Unit I: Human Development, Diversity, and Behavior in the Environment Flashcards
1
Q
Erik Erikson
A
- interested in how children socialize and how this affects their sense of sense
- personality developing throughout the life course
- identity crises as the focal point for each stage of human development
- Eight distinct stages, with two possible outcomes: successful completion = health personality, failure = unhealthy personality and sense of self
2
Q
Erikson’s Eight Stages
A
- Trust vs. Mistrust
- Autonomy vs. Shame and Doubt
- Initiative vs. Guilt
- Industry vs. Inferiority
- Identity vs. Role Confusion
- Intimacy vs. Isolation
- Generativity vs. Stagnation
- Ego Integrity vs. Despair
3
Q
Erikson’s First Stage: Trust vs. Mistrust
A
- from birth to 1 years old
- ability to trust others based on the consistency of their caregivers
- successful trust= confidence and security gained
- unsuccessful trust = inability to trust, sense of fear, anxiety, heightened insecuritities, feelings of mistrust
4
Q
Erikson’s Second Stage: Autonomy vs. Shame and Doubt
A
- between the ages of 1 and 3
- independence
- if supported and encouraged, then they feel confident and secure
-if criticized and controlled, then they feel inadequate and become overly dependent upon others while laking self-esteem and sense of shame/doubt in own abilities
5
Q
Erikson’s Third Stage:
Initiative vs. Guilt
A
- age 3 to 6
- assert self more frequently
- sense of initiative and secure in ability to lead others
-if criticized or controlled, children develop sense of guilt; may feel like a nuisance and will lake self-initiative
6
Q
Erikson’s Fourth Stage: Industry vs. Inferiority
A
- age 6 to puberty
- develop sense of pride in accomplishments
- if supported, they feel confident
- if restricted, they feel inferior, doubting abilities, failing to reach potential
7
Q
Erikson’s Fifth Stage: Identity vs. Role Confusion
A
- during adolescence
- becoming more independent
- look at future with career, relationships, families, etc.
- explore possibilities and form own identities
- if sense of who they are is hindered, confusion about themselves and their role can take place
8
Q
Erikson’s Sixth Stage: Intimacy vs. Isolation
A
- during young adulthood
- share themselves more intimately with others and explore relationships leading toward longer term commitments with others outside the family
- success = comfortable relationships and sense of commitment, safety, and care
- unsuccessful completion = avoiding intimacy and fearing commitment and relationships, leading to isolation, loneliness, and depression
9
Q
Erikson’s Seventh Stage: Generativity vs. Stagnation
A
- during middle adulthood
- establish careers, settle down, develop sense of being part of the bigger picture
- failing= becoming stagnant and feeling unproductive
10
Q
Erikson’s Eighth Stage: Ego Integrity vs. Despair
A
- growing older and becoming older adults
- slowing down and exploring life as retired people
- contemplate accomplishments, develop sense of integrity
- if they failed to accomplish their goals, they become dissatisfied with life, develop despair, leading to depression and hopelessness
11
Q
Six Levels of Cognition
A
- Knowledge: rote memorization, recognition, or recall of facts
- Comprehension: understanding what the facts mean
- Application: correct use of the facts, rules, or ideas
- Analysis: breaking down information into component parts
- Synthesis: combination of facts, ideas, or information to make a new whole
- Evaluation: judging or forming an opinion about the information or situation
12
Q
Jean Piaget
A
- developmental psychologist known for his theory on cognitive development
- his stages focus on the acquisition of knowledge and how humans come to gradually acquire it
- children learn through interactions with the environment and others
13
Q
Lawrence Kohlberg
A
- theory of moral development
14
Q
Piaget’s Theory of Cognitive Development (4 Stages)
A
- Sensorimotor (0-2 years old)
- Preoperational (2-7 years old)
- Concrete Operations (7-11 years old)
- Formal Operations (11 through maturity)
15
Q
Piaget’s First Stage: Sensorimotor
A
- 0-2 years old
- retains image of objects
- develops primitive logic in manipulating objects
begins intentional actions - play is imitative
-signals meaning– infant invests meaning in event (i.e., babysitter arriving means mother is leaving) - symbol meaning (language) begins in last part of stage
16
Q
Piaget’s Second Stage: Peroperational
A
- 2-7 years old
- progress from concrete to abstract thinking
- can comprehend past, present, future
- night terrors
acquires words and symbols - magical thinking
- thinking is not generalized
- thinking is concrete, irreversible, egocentric
- cannot see another point of view
- thinking is centered on the one detail or event
- imaginary friends often emerge at this stage and can last into elementary school
17
Q
Piaget’s Third Stage: Concrete Operations
A
- ages 7-11
- beginnings of abstract thought
- plays games with rules
- cause and effect relationship understood
- logical implications are understood
- thinking is independent of experience
- thinking is reversible
- rules of logic are developed
18
Q
Piaget’s Third Stage: Formal Operations
A
- 11 through maturity
- higher level of abstraction
- planning for future
- thinks hypothetically
- assumes adult roles and responsibilities
19
Q
The three levels of the six developmental constructive stages according to Kohlerg
A
- Pre-conventional (stages 1+2): Elementary school level
- Conventional (stages 3+4): Early adolescence
- Post-conventional (stages 5+6): Adulthood
20
Q
Pre-conventional (Kohlberg)
A
- elementary school level, before age 9
-Stage 1: Child obeys an authority figure out of fear of punishment. Obedience/punishment
Stage 2: Child acts acceptably as it is in her or his best interests. Conforms to the rules to receive rewards.
21
Q
Conventional (follow stereotypic norms of morality; Kohlberg)
A
-Early adolescence
-Stage 3: Person acts to gain approval from others. Good boy/good girl orientation.
-Stage 4: Obeys laws and fulfills obligations and duties to maintain social system. Rules are rules. Avoids censure and guilt.
22
Q
Post-conventional (this level is not reached by most adults; Kohlberg)
A
-Adult
-Stage 5: Genuine interest in welfare of others; concerned with individual rights and being morally right
-Stage 6: Guided by individual principles based on broad, universal ethical principles. Concern for larger universal issues of morality.
23
Q
Four Distinct Orientation of Learning Theories
A
- Behaviorist: Pavlov and Skinner
- Cognitive: Piaget
- Humanistic: Maslow
- Social/Situational: Bandura
24
Q
Behaviorist
A
-Pavlov and Skinner
-Learning is viewed through change in behavior and the stimuli in the external environment are the locus of learning. Social Workers aim to change the external environment in order to bring about desired change.
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Congnitive
-Piaget
-Learning is viewed through internal mental processes (including insight, information processing, memory, and perception) and the locus of learning is internal cognitive structures. Social workers aim to develop opportunities to foster capacity and skills to improve learning.
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Humanistic
-Maslow
-Learning is viewed as a person's activities aimed at reaching his or her full potential, and the locus of learning in meeting cognitive and other needs. Social workers aim to develop the whole person.
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Social/Situational
-Bandura
-Learning is obtained between people and their environment and their interactions and observations in social contexts. Social workers establish opportunities for conversation and participation to occur.
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Behavioral Development
-personality is a result of interaction between the individual and the environment
-study of observable and measurable behaviors, rejecting theories that take internal thoughts and feelings into account.
-Behaviors determine feelings. Changing behaviors will also change or eliminate undesired feelings. Goal is to modify behavior.
-The focus is on observable behavior-- a target symptom, a problem behavior, or an environmental condition, rather than on the personality of the client.
-two fundamental classes of behavior: Respondent and operant
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Respondent (one of the two fundamental classes of behavior)
-involuntary behavior (anxiety, sexual response) that is automatically elicited by certain behavior. A stimulus elicits a response.
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Operant (one of the two fundamental classes of behavior)
-voluntary behavior (walking, talking) that is controlled by the consequences in the environment
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Behavior modification applications are best known for:
Examples include: sexual dysfunction, phobic disorders, compulsive behaviors (i.e., overeating, smoking), and training of persons with intellectual disabilities and/or Autism Spectrum Disorder.
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Behavioral Paradigm according to Pavlov: Respondent or Classical Conditioning
-Learning occurs as a result of pairing previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus so that the conditioned stimulus eventually elicits the response normally elicited by the unconditioned stimulus.
Example: Dog salivating with ring of bell after conditioning
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Behavioral Paradigm according to B.F. Skinner: Operant Conditioning
- Antecedent events or stimuli precede behaviors, which, in turn, are followed by consequences. Consequences that increase the occurrence of the behavior are referred to as reinforcing consequences; consequences that decrease the occurrence of the behavior are referred to as punishing consequences. Reinforcement aims to increase behavior frequency, whereas punishment aims to decrease it.
-Antecedent--> response/behavior--> consequence
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Operant Techniques
1. Positive reinforcement
2. Negative reinforcement
3. Positive Punishment
4. Negative Punishment
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Positive Reinforcement (operant)
Increases probability that the behavior will occur- praising, giving tokens, or otherwise rewarding positive behavior
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Negative reinforcement (operant)
behavior increases because a negative (aversive) stimulus is removed (i.e., remove shock, turning off an alarm clock, buckling your seatbelt to turn off alarm)
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Positive punishment (operant)
Presentation of undesirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., hitting, shocking, spanking a child for swearing)
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Negative Punishment (operant)
- removal of a desirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (removing something positive, such as a token or dessert)
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Aversion Therapy (behavioral)
-Any treatment aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus.
-Example: treating alcohol use disorder with Antabuse
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Biofeedback (behavioral)
-Behavior training program that teaching a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension. Biofeedback is often used for Attention-Deficit/Hyperactivity Disorder (ADHD) and Anxiety Disorders
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Extinction
-Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease
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Flooding
A treatment procedure in which a client's anxiety is extinguished by prolonged real or imagined exposure to high intensity feared stimuli
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In vivo desensitization
Pairing and movement through a hierarchy of anxiety, from least to most anxiety provoking situations; takes place in "real" setting
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Modeling
Method of instruction that involves an individual (the model) demonstrating the behavior to be acquired by the client.
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Rational emotive therapy (RET)
A cognitively oriented therapy in which a social worker seeks to change a client's irrational beliefs by argument, persuasion, and rational evaluation, and by teaching a client to counter self-defeating thinking with new, non-distressing self-statements.
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Shaping
Method used to train a new behavior by promoting and reinforcing successive approximations with the desired behavior
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Systematic desensitization
An anxiety-inhibiting response cannot occur at the same time as the anxiety response. Anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response. At each step a client's reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is reinforced by receiving a reward. The reward could be a complement, a gift, or relaxation.
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Time out
Removal of something desirable-negative punishment technique
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Token economy
A client receives tokens as reinforcement for performing specified behaviors. The tokens function as currency within the environment and can be exchanged for desired goods, services, or privileges.
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Defense Mechanisms
- Behaviors that protect people from anxiety
- Defense mechanisms are automatic, involuntary, usually unconscious psychological activities to exclude unacceptable thoughts, urges, threats, and impulses from awareness for fear of disapproval, punishment, or other negative outcomes.
- Defense mechanisms are INVOLUNTARY
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Acting Out
Emotional conflict is delt with through actions rather than feelings (i.e., instead of talking about feelings neglected, a person will get into trouble to get attention)
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Compensation
- Enables one to make up for real or fancied deficiencies (i.e., a person who stutters becomes a very expressive write, a short man assumes a cocky, overbearing manner).
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