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
Piaget | Birth-2
Sensorimotor learn to manipulate objects/movement/sensation object permanence, sense of self as separate being language skills are emerged but not fully developed
26
Mahler Separation individualization development | 10 months to 16 months
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
Anal
1-3 yrs, Anus, toilet training, | fixations: Orderliness vrs messiness
28
Erickson | 3yrs-5yrs
initiative vrs Guilt Exploration purpose lacking initiative fear of being "wrong"
29
Mahler Separation Individualization develompent. | 2 yrs -3yrs
Object Constancy Understands mother/caregiver will return is able to cope better with mother/caregiver absence knowing that mother will return
30
Accommodation
a process of changing or altering existing schema in the light of new information. Generate new schema about things
31
Erickson | 18mos-3 yrs
Autonomy vrs Shame and doubt toilet training will lack of self esteem, shame/doubt
32
Erickson | 19-40
Intimacy vrs isolation relationships love isolation, loneliness
33
Cognitive theory
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
The Zone of Proximal
Skills too difficult for a child to do in his own- but can be done by guidance and help of others
35
Maslow theory of need/ hierarchy
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
Piaget concept : | Concept of Conservation
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
Parenting styles Authoritarian Authoritive Permissive Uninvolved
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
Impact of parenting styles Authoritarian Authorative Permissive Uninvolved is
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
Attachment theory
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
Three types of Attachment Secure : Ambivalent-insecure Avoidant-insecure Disorganized
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
Systems theory
How a system relates to one another- the whole is greater than the sum
42
Macro system
Bigger part of the world tha indirectly affect person | Laws- social conditions-economic system-culture- history