PSYC 500 Flashcards
Accommodation
What: Belief about something that influences worldview and is the process of adjusting schemas to take new information and experiences into account.
Where: Cog. Development Theory, PSYC 500 HG & D
Who: Piaget
When: When your schemas are no longer working with reality
Why: Help develop sense of authority and making their own ideas/ sense of world
EX: Billy grew up thinking all men are aggressive, until he has a kind male teacher in middle school. He accommodates the schema for males with the new information
Adverse Childhood Events
What: An event in which a child has been exposed to an abusive or traumatic event.
Where: Human Growth and Development, TRAUMA
Who: Children / minors, has potential to lead to dxs (anxiety, dep, PTSD)
When: Occurs between the ages 0-17, important to clinical practice for gaining knowledge on the background of the client
Why: Affects the diagnosis and prognosis of various disorders as well as influences the course of treatment
EX: James grew up with a verbally abusive mother which has led to anxiety and antisocial behaviors around others. The therapist works with James to decrease his avoidance in social situations.
Androgyny
What: characteristics, presence of masculine and feminine characteristics healthy balance of characteristics can include competency, flexibility, and mental well-being
Where: human growth and development
Who: Sara Bem- Bem Sex Role Inventory; assess androgyny as an individual
When: ADDRESSING Model during client intake
Why: healthy development, helps to understand client’s culture and perspective, potential indicator for healthy development and hints at client’s values TRANSCEND
EX: You consult with a client that does not fit into typical gender roles. You administer the BEM Sex Role Inventory and discuss the results, and the client is psychologically androgynous-the client scored high in both masculine and feminine traits.
Assimilation (500)
What: sister to Accommodation; form of adjustment modification, the idea that children use their existing schemas to deal with new experiences or information.
Where: HG & D; Cog. Development Theory
Who: Piaget, population: children
When: apply existing schema to person, object, or event. Relevant when tracking development, key aspect for moving through Piaget’s stages of development
Why: Helps us to understand how people process new information and learn using already encoded knowledge
EX: Lucy knows that by making noise, she can capture her mother’s attention. Lucy learns to speak and realizes can also serve as an attention grabber. She has used assimilation to understand that language, that is a form of noise, can also serve as a way to get attention.
Attachment
What: a close emotional bond between two people, usually an infant and a caregiver. Based on security, safety, and love needs. It denotes the tendency to form such bonds with other individuals in infancy and adulthood; indication of future bonds with other individuals. The four types are: secure, avoidant, anxious, disorganized
Where: HG & D and psychopathology later in life; apart of attachment
Who: Freud (oral fixation), harlow (monkeys), Erikson (trust arises through physical comfort), Bowlby (newborns can elicit attachment), Mary Ainsworth (strange situation)
When: relevant-determines future bonds with other individuals
Why: interpersonal relationships as an adult, influence future pathology
EX: Johnny grew up with an extremely dismissive mother. Because he didn’t grow up with an authority figure, he does not respond well to any sort of authority and has developed a conduct disorder because of it.
Child Abuse
What: treatment of a child that results in physical or emotional harm or injury. Key elements: harm from a caregiver or parent that can be physical, sexual, emotional, or neglect (most typical 67% of cases)
Where: HG & D, can happen in a variety of settings
Who: involves children and caregivers
When: can occur between ages 0-17; relevant when it causes developmental causes or emotional regulation, can cause delinquency, and additional pathology. Cycle of abuse: those abused young are more likely be abusive or accept abuse
Why: can cause a myriad of development issues. It is important to recognize the signs of child abuse, as therapists ar mandated reporters
EX: therapists notice bruises on the client that remained over the course of several weeks. She also noticed the child appearing withdrawn. The child admitted that his parents would hit him if he made a mistake. The therapist decided to report this as child abuse to the proper authorities
Continuity vs Non-Continuity
What: Debate about whether development is continuous (gradual) or discontinuous (distinct stage)
Where: HG & D
Who: Developmentalists believe it is a mix of both. Piaget - stages of change (discontinuous), Erikson- continuous, environment and culture shape development through age stages
When: relevance- helps with how you understand dx as a function of development
Why: this theory helps to ground you in what kind of therapist you will be and how you conceptualize treatment/development
EX: Lucy is a 4-year-old who is having developmental difficulties, according to Erikson’s model she should be taking initiative on play activities, but she isn’t yet and the family is trying to figure out if she is autistic. The therapist should consider if development is continuous before making any decisions.
Critical Period
What: a fixed time period where certain experiences or events have a long lasting effect on developmental maturation stages where the nervous system is sensitive to environmental stimuli
Where: HG & D
Who: Conrad Lorenz (imprinting and ducks), ages 2-puberty
When: relevant for development-can inhibit functioning and be hindered if something is present or lacking during a critical period. Commonly associated with language
Why: understanding client’s who may be lacking certain skills or abilities due to a missed critical period and how it affects their life. Treatment planning could be influenced by what skills need to be learned.
EX: Period during pregnancy when the fetus is most susceptible to teratogens, such as a mother drinking alcohol during a pregnancy and the child is born with fetal alcohol syndrome
Developmental Level
What: A stage in human development that is a span of time when changes occur. A time in an individual’s life marked by certain milestones, and dividing these levels provides a frame of reference for when it is “normal” for events to take place.
Where: HG & D, various developmental theories
Who: Piaget, Bandura (learning; bobo doll), Erikson. All ages, primarily examined throughout the development of kids
When: The term becomes important when a developmental mark is missed in an individual, particularly a child.
Why: The term is important to counseling because it can indicate lack in cognitive development or potential neurological. Although individual differences in when specific events occur are frequent, without developmental levels it would be difficult to know when something was really wrong with an individual’s development.
EX: Tyler takes his child to the doctor/therapist because the child is 3 years old and is not speaking. The doctor suggests that maybe there is a developmental delay because it is not typical for a 3 year old developmental level. Piaget — developmental level 7 levels/stages
Egocentrism
What: The inability to distinguish between one’s own perspective from someone else’s. Someone with this perceives situations from their own perspective, believing that others see things from their same point of view and have the same thoughts, feelings, and behaviors that they do.
Where: HG & D,
Who: Piaget; developmental stages (preoperational stage)
When: preoperational stage of development (2-7 years old)
Why: This helps us determine whether a child has moved into the concrete operational stage or not. It also help us determine whether or not someone is aware of those around them
EX: Sam goes into therapy and is upset that his baby brother is getting more attention from mom and dad. Sam is mad that he is not getting the attention. The therapist explains that it is hard for Sam to understand sharing because he is happy when mom/dad gives him attention and therefore thinks his baby brother should feel happy when mom and dad give Sam attention too.
Genotype vs Phenotype
What: A genotype is the genetic composition that makes up an individual and phenotype are the observable and measurable physical and psychological characteristics that make up an individual.
Where: HG & D
When: The phenotype is influenced by environmental factors and genetic principles
Why: Understanding the difference between genotype and phenotype is important to counseling because it helps to understand the interaction between DNA and how it is physically expressed through phenotypes. In counseling it is important to understand how certain disorders get inherited and the physical traits that are expressed either via environment or genetics.
EX: Fred has come to therapy because he is convinced his wife is cheating on him, even though she vehemently denies it. He says he has suspected her ever since their child was born. Fred explains that he and his wife both have brown hair, but their child is now 5 years old and he has blonde hair. The therapist explains that both parents may have the genotype that includes the recessive gene for light hair which is not expressed in the phenotype of either parent but was passed down to their child
Genotype Environment Relationship
What: The interaction between a person’s genetics and the environment around them. There are three types: passive which is where parents create a home environment around them, evocative where a child’s heritable characteristics elicit certain responses from the environment, and active/niche-picking where the child actively seeks out certain environments or activities as a result of their genotype
Where: HG & D
Who: Sandra Scarr
When: This is useful to understand how the environment may elicit some sx/traits in a person with a certain disorder versus only their genetic predispositions.
Why: How an individual’s environ
EX: Two fraternal twins have very similar genotypes and genetic susceptibility to bipolar disorder. Only one twin develops it, this is due to the genotype-environment relationship.
Habituation
What: the process by which an individual becomes less responsive to a stimulus due to repetitive exposure. It’s the simplest form of learning, subjects become “desensitized” to some stimuli. The diminished effectiveness of a stimulus in eliciting a response, following repeated exposure to the stimulus.
Where: HG & D, learning,
Who: Fantz, infant perception research
When: 60s research with infants and novel stimuli = they would stop sucking to look at new stimulus but after it was presented multiple times they stopped looking
Why: Habituation is typically used to determine if young children and babies who cannot yet communicate verbally can distinguish the difference between two stimuli. If a different stimulus is presented and the child does not become interested again, it is assumed that the child cannot tell the difference between the new stimulus and the one they habituated
EX: Baby Sam is no longer responding to his mother’s style of punishment, as he has habituated to the perceived stimuli and has not stopped misbehaving. The mother should change her style of punishment.
Heterozygous vs Homozygous
What: Heterozygous organisms are diploid cells in which there are two different alleles of a gene, one from each parent. Homozygous organisms for a particular gene are when there are identical alleles of the gene present on the chromosome. Dominant genes are expressed as the phenotype
Where: HG & D
Why: This is important to the study of gene-environment interactions in the etiology of disorders. Specifically schizophrenia and bipolar disorder as they have a heavy genetic component. It helps determine how the genetics of a parent influence and are passed down to children
EX: Couple comes to counseling because they discovered that someone in their family has a history of a genetic disorder. The client and her husband were tested and found out that they are both heterozygous (carriers) of the disorder. The couple is having problems coping with there being a chance that their offspring may be affected.
Identity Achievement
What: The status of individuals who have undergone a crisis and made a commitment. Crisis is exploring alternatives to identity and commitment is the personal investment in an identity. Both crisis and commitment are present during Identity achievement. 3 other phases: identity diffusion, identity foreclosure, and identity moratorium.
When: It starts when an adolescent reaches a crisis and decides how to confront it. It’s related to stable self-esteem and healthy psychological functioning.
Why: It shows us what stage in life a client might be in, how that affects their mentality, and potential treatment options
EX: Mia has attained identity achievement when she finds her ideal career after having first tried out various career routes. She did internships, research, and interviews before identifying the best fit and sticking to that choice.
