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theory Flashcards

1
Q

Mahler Separation Individualization development

16 months to 2 yrs

A

rapproachement
more aware of separation, try to bridge the gap, has a hard time accepting help to maintain autonomy
Try to bridge the gap of self and mother/caregiver by bring objects to the caregivers. Temper tantrum occur here.

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2
Q

Mahler separation /individualization development
stage 3
5 months- 10 months

A

Differentiation/ hatching
starts to be more aware of separation
scan around the room, recognizes who’s mam and who is not, STRANGER ANXIETY begins

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3
Q

Erickson

40-65

A

Generativity vrs stagnation
work and parenting
care
stagnant and feel unproductive

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4
Q

Latency

A

6-12 yrs libido is suppressed, schoold, soicla skills/ relationships.
No fixations, this is a periods of exploration

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5
Q

Mahler Individualization development

1 month-5 months

A

Symboiotic
dim awareness of mother. Know mother is a source of need satisfaction
fulfilment of needs form foundation of relationship with caregiver.

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6
Q

Mahler Separation/individualization development

birth-4 weeks

A

autistic
lack of awareness, focus on self
achieve homeostatic equilibrium

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7
Q

Oral

A

0-1 yrs, Mouth, weaning form breastfeeding or formula, fixations: smoking, overeating, aggression.

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8
Q

Erickson

6-11yrs

A

Industry vrs inferiority
school
competence
feel inferior of own abilities

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9
Q

Erickson

65-death

A

Ego integrity vrs Despair
reflection of life
wisdom
depression and hopelessness

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10
Q

Freud Personality Theory

A 
Oral 0-1
Anal 1-3
Phalic 3-6
Latency 6-12
Genital  12-death
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11
Q

Schema

A

Cognitive framework helps us organize and interpret information

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12
Q

Piaget 2 to 7 yrs

A

Pre-Operational
symbolic thinking, naming objects, pretend play, egocentric.
Language development
Lack of understanding the concept of conservation

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13
Q

assimilation

A

process of taking new information into existing schema

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14
Q

Kolhberg

Level 3 Post- Conventional

A
  1. Social contract
    teens; mutual benefits, reciprocity, Utilize rules that make life better for everyone (social contract -= rules
  2. Universal Principles
    Adulthood; morality is based on principles that transcend mutual benefit
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15
Q

Kolhberg’s Moral Reasoning

Level I Pre- Conventional

A
  1. Obedience/punishment-
    Infancy- not aware of right/wrong. reasoning based on “avoiding punishment”
  2. Pre-school- interest shifts to “rewards” rather than avoiding punishment. Child makes effort to secure greatest self-interest
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16
Q

Erickson

11-18 yrs

A

identity vrs role conflict
social relationships
fidelity acceptance of self
identity crisis

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17
Q

Erickson

Birth-18 monts

A

Trust vrs Mistrust
feeding
hope
fear

18
Q

Freud; three elements of personality

A

Id- primal (baby) unconscious, pleasure principle
Ego- Deals with reality, manages impulses from ID
realistic to social appropriate, Reality Principle, delayed gratification
Super Ego: Moral principle- ego ideals (standards for good behaviors, praise, and approval.) conscience behaviors that are bad or remorse.

19
Q

Kolhberg

Level 2 Conventional

A
  1. Conformity and interpersonal accord
    school age; “goodboy/girl” efforts to get approval and maintain friends relationships.
    4.Authroity and social order
    School age: Orientation toward fixed rules. Purpose of morality is to maintain orders. Individual accord is expanded to include entire society
20
Q

Equilibration

A

process of balancing between applying previous knowledge (assimilation) and changing schema to account for new knowledge (accommodation)

21
Q

Piaget

12 +

A

Formal Operational
things abstractly and reason about hypothetical problems, learn to plan for furture. Understand a problem may have multiple potential solutions

abstract thinking
Fully developed cognitively at the end of this stage

22
Q

Piaget

7-11 yrs

A

Concrete Operational
logical thinking, egocentrism disappears
understands concept of Conservation
Struggles with abstract and hypothetical concepts.

23
Q

Imbalance of ID, Ego, and Super Ego

A

Dominant ID- impulsive, uncontrollable
Dominant Ego- Rigid, concrete, lacking morals, too tied up with reality and rules.
Dominant Super Ego- extreme moralistic, judgmental

24
Q

Genitals

A

12- death, reaching full sexual maturity,

Fixations: well balanced if completed all stages.

25
Q

Piaget

Birth-2

A

Sensorimotor
learn to manipulate objects/movement/sensation
object permanence, sense of self as separate being
language skills are emerged but not fully developed

26
Q

Mahler Separation individualization development

10 months to 16 months

A

Practicing
continues to be aware of separation and individuation
more active, learn to walk. often looks for mom to feel safe. Mohler serves as point of reference or home base. Separation Anxiety starts.

27
Q

Anal

A

1-3 yrs, Anus, toilet training,

fixations: Orderliness vrs messiness

28
Q

Erickson

3yrs-5yrs

A

initiative vrs Guilt
Exploration
purpose
lacking initiative fear of being “wrong”

29
Q

Mahler Separation Individualization develompent.

2 yrs -3yrs

A

Object Constancy
Understands mother/caregiver will return
is able to cope better with mother/caregiver absence knowing that mother will return

30
Q

Accommodation

A

a process of changing or altering existing schema in the light of new information. Generate new schema about things

31
Q

Erickson

18mos-3 yrs

A

Autonomy vrs Shame and doubt
toilet training
will
lack of self esteem, shame/doubt

32
Q

Erickson

19-40

A

Intimacy vrs isolation
relationships
love
isolation, loneliness

33
Q

Cognitive theory

A

Interaction between people and culture.
Zone of proximal development
Learning occurrs thru others- (not individual like Piaget. )
Learning is different true to cultures (piaget says it’s universal)

34
Q

The Zone of Proximal

A

Skills too difficult for a child to do in his own- but can be done by guidance and help of others

35
Q

Maslow theory of need/ hierarchy

A

Psysiological needs: food water warmth rest

Safety needs: security, safety

Belongings and love needs: intimate relationships friends

Esteem needs: prestige and feelings of accomplishments

Self actualization- achieving ones full potential including creative activities

36
Q

Piaget concept :

Concept of Conservation

A

A child is able to think logically

Quantity does not change if been altered- shrunk- stretched out- short or tall glasses- equal same quantity

37
Q

Parenting styles

Authoritarian

Authoritive

Permissive

Uninvolved

A

Authoritarian- Expect to follow strict rules established by parents
Punished if not
No or little explanations
Expect children to obey and do well- but have no understanding or guidance

Authoritative parenting
Have rules and guidelines-more democratic
Listen to children- willing to listen to question
Expect a lot from kids but provide warmth- feedback- and support
More nurturing and forgiving
Choose to support vrs punitive
Want children to be assertive but responsible / cooperative

Independence - self control and self regulation

Permissive parenting
Few demands or expectation /
Low expectation of maturity and self control
Nurturing and communicative- friend not parents

May have difficulty with age appropriate maturity-minimal guidance/ lack of self control

Uninvolved
Few demands low expectation
Basic needs met but little guidance- structure - parents may reject or neglect

38
Q

Impact of parenting styles

Authoritarian

Authorative

Permissive

Uninvolved is

A

Authoritarian: child is more obedient /proficient
However- rank lower in happiness, low social competence, and low self esteem

Authorative- children are more happy capable and successful and higher social competence

Permissive- children rank low in happiness and poor self-regulation- problems with authority, perform poorly in school

Uninvolved/ neglecting
Low self esteem, low self control, low competence

39
Q

Attachment theory

A

John Bowly
Attachment is an emotional bond to a person
Attachment serves to keep infant to parent which increases survival
Child develops a sense of security if caregiver provides consistent response and emotional availability

40
Q

Three types of Attachment

Secure :

Ambivalent-insecure

Avoidant-insecure

Disorganized

A

Secure attachment:

Visibly upset when caregiver leave
Happy when caregivers return
Greet with positive behavior and receptive when caregiver returns
See comfort when frightened
Can be comforted by others but prefer caregivers over strangers

Adult:
Have lasting and trusting relationships
Good self esteem
Likely to see social suport

Ambivalent- Insecure
Suspicious of strangers
Distressed when separated from caregiver
Do not feel comforted when caregiver returns
May reject caregiver or show agression when caregiver returns
As child grows older- become quite clingy and over dependent

As adult- reluctant to form close relationships:
Worry about feelings not being returned-distraught when relationship ends

41
Q

Systems theory

A

How a system relates to one another- the whole is greater than the sum

42
Q

Macro system

A

Bigger part of the world tha indirectly affect person

Laws- social conditions-economic system-culture- history

theories of human development (5 decks)

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