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psych 2nd shift > psychosocial theories for working with various clients > Flashcards

psychosocial theories for working with various clients Flashcards

1
Q

consistent behavior patterns and intrapersonal processes within the individual; affect ABCs

came from a latin word ‘persona’ which means ‘mask’ or public self

A

personality

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2
Q

considered to be something that is part of a individual’s personality

long term characteristic of an individual that shows through their behavior, actions, or feelings

A

trait

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3
Q

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

A

state

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4
Q

components of a personality theory

A

personality structure, motivation, personality development, psychological health, psychopathology, personality change

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5
Q

the “what” of personality theory

A

personality structure

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6
Q

the “why” of personality theory

A

motivation

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7
Q

the “how and when” of personality theory

A

personality development

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8
Q

the “who is healthy/normal” of personality theory

A

psychological health

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9
Q

the “who is not healthy/normal” of personality theory

A

psychopathology

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10
Q

“how can someone not healthy be healthy?” of personality theory

A

personality change

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11
Q

all human behavior is caused and can be explained

A

deterministic theory

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12
Q

freud believe that adult personality problems were the result of early experiences in life

has five stages; each stage we experience pleasure in one part of the body than in others

A

psychosexual development

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13
Q

psychosexual stages

A

oral, anal, phallic, latent, genital

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14
Q

basic impulses; seek immediate gratification; irrational and impulsive;

operates unconscious level

A

id

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15
Q

ideals and morals; striving to perfection; incorporated from parents; becoming a person’s conscience

operates mainly in preconscious level

A

superego

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16
Q

executive mediating between id impulses and superego inhibitions; testing reality; rational

operates mainly at conscious level but also in preconscious

A

ego

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17
Q

pleasure seeking person dominated by

A

id

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18
Q

a guilt ridden or inferior feeling person dominated by

A

superego

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18
Q

all pleasurable activity is traceable to this drive;

A

libido or sex drive

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19
Q

two types of drive

A

-libido or sex drive
-thanatos or aggression/destructive drive

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19
Q

psychological healthy person dominated by

A

ego

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20
Q

forms of sex drive

A

narcissism (primary and secondary), love, sadism, masochism

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21
Q

aggression is flexible and can take a number of forms, such as teasing, gossip, humiliation, humor, and the enjoyment of other ppl’s suffering

A

thanatos or aggression/destructive drive

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22
Q

types of anxiety

A

neurotic anxiety, moral anxiety, realistic anxiety

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23
fear that id will overpower ego
neurotic anxiety
24
fear of actions or thoughts contrary to superego; may result from the failure to behave consistently with what they regard as morally right
moral anxiety
25
defined as unpleasant, nonspecific feeling, involving possible danger
realistic anxiety
26
these are automatic psychological processes that protect the individual against anxiety and from the awareness of internal and external dangers or stressors; individuals are unaware of these processes as they operate
defense mechanisms
27
levels of defense mechanisms
high adaptive level, mental inhibition level, minor image-distorting level, disavowal level, major image-distorting level, action level, defensive dysregulation
28
high adaptive level
anticipation, affiliation, altruism, humor, self-assertion, self-observation, sublimation, suppression
29
mental inhibition level
displacement dissociation, intellectualization, isolation of affect, reaction formation, repression, undoing
30
minor image-distorting level
devaluation, idealization omnipotence
31
disavowal level
denial, projection, rationalization
32
action level
acting out, apathetic, withdrawal, help-rejecting complaining, passive aggression
33
defensive dysregulation
delusional projection, psychotic denial, psychotic delusion
34
stages of erikson's psychosocial development
infancy, early childhood/toddler, preschool, school age, adolescence, young adult, middle adult, maturity
35
trust vs mistrust
infancy
36
autonomy vs shame and doubt
early childhood/toddler
37
initiative vs guilt
preschool
38
industry vs inferiority
school age
39
identity vs role confusion
adolescence
40
intimacy vs isolation
young adult
41
generativity vs stagnation
middle adult
42
ego integrity vs despair
maturity
43
human intelligence progresses through a series of stages based on age; biologic changes and maturation were responsible for cognitive development
piaget's cognitive development theory
44
stages of piaget's cognitive development theory
sensori-motor stage, pre-operational stage, concrete operations, formal operations
45
0-2 years, intelligence in action; child interacts with environment by manipulating objects
sensori-motor stage
46
2-4 and 4-7 years; thinking dominated by perception, but child becomes more and more capable of symbolic functioning; language development occurs, child still unduly influenced by own perception of environment
pre-operational stage preconceptual (2-4), intuitive (4-7)
47
7-11/12 years; logical reasoning can only be applied to objects that are real or can be seen
concrete operations stage
48
11/12 upwards, individual can think logically about potential events or abstract ideas
formal operations stage
49
theory that focuses on how children develop morality and moral reasoning
kohlberg's moral development theory
50
levels of kohlberg's moral development
level one preconventional (younger than six) level two conventional (7-11 yrs) level three postconventional (11 yrs above)
51
steps of level one preconventional
step 1: punishment and obedience orientation step 2: obey rules to avoid punishment
52
steps of level two conventional
step 3: good boy/girl morality. conforms to avoid disapproval or dislike by others step 4: conforms to avoid censure by authorities
53
steps of level three postconventional
step 5: conforms to maintain communities, emphasis on individual rights step 6: individual principles of conscience
54
primary caregivers who are available and responsive to an infant's needs, allows the child to develop sense of security
attachment theory
55
essence of attachment
proximity
56
stages of attachment
pre-attachment, indiscriminate, discriminate, multiple
57
birth to 6 weeks, baby shows no particular attachment to specific caregiver
pre-attachment stage
58
6 weeks to 7 mos, infant begins to show preference for primary and secondary caregivers
indiscriminate stage
59
7+ months, infant shows strong attachment to one specific caregiver
discriminate stage
60
10+ months, growing bond with other caregivers
multiple stage
61
patterns of attachments
secure attachment, ambivalent attachment. avoidant attachment, disordered attachment
62
observable behaviors and what once can do externally to bring about behavior changes; behaviorist believe that behavior can be changed through a system of rewards and punishments
behaviorism
63
three major types of behavioral learning
classical conditioning, operant conditioning, observational conditioning
64
a neutral stimulus is associated w a natural response
classical conditioning
65
response is increased or decreased d/t reinforcement or punishment
operant conditioning
66
learning occurs through observation and imitation of others
observational conditioning
67
process of classical conditioning
generalizations, discrimination, extinction, spontaneous recovery
68
conditioned response is transferred from one stimulus to another
generalization process
69
recognizing and responding to differences between similar stimuli
discrimination process
70
conditioned response gradually weakens and disappears when the conditioned stimulus is constantly repeated without the unconditioned stimulus
extinction process
71
responding after a prolonged rest period after extinction
spontaneous recovery process
72
reinforcement schedules
continuous and partial reinforcement
73
desired behavior is reinforced every time it occurs most effective when teaching a new behavior creates a strong association between behavior and response
continuous reinforcement
74
most effective when behavior is established new behavior is less likely to disappear various partial reinforcement schedules available to suit individual needs
partial reinforcement
75
(theory) people can learn through observation, mental stages are important to learning, learning does not necessarily lead to behavior change
social learning theory/observational modeling
76
a significant shift away from the psychoanalytic view of the individual
humanistic theories
77
focuses on a person's positive qualities, his/her capacity to change (human potential), and the promotion of self-esteem
humanism
78
basic needs (maslow's hierarchy of needs)
physiological needs, safety needs
79
psychological needs (maslow's hierarchy of needs)
social needs, self esteem needs
80
self fulfillment needs (maslow's hierarchy of needs)
self actualization
81
deficiency needs (maslow's hierarchy of needs)
physiological needs to self esteem needs
82
growth needs (maslow's hierarchy of needs)
self actualization
83
basic human needs are need for self actualization and need for positive regard
person-centered theory
84
response and result of need for self actualizations
unconditional positive regard; self actualization
85
response and result of need for positive regard
conditional positive regard; self discrepancies
86
an unconscious error or oversight in writing, speech, or action that is held to be caused by unacceptable impulses breaking through the ego's defenses and exposing the individual's true wishes or feelings
freudian slip

psych 2nd shift (9 decks)

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