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LSW exam > Part 1: human development and behavior in environment > Flashcards

Part 1: human development and behavior in environment Flashcards

1
Q

Freud psychosexual stages

A 
oral 0-1
anal 2-3
phallic/oedipal 3-6
latency 6-11
puberty/genital 12-18
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2
Q

Freud structural theory: id

A

primitive drives and instinctual needs; impulses, primary process thinking, unconscious, discharges tension

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3
Q

freud structural theory: ego

A

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

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4
Q

freud structural theory: superego

A

seat of conscience; ego ideal, internal and external rewards/punishments to control/regulate id

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5
Q

freud 3 levels of the mind

A

unconscious
preconscious
conscious

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6
Q

piaget: sensorimotor thought (0-2)

A 
image of objects
primitive logic in object manipulatoin
begin intentional actions
imitative play
signals meaning in events; language toward end of stage
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7
Q

Piaget: preoperational thought (2.5-6/7)

A

language development enables symbolic functioning to occur
concretism
words, math, music symbols
magical thinking
concrete, irreversible, egocentric thinking
night terrors

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8
Q

Piaget: concrete operations (7-11)

A 
abstract thoughts
games with rules
understand cause and effect 
understand logical implications
thinking independent of experience and reversible
rules of logic
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9
Q

Piaget: formal operations (11-18)

A 
increase in abstraction
construct ideals and plan for future 
think hypothetically
de-center through interactions with peers and elders
assume adult roles and responsibilities
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10
Q

Piage object permanence

A

child recognizes object still exists when hidden because they have the ability to form schema

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11
Q

Erickson: trust vs mistrust (0-1)

A

trust self and environment–cornerstone of healthy personality
influenced by care from mom–discontinuity in care may increase natural sense of loss/mistrust

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12
Q

Erickson: autonomy vs shame and doubt (2-3)

A

start to move around and explore on own

shame and doubt if deprived of doing so and learning duty

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13
Q

Erickson: initiative vs guilt (3-6)

A

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

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14
Q

Erickson: industry vs inferiority (6-11)

A

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

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15
Q

Erickson: identity vs identity diffusion (12-18 adolescence)

A

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

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16
Q

Erickson: intimacy vs isolation (18-mid 20s)

A

young adulthood
intimacy with self and others when secure in identity
if afraid of losing identity in a relationship, will isolate

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17
Q

Erickson: generativity vs self-absorption (adulthood)

A

interest in establishing and guiding next generation

self-absorption leads to stagnation and interpersonal impoverishment

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18
Q

Erickson: integrity vs disgust (maturity)

A

accept responsibility for what life is and was (ego integrity)
without, feel despair, displeasure, disgust

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19
Q

Margaret Mahler: object relations; normal, symbiotic phase

A

0-3 months
normal, symbiotic phase
normal autism
alert inactivity

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20
Q

Margaret Mahler: object relations normal symbiosis

A

2-6 months

no difference between self and other, mutual cuing

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21
Q

Margaret Mahler: object relations separation, individuation phase

A

6-12 months
differentiation
alert when awake, stranger anxiety (6-8 months)

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22
Q

Margaret Mahler: object relations 7-18 months

A

practicing

disengage from mom with creeping, return to refuel (12 mo-separation anxiety)

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23
Q

Margaret Mahler: object relations integration phase

A

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

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24
Q

Margaret Mahler: object relations object constancy phase

A

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

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25
Q

Kubler-ross stages of death and dying-concept begins at age

A

concept that death is irreversible begins at age 7

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26
Q

psychological responses to awareness of dying

A 
denial and isolation
anger
bargaining
depression
acceptance
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27
Q

Kohlberg theory of moral development parallels

A

cognitive; has 3 levels with 2 stages each

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28
Q

Kohlberg theory of moral development preconventional stage

A

elementary age
obedience/punishment
conform to rules to get rewards

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29
Q

Kohlberg theory of moral development conventional

A

early adolescence
act to gain approval from others
obey laws/rules, fulfill social duties/obligations, avoid censure and guilt

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30
Q

Kohlberg theory of moral development post conventional

A

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)

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31
Q

systems theory

A

dynamic interaction of parts
whole greater than sum of parts
what affects one part affects whole system

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32
Q

systems theory: homeostasis

A

steady state needed for movement

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33
Q

systems theory: input, output, throughput

A

input–throughput–output

throughput processes the input

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34
Q

systems theory: entropy

A

no outside energy, using own and expiring; closed system

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35
Q

systems theory: negative entropy

A

counteracting entropy, successful use of available energy

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36
Q

systems theory: equifinality

A

capacity to receive identical results from different conditions

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37
Q

systems theory: feedback

A

when system output is put back into sytem

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38
Q

systems theory: practice implications

A

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

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39
Q

Maslow’s hierarchy of needs: assumptions

A

optimism
humans are trustworthy
rational movement to self-fulfillment, optimal functioning

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40
Q

Maslow’s hierarchy of needs: psychological

A

neonatal
food, water, oxygen, body temp
things needed or will die

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41
Q

Maslow’s hierarchy of needs: safety

A

childhood
feel safe from harm/danger, need regularity/sense of predictability/cognitive need to understand and make sense of the world

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42
Q

Maslow’s hierarchy of needs: love and belonging

A

childhood

assurance of love, acceptance, worthiness, unconditional

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43
Q

Maslow’s hierarchy of needs: esteem

A

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

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44
Q

Maslow’s hierarchy of needs: self-actualization

A 
adulthood
ongoing process in true calling/true to self, view world objectively
peak experience (when everything is right)
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45
Q

Maslow’s hierarchy of needs

A 
Physiological
safety
love and belonging
esteem
self-actualization
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46
Q

psychodynamic theories

A

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

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47
Q

Freud psychoanalysis

A

man is product of past

treatment is dealing with repressed thing in unconscious

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48
Q

Freud psychoanalysis: structure of personality viewed as stable

A

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

49
Q

Freud psychoanalysis: psychosocial development

A

libidinal energy is invested into different organ systems at each stage; fixation is failure to resolve

50
Q

Freud psychoanalysis: techniques

A

defense mechanisms, free association, interpretation, transference, dreams; analysis
use clarification, confrontation, interpretation, resolving intrapsychic conflict

51
Q

Freud psychoanalysis: basis of psychopathology

A

unresolved conflicts

anxiety (psychic distress) produced when ego can’t mediate demands

52
Q

Freud psychoanalysis: assumptions

A 
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
53
Q

ego psychology

A

focuses on rational, conscious part of ego

parent child attachment and deprivation

54
Q

ego psychology: focused on

A

present

55
Q

ego psychology: goal

A

maintain and enhance ego control and management of reality stress

56
Q

ego psychology: treatment

A 
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)
57
Q

object relations (Klein): first to use

A

psychoanalysis with small kids through play therapy

58
Q

object relations (Klein): improtance of relationship

A

between mom and kid; humans shaped in relation to significant others in life

59
Q

object relations (Klein): objects are

A

real others in world and internalized images

60
Q

object relations (Klein): form during

A

early interactions; can change but have strong impact on life

61
Q

individual psych: behavior motivated by

A

desire for success, drive for perfection/drawn to future for fulfillment and perfection

62
Q

individual psych: treatment

A

not just past, also prevention (promote social interest)

63
Q

individual psych: goal

A

adaptive life, overcome feeling inferior and self-centered, contribute to others

64
Q

individual psych: feelings of inferiority

A

inferiority complex–lack of self esteem and impact on health
compensate adaptively or maladaptively

65
Q

individual psych: lifestyle

A

determined by early life (birth order, neglect or nurture by parents, family structures)

66
Q

individual psych: social interest/community feeling

A

health people have social concern; unhealthy people overcompensate by striving for power and become self-obsessed

67
Q

self-psych (Kohut): self

A

central organizing and motivating force in personality

perception of experience and level of self-esteem impact boundaries and differentiation of self

68
Q

self-psych (Kohut): importance of empathy from early care takers

A

impacts self-objects

failures lead to self disorder and lack of self-cohesion

69
Q

self-psych (Kohut): goal

A

create greater sense of self cohesion

70
Q

self-psych (Kohut): treatment

A

reexperiencing frustrated self-object needs
mirroring (validate sense of perfect self)
idealization (borrow strength from others)
twinship (use of alter ego for belonging)

71
Q

jungian psychology: 3 components to self

A

ego, personal unconscious, collective unconscious

72
Q

jungian psychology: collective unconscious

A

distinct from personal, made of archetypes/primordial images

73
Q

jungian psychology: archetypes

A

energy that gives psyche dynamic properties and organizes
inborn tendencies that shape human behavior
psych-wholeness, spiritual component

74
Q

jungian psychology: alchemy

A

symbolic representation of individuation process

75
Q

jungian psychology: individuation

A

synthesis of self, union of conscious and unconscious

76
Q

jungian psychology: synchronicity

A

coincidences in which people get info about themselves in dreams that is not generally accessible

77
Q

emotional development: emotional capability are attained and expanded over time

A

moral ideas of having and handling feelings

78
Q

emotional development: emotions define individuality, motivate approach or withdrawal from others

A

set parameters for sensitivity

79
Q

emotional development: organizational/adaptive view

A

emotions are active, ongoing, adaptive process
may transition and reorganize
early function may change over time

80
Q

emotional development: complexity view

A

emotions are processes with meaningful components/configurations
systems of appraisal, expectations, arousal, pain

81
Q

emotional development: relational view

A

emotions include significant personal and environmental relationships
context matters
processes of starting, maintaining, stopping relationship between person and environment

82
Q

social work group: started/approach

A

dates back to settlement house movement; scientific approach to group work, need for democratic value base, identify leader as group builder

83
Q

social work group: goal

A

maximize social functioning
emphasis on conscious
group primary therapeutic helping agent

84
Q

social work group: individuals self actualize by

A

releasing feelings that block social performance, receiving support from group, reality check against others to reappraise self

85
Q

social work group: group polarization

A

process that occurs during decision making when discussion strengthens dominant point of view and members adopt more extreme position than they would have individually

86
Q

social work group: group think

A

increase cohesion, group undermines good decisions if they might impact the we-ness; lack of critical thinking

87
Q

group psychotherapy: goal

A

change personality or emotional/behavioral problem’ gain knowledge and insight through group interactions to make changes
follow medical model–treat pathology

88
Q

group psychotherapy: contraindications

A

SI, crisis, need for attention, active psychosis or paranoia

89
Q

remedial group model

A

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

90
Q

mutual aid/reciprocal group work models

A

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

91
Q

cognitive behavioral group work

A

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

92
Q

cognitive (beck and ellis): human function

A

product of reciprocal interaction between personal and environmental variables

93
Q

cognitive (beck and ellis): emphasis on cognitive skills for problem solving

A

cognitions and perceptions impact behavior and emotions

94
Q

cognitive (beck and ellis): dysfunction is

A

result of mistaken beliefs and faulty thought patterns

95
Q

cognitive (beck and ellis): cognitive restructuring

A

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

96
Q

cognitive (beck and ellis): tenets

A

thinking is basic determinant of behavior
focus on present
clients need to recognize connection of problems and thoughts
active and collaborative

97
Q

cognitive (beck and ellis): cognitive dissonance

A

choice between 2 contradicting attitudes/beliefs; change by decreasing importance, acquire new beliefs to change balance, remove conflicting attitude/behavior

98
Q

CBT: ellis, rational emotive behavior therapy

A

REBT; irrational beliefs and chain of events

event (a)—irrational belief (b)–emotion/behavior (C)

99
Q

cognitive (beck and ellis): beck cognitive theory of depression

A

cognitive triad: negative view of self, perception of experiences, view of future
schemas
cognitive errors or info processing errors

100
Q

cognitive (beck and ellis): person in environment

A

client part of environmental system

101
Q

cognitive (beck and ellis): strengths perspective

A

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

102
Q

cognitive (beck and ellis): social cognitive theory

A

learn by watching others
thought processes central to understanding personality
moral development influenced by individual cognition’s

103
Q

Cycle of violence (DV)

A

tension building, incident/explosion, reconciliation/respite, calm

104
Q

parenting patterns: authoritarian

A

restrictive; expect obedience, no rule explanation
use forceful/punitive discipline
kids–conflicted and irritable, fearful and unfriendly, sukly/aimless

105
Q

parenting patterns: authoritative

A

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

106
Q

parenting patterns: permissive

A

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

107
Q

Cultural knowledge

A

familiar with cultural characteristics, history, values, beliefs

108
Q

cultural awareness

A

developing sensitivity and understanding, internal change

109
Q

cultural sensitivity

A

know that differences and sameness between culture exists without giving it value

110
Q

cultural competence

A

congruent behaviors, attitudes and policies that come together

111
Q

terms that inhibit diversity appreciation: universalism

A

ours is the norm for all

112
Q

terms that inhibit diversity appreciation: dichotomous

A

either/or thinking, that different is wrong/inferior/bad

113
Q

terms that inhibit diversity appreciation: heightened ability or value in separating, categorizing, numbnering

A

look at people in isolation vs in group/part of environment

114
Q

terms that inhibit diversity appreciation: measure of self comes from outside and only in contrast to others

A

only feel good if you’re better than someone else

115
Q

terms that inhibit diversity appreciation: power defined as power over others, mastery over environment

A

limited amount of power and measured by what you have over others

116
Q

assimilation

A

identify with majority culture

117
Q

integration

A

identify with both cultures

118
Q

separation

A

identify with one culture

119
Q

marginality

A

identify with neither culture

LSW exam (7 decks)

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