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SW503A HBSE Final > Psychological Development in Adolescence > Flashcards

Psychological Development in Adolescence Flashcards

1
Q

Erik Erikson’s theory:

personalities evolve throughout life as a result of the interaction between “?” maturation and demands of “?”.

A

Biologically based maturation

Society

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2
Q

Erik Erikson’s theory:
Stage 1. Basic “?” vs Basic “/”.
What age?
One learns that some people/things can be “?”.

A

Trust vs mistrust
Birth up to 18 months
Depended on.

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3
Q

Erik Erikson’s theory:
Stage 2. “?” vs “?”
What age?

A

Autonomy VS Shame and doubt

18mo to 3 years

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4
Q

Erik Erikson’s theory:
Stage 3. “?” vs “?”
What age?

A

Initiative VS Guilt
3 to 6 years old
Try new things

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5
Q

Erik Erikson’s theory:
Stage 4. “?” vs “?”
What age?

A

Industry VS Inferiority
6 to 12 years old
To learn basic academic skills/work with others

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6
Q

Erik Erikson’s theory:
Stage 5. “?” vs “?”
What age?

A

Identity VS Role confusion
Adolescence
To develop integrated sense of self

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7
Q

Erik Erikson’s theory:
Stage 6. “?” vs “?”
What age?

A

Intimacy VS Isolation

Young adulthood

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8
Q

Erik Erikson’s theory:
Stage 7. “?” vs “?”
What age?

A

Generativity VS Stagnation

Mature/Middle adulthood

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9
Q

Erik Erikson’s theory:
Stage 8. “?” vs “?”
What age?

A

Ego Integrity VS Despair

Old age/Late life

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10
Q

The ultimate form of identity integration

A

ego integrity

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11
Q

Delayed acting like a responsible adult or to commit oneself to poorly thought-out course of action is a example of “?”.

A

identity confusion

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12
Q

A period of free experimentation before a final sense of identity is achieved.

A

Psychosocial moratorium

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13
Q

The crisis of identity vs role confusion is best resolved through integrating “?”, present “?”, and future “?” into a consistent self-concept.

A

earlier identifications
present values
future goals

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14
Q

A sense of identity is achieved only after a period of “?3”

A

Questioning
Reevaluation
Experimentation

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15
Q

Those who do not arrive at answers for who they are, what they want out of life, and what kind of people they want to be, are apt to be “?4”.

A

Depressed
anxious
indecisive
unfulfilled

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16
Q

People develop their self-concept in terms of how others relate to them (ex. delinquent)

A

Looking-glass self

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17
Q

James Marcia’s categories of identity:

4 major ways in which people cope with identity crises.

A
  1. Identity achievement
  2. foreclosure
  3. identity diffusion
  4. moratorium
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18
Q

James Marcia’s categories of identity: people may be classified into these 4 categories on the basis of 3 primary criteria.

  1. An individual experiences a major ?
  2. An individual is committed to ?
  3. Whether there is commitment to some set of ?
A
  1. Whether the individual experiences a major crisis during identity development.
  2. Whether the person expresses a commitment to some type of occupation
  3. Whether there is commitment to some set of values/beliefs
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19
Q

Marcia: After exploring alternatives the individual decides on a specific identity and career choice.

A

Identity achievement

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20
Q

Marcia: Individuals who form their identity by adult input rather than their own experimentation and conclusions. They never experience an identity crisis. Shut self off from opportunities to grow and change.

A

Foreclosure

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21
Q

Marcia: Individuals who are overwhelmed and confused about forming their identity and do little to achieve one. Have a lack of direction and decision making

A

Diffusion

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22
Q

Marcia: Individuals who have yet to form a satisfactory identity regarding career or personal values and are continuing to experiment. Have intense anxiety and have crucial unresolved issues.

A

Moratorium

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23
Q

A set of principles regarding what is right and what is wrong.

A

Morality

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24
Q

Kohlberg’s theory of moral development:
3 levels, 6 stages.
1st level: Moral decisions are based on external standards, age ?

A

preconventional or premoral level

age 4 to 10.

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25
Q

Kohlberg: Preconventional/premoral level

1st stage in this level (Stage 1) is based on?

A

avoiding punishment.

Children do what they are told in order to avoid negative consequences.

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26
Q

Kohlberg: Preconventional/premoral level

2nd stage in this level (Stage 2) focuses on “?” instead of “?”.

A

rewards instead of punishment

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27
Q

Kohlberg’s theory of moral development:

Level 2: moral thought is based on conforming to conventional roles. Age?

A

Conventional level

Ages 10 to 13.

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28
Q

Kohlberg’s theory: Conventional level (Level 2)

Stage 3 focuses on “?”

A

gaining the approval of others.

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29
Q

Kohlberg’s theory: Conventional level (Level 2)

Stage 4 focuses on “?”

A

the need to adhere to law = Authority-maintaining morality

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30
Q

Kohlberg’s theory of moral development:

Level 3: Developing a moral conscience that goes beyond what others say. True morality is achieved.

A

Postconventional level.

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31
Q

Kohlberg’s theory: Postconventional level (Level 3)

Stage 5:

A

Adhere to socially accepted laws and principles.

Law is good but subject to interpretation.

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32
Q

Kohlberg’s theory: Postconventional level (Level 3)

Stage 6: Ultimate attainment. During this stage, one becomes free of?”

A

the thoughts/opinions by others.

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33
Q

Criticism of Kohlberg’s theory:

  • It emphasis on how people “?” as opposed to “?”
  • ”?” biased
A

how people THINK as opposed to
what they do.
Culturally biased, mostly for men.

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34
Q

Kohlberg’s theory centers on “?” perspective and Gilligan’s theory says that women are more likely to adopt a “?” perspective.

A 
Justice perspective
Care perspective (women tend to view morality in terms of personal situations)
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35
Q

Gilligan’s level of Moral development:

Level1: This level focuses purely on the woman’s self-interest. The needs and well-being of others are not considered.

A

Orientation to personal Survival

36
Q

Gilligan’s level of Moral development:
Transition1: During this transition, a woman comes to acknowledge the fact that she is responsible not only for herself but also for others.
Transition from ? to ?

A

Transition from Personal Selfishness to Responsibility (begins to acknowledge that her choice will affect others)

37
Q

Gilligan’s level of Moral development:
Level 2: The well-being of other people becomes important. The good things to do is to sacrifice herself so others may benefit. A woman at this level feels dependent on what other people think.

A

Goodness as Self-Sacrifice

38
Q

Gilligan’s level of Moral development:
Transition 2: Begin to examine situations more objectively; to take into account the well-being of everyone concerned, including themselves.

A

From Goodness to Reality

39
Q

Gilligan’s level of Moral development:
Level 3: Think in terms of the repercussions of their decisions and actions. Accept responsibility for making her own decisions.

A

The Morality of Nonviolent Responsibility

40
Q

Gilligan’s morality theory is congruent with the NASW Code of Ethics in that social workers must be sensitive to “?”, assume responsibility for “?” with clients, and provide “?” to meet the clients’ needs.

A

the clients’ needs
effective practice
help and nurturance

41
Q

Social Learning Theory Perspective on Moral Development:

Moral behavior is learned through 2 principles.

A

observational learning

reinforcement and punishment

42
Q

Social Learning Theory Perspective on Moral Development: indicates that we “?” learn how to behave morally through “?”

A

gradually

reinforcement and punishment

43
Q

Suicide is “? rank” leading cause of death for people age 15 through 24 in US

A

3rd

44
Q

3 main causes for suicide

A

increased stress
Family Issues
Psychological variables (depression, Mental illness)

45
Q

Family issues that could trigger suicide

A

Parental substance abuse
Parental mental health issues
Physical/sexual abuse
Poor communication

46
Q

Psychological variables that could lead to suicide

A 
Depression
Poor self-esteem
Helplessness
Hopelessness
Impulsivity
Confusion
Insufficient life experience
47
Q

Scale to evaluate suicide potential

A

Sex (success rate male:female= 4:1)
Age
Depression

Previous attempts
Ethanol and drug abuse
Rational thinking loss
Social supports lacking
Organized plan
No spouse
Sickness
48
Q

Statistics indicate that people ages ? are in the high-risk suicide groups.

A

15 to 24

76 or older

49
Q

Two levels of intervention for dealing with a potentially suicidal person.

A
  1. Address the immediate crisis - keep him/her alive

2. Address issues that is causing stress

50
Q

Reactions to a suicide threat: suggestions for how to treat the potentially suicidal person 8

A 
Remain calm and rationale
Be supportive and respect youth’s pain
Identify the immediate problem
Identify strengths
Decrease isolation
Explore past coping mechanisms
Avoid clichés
Examine potential options
51
Q

5 steps SW should consider when working with suicidal clients.

A
  1. Make the environmental safe
  2. Negotiating safety
  3. Plan for future support
  4. Minimize loneliness
  5. Provide more intensive care (hospitalization)
52
Q

Community empowerment for suicide prevention:

4 systems

A
  1. Task force for suicide prevention
  2. Crisis lines
  3. Peer helping programs in schools
  4. training programs for community professionals
53
Q

Racial ethnic identity formation:
A person with “?” identity demonstrates little or no involvement with her ethnic and cultural heritage and may be unaware of or disinterested in cultural issues.

A

diffused identity

54
Q

Racial ethnic identity formation:Racial ethnic identity formation:
A person with “?” identity has explored his cultural background to a minor extent but feelings about ethnic identity are vague.

A

foreclosed identity

55
Q

Racial ethnic identity formation:
A person with a “?” identity displays an active pursuit of ethnic identity. this state reflects an ethnic identity crisis.

A

moratorium identity

56
Q

Racial ethnic identity formation:
A person who has achieved an “?” has struggled with its meaning and come to conclusions regarding how this ethnic identity is an integral part of her life.

A

ethnic identity

57
Q

Alternative model of racial and cultural identity development:
1. During this stage, people identify closely with the dominant white society.

A

Conformity stage

58
Q

Alternative model of racial and cultural identity development:
2. Usually initiated by some crisis or negative experience, the person during this stage becomes aware that racism does exist, and that not all aspects of minority or majority culture are good or bad.

A

Dissonance stage

59
Q

Alternative model of racial and cultural identity development:
3. Characterized by the resolution of the conflicts and confusions. The person’s awareness of social issues grows along with a growing appreciation of his own culture.

A

Resistance and immersion stage

60
Q

Alternative model of racial and cultural identity development:
4. During this stage, the individual discovers that this level of intensity of feelings is psychologically draining and does not allow time to devote energy into understanding own culture; A feeling of disconnection emerges.

A

Introspection stage

61
Q

Alternative model of racial and cultural identity development:
5. A person have developed an inner sense of security and can appreciate various aspects of their culture that make them unique. A positive self0-image and feeling of self-worth emerge.

A

Integrative awareness stage

62
Q

The usual pattern of developing anorexia nervosa

A
  1. it begins with diet
  2. Dieting creates a feeling of control
  3. Exhausting exercise is added
  4. Health begins to fail
63
Q

Anorexic people often develop compulsive rituals involving4 activities

A

exercise
food
housekeeping
studying

64
Q

% of those affected with anorexia are females

A

95 usual onset is adolescence

65
Q

The development of bulimia tends to proceed according to the pattern:

A
  1. A diet is started
  2. overeating begins (triggered by stress)
  3. Guilt develops
  4. Purging is discovered
  5. A binge-purge habit takes hold
66
Q

Bulimics tend to be people pleasers who crave “?” from others.

A

affection
attention
approval

67
Q

Compulsive overeaters are apt to display one or more of the following: 6

A
  1. Frequent diet plan failures
  2. Avoidance of health warning signs
  3. Social isolation
  4. Nutritional ignorance
  5. Selective eating amnesia
  6. Overeating as a response to unwanted emotions
68
Q

Anorexia nervosa is a disorder characterized by the excessive pursuit of “?” through “ “?”.

A

thinness through voluntary starvation

69
Q

The predominant features of Anorexia nervosa are:

A

excessive thinness
intense fear of gaining weight
distorted body image

70
Q

Anorexics erroneously believe that an ultrathin body is

A

a perfect body

71
Q

Symptoms of physical deterioration of Anorexics:
Reduced/lowered (3)
Increased 1
other 3

A 
Reduced heart rate
Lowered blood pressure
Lowered body temperature
Increased retention of water
fine hair growth
Amenorrhea in females
Metabolic changes
72
Q

Someone who is prone to develop anorexia is “/” child, eager to “?”

A

model child

please

73
Q

Psych/emotional background of Anorexics.

  • ”?” perfectionist
  • Concerned about ?
  • Tend to think in “?” terms
A
  • Insecure, self-critical perfectionist
  • Concerned about whether other people like her.
  • black-and-white terms
74
Q

Mortality rate of Anorexia nervosa

A

between 5 and 18 percent (highest in psychiatric disorders)

75
Q

Estimates of bulimia among high school and college-age females

A

Between 4.5 and 18 %

76
Q

Chronic vomiting of bulimia nervosa can lead to “?” disease, innumerable “?”, tearing in “?”,
“?” deficiency that lead to 5

A

gum disease
innumerable cavities
esophagus
potassium that lead to muscle fatigue, weakness, numbness, erratic heartbeat, kidney damage (and paralysis or death)

77
Q

Many bulimics are sexually promiscuous partly because they want “?” and have “?”.

A

affection

low self-esteem

78
Q
  • Compulsive overeating is a response to a combination of “?4” factors.
  • it usually starts in “?”
A 
familial
psychological
cultural
environmental
adolescence
79
Q

Compulsive overeating:Treatment is recommended for persons whose body weight is more than “?” % over ideal body weight.

A

20 %

80
Q

2 Comorbidity of Bulimia and compulsive overeaters.

A
  • alcohol and substance use

- depression (low self-esteem)

81
Q 
Cause of eating disorders:
Parents may have ? problems and depression
Possibly ? as children 
May come from ? families 
– "?" mother 
- discouraged from"?"
A
  • drug/ alcohol problems and depression
  • molested
  • middle and upper class families – mother -overprotective
  • discouraged from independence.
82
Q

3 goals of treatment for an eating disorder:

1. Resolution of “?” dynamics that led to the development of eating disorder.

A

psychosocial and family dynamics

83
Q

3 goals of treatment for an eating disorder:

2. Provision of “?” services to correct any “/” problems

A

medical/medical

84
Q

3 goals of treatment for an eating disorder:

3. Reestablishment of normal”?” and healthy “?”.

A

normal weight

healthy eating behavior

85
Q

”?” plays a prominent part in all comprehensive treatment of eating disorder.

A

Individual psychotherapy

86
Q

Other treatment methods for eating disorder

A

Family therapy
Group therapy
nutritional counseling

SW503A HBSE Final (4 decks)

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