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Sophomore | 2nd Sem - 2nd Shifting > Psychosocial Theories > Flashcards

Psychosocial Theories Flashcards

1
Q

Consistent behavior patterns and intrapersonal processes within the individual

A

Personality

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2
Q

ABC of personality

A

Affect, behavior, and cognition

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3
Q

Personality came from Latin word

A

persona

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4
Q

Persona means

A

mask or public self

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5
Q

Is considered to be something that is part of an individual personality

A

Trait

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6
Q

A long term characteristics of an individual that shows through their behavior, actions, and feelings

A

Trait

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7
Q

is a temporary condition that they are experiencing for a short period of time

A

State

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8
Q

Theory where all human behaviors is cased and can be explained

A

Deterministic theory

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9
Q

The “hysterical” or neurotic behaviors resulted from

A

Unresolved conflicts

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10
Q

Freud believed that adult personality problems
were the result of early experiences in life

A

Psychosexual development

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11
Q

A pleasure-seeking person is dominated by

A

id

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12
Q

A guilt-ridden or inferior-feeling person dominated by the

A

superego

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13
Q

A psychologically healthy person dominated by

A

ego

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14
Q

All pleasurable activity is traceable to the
sexual drive.

A

Libido or sex drive

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15
Q

Sex can take many forms, including:

A
  1. Narcissism
  2. Love
  3. Sadism
  4. Masochism
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16
Q

Regression is flexible and can take a number of forms, such as teasing, gossip, sarcasm, humiliation, humor, and the
enjoyment of other people’s suffering.

A

Aggression/ Destructive drive

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17
Q

2 types of drive

A
  1. Libido or sex drive
  2. Aggression or destructive drive
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18
Q

3 types of anxiety

A
  1. Neurotic anxiety
  2. Moral anxiety
  3. Realistic
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19
Q

Fear that id will overpower the ego

A

Neurotic anxiety

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20
Q

Fear of actions or thoughts contrary to superego

A

Moral anxiety

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21
Q

May result from the failure to behave consistently with what they regard as morally right, or from sexual temptations if a child believes that yielding to the temptation would be morally wrong

A

Moral anxiety

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22
Q

It is defined as an unpleasant, nonspecific feeling involving a possible danger

A

Realistic anxiety

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23
Q

are automatic psychological processes that protect the individual against anxiety and from the awareness of internal or external dangers or stressors.

A

Defense mechanisms

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24
Q

6 Classifications of Defense Mechanisms

A
  1. High adaptive level
  2. Mental inhibition level
  3. Minor image-distorting level
  4. Disavowal level
  5. Major image-distorting level
  6. Action level
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25
Is the performance of an action considered bad or anti-social
Acting out
26
Refusing to deal with or encounter unpleasant objects or situations
Avoidance
27
This indicate the growth of physical symptoms that cannot be defined by pathophysiology or physical activity
Conversion
28
This is the refusal to accept reality or fact, acting as if a painful event, thought or feeling did not exist
Denial
29
Is the condition where a person develops a behavioral pattern by observing others
Identification
30
It involves taking our own unacceptable qualities or feelings and ascribing them to other people
Projection
31
It is a situation where an individual adapts to earlier levels of psychosocial development
Regression
32
In this undesirable ideas or impulses are blocked subconsciously
Repression
33
It is the act of building internal security into one’s imagination to avoid troublesome conditions
Schizoid Fantasy
34
In this polarized views of self and others arise due to intolerable conflicting emotions
Splitting
35
Trust vs. mistrust
Infancy
36
Autonomy vs. shame and doubt
Early childhood
37
Initiative vs. guilt
Preschool
38
Identity vs. role confusion
Adolescence
39
Industry vs. inferiority
School age
40
Intimacy vs. isolation
Young adulthood
41
Generativity vs. stagnation
Middle adulthood
42
Ego integrity vs. despair
Maturity
43
Virtue of infant
hope
44
Virtue of early childhood
will
45
Virtue of preschool
purpose
46
Virtue of school age
competence
47
Virtue of adolescence
fidelity
48
Virtue of young adulthood
love
49
Virtue of middle adulthood
care
50
Virtue of maturiy
wisdom
51
Human intelligence progresses through a series of stages based on age
Piaget's cognitive development
52
Intelligence in action; child interacts with environment by manipulating objects
sensori-motor stage
53
Theory that focuses on how children develop morality and moral reasoning
Kohlberg's Moral development
54
Primary caregivers who are available and responsive to an infant’s needs allow the child to develop a sense of security
ATTACHMENT THEORY
55
Essence of attachment is
proximity
56
Baby shows no particular attachment to specific caregiver
Pre-attachment
57
Infant begins to show preference for primary and secondary caregivers
Indiscriminate
58
Infant shows strong attachment to one specific caregiver
Discriminate
59
Growing bonds with other caregivers
Multiple
60
4 Patterns of Attachment
1. Secure 2. Ambivalent 3. Avoidant 4. Disordered
61
Greet parents with positive emotions
Secure attachment
62
Wary of strangers
Ambivalent attachments
63
May avoid parents
Avoidant attachment
64
Confusion or apprehension
Disordered attachment
65
Observable behaviors and what one can do externally to bring about behavior changes
Behaviorism
66
believe that behavior can be changed through a system of rewards and punishments
Behaviorist
67
A neutral stimulus is associated with a natural response
Classical conditioning
68
A response is increased or decreased due to reinforcement or punishment
Operant conditioning
69
Learning occurs through observation and imitation of others
Observational conditioning
70
Associate and involuntary response and a stimulus
Classical conditioning
70
Associate a voluntary behavior and a consequence
Operant Conditioning
71
Specific consequences are associated with a voluntary behavior
Operant Conditioning
72
Desired behavior is reinforcement every time it occurs
Continuous Reinforcement
73
Most effective once a behavior has been established
Partial Reinforcement
74
Most effective when teaching new behavior
Continuous Reinforcement
75
Behavior is less likely to disappear
Partial Reinforcement
76
Creates a strong association between behavior and response
Continuous Reinforcement
77
Various partial reinforcement schedules available to suit individual needs
Partial Reinforcement
78
An exact amount of time passes between each reinforcement
Fixed-Interval Schedule
79
A varying amount of time passes between each reinforcement
Variable-Interval Schedule
80
Reinforcement occurs after a fixed number of responses
Fixed-Ratio Schedule
81
Reinforcement occurs after a varying number of responses
Variable-Ratio Schedule
82
Triadic Reciprocal Causation
1. Cognitive factors 2. Environmental factors 3. Behavior factors
83
approaches the explanation of human behavior in terms of a continuous reciprocal interactions between cognitive, behavioral, and environmental determinants
Social learning theory
84
A significant shift away from the psychoanalytic view of the individual
Humanistic theory
85
focuses on a person’s positive qualities, his or her capacity to change (human potential), and the promotion of self-esteem
Humanism
86
2 Basic Needs
1. Physiological needs 2. Safety needs
87
2 Psychological Needs
1. Social needs 2. Self-esteem needs
88
Self-fulfillment needs
Self-actualization

Sophomore | 2nd Sem - 2nd Shifting (2 decks)

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