

NEGATIVE PUNISHMENT

A

Removal of a desirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., removing something positive, such as a token or dessert).

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51
Q

AVERSION THERAPY

A

Any treatment aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus.An example of this is treating alcoholism with Antabuse.

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52
Q

BIOFEEDBACK

A

Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension. Biofeedback is often used for Attention-Deficit/Hyperactivity Disorder (ADHD) and Anxiety Disorders.

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53
Q

EXTINCTION

A

Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease.

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54
Q

FLOODING

A

A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high-intensity feared stimuli.

55
Q

IN VIVO DESENSITIZATION

A

Pairing and movement through a hierarchy of anxiety, from least to most anxiety provoking situations; takes place in “real” setting

56
Q

MODELING

A

Method of instruction that involves an individual (the model) demonstrating the behavior to be acquired by a client.

57
Q

RATIONAL EMOTIVE THERAPY (RET)

A

A cognitively oriented therapy in which a social worker seeks to change a client’s irrational beliefs by argument, persuasion, and rational reevaluation and by teaching a client to counter self-defeating thinking with new, non-distressing self-statements.

58
Q

SHAPING

A

Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.

59
Q

SYSTEMATIC DESENSITIZATION

A

An anxiety-inhibiting response cannot occur at the same time as the anxiety response. Anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response. At each step a client’s reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is reinforced by receiving a reward. The reward could be a compliment, a gift, or relaxation.

60
Q

TIME OUT

A

Removal of something desirable—negative punishment technique.

61
Q

TOKEN ECONOMY

A

A client receives tokens as reinforcement for performing specified behaviors. The tokens function as currency within the environment and can be exchanged for desired goods, services, or privileges

62
Q

CHILD DEVELOPMENT

A

refers to the physical, mental, and socioemotional changes that occur between birth and the end of adolescence, as a child progresses from dependency to increasing autonomy.

63
Q

INFANT AND TODDLERS

A

(0-3)
Healthy Growth and Development:

Physical: grows at a rapid rate, especially brain size
Mental: learns through senses, exploring, playing, communicates by crying, babbling, then “baby talk”, simple sentences
Social-Emotional: seeks to build trust in others, dependent, beginning to develop a sense of self

Communication: provide security, physical closeness, promote healthy parent-child bonds
Health: keep immunizations/checkups on schedule; provide proper nutrition, sleep, skin care, oral health, routine screenings
Safety: ensure a safe environment for exploring, playing, sleeping

Examples of age-specific care for infants and toddlers:
-involve child and parents in care during feeding, diapering, and bathing
-provide safe toys and opportunities for play
-encourage child to communicate- smile, talk softly to him or her
-help parents learn about proper child care

64
Q

YOUNG CHILDREN

A

(4-6)
Physical: grows at a slower rate; improving motor skills; dresses self, toilet trained
Mental: begins to use symbols, improving memory; vivid imagination, fears, likes stories
Social-Emotional: identifies with parent(s), becomes more independent, sensitive to others’ feelings

Key Health Care Issues:

Communication: give praise, rewards, clear rules
Health: keep immunizations/checkups on schedule; promote health habits (good nutrition, personal hygiene, etc.)
Safety: promote safety habits (use bike helmets, safety belts, etc.)

Examples of age-specific care for young children:
-involve parents and child in care- let child make some food choices
-use toys and games to teach child and reduce fear
-encourage child to ask questions, play with others, and talk about feelings
-help parents teach child safety rules

65
Q

OLDER CHILDREN

A

(7-12)
Physical: grows slowly until a “spurt” at puberty
Mental: understands cause and effect, can read, write, do math; active eager learner
Social-Emotional: develops greater sense of self; focus on school activities, negotiates for greater independence

Key Health Care Issues:

Communication: help child feel competent, useful
Health: keep immunizations/checkups o schedule, give information on alcohol, Tabaco, other drugs sexuality
Safety: promote safety habits (playground safety, resolving conflicts peacefully, etc.)

Examples of age-specific care for older children:
· Allow child to make some care decisions (which arm do you want vaccination?)
· -build self-esteem, ask child to help you do a task, recognize his or her achievements, and so on
· Guide child in making healthy, safe lifestyle choices
· Help parents talk with child about peer pressure, sexuality, alcohol, tobacco

66
Q

ADOLESCENT DEVELOPMENT

A

(13-18)
Critical time to develop/understand abstract ideas, moral philosophies, mature sense of themselves, purpose

Healthy Growth and Development

Physical: grows in spurts, matures physically; able to reproduce

Mental: becomes an abstract thinker (goes beyond simple solutions), chooses own values

Social-Emotional: develops own identity; builds close relationships; tries to balance peer group with family interests’ concerned about appearances, challenges authority

Key Health Care Issues

Communication: provide acceptance, privacy, build teamwork, respect

Health: encourage regular checkups, promote sexual responsibility; advise against substance abuse; update immunizations,

Safety: discourage risk-taking (promote safe driving, violence prevention, etc.)

Examples of age-specific care for adolescents:
-treat more as an adult than child- avoid authoritarian approaches
-show respect- be considerate of how treatment may affect relationships
-guide teen in making positive lifestyle choices (i.e. correct misinformation from teen’s peers)
-encourage open communication between parents, teen and peers

67
Q

ADULT DEVELOPMENT

A

( AGES 18-35)
Physical: reaches physical and sexual maturity, nutritional needs are for maintenance, not growth

Mental: acquires new skills, information; uses these to solve problems

Social-emotional: seeks closeness with others; sets career goals; chooses lifestyle, community; starts own family

Key Health Care Issues

Communication: be supportive and honest; respect personal values
Health: encourages regular checkups; promote healthy lifestyle (proper nutrition, exercise, weight, etc.); inform about health risks (heart disease, cancer, etc.); update immunizations

Examples of age-specific care for young adults:
-support the person in making health care decisions
-Encourage healthy and safe work habits at work and home
-recognize commitments to family, career, community (time, money, etc.)

68
Q

MIDDLE AGE ADULTS

A

(36-64)
Physical: begins to age; experiences menopause (women); may develop chronic health problems

Mental: uses life experiences to learn, create, solve problems

Social-Emotional: hopes to contribute to future generations; stays productive, avoids feeling “stuck” in life; balances dreams with reality; plans retirement; may care for children and parents

Key Health Care Issues

Communication: keep a hopeful attitude; focus on strengths, not limitations

Health: encourage regular checkups and preventative exams; address age-related changes; monitor health risks; update immunizations

Examples of age-specific care for middle adults:

-address worries about future-encourage talking about feelings, plans, and so on
-recognize the person’s physical, mental, and social abilities/contributions
-help with plans for healthy active retirement

69
Q

OLDER ADULT

A

(65-79)
Physical: ages gradually; natural decline in some physical abilities, senses

Mental: continues to be an active learner, thinker; memory skills may start to decline

Social-Emotional: takes on new roles (grandparent, widow or widower, etc.) balances independence, dependence, reviews life

Key health Care Issues

Communication: gives respect; prevent isolation; encourage acceptance of aging

Health: monitor health closely; promote physical, mental, social activity, guard against depression, apathy, update immunization

Safety: promote home safety; especially preventing falls

Examples of age-specific care for older adults:

-Encouraging the person to talk about feelings of loss, grief, and achievements
-provide information, materials, and so on, to make medication use and home safe
-provide support for coping with any impairments (avoid making assumptions about loss of abilities)
-encourage social activity with peers, as volunteer, and so on

70
Q

ELDERS

A

(80+)
Physical: continues to decline in physical abilities; at increasing risk for chronic illness, major health problems

Mental: continues to learn; memory skills and/or speed of learning may decline; confusion often signals illness or medication problem

Social-Emotional: accepts end of life and personal losses; lives as independence as possible

Key Healthy Care Issues

Communication: encourage the person to express feelings, thoughts, avoid despair; use humor, stay positive

Health: monitor health closely, promote self-care; ensure proper nutrition, activity level, rest; reduce stress, update immunizations

Safety: prevent injury, ensure safe living environment

Examples of age-specific care for adults ages 80+:
-encourage independence- provide physical, mental and social activities
-support end-of-life decisions-provide physical info, resources, and so on
-assist the person in self-care-promote medication safety; provide safety grips, ramps and so on

71
Q

SELF IMAGE

A

how a client defines himself/herself, which is often tied to physical description, social roles, personal traits, and/or existential beliefs
- Its how a client sees himself/herself

72
Q

AUTHORITARIAN PARENTING

A

children expected to follow the strict rules established by the parents.

- Failure to follow such rules results in punishment
- -fail to explain the reasoning behind these rules
73
Q

AUTHORITATIVE PARENTING

A

establish rules and guidelines that their children are expected to follow.

  • democratic, responsive, willing to listen to questions
  • when expectations not met, parents are more nurturing and forgiving, rather than punishing
74
Q

PERMISSIVE PARENTING

A

very few demands of their children.

- Rarely discipline their children and are generally nurturing and communicative with their children, often taking on status of a friend more than that of a parent
- Often results in children who rank low in happiness, self-regulation, experiencing problems with authority, perform poorly in school.
75
Q

UNINVOLVED PARENTING

A

few demands, low responsiveness, little communication

  • parents fulfill basic needs, but generally detached from their children’s lives
    • Rank lowest of all life domains, lack self-control, have low self-esteem, less competent than their peers
    • Little knowledge of what their kids are doing, few rules
    • Children may not receive much guidance, nurturing, attention.
    • Expect children to raise themselves
    • Don’t devote much time or energy into meeting child’s basic needs
    • May be neglectful, not always intentionally.
    • May lack knowledge about child development, simply overwhelmed by other issues i.e., work, paying bills, household.
76
Q

CODEPENDENCE

A

occurs when a partner/spouse or member of the family, out of love or fear of consequences, inadvertently enables a client to continue using substances by covering up, supplying money, or denying there is a problem.

*marijuana, alcohol, heroin, opioids, cocaine often appear on exam

77
Q

CRISIS

A

an acute disruption of psychological homeostasis in which a client’s usual coping mechanisms fail and there is evidence of distress and functional impairment.

78
Q

DEFENSE MECHANISMS

A

behaviors that protect people from anxiety
utomatic, involuntary, usually unconscious psychological activities to exclude unacceptable thoughts, urges, threats, and impulses from awareness for fear of disapproval, punishment, other negative outcomes.
- Sometimes confused with coping strategies, which are voluntary

79
Q

ACTING OUT

A

emotional conflict is dealt with through actions rather than feelings (i.e., will get into trouble for attention)

80
Q

COMPENSATION

A

enables one to make up for real or fancied deficiencies (i.e., person who stutters becomes a very expressive writer, a short man assumes a cocky, overbearing manner)

81
Q

CONVERSION

A

repressed urge is expressed as a disturbance of body function, usually of the sensory, voluntary system (as pain, deafness, blindness, paralysis, convulsions, tics)

82
Q

DECOMPENSATION

A

deterioration of existing defenses

83
Q

DENIAL

A

primitive defense; inability to acknowledge true significance of thoughts, feelings, wishes, behavior, or external reality factors that are consciously intolerable

84
Q

DEVALUATION

A

frequently used by persons with Borderline Personality Disorder in which a person attributes exaggerated negative qualities to self or another. It is the split of primitive idealization

85
Q

DISSOCIATION

A

a process that enables a person to split mental functions in a manner that allows him or her to express forbidden or unconscious impulses without taking responsibility for the action, either because he or she is unable to remember the disowned behavior, or because it is not experienced as his or her own (i.e., pathologically expressed as fugue states, amnesia, or dissociative neurosis, or normally expressed as daydreaming).

86
Q

DISPLACEMENT

A

directing an impulse, wish, or feeling toward a person or situation that is not real object, thus permitting expression in a less threatening situation (i.e., a man angry at his boss kicks his dog).

87
Q

IDEALIZATION

A

overstimulation of an admired aspect or attribute of another

88
Q

IDENTIFICATION

A

universal mechanism whereby a person patterns himself or herself after a significant other. Plays a major role in personality development, especially superego development.

89
Q

IDENTIFICATION WITH THE AGGRESSOR

A

mastering anxiety by identifying with a powerful aggressor (such as an abusing parent) to counteract feelings of helplessness and to feel powerful oneself. Usually involved behaving like the aggressor (i.e., abusing others after one has been abused oneself).

90
Q

INCORPORATION

A

primitive mechanism in which psychic representation of a person is (or part of a person are) figuratively ingested).

91
Q

INHIBITION

A

oss of motivation to engage in (usually pleasurable) activity avoided because it might stir up conflict over forbidden impulses (i.e., writing, learning, or work blocks or social shyness).

92
Q

INTOJECTION

A

oved or hated external objects are symbolically absorbed within self (converse of projection; i.e., in severe depression, unconscious unacceptable hatred is turned towards self).

93
Q

INTELLECTUALIZATION

A

where the person avoids uncomfortable emotions by focusing on facts and logic. Emotional aspects are completely ignored as being irrelevant. Jargon is often used as a device of intellectualization. By using complex terms, the focus is placed on the words rather than the emotions

94
Q

ISOLATION OF AFFECT

A

unacceptable impulse, idea, or act is separated from its original memory source, thereby removing the original emotional charge associated with it.

95
Q

PROJECTION

A

primitive defense; attributing one’s disowned attitudes, wishes, feelings, and urges to some external object or person.

96
Q

PROJECTIVE IDENTIFICATION

A

form of projection utilizes by persons with borderline personality disorder- unconsciously perceiving others’ behavior as a reflection of one’s own identity

97
Q

RATIONALIZATION

A

third line of defense; not unconscious. Giving believable explanation for irrational behavior; motivated by unacceptable unconscious wishes or by defenses used to cope with such wishes

98
Q

REACTION FORMATION

A

person adopts affects, ideas, attitudes, or behaviors that are opposites of those he or she harbors consciously/unconsciously (i.e., excessive moral zeal masking strong, but repressed asocial impulses or being excessively sweet to mask unconscious anger).

99
Q

REGRESSION

A

partial or symbolic return to more infantile patterns of reacting or thinking. Can be in service to ego (i.e., as dependency during illness).

100
Q

SPLITTING

A

defensive mechanism associated with borderline personality disorder in which a person perceives self and others as “all good” or “all bad”. Splitting serves to protect the good objects. A person cannot integrate the good and bad people.

101
Q

SUBLIMATION

A

Potentially maladaptive feelings or behaviors are diverted into socially acceptable, adaptable, adaptive channels (i.e., a person who has angry feelings channels them into athletics).

102
Q

SUBSTITUTION

A

unattainable or unacceptable goal, emotion, or object is replaced by one or more attainable or acceptable

103
Q

SYMBOLIZATION

A

mental representation stands for some other thing, class of things, or attribute. Underlies dream formation and some other symptoms (such as conversion reactions, obsessions, compulsions) with a link between the latent meaning of the symptoms and the symbols; usually unconscious

104
Q

TURNING AGAINST SELF

A

defense to deflect hostile aggression or other unacceptable impulses from another to self

105
Q

UNDOING

A

person uses words or actions to symbolically reverse or negate unacceptable thoughts, feelings o

106
Q

COGNITIVE DISSONANCE

A

arises when a person has to chose between two contradictory attitudes. Relevant when making decisions or solving problems
Three ways to reduce dissonance are to:
1. Reduce the importance of conflicting beliefs
2. Acquiring new beliefs that change the balance
3. Remove the conflicting attitudes or behaviors

107
Q

DOUBLE BIND

A

offering two contradictory messages and prohibiting the recipient from noticing the contradiction

108
Q

ECHOLALIA

A

repeating noises and phrases. It is associated with Catatonia, Autism Spectrum Disorder, Schizophrenia, and other disorders

109
Q

METACOMMUNICATION

A

the context within which to interpret the content of the message (i.e., nonverbal communication, body language, vocalizations)

110
Q

STATIC RISK FACTORS

A

factors that cannot be changed by interventions such as change in living situation, treatment of psychiatric symptoms, abstaining from drug and alcohol use, access to weapons, etc.

111
Q

DYNAMIC RISK FACTORS

A

factors that can be changed by interventions such as changing living situation, treatment of psychiatric symptoms, abstaining from drug/alcohol use, access to weapons, etc.

112
Q

STABILIZATION

A

focus is on establishing abstinence, accepting a substance abuse problem, and committing oneself to making changes

113
Q

REHABILITATION

A

focus is on remaining substance-free by establishing a stable lifestyle, developing coping and living skills, increasing supports, and grieving loss of substance use

114
Q

MAINTENANCE

A

focus is on stabilizing gains made in treatment, relapse prevention, and termination

115
Q

SUBSTANCE ABUSE TREATMENT APPROACHES

A
  1. MEDICATION-ASSISTED TREATMENT (MAT): ASSIST WITH INTERFERING WITH THE SYMPTOMS ASSOCIATED WITH USE EX. METHADONE, SYNTHETIC NARCOTIC

ANTABUSE: MEDICATION THAT PRODUCES HIGHLY UNPLEASANT SIDE EFFECTS (FLUSHING, NAUSEA, VOMITING) IF A CLIENT DRINKS ALCOHOL, ITS A FORM OF AVERSION THERAPY. NALTREXONE: USED TO REDUCE CRAVINGS FOR ALCOHOL, ALSO BLOCKS THE EFFECTS OF OPIOIDS

  1. PSYCHOSOCIAL OR PSYCHOLOGICAL INTERVENTIONS: MODIFY MALADAPTIVE FEELINGS, ATTITUDES AND BEHAVIORS THROUGH INDIVIDUAL, GROUP, MARITAL OR FAMILY THERAPY.
  2. BEHAVIORAL THERAPIES: AMELIORATE OR EXTINGUISH UNDESIRABLE AND ENCOURAGE DESIRED ONES THROUGH BEHAVIOR MODIFICATION
  3. SELF-HELP GROUPS: (AA,NA) PROVIDE MUTUAL SUPPORT, WHILE BECOMING ABSTINENT OR IN REMAINING ABSTINENT, 12 STEP GROUPS ARE UTILIZED THROUGH ALL PHASES OF TREATMENT.
116
Q

SUBSYSTEM

A

a major component of a system made up of two or more interdependent components that interact in order to attain their own purpose and the purpose of the system in which they are embedded

117
Q

SUPRASYSTEM

A

an entity that is served by a number of component systems organized in interacting in relationships

118
Q

ROLE AMBIGUITY

A

LACK OF CLARITY IN ROLE

119
Q

ROLE DISCOMPLEMENTARITY

A

the role expectations of others differs from one’s own

120
Q

ROLE REVERSAL

A

when two or more individuals switch roles

121
Q

ROLE CONFLICT

A

Incompatible or conflicting expectations

122
Q

PSYCHODRAMA

A

A treatment approach in which roles are enacted in a group context. Members of the group re-create their problems and devote themselves to the role dilemmas of each member

123
Q

STAGES OF GROUP DEVELOPMENT

A
  1. REAFFILIATION: development of trust (forming)
  2. POWER AND CONTROL: struggles for individual autonomy and group identification
  3. INTIMACY: utilizing self in services of the group (known as norming)
  4. DIFFERENTIATION: acceptance of each other as distinct individuals (known as performing)
  5. SEPARATION/TERMINATION: independence (known as adjourning)
124
Q

GROUPTHINK

A

when a group makes faulty decisions because of group pressures. Groups affected by groupthink ignore alternatives and tend to take irrational actions that dehumanize other groups.

125
Q

ILLUSION OF VULNERABILITY

A

excessive optimism is created that encourages taking extreme risks

126
Q

COLLECTIVE RATIONALIZATION

A

members discount warnings and do not reconsider their assumptions

127
Q

BELIEF IN INHERENT MORALITY

A

members believe in the rightness of their cause and ignore the ethical or moral consequences of their decisions

128
Q

STEREOTYPED VIEWS OF THOSE “ON THE OUT”

A

negative views of the “enemy” make conflict seem unnecessary

129
Q

DIRECT PRESSURE OF DISSENTERS

A

members are under pressure not to express arguments against any of the groups’ views

130
Q

SELF-CENSORSHIP

A

doubts and deviations from the perceived group consensus are not expressed

131
Q

ILLUSION OF UNANIMITY

A

the majority view and judgements are assumed to be unanimous

132
Q

SELF-APPOINTED “MIND GUARDS”

A

members protect the group and the leader from information that is problematic or contradictory to the group’s cohesiveness, views, and/or decisions

133
Q

GROUP POLARIZATION

A

occurs during group decision making when discussion strengthens a dominant point of view and results in a shift to a more extreme position than any of the members would adopts on their own.

134
Q

TRANSFERENCE

A

LMSW (2 decks)

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