P&E chapter 4 ON EXAM The Psychosocial Person: Cognition, Emotion and Self Flashcards
cognition and emotioncognition
are different but interrelated internal processes includes the conscious thinking processes of taking in relevant information of the environment, synthesizing that information, and formulating a plan of action based on that synthesis.
cognitive theory
asserts that thinking, not emotion, should be the primary focus of intervention
moral development
related to cognitive development, because it proceeds from stages of ego-centrism through abstract principles of justice and caring.
emotions
understood as feeling states characterized by appraisals of a stimulus, changes in bodily sensations, and displays of expressive gestures.
the symptoms of psychological problems
may be primarily cognitive of emotional, bt both cognition and emotion influence the development of problems
the self
soul, unfolding potentials, and organizing activity, a cognitive structure, a shared symbolic activity or the flow of experience.
psychology
the mind and mental processes
cognition
our conscious or pre-conscious thinking processes- the mental activities of which we are aware or can become aware with reflection.
emotion
a feeling state characterized by appraisal of a stimulus, changes in bodily sensations, and displays of expressive gestures
affect
the physiological manifestations of feelings, the result of drives (innate compulsions to gratify basic needs)
unconscious feelings
those of which we are not aware but that influence our behavior
mood
a feeling disposition that is more stable than emotion, usually less intense, and less tied to a specific situation`
theories of cognition
cognitive theory, information processing theory, social learning theory, theory of multiple intelligences, theories of moral reasoning, theories of cognition in social work practice
Piaget’s Stages of Cognitive Operations
Sensorimotor stage 0-2 years, preoperational stage 2-7 years, concrete operations stage 7-11 years, formal operations stage 11-adulthood
Piaget’s stages of cognitive operations: Sensorimotor stage
0-2 years the infant is egocentric; he or she gradually learns to coordinate sensory and motor activities and develops a beginning sense of objects existing apart from the self
Piaget’s stages of cognitive operations: preoperational stage
2-7 years. The child remains primarily egocentric but discovers rules (regularities) that can be applied to new incoming information. The child tends to overgeneralize rules, however, and thus makes many cognitive errors.
Piaget’s stages of cognitive operations: Concrete operations stage
7-11 years The child can solve concrete problems through the application of logical problem solving strategies
Piaget’s stages of cognitive operations: Formal operations stage
11-adulthood The person becomes able to solve real and hypothetical problems using abstract concepts
schema (cognitive theory)
an internalized representation of the world or an ingrained and systematic pattern of thought, action, and problem solving.
social learning (cognitive theory)
watching and absorbing the experiences of others
direct learning (cognitive theory)
learning through our own experiences
accommodation (cognitive theory)
changing schemata when new situations cannot be incorporated within an existing one.
cognitive operations (cognitive theory)
to use abstract thought and ideas that are not tied to situational sensory and motorinformation
informational processing theory
details how our cognitive processes are organized, creates distinction between the thinker and the external environment, each as independent objective entity. sensory theory whereby information flows passively from the external world inward through the senses tot he mind
social leaning theory
cognitive mediation in which behavior is shaped by its reinforcing or punishing consequences (operant conditioning) and antecedents (classical conditioning)
cognitive mediation (social learning theory)
thinking takes place process information that can be activated between the occurrence of a stimulus and our response.
Theory of Multiple Intelligences
biospsychosocial potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. the ability to solve problems one encounters in life. the ability to generate new problems to solve. the ability to make something or offer a service that is valued within one’s culture.
8 intelligences(theory of multiple intelligences)
linguistic, logical/mathematical, visual-spatial, bodily kinesthetic, musical, intrapersonal, interpersonal, naturalist
linguistic intelligence (theory of multiple intelligences)
capacity to use language to express what is on mind and to understand listening, speaking, reading and writing
logical/mathematical intelligence (theory of multiple intelligences)
capacity for mathematical calculation, logical thinking, problem solving, deductive and inductive reasoning, and discernment of patterns and relationships.
visual-spatial intelligence (theory of multiple intelligences)
ability to represent the spatial world internally in your mind. visual discrimination, recognition, projection, mental imagery, spatial reasoning and image manipulation.
bodily kinesthetic intelligence (theory of multiple intelligences)
capacity to use whole body or parts of body to solve a problem make something or put on some kind of production.
musical intelligence (theory of multiple intelligences)
capacity to think in musical images, to hear patterns, recognize them, remember them and perhaps manipulate them
intrapersonal intelligence (theory of multiple intelligences)
capacity to understand self, to know who you are, what you can do, what you want to do, how you react to things, which things to avoid, which things to gravitate toward and where to go if you need help.
interpersonal intelligence (theory of multiple intelligences)
capacity to understand and communicate with others, to note differences in moods, temperaments, motivations, and skills. to form and maintain relationships and assume various roles within groups and adapt behavior to different environments. perceive diverse perspectives on social and political issues.
naturalist intelligence (theory of multiple intelligences)
ability to recognize and categorize objects and processes in nature; caring for, taming and interacting with natural environment, including living creatures
theories of moral reasoning
sensitivity to and perceptions of what is right and wrong, from acquired principles of justice and way of caring for others.
preconventional morality (theories of moral reasoning)
child’s primary motivation is to aviod immediate punishment and receive immediate rewards
conventional morality (theories of moral reasoning)
adherence to social rules, troubled by circumstances that make him or her different from other people
postconventional morality (theories of moral reasoning)
a concern with moral principles transcending those of their own society
Kohlberg’s levels and stages of moral development (theories of moral reasoning)
preconventional level: 1. Heteronomous morality 2. instrumental purpose
conventional level: 3. interpersonal experiences 4. the societal point of view
postconventional level: 5. ethics 6. conscience and logic
Gilligan’s three stages of moral development (theories of moral reasoning)
survival orientation: egocentric concerns of emotional and physical survival
conventional care: actions that please significant others
integrated care: take into account the needs of others as well as the self
Theories of Cognition in Social work practice
conscious thinking the basis for almost all behavior and emotions; the sources of our problems may involve accurate assessments of the environment, cognitive deficits or cognitive misperceptions or distortions.
common cognitive distortions
absolute thinking, overgeneralization, selective abstraction, arbitrary inference, magnification, minimization, personlization
absolute thinking
viewing experiences as all good or all bad and failing to understand that experience can be a mixture of both
overgeneralization
assuming that deficiencies in one area of life necessarily imply deficiencies in other areas
selective abstraction
focusing only on the negative aspects of a situation and consequently overlooking its positive aspects
arbitrary inference
reaching a negative conclusion about a situation with insufficient evidence
magnification
creating large problems out of small ones
minimization
making large problems small and thus not dealing adequately with them
personalization
accepting blame for negative events without sufficient evidence
Theories of Emotion
physiological, psychological, psychoanalytic, ego psychology
differential emotions theory (theories of emotion)
emotions originate in our neurophysiology and our personalities are organized around affective biases. All of us possess the primary emotions of happiness, sadness, fear, anger and interest/excitement.
psychoanalytic theory (theories of emotion)
the primacy of internal drives and unconscious mental activity in human behavior. Sexual and aggressive drives are not feelings in themselves, but motivate behavior that will presumably gratify our impulses. positive emotions when drives gratified and negative emotions when they are frustrated.
ego (theories of emotion)
the part of the personality responsible for negotiating between the internal drives and the outside world
ego psychology (theories of emotion)
highlighted the ego’s role in promoting healthy social functioning. represents an effort to build a holistic psychology of normal development
attribution theory: a cognitive perspective (theories of emotion)
our experience of emotion is based on conscious evaluations we make about physiological sensations in particular social settings. we respond to situations as we understand them cognitively, which leads directly to our experience of a particular emotion.
theory of emotional intelligence (theories of emotion)
a person’s ability to process information about emotions accurately and effectively and, consequently read and deal effectively with other people’s feelings. to regulate emotions in an optimal manner. self control, zest and persistence, the ability to motivate oneself, understand and regulate one’s own emotions. integrating emotional and intellectual systems.
social theories of emotion (theories of emotion)
perception, or the interpretation of a situation, precedes emotion. interpretations are learned and become automatic over time. purpose of emotion is to sustain shared interpersonal norms and social cohesion
theories of emotion in social work practice
enhance the social worker’s understanding of the origins of emotional experiences and describe how negative emotional states may emerge and influence behavior. every primary emotion we experience has the purpose of helping us adjust our relationship with an environmental situation to enhance coping. Secondary emotions emerge from these primary emotions as a result of cognitive mediation.
Four sources of emotion-based problems in social functioning
- primary emotion may not achieve its aim of changing our relationship with the environment to facilitate adaptation.
- we may, prior to awareness of primary emotion, deny, distort, avoid, or repress it and thus become unable to constructively address our person-environment challenge
- we may develop cognitive distortions, or irrational meaning construction processes, that produce negative secondary emotions.
- we may regulate our appropriate emotional experiences poorly, by either minimizing or not maintaining control over them.
Cognitive/Emotional Disorders
conceptualize problems in social functioning as mismatches in the fit between the person and environment
obsessive-compulsive disorder (cognitive/emotional disorders)
persistent thoughts that are experienced as intrusive, inappropriate, unwelcome and distressful. more than excessive worries about real problems, unable to ignore or suppress (cognitive symptoms)
anorexia nervosa (cognitive/emotional disorders)
eating disorder in which person becomes obsessed about food, thinking about it almost constantly, reuses to maintain a reasonable body weight because of distorted beliefs about physical appearance and effects of food on the body (cognitive symptoms)
persistent depressive disorder PDD (cognitive/emotional disorders)
mood disorder characterized by lengthy period of depression, sadness regardless of external events (emotional symptoms)
agoraphobia (cognitive/emotional disorders)
anxiety disorder characterized by fear of situations or places from which escape might be difficult or embarrassing. person must restrict range of social mobility out of fear of being overwhelmed by anxiety for reasons that are not consciously clear (emotional symptoms)
the self
unfolding of innate potentials, and organizing activity, a cognitive structure, a process of shared symbolic activity, a flow of experience.
the self as a soul (the self)
the self as a constant and transcending the physical being
the self as unfolding potentials (the self)
every human being is a unique biological organism, born with inherent, organically based potentials and ideally striving to lead a life in which the sense of self is consistent with those potentials. all of us are born with a genetic blueprint to which specific substance is added as our lives progress, depending on social and environmental circumstances. our core tendency is to actualize our inherent potentials ROGERS self-actualization
the self as organizing activity (the self)
incorporates the notions of action, initiative and organization. experience ourselves as capable of initiating action, and the sense of organization emerges as we synthesize our activities and experiences (psychoanalytic theory and ego psychology)
the self as cognitive structure (the self)
the self as thinker implies that action and emotion originate in thought. no assumed innate drives or motivations that propel us to act in particular ways. develop patterns of thinking and behavior through habit, but can be adjusted as we acquire new information. schemata are our internalized representation of the world or patterns of thought, action and problem solving.
the self as shared symbolic experience (the self)
the product of symbols that we negotiate and share with others in our culture. theory of symbolic interactionism we develop a s sense of meaning in the world through interaction with our physical and social environments which include other people and all manifestations of cultural life. mind represents our capacity to respond subjectively to external stimuli through conceptualizing, defining, symbolizing, valuing and reflecting. Interpretation of symbols (objects and ideas with shared cultural meanings) and the filtering processes of the mind, we acquire meaning about the world and ourselves.
the self as flow of experience (the self)
existentialism. there is no standard or correct human nature, we are all unique and unable to be categorized. we are subjective and ever-changing. we are defined by the process of becoming, for which there is no end point. self is always in process. our essence is defined by our freedom to make choices and our need to discover or create meaning for ourselves.
narrative theory (the self as flow of experience)
all of us are engaged in an ongoing process of constructing a life story, or personal narrative, that determines our understanding of ourselves and our positions in the world. human development is inherently fluid, no developmental milestones. life narratives are co-constructed with the narratives of significant people in our family, community and culture. experience is fundamentally ambiguous, we arrange our lives into stories to give our lives coherence and meaning.
