Human Behavior (Midterm)

Front 1

Health

Back 1

State of complete well-being

Front 2

Disease

Back 2

A process caused by the environment, a malfunction, or an identifiable agent

Front 3

Sickness

Back 3

Assuming a sick role

Front 4

Illness

Back 4

Totality of how a patient behaves and feels

Front 5

Direct risks

Back 5

Factors that endanger health directly

Front 6

Indirect risks

Back 6

Factors that are of lower risk, or are failed prevention

Front 7

Primary prevention

Back 7

Practices that protect and promote health

Front 8

Secondary prevention

Back 8

Practices that enhance disease resistance

Front 9

Biopsychosocial Model

Back 9

-Multiple determinants in development of disease
-Hierarchal system of biological and social agents that contribute to disease

Front 10

Organization of biopsychosocial model

Back 10

Biosphere, society, culture, community, family, dyad, individual, organ system, tissue, cellular, molecular

Front 11

Integrated Sciences Model

Back 11

Each pt is an integrated system of 5 domains: biological, behavioral, cognitive, sociocultural, environmental

Front 12

Cognitive Theory

Back 12

Piaget (0 to 11+)

Front 13

Assimilation

Back 13

interprets new experiences in terms of existing mental structures (kid thinks all 4 legged animals are dogs)

Front 14

Accommodation

Back 14

Change existing mental structures to explain new experiences (learn to distinguish between dog and cat)

Front 15

Piaget's 4 stages + ages

Back 15

Sensorimotor (0-2)
Preoperational (2-7)
Concrete Operational (7-11)
Formal Operational (11+)

Front 16

Sensorimotor

Back 16

0-2
Internalize motor activity
Move towards object permanence
Repetition of mvmts to learn them

Front 17

Object permanence

Back 17

recognition that objects continue to exist when no longer visible

Front 18

Preoperational

Back 18

2-7
Improved use of mental images
Egocentrism
Animism
Centration

Front 19

Egocentrism

Back 19

Inability to see things from another's point of view

Front 20

Animism

Back 20

attribute human qualities to inantimate objects

Front 21

Centration

Back 21

tendency to focus on only one dimension of a problem

Front 22

Concrete operational

Back 22

7-11
Begin to understand rules
Decentration
Reversibility
Conservation

Front 23

Decentration

Back 23

Ability to coordinate several aspects of a problem at the same time

Front 24

Reversibility

Back 24

ability to visualize the reversal of an action (Beginning of abstraction)

Front 25

Conservation

Back 25

Awareness that physical quantities remain the same, even if appearances change (Volume, number, length, mass)

Front 26

Formal operational

Back 26

11+
Ability to understand abstract concepts
Logical thinking

Front 27

Abstract thinking

Back 27

Analyze according to themes
Appreciate double meanings
Hypothesize
Inductive and deductive reasoning

Front 28

Psychosexual Stages of Development (Who?)

Back 28

Freud

Front 29

Oral Stage

Back 29

0-1
Libidinal focus: mouth
Breast feeding
[weaning]

Front 30

Anal Stage

Back 30

1-3
Libidinal focus: retaining and expelling feces
[toilet training]

Front 31

Phallic stage

Back 31

3-6
Libidinal focus: genitals
Oedipal and Electra Complexes

Front 32

Latency stage

Back 32

6-11
No libidinal focus
Identify with same sex friends

Front 33

Genital Stage

Back 33

11+
Libidinal focus: genitalia
Preparing for work and marriage

Front 34

Psychosocial Stages of Development

Back 34

Erikson (first life-span stage theorist)

Front 35

Trust vs ?

Back 35

mistrust

Front 36

Trust vs. Mistrust

Back 36

Infancy
Need supportive, nurturing enviro
Form attachment to parents

feel safe and secure

Front 37

Autonomy vs ?

Back 37

Shame/doubt

Front 38

Autonomy vs Shame/Doubt

Back 38

1-3
Need sens of self-control, adequacy
First exp of independence

Gain independence and self-confidence

Front 39

Initiative vs ?

Back 39

Guilt

Front 40

Initiative vs Guilt

Back 40

3-5 1/2
Need to initiate activities
Sense of purpose, direction

Explore the environment

Front 41

Industry vs ?

Back 41

Industry vs Inferiority

Front 42

Industry vs Inferiority

Back 42

5 1/2 to 12
Competence with peers
Belonging to groups

Learn how things work

Front 43

Identity vs Role Confusion

Back 43

Puberty to 20
Need sense of identity
Experiment w/ goals and lifestyles

Form positive self-concept

Front 44

Intimacy vs ?

Back 44

Isolation

Front 45

Intimacy vs Isolation

Back 45

20s - 35
Need close relationships, friendships
Relationships with the opposite sex

Form meaningful social relationships

Front 46

Generativity vs ?

Back 46

Stagnation

Front 47

Generativity vs Stagnation

Back 47

35-60
Generate learning back into society
Working and parenting

Develop concern about the world

Front 48

Integrity vs ?

Back 48

Despair

Front 49

Integrity vs despair

Back 49

60s+
Need to find satisfaction in life
Review value, meaning & purpose of life

Achieve personal fulfillment

Front 50

Stages of Moral Development (WHO?)

Back 50

Kohlberg

Front 51

Kohlberg Level I, Stage I

Back 51

Self-focused

Avoid punishment

Front 52

Kohlberg Level I, Stage 2

Back 52

Self-focused

Trade off to meet own needs

Front 53

Kohlberg Level II, Stage 3

Back 53

Social focused

Live up to other's expectations

Front 54

Kohlberg Level II, Stage 4

Back 54

Social Focused

Obey laws, social conscious

Front 55

Kohlberg Level III, Stage 5

Back 55

Selfless

Sense of democracy, rules are relative

Front 56

Kohlberg Level III, Stage 6

Back 56

Selfless

Universal principles, justice, human rights

Front 57

Symptoms of depression

Back 57

Sleep
Interests
Guilt
Energy
Concentration
Appetite
Psychomotor
Suicidal Ideation

Front 58

DSM IV Axis I

Back 58

Clinical Syndromes

Mental disorders, such as schizophrenia, mood disorders

Front 59

DSM IV Axis II

Back 59

Personality Disorders, MR

OCD, antisocial, narcissistic

Front 60

DSM IV Axis III

Back 60

General Medical Conditions

Alcoholism

Front 61

DSM IV Axis IV

Back 61

Psychosocial and Environmental Problems

Life events, stressors, Retirement, death of family member

Front 62

DSM IV Axis V

Back 62

Global Assessment of Functioning

from 1 to 100, to assess at time of assessment, and highest level in recent past

Front 63

Health literacy

Back 63

How well people can understand health information and apply it to make decisions about their health

Front 64

Ethnogeriatrics

Back 64

component of geriatrics that includes race, ethnicity, and culture

Front 65

Id

Back 65

Pleasure principle

Completely unconscious

Front 66

Ego

Back 66

Reality principles

Completely conscious

Front 67

Superego

Back 67

Morality principle

Both conscious and unconsious

Front 68

suppression

Back 68

just below awareness
forgetting
will come into consciousness with effort

(person forgets dental appointment, afraid of dentist)

Front 69

repression

Back 69

buried deeply in unconscious
difficult to bring to consciousness
motivated to forget what is painful

(person was sexually abused, doesn't remember)

Front 70

rationalization

Back 70

acceptable interpretations
cheap excuses
justify mistakes or failures

blame poor score on bad test

Front 71

regression

Back 71

fall back into a more secure time
retreat to younger age

return to thumbsucking with stress of new sibling

Front 72

projection

Back 72

attributes own thoughts on others
exaggerates faults in others

happens in married couple counseling

Front 73

displacement

Back 73

act out on a safer target
take out frustrations

child angry at parent takes it out on sibling

Front 74

reaction formation

Back 74

reaction to unacceptable desire
opposite extreme

overt sexual desires becomes religious fanatic

Front 75

intellectualization

Back 75

shift focus from something painful
academic, medical
sophisticated excuses

terminal illness in family, philosophizes about death

Front 76

denial

Back 76

not admitting truth
something too painful to face

Front 77

sublimation

Back 77

have unacceptable desire
find socially acceptable outlet

desire to hit others - become boxer

Front 78

compensation

Back 78

develop strength in 1 area to make up for weaknesses in others
shift focus to strengths

poor grades - becomes sports star

Front 79

Classical conditioning

Back 79

Conditioning a neutral stimulus to be a learned stimulus with a specific response

Front 80

Operant conditioning

Back 80

Strengthen behavior by reinforcement

Front 81

Differences between classical and operant

Back 81

Classical - passive
- based on association

Operant - active
- based on reinforcement

Front 82

Fading (behavior)

Back 82

Gradual reduction of stimulus (or sudden) resulting in reduction of behavior

Front 83

Positive reinforcement

Back 83

add a positive consequence

Front 84

negative reinforcement

Back 84

remove a negative consequence

Front 85

punishment I

Back 85

add a negative consequence

Front 86

punishment II

Back 86

remove a positive consequence

Front 87

primary reinforcer

Back 87

have intrinsic value

safety, water, food, air

Front 88

secondary reinforcer

Back 88

have extrinsic value

money, recognition, trophy, award, attention

Front 89

Fixed ratio reinforcement

Back 89

get reinforcement for the behavior every time, every other time, every fourth time, etc

Front 90

fixed interval reinforcement

Back 90

get reinforcement every week, month, five minutes, regardless of how much behavior you exhibited

Front 91

variable ratio

Back 91

deliver reinforcement after a random number of presentations of the behavior

Front 92

variable interval

Back 92

deliver reinforcement after a random amount of time, regardless to how much behavior was shown

Front 93

Behavior therapy

Back 93

aversion therapy - used for alcoholics
biofeedback
flooding - think a ton about - thought so you get over it
systematic desentization (eg - bad fliers)

Front 94

Cognitive distortions

Back 94

always, never, need, have to, definitely, all, none, good bad, deserve, can't, awful, know, is, are