Test 2

Question 1

What are the benefits of perseverance?

Answer 1

1. It may increase the chances of attaining difficult goals - especially when the goals are realistic
2. It enhances the person’s enjoyment of success - Ex. The feeling of taking the Tram vs running the La Luz trail
3. It may improve a person’s skills and resources
4. It can enhance the person’s sense of self-efficacy, provided that success is ultimately reached - or perhaps even if they finish

Question 2

What factors may increase perseverance?

Answer 2

1. Social support - the perceived or actual support and help of other people
2. Positive feedback - someone telling you that are doing well - especially when you are about to give up
3. Reinforcement - intermediate, moderate
   
   1. Too little - not motivating
   2. Too much - away from intrinsic motivation: “ I’m doing it for the reward rather than because I enjoy it”
4. Taking one small step at a time
   
   1. ” The longest journey begins with a single step…”

Question 3

Why does perseverance increase with age?

Answer 3

• A more stable attention span
• Increased tolerance for frustration
• Better ability to delay gratification

Question 4

What is the difference between good and bad perseverance?

Answer 4

• It is good or helpful perseverance when there is a reasonable hope of reaching a valued goal - or some other reward in the process
• It is bad or harmful perseverance when there is no reasonable hope of reaching a valued goal - or other reward in the process

Question 5

What is the definition of mindfulness for this class?

Answer 5

• Mindfulness is the attention to, awareness of, and acceptance of whatever is occurring in the present moment
  
  • it can focus on internal thoughts, feelings, and sensations or it can focus on events that are occurring in the external environment

Question 6

What is the difference between resilience, stress resistance, and thriving?

Answer 6

• Resilience is to bounce back or recover from a stressful event or events
• Stress resistance is not showing any negative effects in the context of stressful events or following stressful events
• Thriving or growth is going beyond the previous level of functioning in the context of or following stressful events

Question 7

What is the difference between stress as a stimulus and stress as a response?

Answer 7

• As a stimulus: something that happens to us
• As a response: the way that we respond physiologically, cognitively, or emotionally

Question 8

What were the 5 personal resources for resilience in the model of resilience presented in class?

Answer 8

1. Mindfulness: enable you to confron and fully take in all of the information available during the experience of a stressful event
2. Mood clarity (part of emotional intelligence): enable you to make sense of your emotional experience of the event in a way in which you can understand how it affects you and what choices to make about what to do next
3. Purpose in life: helps to orient you to what is most important and provide motivation and direction for coping with the event
4. Optimism: enable you to envision a positive outcome to the stressful event and helps give you the confidence necessary to engage in coping efforts
5. Active coping (creativity and perseverance): involves engaging in coping efforts that are necessary for bouncing back from the stressful event

Question 9

What were the 4 different paths or trajectories that people follow after a major stressful event?

Answer 9

1. Resilience
2. Recovery
3. Chronic
4. Delayed

Question 10

How was stress-related growth defined in class?

Answer 10

• the ability to find somethin good, learn something, or growth from stress or adversity

Question 11

What are the 6 categories of growth or positive change that people report after stressful events?

Answer 11

1. Improved relationships w/ others - the example of getting closer to a spouse in going through cancer or other illnesses
2. Increased personal strength - “ I can get through anything”, combat veterans, undergraduate degree and work and raise kids
3. Greater appreciation of life - more gratitude for everything, every day is a gift after facing death
4. Discovering new values and possibilites - internal vs external superficial, family, friends or personal growth rather than money or material goods
5. Spiritual growth - can mean many things; grow in relation to sacred or divin, AA, cross > resurrection
6. Finding meaning and purpose - MADD, more empathy and compassion, help others with same or similar kind of trauma or stress

Question 12

How did we define authenticity in class?

Answer 12

• being true to yourself

Question 13

What are the 2 kinds of congruence as described by Carl Rogers?

Answer 13

1. Congruence (or the coming together) of your inner experience and awareness - is part of authenticity and integrity
   
   1. You are aware of what you are feeling - part of emotional intelligence and not alexithymia
   2. You are aware of when you are angry, nervous, sad, or happy - or other complex mixtures of emotions
2. Congruence ( or the coming together) of your awareness and your communication - is also a part of authenticity of integrity and honesty
   
   1. You communicate with other people what you are feeling - others know where you stand
   2. People who do this are often known as authentic or genuine

Question 14

What are the 4 things that Brene Brown discovered about the people who had a sense of love, belonging, and worthiness?

Answer 14

1. They had a sense of courage - to be imperfect
2. They had the compassion to be kind to themselves and then to others
3. They had the connection as a result of authenticity
   
   1. They were willing to let go of who they thought they should be in order to be who they were
4. The other thing that they had in common is that they fully embraced vulnerability
   
   1. They believe that what made them vulnerable, made them beautiful
   2. They didn’t talk about vulnerability being comfortable or excruciating; they just talked about it being necessary

Question 15

What are the 3 stages of identify status theory?

Answer 15

1. A foreclosed identity status - in which adolescents mirror the ambitions and values of important others without questioning them
2. A moratorium identity staus - in which question their former sense of identity
3. An acheived identity status - in which they have consciously committed to an identity that is true

Question 16

What is chi, ki, and prana?

Answer 16

• Chi (chinese concept): means air, breath, or gas
  
  • it means a vital force or energy that is the source of life
  • It is also the source of creativity, right action, and harmony
• Ki (Japanese concept): the energy one has available to draw on and is related to physical, mental, and spiritual health
  
  • the source of true strength that can be displayed in martial arts and cultivated throught breathing exercises
• Prana (sanskrit): the vital, life-sustaining force of living beings and vital energy
  
  • a central concept in Yoga where it is believed fo flow through a network of channels in the body

Question 17

What are the 2 conditions that Robert Thayer identified as being important for vitality?

Answer 17

1. The dimension of energy to tiredness - Western
2. The dimension of tense to calmness - Eastern

The ideal state is energy and calmness - may be cultivated by meditation where you develop the ability to be both alert and calm

Question 18

Who are the attachment theory pioneers mentioned in class?

Answer 18

• John Bowlby founded modern attachment theory on studies of children and their caregivers
• Mary Ainsworth developed the Strange Situation to assess attachment styles in infants and toddlers
• Cindy Hazen and Phil Shaver contended that the quality of this initial attachment with caregivers mah influence later relationships

Question 19

What are the 4 attachment styles in Kim Bartholomew’s framework?

Answer 19

1. Secure: positive to self, positive to others
2. Anxious-Preoccupied: negative to self, positive to others
3. Dismissive-Fearful: negative to self, negative to others
4. Dismissive - Avoidance: positive to self, negative to others

Question 20

What are the 3 parts of the Robert Sternberg’s triangular theory of love?

Answer 20

1. Intimacy: close, connected, bonded feelings of warmth
2. Passion: romantic, sexual, physical drives
3. Commitment: short and long term intentions to maintain love for one another

Question 21

What are John Lee’s 6 styles of love?

Answer 21

1. Eros - is passionate love, where the lover idealizes the partner, has definite preferences for physical characteristics in a partner, and pursues love with intensity
2. Ludus - is love played as a game, for mutual enjoyment, without the intensity of eros; short on committment, and the “game of love” can occur with multiple partners simultaneously
3. Storge - is friendship love and is analogous to companionate love, which is the affection felt by two people whose lives are deeply intertwined
4. Pragma - is practical love; it involves “shopping” for a mate with a list of desired qualities in hand (e.g. match.com); involves looking for a mate based on practical or economic motives
5. Mania - is “manic” love; a manic lover desperately wants love but often finds that it is painful; thus “stormy passion” is an apt descriptor, and a cycle of jealousy, dramatic breakups, and equally dramatic reconciliations characterize this love style
6. Agape - is selfless and giving love where the person is fully concerned with the partner’s welfare; it is often assoicated with a divine of higher form of love

Question 22

What are the 4 components of compassion?

Answer 22

It has to do with the suffering of another:

1. an awareness of the suffering of another
2. an identification with the suffering of another
3. an understanding of the suffering of another
4. a desire to reduce the suffering of another

Question 23

What are the 5 ways of increasing kindness?

Answer 23

1. Reflection
   
   1. Reflect on the positive qualities of a person and the acts of kindness they have done
   2. Reflect on all the ways that you can act in kind ways towards them or yourself
2. Visualization
   
   1. Bring up a mental picture
   2. See yourself or the person smiling back at you or just being content or happy
   3. Use pictures of the person or group and think about some of the good things happening to them that you think they want
3. **Auditory **
   
   1. Simplest way but one of the most effective
   2. Repeat a phrase such as “I wish all love and kindness” to - the name of the person
   3. This fits with the theory that what you say you want has an influence in increasing it
   4. “Change talk” in alcohol and substance abuse treatment
4. **Music **
   
   1. Listening to, remembering, and trying to live out the messages of songs
   2. Songs that go beyond romantic to love in the sense of compassion or agape
5. Behavorial
   
   1. This may be the most effective and powerful
   2. Do something kind for the person as an experiment
   3. See how they behave towards you and how your feelings change

Question 24

What are the 4 types of persons that the loving-kindness mediation focuses on and what order does it focus on them?

Answer 24

1. A respected, beloved person - such as a spiritual teacher
2. A dearly beloved - which could be a close family member or friend
3. A neutral person - somebody you know, but have no special feelings towards, e.g. a person who serves you at a store
4. A hostile person - someone you are currently having difficulty with

Question 25

What are egoism and altruism?

Answer 25

• Egoism: the idea that we are always motivated by self-interest

Altruism: the idea that we can be motivated by an unselfish concern for the needs and interest of others

Question 26

What is the empathy-altruism hypothesis?

Answer 26

• states that the greater the empathic emotion, the greater the altruisitc motivation

Question 27

What are the 5 ways that altruism can be encouraged?

Answer 27

1. Developing empathy
   
   1. All of the child rearing and empathy training techniques that have been shown to be effective
2. Learning about the positive effects of altruistic behavior on health
3. “Reinforcing altruistic behavior”
   
   1. By reinforcing discrete acts – danger of taking away intrinsic motivation?
   2. By attributing altruistic motives and attributing it to “the kind of person you are.”
4. By modeling altruistic behavior
   
   1. Think about who have been good models of altruistic or helping behavior for you.
   2. This can be real people you know now – friends and family members.
   3. It can also be stories about real or fictional characters – who give of themselves for others.
5. Being the recipient of altruistic behavior
   
   1. Allowing others to give to you.
   2. Pass it on and “pay in forward.”

Question 28

What are the 6 reasons that helping behavior may be associtated with better health?

Answer 28

1. Enhanced social integration
2. Distraction from your own problems
3. Enhanced meaningfulness
4. Increased perception of self-efficacy and competence
5. More positve affect and emotion
6. More physically active lifestyle

Question 29

What is the difference between hot and cold intelligence?

Answer 29

• Cold intelligences are intelligences that are assessed in traditional intelligence and IQ tests
• Hot intelligences are intelligences that focus on motivation, emotion, or other personal and social issues

Question 30

What are the 3 forms of hot intelligence?

Answer 30

1. Personal intelligence
   
   1. Involves: accurate self-understanding and accurate self-assessment
   2. The ability to reason about internal motivational, emotional and more generally psychodynamic processes
   3. closely related to social intelligence
2. Social intelligence
   
   1. It concern’s: one’s relationship with other people
   2. Includes the social relationship involved in: intimacy, trust, persuasion, political power, group memberships
3. Emotional intelligence
   
   1. involves the ability to use emotional information in reasoning
   2. such emotional information can be of internal or external origin

Question 31

What are the 4 ways of responding to good news and which is most beneficial for relationships?

Answer 31

1. Active constructive - enthusiastic support, eye contact, authentic
2. Passive constructive - low energy, delayed response, quiet
3. Active destructive - quashing the event, dismissive, demeaning
4. Passive destructive - turns focus inward, avoiding, ignore speaker

Active constructive is the most beneficial for relationships

Question 32

What is theory of mind?

Answer 32

• Your theory or ideas about what other people are thinking
• Understanding the motives of another person
• Predicting what they are going to do

Question 33

What are Mayer and Salovey’s 4 primary aspects of emotinal intelligence?

Answer 33

1. The ability ot perceive emotions in yourself and others - awareness, social cognition
2. The ability to use emotions to faciliate thought - gut feelings, “Descartes error” by Damasion
3. The ability to understand emotional concepts and meanings - alexithymia vs. very empathic
4. The ability to manage your emotions - emotion regulation, mood repair

Question 34

What is the difference b/n self-report and ability measures of emotional intelligence?

Answer 34

• Self-report measures ask for the subjective opinion of whether people think they are good at emotional intelligence tasks
• Ability measures provide an objective test of how good people are at emotional intelligence

Question 35

What is alexithymia?

Answer 35

• difficulty identifying and describing feelings, externally-oriented thinking

Question 36

What are Paul Wong’s 5 types of empathy?

Answer 36

1. Instintual empathy
2. Relational empathy
3. Experiential empathy
4. Basic or primary empathy
5. Advanced empathy

Question 37

What are the 4 building blocks of citizenship?

Answer 37

1. Teamwork - the ability to work w/ others in a group w/ a common purpose
2. Loyalty - a committment or bond of trust to an individual or group and its principles
3. Patriotism - it is a sign of loyalty to one’s homeland, country, or nation
4. Social responsibility - it is the oritentation to help others…….even there is nothing to be gained from them

Question 38

What are the 2 primary leadership styles?

Answer 38

1. Task-oriented - focused only on getting the job done, spare little thought for the well-being of their teams
2. Relationship-oriented - focused on organizing, supporting and developing the people in the leader’s team

Question 39

What are the names of the 8 leadership other styles?

Answer 39

1. Autocratic
2. Charismatic
3. Servant
4. Transactional
5. Burueaucratic
6. Democratic
7. Laissez-faire
8. Transformational

Question 40

What is the difference b/n destructive and constructive charisma?

Answer 40

• Destructive charisma - gain power to promote themselves and use their social skills and persuasiveness to gain the submission of their followers
  
  • place self-promotion above the welfare of others
• Constructive charisma - are oriented towards serving empowering, and transforming their followers, seek power to help others
  
  • place the welfare of others about self-promotion

Question 41

What is transformational leadership?

Answer 41

• they are “true” leaders who inspire w/ a shared vision of the future
• highly visible, and spend a lot of time communicating

Question 42

What are the 2 main traditions of moral reasoning in psychology and who founded them?

Answer 42

1. The Justice tradition
2. The care tradition

Rooted in the work of Lawrence Kohlberg

He build upon Jean Piaget’s work on cognitive development

Question 43

What are the 3 levels of the justice tradition?

Answer 43

1. Two stages at the _preconventional level _
   
   1. ​Epsecially common in children, although adults can also exhibit this level of reasoning
   2. Reasoners at this level judge the morality of an action by its direct consequences
   3. Concerned with the self in an egocentric manner
2. Two stages at the _conventional level _
   
   1. _​_Typical of adolescents and adults
   2. Persons judge the morality of actions by comparing these actions to societal views and expectations
3. Two stages at the postconventional level
   
   1. _​_Realization that individuals are seperate entities form society now becomes salient or stands out
   2. One’s own perspective should be viewed before the society’s or someone else’s

Question 44

What are Kohlberg’s 6 stages of moral development?

Answer 44

Preconventional levels:

1. **Obediance and Punishment driven **
   
   1. Individuals focus on the direct consequences that their actions will have for themselves
   2. For example, an action is perceived as morally wrong if the person who commits it gets punished
2. **Self interest driven **
   
   1. The “what’s in it for me” position, right behavior being defined by what is in one’s own best interest
   2. The person shows a limited interest in the needs of others, but only to a point where it might further one’s own interests, such as “you scratch my back” and “I’ll scratch yours”

Conventional Levels:

1. **Interpersonal accord and conformity **
   
   1. Individuals are receptive of approval or disapproval from other people as it reflect’s society’s accordance with the perceived social roles
   2. They try to be a “good boy or good girl” to live up to these expectations, having learned that there is inherant value in doing so; morality of an action is judged by evaluating its consequences in terms of a person’s relationships
2. **Authority and social order obediance driven **
   
   1. It is important to obey laws and social conventions b/c of their importance in maintaining a functional society
   2. Moral reasoning is thus beyond the need for individual approval; society must transcend individual needs

Postconventional Levels:

1. **social contract driven **
   
   1. Individuals are viewed as holding different opinions and values. Laws ae regarded as social contracts rather than rigid rules
   2. Those that do not promote the general welfare should be changed when necessary to meet greatest good for the greatest number of people
2. Universal ethical principles driven
   
   1. Moral reasoning is based on abstract reasoning using universal ethical principles
   2. Laws are valid only insofar at they are grounded in justice, and that a commitment to justice carries with it an obligation to disobey unjust laws

Question 45

Whare are Carol Gilligan’s 3 levels of moral development and what is their correct order?

Answer 45

1. Orientation to individual survival
2. Goodness as self-sacrifice for others
3. The morality of nonviolence: not hurting self or others

Question 46

What are the 2 variations of the trolle dilemma and what did the fMRI experiment with it find?

Answer 46

• The crucial difference in the trolley dilemmas is that the second trolley task engages people’s emotions in a way that the first does not
• Pushing someone to his death is more emotionally and socially salient than the thought of hitting a switch that will cause a trolley to produce the same result
• Brain areas involved in emotion and social thinking were more involved in the second task