Part 1: human development and behavior in environment Flashcards
Freud psychosexual stages
oral 0-1 anal 2-3 phallic/oedipal 3-6 latency 6-11 puberty/genital 12-18
Freud structural theory: id
primitive drives and instinctual needs; impulses, primary process thinking, unconscious, discharges tension
freud structural theory: ego
mediates between id and external reality; moderates conflict between id and internalized prohibitions, adaptive capacity in relation to external reality
reality testing, judgement, control impulses, self-esteem, modulate affect, developmental challenge mastery
freud structural theory: superego
seat of conscience; ego ideal, internal and external rewards/punishments to control/regulate id
freud 3 levels of the mind
unconscious
preconscious
conscious
piaget: sensorimotor thought (0-2)
image of objects primitive logic in object manipulatoin begin intentional actions imitative play signals meaning in events; language toward end of stage
Piaget: preoperational thought (2.5-6/7)
language development enables symbolic functioning to occur
concretism
words, math, music symbols
magical thinking
concrete, irreversible, egocentric thinking
night terrors
Piaget: concrete operations (7-11)
abstract thoughts games with rules understand cause and effect understand logical implications thinking independent of experience and reversible rules of logic
Piaget: formal operations (11-18)
increase in abstraction construct ideals and plan for future think hypothetically de-center through interactions with peers and elders assume adult roles and responsibilities
Piage object permanence
child recognizes object still exists when hidden because they have the ability to form schema
Erickson: trust vs mistrust (0-1)
trust self and environment–cornerstone of healthy personality
influenced by care from mom–discontinuity in care may increase natural sense of loss/mistrust
Erickson: autonomy vs shame and doubt (2-3)
start to move around and explore on own
shame and doubt if deprived of doing so and learning duty
Erickson: initiative vs guilt (3-6)
play age
imagination from moving and communicating
curiosity and consuming fantasies that could lead to guilt and anxiety (if adults feed into this, stifles initiative)
conscience established
Erickson: industry vs inferiority (6-11)
school age
learn how to do and make things with others
open to instruction and getting recognition for producing things
inferiority comes when no praise for things produced
Erickson: identity vs identity diffusion (12-18 adolescence)
revolution that comes with puberty–integrate self with biological drives and social role expectations
upheaval may lead to negative identity of what others don’t want
Erickson: intimacy vs isolation (18-mid 20s)
young adulthood
intimacy with self and others when secure in identity
if afraid of losing identity in a relationship, will isolate
Erickson: generativity vs self-absorption (adulthood)
interest in establishing and guiding next generation
self-absorption leads to stagnation and interpersonal impoverishment
Erickson: integrity vs disgust (maturity)
accept responsibility for what life is and was (ego integrity)
without, feel despair, displeasure, disgust
Margaret Mahler: object relations; normal, symbiotic phase
0-3 months
normal, symbiotic phase
normal autism
alert inactivity
Margaret Mahler: object relations normal symbiosis
2-6 months
no difference between self and other, mutual cuing
Margaret Mahler: object relations separation, individuation phase
6-12 months
differentiation
alert when awake, stranger anxiety (6-8 months)
Margaret Mahler: object relations 7-18 months
practicing
disengage from mom with creeping, return to refuel (12 mo-separation anxiety)
Margaret Mahler: object relations integration phase
15-24 months
rapproachment
disengagement alternates with intense demand for attention; splitting of objects (good/bad); can leave mom rather than be left; language development; solve problems on own
18 mo–prolonged separation anxiety
Margaret Mahler: object relations object constancy phase
24-38 months
consolidation of individuality and object constancy
can substitute internal image in absence; unified self-image
NOT THE SAME AS PIAGET OBJECT PERMANENCE
Kubler-ross stages of death and dying-concept begins at age
concept that death is irreversible begins at age 7
psychological responses to awareness of dying
denial and isolation anger bargaining depression acceptance
Kohlberg theory of moral development parallels
cognitive; has 3 levels with 2 stages each
Kohlberg theory of moral development preconventional stage
elementary age
obedience/punishment
conform to rules to get rewards
Kohlberg theory of moral development conventional
early adolescence
act to gain approval from others
obey laws/rules, fulfill social duties/obligations, avoid censure and guilt
Kohlberg theory of moral development post conventional
adulthood
interest in welfare of others, concern with individual rights and being morally right
guided by individual principles based on broad universal ethics; concern for larger individual issues of morality (most people don’t get to this level)
systems theory
dynamic interaction of parts
whole greater than sum of parts
what affects one part affects whole system
systems theory: homeostasis
steady state needed for movement
systems theory: input, output, throughput
input–throughput–output
throughput processes the input
systems theory: entropy
no outside energy, using own and expiring; closed system
systems theory: negative entropy
counteracting entropy, successful use of available energy
systems theory: equifinality
capacity to receive identical results from different conditions
systems theory: feedback
when system output is put back into sytem
systems theory: practice implications
problems are transactional
change not just responsibility of client
humans are active, purposeful, goal seeking
development and function are outcomes of transactions between genetic potential and environment plus degrees of freedom from each other
Maslow’s hierarchy of needs: assumptions
optimism
humans are trustworthy
rational movement to self-fulfillment, optimal functioning
Maslow’s hierarchy of needs: psychological
neonatal
food, water, oxygen, body temp
things needed or will die
Maslow’s hierarchy of needs: safety
childhood
feel safe from harm/danger, need regularity/sense of predictability/cognitive need to understand and make sense of the world
Maslow’s hierarchy of needs: love and belonging
childhood
assurance of love, acceptance, worthiness, unconditional
Maslow’s hierarchy of needs: esteem
adolescence
need stable, firmly based self respect and respect from others
if not feeling valued, behavior is dominated by attempts to gain fame and respect
Maslow’s hierarchy of needs: self-actualization
adulthood ongoing process in true calling/true to self, view world objectively peak experience (when everything is right)
Maslow’s hierarchy of needs
Physiological safety love and belonging esteem self-actualization
psychodynamic theories
medical model based on premise that behavior and relationships shaped by conscious and unconscious influences
derived from psychoanalysis
goal is symptom relief and personality change
Freud psychoanalysis
man is product of past
treatment is dealing with repressed thing in unconscious
Freud psychoanalysis: structure of personality viewed as stable
id-unconscious source of drives, immediate gratification
ego-logic and reason, mediator of id/superego/reality
superego-incorporates values of parents and society into personality
Freud psychoanalysis: psychosocial development
libidinal energy is invested into different organ systems at each stage; fixation is failure to resolve
Freud psychoanalysis: techniques
defense mechanisms, free association, interpretation, transference, dreams; analysis
use clarification, confrontation, interpretation, resolving intrapsychic conflict
Freud psychoanalysis: basis of psychopathology
unresolved conflicts
anxiety (psychic distress) produced when ego can’t mediate demands
Freud psychoanalysis: assumptions
determinism (function of mind and order of ideas not random) structural model (layers of mental activity) dynamic principle (understand person in terms of personality structure) role of early childhood years in personality development
ego psychology
focuses on rational, conscious part of ego
parent child attachment and deprivation
ego psychology: focused on
present
ego psychology: goal
maintain and enhance ego control and management of reality stress
ego psychology: treatment
ego functioning, healthy behavior under ego control and examining behavior in relation to situations reality testing (perceptions) adapt and cope (identify and use ego strengths)
object relations (Klein): first to use
psychoanalysis with small kids through play therapy
object relations (Klein): improtance of relationship
between mom and kid; humans shaped in relation to significant others in life
object relations (Klein): objects are
real others in world and internalized images
object relations (Klein): form during
early interactions; can change but have strong impact on life
individual psych: behavior motivated by
desire for success, drive for perfection/drawn to future for fulfillment and perfection
individual psych: treatment
not just past, also prevention (promote social interest)
individual psych: goal
adaptive life, overcome feeling inferior and self-centered, contribute to others
individual psych: feelings of inferiority
inferiority complex–lack of self esteem and impact on health
compensate adaptively or maladaptively
individual psych: lifestyle
determined by early life (birth order, neglect or nurture by parents, family structures)
individual psych: social interest/community feeling
health people have social concern; unhealthy people overcompensate by striving for power and become self-obsessed
self-psych (Kohut): self
central organizing and motivating force in personality
perception of experience and level of self-esteem impact boundaries and differentiation of self
self-psych (Kohut): importance of empathy from early care takers
impacts self-objects
failures lead to self disorder and lack of self-cohesion
self-psych (Kohut): goal
create greater sense of self cohesion
self-psych (Kohut): treatment
reexperiencing frustrated self-object needs
mirroring (validate sense of perfect self)
idealization (borrow strength from others)
twinship (use of alter ego for belonging)
jungian psychology: 3 components to self
ego, personal unconscious, collective unconscious
jungian psychology: collective unconscious
distinct from personal, made of archetypes/primordial images
jungian psychology: archetypes
energy that gives psyche dynamic properties and organizes
inborn tendencies that shape human behavior
psych-wholeness, spiritual component
jungian psychology: alchemy
symbolic representation of individuation process
jungian psychology: individuation
synthesis of self, union of conscious and unconscious
jungian psychology: synchronicity
coincidences in which people get info about themselves in dreams that is not generally accessible
emotional development: emotional capability are attained and expanded over time
moral ideas of having and handling feelings
emotional development: emotions define individuality, motivate approach or withdrawal from others
set parameters for sensitivity
emotional development: organizational/adaptive view
emotions are active, ongoing, adaptive process
may transition and reorganize
early function may change over time
emotional development: complexity view
emotions are processes with meaningful components/configurations
systems of appraisal, expectations, arousal, pain
emotional development: relational view
emotions include significant personal and environmental relationships
context matters
processes of starting, maintaining, stopping relationship between person and environment
social work group: started/approach
dates back to settlement house movement; scientific approach to group work, need for democratic value base, identify leader as group builder
social work group: goal
maximize social functioning
emphasis on conscious
group primary therapeutic helping agent
social work group: individuals self actualize by
releasing feelings that block social performance, receiving support from group, reality check against others to reappraise self
social work group: group polarization
process that occurs during decision making when discussion strengthens dominant point of view and members adopt more extreme position than they would have individually
social work group: group think
increase cohesion, group undermines good decisions if they might impact the we-ness; lack of critical thinking
group psychotherapy: goal
change personality or emotional/behavioral problem’ gain knowledge and insight through group interactions to make changes
follow medical model–treat pathology
group psychotherapy: contraindications
SI, crisis, need for attention, active psychosis or paranoia
remedial group model
group thought of as small social system
influences can be painfully guided to modify client behaviors (remediation)
therapist central position with planned interventions and structured process
mutual aid/reciprocal group work models
multidimensional (sharing of ideas, same boat, discuss taboo topics); tenets–members have strengths/perspectives to help others, helping others helps you
confrontation better when comes from peers
cognitive behavioral group work
cognitive restructuring, exposure, applicable for corrective treatment/prevention
common needs addressed: coping with transitions, acquire info/skills, increase in social relations, cope with illness/loss/loneliness
cognitive (beck and ellis): human function
product of reciprocal interaction between personal and environmental variables
cognitive (beck and ellis): emphasis on cognitive skills for problem solving
cognitions and perceptions impact behavior and emotions
cognitive (beck and ellis): dysfunction is
result of mistaken beliefs and faulty thought patterns
cognitive (beck and ellis): cognitive restructuring
may need to change environmental factors as well; accept that beliefs impact emotions, identify dysfunctional beliefs and patterns, identify negative situations, substitute functioning thoughts, reward self
cognitive (beck and ellis): tenets
thinking is basic determinant of behavior
focus on present
clients need to recognize connection of problems and thoughts
active and collaborative
cognitive (beck and ellis): cognitive dissonance
choice between 2 contradicting attitudes/beliefs; change by decreasing importance, acquire new beliefs to change balance, remove conflicting attitude/behavior
CBT: ellis, rational emotive behavior therapy
REBT; irrational beliefs and chain of events
event (a)—irrational belief (b)–emotion/behavior (C)
cognitive (beck and ellis): beck cognitive theory of depression
cognitive triad: negative view of self, perception of experiences, view of future
schemas
cognitive errors or info processing errors
cognitive (beck and ellis): person in environment
client part of environmental system
cognitive (beck and ellis): strengths perspective
clients capacity to grow and adapt, clients are experts of their life, humans resilient, strength contextual, focus on using strengths to improve situation; enhance strengths with collaboration, learning opportunities, environmental modification, advocacy
cognitive (beck and ellis): social cognitive theory
learn by watching others
thought processes central to understanding personality
moral development influenced by individual cognition’s
Cycle of violence (DV)
tension building, incident/explosion, reconciliation/respite, calm
parenting patterns: authoritarian
restrictive; expect obedience, no rule explanation
use forceful/punitive discipline
kids–conflicted and irritable, fearful and unfriendly, sukly/aimless
parenting patterns: authoritative
flexible; kids get autonomy and explain rules
responsive to needs of kids and their point of view
expect compliance and use power/reason if needed
kids–energetic, friendly, self-reliant, copes well, cooperative, purposive/achievement oriented
parenting patterns: permissive
lax with few demands, don’t monitor kids closely, kids freely express impulses and rarely exert firm control
kids–impulsive/aggressive, rebellious, low self-control, aimless, low achieving
Cultural knowledge
familiar with cultural characteristics, history, values, beliefs
cultural awareness
developing sensitivity and understanding, internal change
cultural sensitivity
know that differences and sameness between culture exists without giving it value
cultural competence
congruent behaviors, attitudes and policies that come together
terms that inhibit diversity appreciation: universalism
ours is the norm for all
terms that inhibit diversity appreciation: dichotomous
either/or thinking, that different is wrong/inferior/bad
terms that inhibit diversity appreciation: heightened ability or value in separating, categorizing, numbnering
look at people in isolation vs in group/part of environment
terms that inhibit diversity appreciation: measure of self comes from outside and only in contrast to others
only feel good if you’re better than someone else
terms that inhibit diversity appreciation: power defined as power over others, mastery over environment
limited amount of power and measured by what you have over others
assimilation
identify with majority culture
integration
identify with both cultures
separation
identify with one culture
marginality
identify with neither culture
