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Theories Flashcards

1
Q

Structuralism

A

-father of experimental psychology
-analyzed the human mind using the process of introspection (the examination/observation of one’s own mental/emotional processes
- believed there are basic elements,structures which constitute the mind and the consciousness could be broken down into sensations and feelings
Ex: when confronted with an experience an individuals emotions emerge first and then the individual cognitively understands the experience and reacts behaviorally

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2
Q

Functionalism

A

-(work/operate) function of consciousness was more (adjusted to new conditions) adaptive than the structure (arrangement/pattern) of consciousness
-believed that humans first experience a situation and then the emotional reaction occurs
Ex: human mental states (thoughts &behaviors) arise bc of their functional role (how they operate in adjusted conditions) to the individuals environment

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3
Q

Psychoanalytic theory of personality

A
  • psychoanalysis seeks to relieve the person of neuroses( distressing psychological disorders that are not associated with an extreme distortion of reality using free association and dream analysis to uncover repressed conflicts that are re-lived on an emotional and intellectual level. It continues until mature understanding is achieved and integrated in a new form into the personality
    1 levels of consciousness
    2 structure of personality
    3 psychosexual stages of child development
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4
Q
  1. Levels of consciousness
A

Conscious: mental activities of which we are fully aware

Pre conscious: feelings, thoughts and ideas of which are not currently aware but can bring to our awareness easily can take them to the conscious level

Unconscious: feelings, thoughts,memories and desires of which we are unaware (Freud focused on this level)

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5
Q
  1. The structure of personality
A

-The ID (Pleasure principle) only one present at birth. It is the unconscious and includes everything inherited including instincts. Operates on pleasure and seeks immediate gratification of instinctual urges with no regard for anything or anyone
EX: a newborn is seen as ID and only has a desire to satisfy its needs

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6
Q

The Ego (Reality Principle)

A

Develops from the ID it is intertwined with the psychosexual development of the child. The ego operates on reality principle is aware of the individuals needs and the realities of the real world. Seeks gratification of these needs in a socially acceptable manner. The defenses of the ego is designed to keep the anxiety level of the individual to a manageable level by keeping anxiety-producing impulses out of conscioisness

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7
Q

The superego (Morality Principle)

A

Arises from the ego. Adopts values from his/her environment and belief about what constitutes good and bad

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8
Q

Psychosexual stages of development

A

At each stages a diff body part of the body is the primary source of erotic pleasure. When there is insufficient/excessive satisfaction at any stage is called fixation. A child’s experience at each stage determines adult personality and character of future relationships. Pathology occurs when there is a failure to negotiate one of the psychosexual stages. Under or over gratification can lead to fixation. Trauma is the result of fixation

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9
Q

Stage 1: Oral stage

A

Birth- 1 years of age
Infant uses mouth as means of investigating the world. Primarily erotic zone is the mouth

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10
Q

Stage 2 Anal stage

A

2-3 years of age the focus is on teaching the child control over bowel and urinary functions

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11
Q

Stage 3 Phallic stage (psychosexual stages of development)

A

3-6 years of age when the penis, clitoris and vulva become source of erotic pleasure

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12
Q

Stage 4 Latency Period (psychosexual stages of development)

A

6-11 years old when sexual feelings continue to be repressed and the superego maintains parental standards. The child’s failure to satisfactorily negotiate this stage may lead to discomfort with member of the opposite sex in adulthood, avoidance of intimacy or aggressive, emotionally detached sexual acitivity

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13
Q

Stage 5 Gential stage (psychosexual stages of development)

A

12 years to Adulthood there is a greater development of primary and secondary sex characteristics and the primary focus of erotic pleasure is the genitals

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14
Q

Individual psychology

A

Theories of personality development and methods of psychoanalysis

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15
Q

Individual psychology- Personality development

A

-human beings begin in a state of inadequacy or inferiority

  • basic drive toward self-actualization or superiority
  • an individual must be seen in relation to his environment and not id, ego or superego

-individuals degrees of functioning successfully in groups (family, friends work, society) is the primary indicator of an individuals welllness

-birth order of a child, physical problems, pampering and neglect all have an sig impact on the development of personality

-children develop a self image or fiction about themselves which influences children to interpret and respond to events in their lives

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16
Q

Individual psychology- methods of psychoanalysis

A
  • social worker task is to help an individual identify dysfunctional fictions and to develop a new more positive self-image and life goals
  • data collection includes assessing the clients drive toward self perfection, degree of activity and interest in contributing to the greater good of society

-psychoanalysis should be non-authoritarian social worker and clients is equal

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17
Q

Behaviorism

A

Analyzing behavior

  • little Albert

EX: a child attempts to approach and pet every dog mom gets mad and every time mom sees she increases the punishment. The child is afraid of dogs. The child has been conditioned to fear dogs and therefore changes his behavior toward dogs

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18
Q

Classical/Respondent conditioning

A

4 of them
- unconditioned means that the associations have not yet been learned

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19
Q

Classical conditioning terms- unconditioned stimulus

A

Stimulus that innately evokes a response in the organism

EX: meat powered presented to the dogs
Pavlov presented to his dogs that resulted in the unconditioned or innate response of salivation

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20
Q

Classical conditioning terms- unconditioned response

A

Imante response to a stimulus

The salivation of the dogs when presented with the unconditioned stimulus of the meat powered

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21
Q

Classical conditioning terms- conditioned stimulus

A

Stimulus that does not innately evoke a response in a organism but the organism learns to response to bc it was paired with an unconditioned stimulus in the past

EX: the dogs learned to response to the ringing of the bell bc the bell had been repeatedly paired with the meat powered

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22
Q

Classical conditioning terms- conditioned response

A

Organisms learned response to a conditioned stimulus

Dogs learned response to the ringing of the bell was salivation

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23
Q

Cognitive development

A

Interesting in why children give the particular answers they give in tests of cognitive ability using qualitative interviews with children

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24
Q

Cognitive development- Assimilation

A

A way of learning a person incorporates (integrate new info/experience into their existing structure) aspects of his/her environment into an existing thought structure

EX: a child knows about dogs encounters a car they might initially call the car a dog bc it shares similar features

An adult interprets a political event based on their existing political beliefs

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Cognitive development- Accommodation
Another way of learning modifying current thought structure to incorporate a new perceived feature of the environment EX: an adult re-evaluates their political belief based on a new info/experience like meeting a person changing their poticial belief
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Development of a child’s cognitive abilities- Piaget Stage 1
Sensorimotor (Birth-2 years of age) An infants knowledge is limited to his/her sensory perceptions and motor activities -They have simple motor responses to sensory stimuli -they utilizar skills and abilities from infancy like looking, sucking, grasping and listening to learn more about the environment There are six substages in stage one
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Piaget Stage 1 - substage 1
Impulsive and reflex actions- actions taken for their own sake EX: sucking
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Piaget Stage 2- sub stage 2
Primary circular actions receptive actions that are combined over time EX: looking at and touching a stuffed animal
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Piaget Stage 1- substage 3
Practicing secondary circular or repetitive actions for their consequences EX: pushing a bowel repeatedly off the high chair tray to be picked up by a parent
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Piaget Stage 1- substage 4
Coordinating secondary schemes applying them to a new situations child experiments with goal directed bx EX: taking the lid off a box to retrieve a toy placed inside
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Piaget Stage 1- substage 5
Tertiary circular actions/continuation of experiment with more variability Child shows increase flexibility and creativity in previously acquire bx and skills EX: experimenting with dropping toys and other objects to observe the effect
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Piaget Stage 1-substage 6
Invention through mental combinations Child increasingly performs experiments internally and object permance is fully developed EX: child now understands that an object does not cease to exist when out of sight
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Piaget Stage 2
Pre-operational 2-7yrs old Children use new abilities to represent objects in a wide variety of activities not organized or logical, use objects to represent something in a play or pretend manner EX: child uses an object to represent something else like using a cardboard box as a car
34
Piaget Stage 3
Concrete operations 7-11yrs Highest level of cognitive development Children begin thinking logically and able to utilize their new cognitive skills of reversibility and decentrarion to think about the steps of a process in a new order EX: they understand that if they pour water from a wide glass to a tall thin glass the amount of water stays the same
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Piaget Stage 4
Formal operations 11years to adult of achieved at all The young person has the ability to reason not only about tangible objects and events but also about hypothetical or abstract ones, use rational thinking and abstract reasoning Highest stage of cognitive and rarely achieved
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Child development
How children learn
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Child development- zone proximal development
The range of tasks that an individual can complete while learning new information E: child learns a task on his own (without help from an adult) that he is functioning at a lower limit of ZPD EX: child is given assistance by a teacher, mentor or other adult he can reach the upper level of potential skill
38
Child development-Scaffolding
An adult providing more help to a child who is attempting a difficult task and then less help and support as the task becomes easier for the child
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Child development-Learning process
-Culture and social environment -not only exclusive to stimulus and response - parents, teachers, other significant persons that support tools through modeling, questioning, prompting and suggesting that will help accomplish task that they may not be able to accomplish on their own
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Child development- the child’s use of language
Language is vital to the transmission of culture, voluntary self regulation and thinking process EX: highschool group project Non vygotsky is reading on their own and taking the test
41
Social psychology- Lewinsky equation for bx
Acknowledge that both nature (inborn tendencies) and nurture (environmental experiences) interact in the shaping of individuals
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Social psychology- force field analysis
Identifying helping forces which drive people toward a goal and hindering forces which block movement toward a goal
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Social psychology- leadership climates
Three styles of leadership authoritarian, democratic, laissez faire
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Ego defense
Unconscious strategies used by the ego to minimize distress causes by the conflicting demands of the id and superego EX: a mature ego meets these conflicting demands through a process of acknowledging the demands and developing a way of meeting these challenges EX: An immature ego is more to resort to the frequent use of defense mechanisms which involved self-deception and deception to others
45
Compensation
Seeking success in one are of life as a substitute for success in another area of life that has been limited bc of personal or environment barriers EX: disabled athlete becoming a computer expert
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Conversion
Transformation of anxiety into a physical dysfunction like paralysis/blindness which does not have a physiological basis (meaning it’s not how the body function) EX:seizures as a defense against ongoing abuse
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Denial
Is a refusal to acknowledge aspect of reality EX: having cancer but refuses the dx
48
Displacement
Shifting of negative feelings one has about a person or situation into a different person or situation EX: husband is angry at his boss and then is angry with his wife
49
Identification
Mechanism by which anxiety is handled through identifying with the person or thing producing the anxiety (Fully taking the persons emotion) EX: identifying with a kidnapper
50
Isolation of affect
Painful feelings are separated from the incident that triggered them initially EX: an a car serious accident but expressed no emotion regarding the accident
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Intellectualization
Reasoning is used to block difficult feelings. Removing one’s emotions from an stressful event EX: wife who refers to her husband heart attack in a medical terminology rather than expressing her emotions
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Projection
Ones own negative characteristics are denied and instead seen as being characteristics of someone else EX: a daughter who critiques her mother for being a perfectionist when she herself is extremely compulsive about having every detail correct
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Rationalization
Person substitutes a more socially acceptable logical reason for an action rather than identifying the real motivation EX: unable to attend family outing because she has a work protect that she has to complete when she really doesn’t not want to attend
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Reaction formation
Antithesis of the instinctual urge acting if one has deep sympathies for an oppressed group when the individually actually has significant prejudices against that group EX: individual expresses support for a particular racial group when the individual actually has strong negative feelings about the group
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Regression
More primitive modes of coping associated with earlier and safer developmental EX: indiviso who when upset clutches her blanket for security
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Repression
Unconscious pushing of anxiety producing thoughts and issues out of the conscious and into the unconscious EX: individual who cannot remember being sexually abused as a child because she has pushed those memories into her unconscious. Memory can be recalled using psychoanalysis and hypnosis
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Sublimation
Person replaces an unacceptable goal with a acceptable one EX: indiviso who wanted to be a tattoo artist but instead became a painter because of pressure from his family
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Undoing
Individual engages in a repetitious ritual to attempt to reverse an unacceptable action previously taken EX: individual who ritualistically showers to wash away the rape
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Not from AnnaF - Acting out
Individual dealing with emotional conflict/stress expressing their thought and emotions through actions rather than feeling/reflecting EX: teenager engages in fight bc he is angry with his father rather telling his dad how he feels
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Not from AnnaF - Affiliation
Individual shares with others his/her emotional conflict/stress to elicit support/help rather than trying to place the responsibility on someone else EX:individual who talks to her best friend about her marital problems in an attempt to gain some insight into her problems
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Not from AnnaF- Aim inhibition
Individual places a limit on his/her instinctual demands and accepts a modified fulfillment of goals/desires EX: individual desires to become a medical doctor but realizes does not have the money or intellectual ability to realize that goal. Subsequently individual becomes a pharamacist
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Not from AnnaF- Altruism
Individual deals with his/her emotional conflict/stress by selflessly dedicating his/her life to meeting the needs of others and receiving (experiencing through others) vicarious gratification EX: individual who wanted desperately to become a wife and mother but did not get married instead dedicating her life to the profession of nursing
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Not from AnnaF- Anticipation
Individual deals with anxiety by practicing his/her emotional reactions to an anticipated future even by considering the responses/solutions that he/her may utilize to deal with that event EX: girl planning to ask a boy to the prom but was unsure how to proceed or how to response
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Not from AnnaF- Autistic Fantasy
Individual daydreams excessively as a substitute for real action EX:young man who daydreams excessively about being a rock star but does not take music lessons or practice the guitar
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Not from AnnaF- Avoidance
Defense mechanisms an individual refusal to participate in activities/encounters sit/objects that represent unconscious, aggressive or sexual impulses and the possible punishment for those impulses EX: individual who has strong sexual urges of the opposite sex but avoids contact with that unsocial bc of fear of possible punishment
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Not from AnnaF- deflection
Group member who redirects attention away from him/her self and onto another group member EX: individual who when asked a person question that would cause embarrassment turns the conversation toward another individual
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Not from AnnaF- devaluation
Individual deals with his/her emotional conflict/stress by attributing negative qualities to him/herself or to others EX: an attractive individual who complains about not having any dates bc she is ugly
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Not from AnnaF- Dissociation
Compartmentalization or separating of activities/thoughts from the main portion of one’s consciousness
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Not from AnnaF- Fixation
Interruption of normal personality development at a stage short of mature independence EX: adult male who shirks his family responsibilities to spend time with his high school buddies
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Not from AnnaF- helping rejecting complaining
Individual deals with his/her emotional conflict/stress by asking for help and then rejecting the help that is given EX; individual who complains about her weight then rejects helpful suggestions made by her friends
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Not from AnnaF- humor
Individual deals with his/her emotional/stress conflict by pointing out amusing aspects of the stress
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Not from AnnaF- idealization
Process of overestimating the desirable qualities and under estimating the limitations of something EX: girl saying her fiancé is extremely intelligent when he is only average
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Not from AnnaF- imitation
Seen both in the unconscious and conscious modeling of another persons bx/style but often in a less intense or complete manner than would be seen in pathological identification EX: student who emulates his/her teacher
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Not from AnnaF- incorporation
Earliest mechanisms in the developmental process a child through the process of observation,assimilates into his/her own ego and superego the values, attitudes and preferences of the parent
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Not from AnnaF- introjection
Unconsciously incorporating ideas,attributes or mental images into one’s own personality EX: Sarah and Emily example of bullying
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Not from AnnaF- isolation
Individual is able to split off emotional components from a thought or experience EX: a flight attendant who remains calm during a crisis, but then exhibits an emotional reaction after the crisis is over
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Not from AnnaF- Omnipotence
An individual dealing with his or her own emotional stress by feeling or acting in a superior manner EX: individual under stress and who criticizes his coworkers for being. Or as intelligent as he is
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Not from AnnaF- passive aggression
Individual expresses aggression toward another person in an indirect and unassertive manner which has the person to avoid the emotional stress EX: grandparent who gives candy to a grandchild against the parents wishes and tells a child not to let the parents know
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Not from Anna- projective identification
Falsely attributes (qualities that are projected don't accurately reflect the other person but rather aspects of the self the individual can't accept or acknowledge) to another person one’s own unacceptable impulses, thoughts, feelings • individual experiences blank bc her own desires to be more like this or less like this and feelings are difficulty to acknowledge • individual subconscious convinces that it’s that other person who possesses the unwanted qualities
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Not from Anna- Resistance
Prevents the brining of repressed (unconscious) feelings or information to conscious awareness
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Not from Anna- Restitution
Relieving stress or guilt by doing something to make up for what one considers a behavior error committed against another individual
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Not from Anna- Self Assertion
Health meachanism
83
Not from Anna- Somatization
Individual experiences physical symptoms of the body’s sympathetic and parasympathetic system as a result of emotional conflict or stress
84
Not from Anna- Splitting
Individual split the significant other into two parts good/bad in order to cope with the painful feelings associated with that person
85
Not from Anna- Suppression
Conscious and intentional exclusion of data from consciousness
86
Not from Anna- Symbolization
Handling emotional conflicts by turning those conflicts into symbols
87
Hierarchy Needs- physiological needs
Oxygen, water, food, sleep and sex
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Hierarchy Needs- safety needs
Protection,security, structure, predictability
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Hierarchy Needs-belonging
Affection, identification within a group, friendships and intimacy
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Hierarchy Needs- esteem
Respect, recognition, appreciation
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Hierarchy Needs- self actualización
Developing full
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Hospitalism/ Anaclitic depression
Emotional deficiencies that sig effect the children’s psycho emotional development
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Attachment/ Anaclitic depression 3 sig principles
The smiling response, stranger anxiety, semantic communication
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Erik psychosocial stage: stage 1
Trust vs Mistrust (birth-1yr) Quality of infants relationship c mom or substitute mother figure. The infants need for food and for stimulation of the oral region is satisfied determines the level of trust the individual develops in himself and in others
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Erik psychosocial stage: stage 2
Autonomy vs shame and doubt (2-3yrs) Children gain a sense of power or being able to do things independently as they gain control over their elimination system
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Erik psychosocial stage: stage 3
Initiative vs guilt (3-5yrs) Child’s growing ability c language, locomotion and managing himself and the environment is associated c increase sense of competence
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Erik psychosocial stage: stage 4
Industry vs inferiority (6-11yrs) School aged children have a need to engage in worthwhile activities that require them to stick c a fast to completion
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Erik psychosocial stage: stage 5
Identify bs identify diffusion (12-18yrs)
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Erik psychosocial stage: stage 6
Intimacy bs isolation (early adulthood 19 to mid 30s) Crisis that moved the adolescent to adulthood
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Erik psychosocial stage: stage 7
Generatively vs stagnation/self absorption (middle aged mid 30s- 50s) Individuals achieved intimacy including sexual intimacy in a commuter relationship have the desire to have children and prepare for next generation
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Erik psychosocial stage: stage 8
Integrity vs despair (old age 60s and beyond) Sense that their life has been worthwhile and not fear of death
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Operant conditioning skinner
Consequences are used to modify the occurrence and form of bx; deals with the modification of voluntary bx through use of consequences Pavlovian conditioning deals with the conditioning of bx so that it occurs under new antecedent conditions
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Operant conditioning skinner positive reinforcement
Strengthens the desire bx Think of the example of look at me and cereal
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Operant conditioning skinner- negative reinforcement
Is the repetition of a bx bc of the bx power to turn off negative stimuli
105
Operant conditioning skinner- punishment
Is the aversive stimulus that follows a bx and increases the likelihood that the bx will not be repeated it weakens the bx Think about the example of mouth soap when child curses
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Operant conditioning skinner- extinction
Powerful behavioral intervention bc humans begins do not like to be ignored Example of a group meme saying inappropriate sexual comments; it will increase b4 it stops
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Moral development Kohlberg- level 1
Pre-conventional morality- based on individual perspective
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Moral development Kohlberg- level 1 stage 1
Punishment and obedient orientation when good actions result in reward and bad actions result in punishment
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Moral development Kohlberg- level 1 stage 2
Naive instrumental orientation is present when the action satisfies one’s individual needs and possibly the needs of others; reciprocity “You scratch my back I’ll scratch yours
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Moral development Kohlberg- level 2
Conventional morality member of society perspective An individual conforms to expectations of family, group, and nation the individual supports the existing social order
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Moral development Kohlberg- level 2 stage 1
Good boy nice girl orientation an individual is striving to behave in ways that please, help and receive approval from others; intention becomes imp in this stage
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Moral development Kohlberg- level 2 stage 2
Law and order orientation individual correct bx conforms to social norms doing one’s duty respecting authority
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Moral development Kohlberg- level 3
Post conventional morality Identification of universal moral principles
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Moral development Kohlberg- level 2 stage 5
Social contract orientation refers to moral bx the whole society has consented to
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Moral development Kohlberg- level 3 stage 6
Universal ethical principle orientation refers to moral bx that is in harmony c the individuals conscience and is bass on ethical principles that he or she has selected
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Structuralism (all)
Wilhelm Wundt
117
Functionalism (all)
William James
118
Psychoanalysis/Psychodynamic (all)
Sigmund freud, Anna Freud, Erik Erickson, Lawrence Kohlbery, Alfred Adler
119
Behaviorism (all)
John Watson, Ivan Pavlov, BF Skinner
120
Cognitivism (all)
Jean Piaget, Lev Vygoysky
121
Social Psychology (all)
Kurt Lewin, Carol Gilligan, Alfred Bandura
122
Object Relations Theory (all)
Rene Spitz, John Bowlby, Mary Insworth, Margaret Mahler
123
Humanists (all)
Abraham Maslow
124
Person in environment system (all)
James Karl and Karen Wandrei

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