Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
16 Cards in this Set
- Front
- Back
|
William Perry's:
Dualistic Thinking: common to teens in which things are conceptualized as good or bad and right or wrong. |
William Perry's:
Relativism thinking: adulthood thinking that not everything is right or wrong, but an answer can exist relative to a specific situation. |
|
|
Piaget was adamant that the order of the stages remains the same for any culture, although the age of the individual could vary.
|
Vygotsky disagreed with Piaget's notion that developmental stages take place naturally and that the stages unfold due to educational intervention.
|
|
|
Zone of proximal development: describes the difference between a child's performance without a teacher versus that which he/she is capable of with an instructor.
|
Arnold Gesell: a pioneer in terms of using a one-way mirror for observing children and development is primarily determined by genetics/heredity.
|
|
|
Males commit suicide more often than females. This does not just apply to adolescence but to nearly all age brackets.
|
Suicidal clients often make attempts after depression begins to lift.
|
|
|
A phobia is often distinguished from anxiety because the client is unaware of the source of the fear.
|
Frank Parsons has been called the father of guidance.
|
|
|
Race is based on genetic origin
|
Modal Personality is the personality which is characteristic or typical of the group in question.
|
|
|
A monolithic perspective indicates that the counselor perceives all the people in a given group as being identical.
|
Connotation applies to the emotional content of a word which is different from the true or dictionary definition.
|
|
|
Rogerians do not emphasize diagnosis or giving advice.
|
Behaviorists do strive for symptom reduction and do not believe in the concept of symptom substitution.
|
|
|
BASIC-ID: B-behavior; A-affective responses; S-sensations; I-images; C-cognitions;
I-interpersonal relationships; D-drugs |
Positive punishment: occurs when something is added after a behavior and the behavior decreases
|
|
|
Negative Punishment: takes place when a stimulus is removed following the behavior and the response decreases.
|
Basic empathy: counselor's response is on the same level as the client's.
|
|
|
Subtractive empathy: counselor's behavior does not completely convey an understanding of what has been communicated.
|
Additive empathy: most desirable since it adds to the client's understanding and awareness.
|
|
|
Aptitude Test: measures potential performance
|
Achievement Test: your ability to perform certain tasks
|
|
|
Predictive Validity is particularly important when choosing an aptitude test.
|
Interests and Abilities are not highly correlated.
|
|
|
School selection tests assess aptitude.
|
A percentage score is just another way of stating a raw score.
|
|
|
Carl Whitaker's approach may be referred as experiential symbolic family therapy.
|
Paradox is roughly the direct anti-thesis of common sense and is a must-know concept for your exam.
|
|
|
Constructivism or social constructivism asserts that a client constructs or invents the way he or she perceives the world.
|
Postmodernism assumes that there are no fixed truths in the world, only people's individual perceptions of what constitutes reality or truth.
|
