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103 Cards in this Set
- Front
- Back
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Self-Esteem |
The value we place on ourselves |
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What are the four developmental areas of the self? |
1. Physical 2. Mental or Intellectual 3. Emotional 4. Social |
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Physical Self |
Condition of the body and appearance |
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Body Image |
a perception of one's appearance |
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Seven Multiple Intelligences (Interpersonal and Intro to Prof!) |
1. Musical 2. Linguistic (language) 3. Logical-mathematical (problem solving) 4. Bodily-Kinesthetic (handling objects skillfully) 5. Spatial (working with others) 6. IntERpersonal (working with others) 7. IntRApersonal (understanding oneself) Additionally: 8. Naturalistic (sensing and observing the environment) |
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Thinking |
The ability to activate and then pursue mental activity |
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Attitude
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A state of mind that is reflected in how a person approaches life
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Self-Concept |
Consists of self-descriptions, ideal self, and self-esteem or self-worth 1. What I am like. 2. What I would like to be like. 3. How much I like what I am like. |
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If your self-description and ideal self are very different, your self-esteem will be...
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low. |
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High self-esteem |
The ability to recognize self-improvement possibilities and the tendency to view criticism as constructive.
Ex: They do not interpret a "no" as an assault or a rejection; instead, they usually learn from mistakes and have more energy to begin anew. |
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Self-verification |
an intriguing theory that maintains that individuals have a strong desire to preserve their self-concept even if it is a negative one |
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Self-handicapping |
refers to actions taken to sabotage performance and increase the opportunity to excuse failure
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Affirmations
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positive statements about the self
AKA: compliments! |
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Self-enhancement
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the process of finding and interpreting situations that result in a positive view of the self |
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Irrational beliefs |
unreasonable and exaggerated thoughts that are at the heart of negative feelings about the self, and people who persist in such thinking make themselves miserable |
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Self-fulfilling prophecy |
a thoughts or expectation that helps bring about a predicted event or behavior, which then strengthens the original thought |
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Self-efficacy |
the conviction that one can successfully execute the behavior required to produce the outcomes |
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Interpersonal Relations |
an ongoing interactive process that includes initiating, building, and enriching relationships with different people in a variety of ways and/or situations |
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Cognitive restructuring |
thought-changing |
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What are the three main types of influences? |
1. Learning (being taught) 2. Modeling (basing yourself on someone else's behaviors) 3. Expectancies (predicts outcomes of behaviors) |
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Conditional stroke |
based on situations (praise/rewards) |
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Unconditional stroke |
simply because they are alive |
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Personality |
consists of characteristics or traits related to how one thinks, feels, and acts |
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Psychodynamic perspective |
emphasizing the influence of the unconscious on personality development and human behaviors |
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Learning theory |
make desired changes using behavior modification and cognitive principles |
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Humanism |
self-concept and the use of individual choices in improving personality |
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Trait |
a relatively stable quality |
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Cultural psychology |
how individuals develop as they participate in particular cultural contexts |
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Erik Erikson Stages of Personality Development (general definition) |
emphasized social interactions and the influences of social development and believed that personality formation continued throughout one's lifetime |
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Androgyny |
blend of masculine and feminine personality traits -- results in a better balanced individual |
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Transactional analysis (TA) |
a system for understanding human behavior and as a personality theory, it provides insight into self-awareness and personal growth |
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Child ego state |
Impulsive, spontaneous, emotional, and creative Acts on feelings |
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Parent ego state |
opinions, judgements, values, and attitudes You feel, think, and act like one of your own parents |
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Adult ego state |
to gather additional information and make an original decision |
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I'm OK, you're OK |
based on equality and positiveness Belief is allowed by tolerance, equality, and acceptance of others *best of the four |
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I'm not OK, you're OK |
Self-esteem is low; the individual feel inferior These people appear defeated; they usually have difficulty accepting compliments or communicating positive self-talk |
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I'm not OK, you're not OK |
Resembles pessimistic attitude (negative) These people tend to hate themselves and the world |
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I'm OK, you're not OK |
Annoying and potentially damaging position People in this position feel superior to others Claiming they are always right, judging or patronizing others, or even telling others what to do |
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Strokes |
phrases, along with a smile, a hug, and a friendly wave, are special verbal or non-verbal behaviors Relative to: Compliments and Affirmations |
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Socialization |
a process of learning how to behave according to the requirements of society as well as learning their culture |
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Life script |
an ongoing program, first developed in early childhood, that directs behavior |
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Extraversion |
you get much of this force from external sources, including other people, and you probably project energy outward |
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Introversion |
an inner orientation and having an interest in the inner world of concepts and ideas |
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Gender differences |
Categories: (reference p.52-53) 1. Career choice 2. Education 3. Sports and other activities 4. Household tasks 5. Marriage and child raising 6. Self-esteem and self-efficacy 7. Independence and assertiveness 8. Emotions |
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Stereotype |
a preconceived idea or belief, often a generalization, about an identifiable group |
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Gender |
refers to the meanings that societies and individuals attach to being female and male |
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Gender roles |
consists of personality characteristics, attitudes, behaviors, and expectations about femininity and masculinity |
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Who influences our values at various stages of life? |
Family, friends, classmates, and our own desires |
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Values |
qualities, conditions, and standards that are desirable, worthy, and important |
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Decade Theory |
children at about the age of 10 beome more aware of events, issues, and trends in the world and begin to incorporate these into their value systems; these continue to influence values throughout life |
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Goal |
a specific and measurable accomplishment to be achieved |
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Affiliation |
associating or connecting with others |
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Aggression |
behavior designed to intimidate or harm |
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Six Steps to goal setting (CHANGE) |
C-ommit yourself to a specific goal H-abits: break old habits and start new A-ction: take action one step at a time N-ever give up: lapses may occur G-Oal Oriented: focus on the positive E-valuate and reward yourself |
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Masclow's Hierarchy of Needs (Self-Actualization) |
Pretend I am a pyramid: 1. Self-Actualization 2. Esteem 3. Love 4. Safety 5. Surival |
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Internal Locus of Control |
believing that they are responsible for their own success |
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10-80-10 spectrum of happiness |
10% of the time: Life is spontaneously wonderful and deliriously happy 80% of the time: Life is what you make it. 10% of the time: Extremely difficult, tragic, and miserable |
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Happiness |
a general sense of well-being that can range from contentment to ecstasy |
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Physiological arousal |
biological reactions and activities of the nervous system, various glands, and organs within the body |
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Emotion |
a feeling state that involves certain components |
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Subjective cognitive state |
thought of as awareness and appraisal |
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Expressive behavior |
observable verbal or nonverbal actions |
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Anger |
described as unpleasand, although it can be a positive motivating force How this is expressed is what counts! |
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REBT therapy |
events or situations do not upset you; instead, it is your belief about what has happened that does. A stands for activating event, situation, or experience B represents beliefs or thoughts about the activating event C means consequences (emotions, further thoughts, and behaviors). |
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Stress and its implications |
Definition: what the body experiences when there is a perceived demand to adjust Implications: Alarm stage - body mobilizes itself for defense Resistance stage - body draws on its resources Exhaustion stage - a person is susceptible to illness |
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Stress Coping Strategies |
1. Deep relaxation 2. Meditation 3. Biofeedback training 4. Neurofeedback |
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Deep relaxation |
a profoundly restful condition in which one feels physically relaxed, somewhat detached from the immediate environment and usually to some extent even from body sensations |
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Meditation |
rthought of as a physical act of remaining quiet and focusing on one's breath, a word, or a phrase |
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Biofeedback training |
a series of steps by which a person learns to regulate physiological responses such as muscle tension, skin temperature, and heart rate |
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Neurofeedback |
brainwave training that involves operant conditions of the brain's electical activity in order to improve brain function |
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Listening |
an active process of paying attention, hearing, interpreting, and then acknowledging |
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Hearing |
using the auditory sense to take in a message |
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Positive Listening Behaviors |
1. Open and Attentive Body Position 2. Positive Eye Contact 3. Facial Expression 4. Head and Body Movements 5. Touching 6. Verbal Responses |
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Paraphrasing |
restating in your own words what you thikn the speaker said |
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Empathy |
being able to put yourself in another's place and see and hear from that person's perspective |
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Empathic listening |
means that you first become aware of the speaker's experiences and feelings. Then you communicate this |
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Receptive listening |
a specific type of listening with certain restrictions placed on responses Listen without... 1. Interrupting 2. Judging or "putting down" 3. One-upping 4. Giving advice and problem solving |
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Directive listening |
type of listening that is more controlling and the listener is more verbal Involves the following kinds of questions (reference p. 184 for examples of each) 1. Open 2. Multiple 3. Closed 4. Leading 5. "Why" |
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Closed style of verbalizing |
the comments are definite and, if the listener disagrees, leave little opportunity for a reasonable response |
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Open style of verbalizing |
discussion is encouraged and point of views are stated in a flexible manner |
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Dogmatic statements |
"definitely definite" rigid, absolute, and inflexible (reference p. 187 for examples) |
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Commando statements |
forcing, pressuring. Includes words such as: should, have to, must, need to, etc.. |
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Grandiose statements |
exaggerated, all-inclusive or all-exclusive, and often dramatic Includes words such as: everyone - no one all - none only every |
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Body language |
nonverbal communication and, by itself, may make up as much as 55% of the meaning of a message |
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Paralanguage and components |
the vocal changes or variations in the human voice Components: (reference p.194/5 for examples) 1. Rhythm 2. Inflection and Pitch 3. Volume 4. Speed 5. Articulation |
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"I" statements |
the basic technique of open-style communication is to rid yourself of dogmatic comments by the use of using your beliefs and the word "I" to start your sentence |
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Self-disclosure |
defined as making the self known by revealing personal information |
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Compliments |
comments of admiration and praise; in the TA framework, they are verbal positive strokes |
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Types of Conversations |
(reference p.202 for definitions and examples) 1. Cliche conversation 2. Facts about others 3. Ideas and judgments 4. Feelings (emotions) or "gut-level" 5. Peak communication |
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Prejudice |
an attitude that others are inferior or less than you in some way |
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Discrimination |
treating people unfairly |
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Attraction |
a force that draws people together or a positive attitude toward another |
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Gunnysacking |
keeping your grievances suppressed or bottled up |
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Passionate love |
sensations and unrealistic notions of love Described as a "hot," intense emotion, sometimes called a crush, infatuation, or being in love |
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Sternberg's Love Model (Triangle) |
(reference p.289) 1. Intimacy 2. Passion 3. Commitment |
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Traditional Marriage |
(reference p.308) based on a patriatarchal framework, the wife defers to her husband. |
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Egalitarian (shared) arrangement |
(reference p.309) a shared marriage that is fair and sensible and fits our current economy and society |
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Authoritarian parenting style |
highly demanding and directive but not responsive Obedience and status oriented |
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Authoritiative parenting style |
both demanding AND responsive They tend to be assertive, but not intrusive and restrictive |
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Indulgent parenting style (aka "permissive") |
more responsive than they are demanding. They are nontraditional and lenient |
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Uninvolved parenting style |
low in both responsiveness and demandingness In extreme cases, this may encompass both rejecting and neglectful parenting |
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Building a child's self-esteem |
1. Openly communicate 2. Model the behavior you want 3. Apply behavior modification techniques 4. Positive reinforcement - presenting a positive stimulus in an attempt to increase or strengthen behavior 5. Praise effort, not talent! (growth mindset) |
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Positive parenting |
doing everything possible to learn about and raise a child with a goal of optimum development Optimum development - includes love, nurturance, and commitment |
