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39 Cards in this Set
- Front
- Back
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Abnormal behavior can be:
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-a deviation from the social norms OR
-maladaptive behavior that interferes with optimal functioning and growth of the individual and ultimately society |
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Maladaptive behaviors can include
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-violence, corruption, prejudice/discrimination, contribution to pollution as well as other customary neuroses and psychoses
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Biological Viewpoint of Abnormal Behavior
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-idea of a causal, empirical link between mental disorder and brain malfunction
-came about during the Age of Reason/19th century -included the work of William Griesinger and Emil Kraepelin |
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Psychosocial and Sociocultural Viewpoints of Abnormal Behavior
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-promoted psychological causes for behavioral problems versus biological causes
-began at the start of the 20th century -psychological perspectives include psychoanalytic, behavioristic, humanistic, existential, and interpersonal |
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Causes of abnormal behavior from a Psychosocial perspective:
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-stress
-childhood trauma -unhealthy parental/family relationships |
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Causes of abnormal behavior from a sociocultural perspective:
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-war and violence
-prejudice and discrimination -dislocation caused by economic, cultural, or technological changes |
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Causes of abnormal behavior from a biological perspective:
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-genetics
-chemical functions -diseases of the brain, -physical handicaps -physical deprivation |
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Perspectives of human growth and development include:
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-behavioral
-organismic -interactional |
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The behavioral perspective of human growth & development:
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-people are mostly a reaction to environmental factors
-being a master of one's own fate is an illusion -social and other environmental influences are paramount -cognition, mind, and biology are minimized |
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The organismic perspective of human growth & development:
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-people are cognizant actors shaping their own destinies
-environment is the setting for biological factors driving development |
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The interactional perspective of human growth & development:
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-a contextual view in which people are neither "gods nor pawns" in their own lives
-people react and act upon changing biological, social, cultural, historical, and other environmental contexts |
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Maturational processes of development (Hayes):
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-growth and differentiation bounded, but not caused, by environmental contexts
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Structural processes of development (Hayes):
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-creating one's own development by mindfully interacting with the environment, complementing social, maturing, and physical influences
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Kohlberg's Stages of Moral Development
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Pre-conventional Level:
-Stage 1: Punishment & obedience orientation (physical consequences determine what is good or bad) -Stage 2: Instrumental relativist orientation (that which satisfies personal needs is good) Conventional Level: -Stage 3: Interpersonal concordance, or good boy/nice girl (what pleases or helps others is good) -Stage 4: Law and order orientation (maintain social order, devotion to duty is good) Post-conventional Level: -Stage 5: Social law contract (values agreed upon by society determine what is right) -Stage 6: Universal ethical principle orientation (what is right is a matter of conscience in accord with universal principles), moral level is assessed using the Heinz Story |
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The Heinz Story
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In Europe, a woman was dying of a rare form of cancer. Doctors believed there was only one drug that could save her. Her druggist was charging $2,000 for a small dose of the drug but it only cost him $200 to make it. The husband, Heinz, could only collect $1000 for the drug and begged the druggist to sell it to him cheaper but the druggest refused. Heinz, desperate, decided to break into the druggist's store and steal the drug to keep his wife alive.
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Theory of death and dying by Elisabeth Kubler-Ross
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-a realistic understanding of death and dying develops during childhood and is related to cognitive level and experience
-Ages 3-4: don't understand that death is permanent, believe dead retain some capacities they had while alive -Ages 5-9: children know death is universal but personalize it -Age 10: understand end of life is a biological process -Middle age: anxiety about death is a personality function and relates to age; is lowest among well-adjusted people whose lives are marked by high self-esteem and a sense of mastery and purpose |
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Kubler-Ross's 5 Stages of Griefy (DAB-DA):
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1. Denial: "This did not happen", "Stop joking."
2. Anger: "There is no God", "This should not have happened," "Why me?" 3. Bargaining: "God, I promise I will never ___ again if you bring him/her back." 4. Depression: "Why did this happen? This is unfair," "How can I go on?", silent suffering & grief common 5. Acceptance: "Things happen for a reason. I need to find that reason," "It's ok," sense of peace is obtained, "(Dead person) would want me to go on." |
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Bereavement
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-depression in regard to bereavement is considered "normal" but an individual who seeks treatment may be doing so to relieve symptoms of insomnia or anorexia nervosa
-expression of "normal" bereavement time is relative to different cultures |
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Reactions to Death commonly seen in children:
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-disbelief
-complaints of physical or psychological issues (headaches, stomaches, fear of own death) -anger (concern over own needs, being alone, with God) -guilt (feeling they caused the death, of not having behaved "better) -anxiety/fear (may become clingy and need validation of love) -regression (revert to bed-wetting or thumb sucking) -sadness (may develop lethargy and prefer isolation) |
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Short-term treatment goals for bereavement:
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-Express fear and anger in healthy ways
-loss and grief counseling groups -recall fond memories -phone list of supportive people to call -develop new coping techniques -find a "safe place" to spend limited time thinking about the deceased -begin an exercise regiment -relaxation techniques help (e.g. progressive muscle relaxation, guided imagery) |
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Long-term treatment goals for bereavement:
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-reach a point of coping without being overcome with grief
-get back to normal activities -reduce feelings of guilt and anger towards yourself, others, and God -re-mature over regressed behaviors -try to gain a better understanding of death and life |
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Therapeutic interventions for bereavement:
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-writing activities (letter to deceased for closure, journal)
-art therapy (paint or draw to express feelings, collages on a them, splatter room to express anger in children) -play therapy (modeling clay/dough to vent anger or create ritual objects, puppetry to express feelings, sand tray play -bibliotherapy (use of appropriate self-help books) -loss graph or timeline (used to discuss types of loss, to recall fond memories and celebrate life) -storytelling (fantasy monologues, mutual storytelling) -therapeutic metaphors (to assist in understanding death) -empty chair technique (Gestalt therapy, imagine deceased in chair and speak to them for closure) |
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Heirarchy of Needs (Maslow) Theory:
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-based on study of highly competent, self-actualized people
-people seek self-actualization -lower order needs of survival and safety must be met before higher order needs like love, dignity, and self-actualization can be sought |
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Heirarchy of Needs (from high to low):
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-self-actualization
-self-esteem -belonging -safety -physiological |
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Stages of Cognitive Development (Jean Piaget)
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-a structuralist view that views cognitive development as essential to moral, ethical, and self-concepts
-posits that humans develop by attempting to understand and adapt to their environments -4 cognitive developmental stages of experience and interaction with the environment |
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What are the 4 cognitive developmental stages of Piaget's Cognitive Developmental Theory?
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1. Sensorimotor Stage
2. Preoperational Stage 3. Concrete Operations Stage 4. Formal Operations Stage |
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Sensorimotor Stage of Cognitive Development
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-birth to 2 years
-knowledge gained through active interactions with the environment -beginning awareness of cause and effect relationships -learning object permanence -crude imitation of actions of others |
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Pre-operational Stage of Cognitive Development
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-2 to 6 years old
-initially egocentric -development of language and mental representations -classification of objects by a single characteristic at a time |
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Concrete Operations Stage of Cognitive Development
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-6-12 years
-understanding of conservation of volume, length, etc. -organization of objects into ordered categories -comprehension of rational terms (i.e. bigger than, above) -beginning use of simple logic |
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Formal Operations of Cognitive Development
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-12 years and older
-thinking becomes abstract and symbolic -development of reasoning skills and a sense of hypothetical concept -stages include: object permanence, egocentrism, conservation, abstract thinking, and concentration |
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According to Piage, Adaptation involves:
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-assimilation (process of adding new material/info to an existing schema)
-accommodation (process of altering/revising an existing schema in light of new information) -equilibration (keeping balance by creating new concepts) |
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Object permanence is
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-the appreciation that an object no longer in view can still exist and may reapper later (early in stage two)
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A Schema is
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-a system of organized general knowledge stored in long-term memory that guides the encoding and retrieval of information
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Kohlberg's 3 Levels of Justice
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1. Preconventional: acting from selfish rather than social motives
2. Conventional: acting according to social norms 3. Post-conventional: acting on moral, legal, and ethical principles, irrespective of temporary social rules |
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Kohlberg's 3 Stages of Gender Development
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1. Gender Labeling: the child can recognize "boyness" or "girl-ness" in self and others but doesn't understand it to be static over time
2. Gender Stability: child understands that his/her gender is stable and that he/she will grow up to be a daddy or mommy; static aspec of gender is that gender will not change with time no matter what appearance or activity choices are made 3. Gender Constancy: child now has a full understanding of the unchanging nature of gender over time and across situations |
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Jane Loevinger's Theory of Ego Development
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-there are seven stages and two transitions
-defined according to character growth, ways of relating to others, and thinking and conscious concerns |
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The 7 stages of Ego Development (Loevinger) are:
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1. Pre-social/Symbiotic (lack of recognition between self and other)
2. Impulsive (diff. between self and mother, implosive, exploitive, and dependent; fixation with sexual and aggressive drives) 3. Opportunistic (child tries to control/manipulate others, follows rules and morality when convenient to them) 4. Conformist (child develops trust, becomes self-consious of appearance, rules are somewhat internalized) TRANSITION 1 5. Conscientious (child internalizes morality regulated by ethical imperatives, disobedience results in guilt, intense and accountable rx with others, internal feelings and success preoccupy thoughts) 6. Autonomous (constant thoughts about finding self-identify and fulfillment, maintaining indep. in rx, learn to deal with/accept personal conflicts, controlling impulses) 7. Integrated (appreciate individuality, reconciliation of conflicts, constant thoughts of attaining an integrated identity) |
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William Perry's 3 Stages of Intellectual and Ethical Development:
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1. Dualism: seeing things in terms of black and white
2. Relativism: abstract thinking in leading to rejection of easy absolutes 3. Commitment: taking personal responsibility for dealing with right/wrong dichotomy |
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Robert Kegan's 5 Stages of Cognitive/Personal Growth:
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-saw people as involved in a continuous cognitive process that lasts a lifetime and promotes personal growth by assigning sense and meaning to things and events
1. Incorporative 2. Impulsive 3. Imperial 4. Institutional 5. Interindividual |
