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SOWK 670 > Midterm > Flashcards

Midterm Flashcards

1
Q

What does hutchinson mean when she discusses her multidimensional approach?

A

Person, environment, time

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2
Q

How does Hutchinson define diversity?

A

Patterns of group difference

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3
Q

How does Hutchinson define privilege?

A

Unearned advantage

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4
Q

How does Hutchinson defines heterogeneity/homogeneity?

A

Hetero - individual-level variations

Homo - similarity

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5
Q

Dimensions

A

Features that can be focused on separately but that cannot be understood without also considering other features

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6
Q

Theory

A

Ideas or assumptions about what is happening and why.

Comes from observed data in the context of research, and in the practice mileu.

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7
Q

Concepts

A

Symbols developed by a discipline to describe phenomena with which it is dealing

Labels we give a phenomena…

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8
Q

What does theory do/what is it good for?

A 
Saves energy
Mobilizes energy
Is preferably non-obvious
Selects attention
Allows us to order facts in a meaningful way
Allows us to make inferences
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9
Q

Ideology

A

Is really a set of social prescriptions, plus the general common knowledge of the day

Ex. Thou shalt not, or “everyone knows that…”

Every theory is affected by ideology

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10
Q

Hypothesis

A

A posited relationship between facts

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11
Q

About the McKinley family

A

Ruth - grandmother
Stanley - father
Marcia - mother
Bethany - daughter

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12
Q

What are the four theories of person?

A

Psycho-dynamic
Developmental
Social behavioral
Humanistic

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13
Q

About psycho-dynamic theory

A
  • Emotions have a central place in human behavior

- focus on early childhood experiences and affect

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14
Q

About developmental theory

A

Human development occurs in clearly defined stages

Each stage builds on the earlier stage

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15
Q

About social-behaviorism

A

Human behavior is learned when individuals interact with the environment

Humans will learn even if not incentivized

All human behavior is learned by association

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16
Q

About humanism

A

Influenced by existentialism

Each person is unique and valuable

Each person is responsible for choices he or she makes within the limits of freedom

Choice can be limited but we have a radical capability to chose how to live

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17
Q

About systems theory

A

Von Bertalanffry + Hearn

Every system is part of larger systems and smaller systems as well

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18
Q

Linear causality vs circular causality

A

Linear: Logical; non-reciprocal relationship exists between events in a sequence. a + b = c

Circular: causality is NON-linear; any cause is seen as the effect of some other cause; causality is contextual, ever-changing

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19
Q

Boundaries in systems

A

Protect and regulate; decide who’s in and who’s out.

Can be rigid or more permeable.

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20
Q

Closed systems

A

Ex. North Korea

System with boundary that is rigid, there had little to no exchange of info or energy with the outside world.

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21
Q

Steady state

A

Automatic tendency of a system to preserve a balance in it’s function; working to maintain group equilibrium.

22
Q

Morphogenesis vs morphostasis

A

Morphogenesis: the process through which systems change

Morphostasis: the process through which a system stays the same.

23
Q

Drive theory

A

drives are biologically based phenomena that seek discharge or expression.

There are many drives – hunger, sleep, and other biological regulatory functions.

Drives arise in the body,
They are unconscious,
They become conscious as they seek expression (discharge)

24
Q

Freud 1 and the topographical model

A

Conscious
Pre-conscious
Unconscious

25
Q

Freud 2 and the structural model

A 
Id – A reservoir of unorganized 
instinctual drives, under the 
domination of primary process.

Ego  The ego is the executive organ 
of the psyche. It controls perception, 
contact with reality, and delay or modulation of drive expressions (through the defense mechanisms).

Super-Ego – establishes and maintains the moral conscience, based on a complex system of ideals and values internalized form the parents.
26
Q

Ego psychology

A

ego has drives of it’s own

Ego Functions ( a short list…)

1.Control and Regulation of Instinctual Drives
Capacity to delay or modify drive discharge

Secondary process develops with the acquisition of language and logical thinking.
To tolerate frustration, anxiety, and delay gratification without immediately acting to relieve it.

  1. Control and Regulation of Affect
  2. Judgment
  3. Relation to Reality
    The mediation between the external world and the internal world is critical
    Sense of reality
    Reality Testing
    Adaptation to reality
  4. Self-Esteem Regulation
27
Q

Erik Erikson

A

ego psychologist

proposed that the personality evolves through systematic stages.

28
Q

Heinz Hartmann

A

There are a number of ego functions that operate outside the sphere of conflict.

This changes the notion that the ego only came as a result of energy from the Id. (unlike the horse and rider analogy)

Lots of learning and goal directed behavior, perception and movement is not dependent of Id energy.

Infants needed an “average expectable environment” (as opposed to neglect, trauma, abuse)

29
Q

Robert W. White

A

Ego psychologist

Proposed that Mastery be viewed as
a primary motivating force, equal in importance to libido and aggressive instincts.

There is an inborn human need to master developmental, interpersonal, and environmental challenges.

30
Q

Hutchinson and primary/secondary emotions

A

primary emotions: evolved as specific reactions with survival value for us; they mobilize us, focus our attention; anger, fear, sadness, joy, anticipation

secondary emotions: variable and socially acquired; evolved to promote flexible cohesion in groups; may result from combinations of primary emotions; envy, jealousy, shame, relief, hope, depression, pride, love, gratitude

31
Q

Object-relations theory

A

Human Relationships are the prime motivator of human behavior…

We relate to people in the present, largely on the basis of expectations formed by our earliest experiences.

We continue to respond to others often because of their resemblance to internalized objects from the past, not necessarily the reality of the present.

32
Q

Melanie Klein

A

Drives are “inherently and inseparably directed toward objects.”

Developmentally related:
“Paranoid Schizoid Position”
“Depressive Position…”

33
Q

Paranoid-schizoid position (klein + object relations)

A

The infant’s mode of organizing experience is one in which all aspects of the infant and mother are split into good and bad elements.

part-object relations objects are experienced only in fragments, not as real persons, and as either good or bad.

persecutory anxiety fear that the persecutory parts of the object will get inside the self, and annihilate it.

34
Q

Depressive position (klein + object relations)

A

The all good mother is given up in favor of the good & bad object…

Giving up the fantasy of perfect goodness…

whole object relations means seeing self and others as a mix of both good and bad

35
Q

Fairbairn

A

Object-relations

dumps drive-theory and says that we are object-oriented

introjection and projection

The Central Ego – primarily conscious, assumes the responsibility of the ego functions.

The Libidinal Ego – primarily unconscious, refers to the part of the self that is loving and expansive, and grows in relation to good, positive experiences with others.

The Anti-libidinal Ego – mostly unconscious, is the repository of bad object experiences that have now been introjected to become part of the self.

36
Q

Introjection (Fairbairn)

A

Fairbairn

The child internalizes by introjection, 
not just an object,
but an object relationship, 
internalized during development.

The self is always in relationship 
to an object and the two are 
connected with an affect…
37
Q

D.W. Winnicott

A

object-relations

children need a holding environment protecting from things inside and out

the transitional object: It’s not completely separate from me (as mother apparently is) but its also not completely under the fantasized control the way mother is in the earlier stage.

the good enough mother - The critical ingredient is the mother’s attunement to the child’s changing developmental needs.

38
Q

Kohut

A

self-psychology

tri-polar self

Empathic attunement a profound intellectual understanding of the world of another, a way of knowing. To understand from within the experience of another…

Selfobjects a person, thing, activity, symbol, which one experiences as part of oneself, adding to or maintaining self cohesion.

Optimal Frustration – the self structuring that takes place when we are forced by circumstances to meet our own needs.

39
Q

Kohut’s Tri-Polar Self

A

I. The Grandiose Self.

Forms the core of identity and individuality.
The self that wants to feel special and full of well being. The repository of a natural healthy exhibitionism.

II. The Idealized Parent Imago

An internal, sometimes unconscious object representation of an idealized, knowing, soothing other, usually from the early childhood.

III. The Twinship Pole

Desire for mutual recognition, to find sameness in another, to find “one like me”

40
Q

Emotions-focused coping vs problem-focused coping

A

emotions-focused: change either the way the stressful situation is attended to or the meaning to oneself of what is happening
ex. dan doesn’t take it personally when a teacher isn’t flexible with him when he finds out that the teacher doesn’t support students with learning disabilities

problem-focused: change the situation by acting on the environment
ex. dan educating his teacher’s about his learning disability

41
Q

Piaget

A

Gave us a developmental model for cognition.

Piaget saw a two-step process:

  1. We assimilate data from the environment using the mental structures we have developed for understanding the world, and
  2. We accommodate those mental structures (modify them) in response to the environment.
42
Q

Defense Mechanisms

A

unconscious, automatic responses that enable us to minimize our perceived threats.

ex. denial, projection, regression

43
Q

Fowler’s stages

A

Early experiences set the stage for later faith development

Understanding a person’s values, beliefs, and sense of meaning can help us better appreciate the tasks, tensions, and challenges at various points in life

Primal faith –developing sense of security and trust; of being taken care of by ultimate environment

Intuitive/projective – magical, intuitive, symbolic – beginning sense of ‘other’

Mythic/literal – understand concept of belonging – concrete; stories are meaningful; age of reason

Synthetic/conventional – acceptance of what’s been taught; integrating that sense of belonging; identifying with it; developing compassion

Individuation/reflective – analysis of previous held beliefs in order to make more sense out of the ultimate environment and personal meaning

Conjunctive –reaches to ‘deeper self’; awareness of community of ‘all living things’; self is part of larger whole cosmos

Universalizing – understands that threat to any living thing or individual is threat to whole; Actively involved in remediating injustice

44
Q

Wilbur and integrated consciousness

A

The spectrum
consciousness spans from pre-personal, to personal, to transpersonal “great chain of being” means from matter to the body, to the mind, to the soul, to the spirit

The holon
Every thing, person, idea is simultaneously a whole and a part of some other whole, i.e. a letter is a whole and also part of a word human beings are “holons” in the sense that the brain is a whole AND a part of the body; the body is a whole AND a part of self; the self is a whole and part of a family; the family is a whole and part of the community

45
Q

Wilbur’s spectrum of consciousness

A

The spectrum
consciousness spans from pre-personal, to personal, to transpersonal “great chain of being” means from matter to the body, to the mind, to the soul, to the spirit

Fulcrum
the turning point at a different level on the developmental spiral

a three-step process:
the self becomes comfortable and eventually identifies with the basic functioning of that level

  1. new experiences begin to challenge the way of being at this level, and the self begins to differentiate or “dis-identify” with it
  2. the self begins to move toward an identify with the next level while integrating the functioning of the previous basic structure into the new organization
46
Q

religion vs spirituality

A

Spirituality: Search for purpose, meaning, and connection between self, others, the universe, and ultimate reality; both religious and non-religious expressions

Religion: A systematic set of beliefs, practices, and traditions experienced within a particular social institution over time

47
Q

family relationships and disease incidence (chart)

A

Familial Relationship Risk for Schizophrenia

Does Schizophrenia have a genetic cause? Yes and no…

Identical twin affected
50%
Fraternal twin affected 
15%
Both parents affected 
35%
One parent affected 
15%
2nd degree relative affected 
2-3%
No affected relatives 
1%
General population 
1%
48
Q

single gene causation vs. multifactoral causation

A

single gene with a dominant allele:
dad shows the trait, mom doesn’t = 50% of kids will show the trait (for ex.); huntingtons works this way

single gene recessive: sickle cell and fibromayalgia work this way

multifactoral: like cancer - can get a risk allele and not get the disease, can get the allele and get one type of cancer or another type of cancer

49
Q

what is the biggest social variable that affects health/the biological?

A

SES!

50
Q

dopamine

A

inhibitory substance that appears in many parts of the body; regulates motor behavior, the endocrine system, and pleasure centers of the brain; influences emotional behavior and cognition

51
Q

neurotransmitters

A

dopamine is one

synapses use neurotransmitters to communicate

behavior is affected not only by the levels of a neurotransmitter, but also by the balance of two or more neurotransmitters

52
Q

primary vs. secondary process

A

primary: illogical, irrational, goal-directed, unconscious
secondary: logical, planning, conscious

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