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107 Cards in this Set
- Front
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Psychoanalytic Theory |
Founded by Freud, less on cognitive and intellectual forces, more focus on drives. Dynamic, motivational theory
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Freudian unconscious
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Repressed material from childhood/adolescence. Immediate discharge of mental energies. Inaccessible to conscious mind. Wish fulfillment motivates dreams.
Infantile (guided by pleasure principle). |
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Preconscious
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Accessible to conscious mind. Includes censor to block unconscious.
Operates by reality principle. |
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Consciousness per Freud
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Sensations due to stimuli from outer world and from inner events.
Functions on reality principle. |
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Structural theory of Freudian psychoanalytics (iceberg model)
ID: |
Source of all motives, energies and instincts.
Cathexis of id are mobile and press for immediate discharge. |
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Cathexis
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Investments of energy within the layers of consciousness
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Ego in Freudian theory
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Rational, reality-oriented personality system
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Superego
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Approximates the conscience. Inhibits id impulses.
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Freudian Psychosexual Stages of Development
ORAL ANAL |
(a) birth to 1.5 yrs, gratifying objects include nipple and mother.
(b)1.5-3yrs, control over sphincter & bowels |
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PHALLIC
LATENCY |
3-5 yrs, gratification shifts to genitals.
Oedipal complex is major experience. Resolves with superego development. Starts ~4yrs, resolves when he decides to id with father & repress sexual desires. 6-10, sublimate oedipal with socially acceptable forms |
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GENITAL
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age 10 - adult
accepting genitalia and concern for wellbeing of others when needs associated with that stage are satisfied, they withdraw libidinal energy to reinvest |
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fixated
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gratification of desire is excessive or inadequate
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Oral personality (adult)
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infantile, demanding, dependent, preoccupied with oral gratification
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anal personality (adult)
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stingy, excessive focus on accumulating and collecting; rigid about forms and routines; suspicious; legalistic thinking
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Phallic personality
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selfishly exploits others sexually with no regard to their needs or concerns
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ANNA FREUD - DEFENSE MECHANISMS
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unconscious processes where ego attempts to expel anxiety-provoking impulses from consciousness.
Universally used. Not pathological by themselves. Disturbance when cost outweighs value. |
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Compensation
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defense against feeling inferior and inadequate, feelings grow from real or imagined defects or weaknesses.
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Conversion
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somatic changes expressed in symbolic body language. Psychic pain given location in some part of the body.
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Denial
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avoidance of awareness of some painful aspect of reality
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Displacement
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investment of repressed feelings in a substitute object
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Association
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Anna Freud's altruism obtain gratification through association with someone who is gratifying the same instincts.
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Identification
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individual becomes like another person in one or more respects. More elaborate than introjection.
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Introjection
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taking an idea or image in so it becomes part of yourself. Boundaries between self and object are blurred.
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Inversion
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turning against self. Operates especially in depression and masochism. Object of aggressive drive changed from being toward another person to be against the self.
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Isolation of Affect
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split ideas from feelings originally paired with them. The idea that remains conscious is deprived of its motivational force so that action is thwarted or guilt avoided.
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Intellectualization
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psychological binding of instinctual drives in intellectual activities
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Projection
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attributing painful impulse or idea to external world
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Rationalization
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attempt to give logical explanation for painful unconscious material to avoid feeling guilt or shame
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Reaction formation
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replacement in conscious awareness of a painful idea or feeling by its opposite. Unconscious material remains along with unconscious presence of opposite.
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Regression
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retreat to earlier phase of psychosexual development
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Repression
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act of obliterating material from conscious awareness. Unique, capable of mastering powerful impulses.
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Reversal
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form of reaction formation aimed at protection from painful affect.
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Splitting
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external objects either all good or all bad. Sudden shifts of feelings about an object. Feelings may rapidly change from one category to the other.
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Soblimation
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deflecting energies of instinctual drives to generally positive aims that are more acceptable to ego and superego
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Substitution
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substitute one affect for another
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Undoing
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ritualistic performance of opposite of an act one recently committed to cancel out or balance the evil that may have lurked in the act
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Identification with the Aggressor
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child introjects some characteristic of an anxity provoking object and assimilates an anxiety experience which she has just undergone. Child thus able to transform self from person threatened to person making the threat
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Heinz Hartman's Ego Psychology & the Problem of Adaptation
ADAPTATIOn |
reciprocal relationship between organism and its environment. Shift from id to ego. Hallmarks are productivity, ability to enjoy life, undisturbed equilibirum
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(adaptation)
Alloplastic behavior |
change environment to facilitate adaptation
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Autoplastic behavior
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change yourself or position in the world to facilitate adaptation
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Conflict free ego sphere
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From Heinz Hartman's ego psychology
ego has parts existing outside conflict with roots in original constitution. Ego has partly independent origin or has an autonomous factor in its development. |
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Average Expectable Environment
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environments which are growth promoting, both gratifying and frustrating but within reasonable limits
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Adaptive function of defense mechanisms
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ego defenses can not only protect from anxiety but facilitate adaptation
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ERIK ERIKSON PSYCHOSOCIAL STAGES
Epigenetic principle |
individuals pass through 8 stages, each with unique needs and tasks for development. There will be a crisis which will lead to development of a vital human quality.
Considers impact of environment, culture, society. |
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ERIKSON PSYCHOSOCIAL STAGES
1. Trust vs Mistrust |
birth to 1.5 yr, develop trust in self and others.
Dangers include strong mistrust later, shows as withdrawal when at odds with self and others. |
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ERIKSON PSYCHOSOCIAL STAGE 2
2. Autonomy vs shame and doubt |
1.5-3 years
rapid growth, maturation, verbalization, able to hold and let go of things. Autonomous will, leads to independence and identity. Psychological dangers include obsessiveness, procrastination, ritualistic repetition to gain power, stubbornness, compulsive self-restraint or meek compliance, fear of loss of self-control. |
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ERIKSON PSYCHOSOCIAL STAGES
3. Initiative vs Guilt |
3-6 yr
Intrusion into space by locomotion, intrusion into unknown by curiosity, intrusion into others by attack and voice, thought of phallic entry into female. Frees child's initiative and sense of purpose for adult tasks. Dangers include hysterical denial or self-restriction, keep person from actualizing inner capacities. |
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ERIKSON PSYCHOSOCIAL STAGES
4. Industry vs Inferiority |
6-11 yr
child need sto make things well, be a worker and potential provider. Mastery over pbjects, self, social transaction, ideas and concepts. School & peer group necessary for gaining mastery. Psychosocial dangers include inferiority, incompetence, self-restraint and conformity. |
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ERIKSON PSYCHOSOCIAL STAGES
5. Identity vs Identity diffusion |
adolescence
Critical task is creating identity, to reintegrate components of self into whole person, ego synthesis. Peer group provides support, values, primary reference group, arena to experiment with roles. Dangers include confusion, feeling estranged, conformity, rebelliousness, idealism, neurotic conflict or delinquency. |
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ERIKSON PSYCHOSOCIAL STAGES
6. Intimacy vs Isolation |
enter relationships with others in an involved, reciprocal way, sexually, occupationally, socially.
Failure to achieve intimacy may lead to highly stereotyped personal relationshps and distancing and a readiness to renounce, isolate, and destroy others whose presence seems dangerous. |
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ERIKSON PSYCHOSOCIAL STAGES
7. Generativity vs Stagnation |
Primary task to develop concern for establishing and guiding the next generation, capacity for caring, nurturance, concern for others. Psychological danger is stagnation which includes caring primarily and essentially for oneself, artificial intimacy with others, self-indulgence.
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ERIKSON PSYCHOSOCIAL STAGES |
acceptance of one's life, one's achievements, and the people who become significant as satisfactory and acceptable. Psychological danger is despair feeling that time is short to start another life or test alternate routes to integrity. Despair comes with self-criticism, regret and fear of impending death. |
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PIAGET Intellectual Development |
studied cognitive development which is the origin and development of cognitive functions and structure, rather than emotion, affect or motivation |
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PIAGET'S METHODOLOGY |
small samples rather than large ones, studied his own children |
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PIAGET'S GENETIC PSYCHOLOGY |
not merely describing typical behavioral traits of children at a given age or developmental stage, rather attempts to explain genesis of behavior |
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PIAGET Action and Operation |
action = overt bx operation = particular type of action which may be internalized thought |
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PIAGET Activity in Development |
child not passively subjct to environmental influences but actively contributes to construction of persoanlity and universe. Acts on environment, modifies it, and is an active participant in construction of reality |
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PIAGET Adaptation |
includes assimilation and accommodation. Assimilation = incorporation of external reality into existing mental organization. Accommodation = adapting to characteristics of the object |
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PIAGET'S COGNITIVE STAGES OF DEVELOPMENT a. Sensorimotor (birth to age 2) |
1. lacks symbolic function (can't evoke representations of person when they are absent)
2. interacts with surroundings, able to focus on objects other than self. Learns to anticipate events. Learn that objects continue to exist when out of sight, beginning sense of causality. |
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PIAGET b. Pre-Operational (2-7 years) |
1. emergence of symbolic thought derives from sensorimotor thinking, but conceptual ability not developed yet |
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PIAGET c. Concrete Operational Stage (7-11 years) |
child gains capacity to order and relate experience to an organized whole. Can now explore several possibilities to a problem without necessarily adopting one because he or she can return to the original outlook |
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PIAGET d. Formal Operational Stage (11-adolescence) |
1. Youth can visualize events and concepts beyond the present and form theories.
2. Cognitive random bx is replaced by systematic approach to problems.
3. Youth gains objectivity and awareness of relative relationships, ability to reason by hypothesis, and to relate past/present/future |
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RENE SPITZ & Mother/Child Relationship |
relationship between mother and child was primary contribution Social stimulation necessary for infant growth. Infants deprived of this decome apathetic, some may become ill or die. Marasmius = ill due to lack of social contact. |
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Marasmius |
illness or death in an infant due to lack of social contact |
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RENE SPITZ 3 Levels of Infant Ego Organization |
a. first 3 months - moves from visceral perception to use of eyes and ears, and develops reliable smile b. by 8 mos. infant achieves second level of organization, aeb increased level of anxiety around strangers c. by 14 mos. achieves semantic communication aeb ability to say no (sign of independent thinking) |
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Margaret MAHLER |
proposed separation-individuation process of development |
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MAHLER 1. Autistic stage of development
2. Symbiotic
3. Separation-Individuation Process |
1. 1st month, focused on self, incapable of investing in others
2. 1-5 mos. understands mother's existence as separate, but also able to express feeling of unity
3. 6mos. begins, ends after 14 mos.
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MAHLER's Separation-Individuation Process
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1. Differentiation: 6-9mos, increased locomotion 2. Practicing 9-14 mos., more active walking & playing 3. Rapproachment 14-24 mos, shadowing and darting - moves away from mother but returns for emotional refueling 4. Development of Object Constancy after 14 mos., better recall of mother when absent |
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ROBERT WHITE'S INDEPENDENT EGO ENERGY |
"Motivation Reconsidered: The Concept of Competence" 1959 proposed existence of internal motivation to achieve competence based on various studies of human and animal bx |
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WHITE'S INDEPENDENT EGO ENERGY |
Cites research showing exploration, manipulation, playful activities of animals unexplained by drive theorty. Bx not random, idle, or restless, nor merely response to stimulation. Instead, they show direction, selection and persistence which can be interpreted as motivation. |
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WHITE'S INDEPENDENT EGO ENERGY |
animals seek novelty and stimulation and seem to establish a new relationship between self and object. Motivation to attain competence directed toward achieving feeling of efficacy, but leads to other vitally important learning. |
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WHITE'S INDEPENDENT EGO ENERGY |
Thus, infant play leads to the ability to discriminate visual patterns, to catch and throw, to coordinate hand and eye movements. Play causes infant to establish concept of the object and leads to development of other basic skills. |
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LEARNING THEORY & BEHAVIOR MODIFICATION |
Behavior can be explained, apart from few references to growth and maturation as the continuous formation of connections among stimuli and responses. |
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PAVLOV |
Linked experimentally manipulated stimuli (conditioned stimuli) to already existing natural, unconditioned stimuli that elicited a fixed, unconditioned response. Accomplished by introudicing the conditioned response just prior to the natural, unconditioned stimulus. Many responses can be created through reinforcement. |
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DOLLARD, MILLER AND SEARS |
attempted to fuse learning theory and psychoanalytic theory |
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BF SKINNER |
empty organism - infant has capacity for action built into constitution, reflexes and motivation will set it in random motion. |
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SKINNER Law of Effect |
Governs development. Children's bx largely shaped by adults. Bx that lead to satisfying consequences tend to be repeated in like circumstances. Extinguishing or halting bx is caused by denying satisfying rewards or through application of punishment. |
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SKINNER Schedules of Reinforcement |
Instead of reinforcing every correct response, can reinforce some fixed percentage of occurrances of a response or space reinforcements according to some average time interval. Intermittent reinforcement also tends to promote the behavior. |
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Behavior Mod Types of Behavior |
Operant bx -- controlled by consequences of the bx. Action before or following bx need to be changed.
If child throws tantrum and parent shows concern bx is reinforced. Ignore tantrum or send child to room until over. Skinner was operant theorist. |
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Types of Behavior in BX Mod |
Respondent bx - bx elicited by specific stimulus. Person must be desensitized to stimulus. Ex: phobia.
Flooding - used for anxiety. Extinction of conditional avoidance bx by response prevention (i.e. help to confront anxiety-inducing object)y |
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Systematic Desensitization |
similar to flooding except patient gradually led through images, pics, events of anxiety producing situation and is enabled to discuss and cope with the affect which is stimulated until it is reduced. |
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Ethno-Cultural aspects of hbse Culture can be viewed as ... |
...social heritage of man. Determines ways of acting and doing that are passed through generations by formal and informal methods of socialization, teaching and demonstration. Includes knowledge, beliefs, art morals, law, customs, other capabilities acquired as member of the group. |
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Theory of Cultural Relativism |
Values, beliefs, models of bx and conceptions of the nature of the world must be understood within the framework of the culture in which they occur.
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Dominant culture determines normality/deviance.
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Ethnic behaiovral norms and expression of emotional needs mat differ from those of larger culture and be defined as abnormal |
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Culture and context |
Behaviors and attitudes may be perceived differently if they are understood through unique cultural context. Thus, it is often important to know whether an individual from a particular ethnic group who exhibits unorthodox bx is also a deviant within their own culture as well as in their own estimation. |
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Acculturation |
process of learning and adopting dominant culture through accomodation and assimilation |
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Ethnic identity |
sense of belonging to an identifiable group and having historical continuity as well as sense of common customsand mores |
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Social identity |
dominant society establishes criteria for categorizing persons and the normal and natural attributes in their own estimation |
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Virtual Social Identity |
characteristics attributed to individuals based on appearances, dialect, social setting, material features |
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Actual Social Identity |
attributes the individual actually demonstrates |
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Stigma |
attribute making one different from group and perceived as deeply discrediting such as an abnormality, disease, race, religion or mental illness |
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Normification |
attempt of stigmatized person to present self as ordinary |
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Oppressed minorities |
black, hispanic, asian-pacific, native aerican are most clearly differentiated from other disadvantaged groups in the U.S. by their intense racial, ethnic, political consciousness This consciousness enhances self-appreciation and is experienced as racial or ethnic pride. Individuals who belong to these groups are influenced by factors uniquely associated with membership to that group. |
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Children in poverty
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nearly one of every 4 children under age 6 lives in poverty in the U.S. Minority children more likely to be poor. Many are homeless or in child welfare systems. |
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Children in poverty in child welfare face additional difficulties |
Foster care may mean several relocations from rejection by foster families, changes in family situation, return to bio families and then return to foster again, agency procedures, court decisions. Significant possibility of sexual and physical abuse. |
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Foster care difficulties |
Children may experience many school changes and systems hindering their achievement. Many experience foster placement as rejection form bio family or punishment. Frequent changes in casework staff lead to discontinuity in relationships and failure to adequately track children. |
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Foster care problems |
Age 18 may lose public support abruptly and relationship with foster family may end suddenly, leaving them with feeling of abandonment and few material resources. Those leaving foster care experience higher rate of bx problems, increased substance abuse, greater chance of entering criminal justice compared to children not in foster care. |
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Social problems that correlate with children in poverty and tend to make problems more unmanageable include |
a. mental/physical disability or illness b. drug/alcohol abuse c. family violence d. low educational levels and unemployment
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fewer than one third of all poor children under age 6 live exclusively on welfare. More than half have at least one working parent. |
Children with single moms are more likely to be poor. Poor children are at greater risk of impairment to health. |
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LAWRENCE KOHLBERG'S THEORY OF MORAL DEVELOPMENT |
Built on Piaget's research, which argued that children's experiences shape their understanding of moral concepts such as justice, rights, equality, human welfare.
Determined that moral dev. is a process that takes an extended period. |
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KOHLBERG |
Identified six stages grouped into 3 major levels. Each leel demonstrates dramatic change in soxial-moral perspective of the individual. Children and adults progress through the stages. Moral development takes place through the lifespan and progress is linear. Progress between stages largely contigent upon availability of a role model who provides precepts of next level. |
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Kohlberg's Theory of Moral Development Stage 1: Preconventional or primitive |
Moral judgments are concrete and framed from an individual perspective. Stage 1 moral framework emphasizes following rules beause rule-breaking may lead to punishment. Reasoning largely ego-centric not concerned with others. |
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Kohlberg's Theory of Moral Development Stage 2 |
Moral reciprocity, focus on instrumental/pragmatic value of an action. Observe morals because it is in their interest. Able to justify retaliation as a form of justice. Observing rules leads to simliar bx from others. Follow rules in immediate interest of self. Morals still largely external. |
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Kohlberg Stage 3 |
Define what is right in reference to what is expected by people close to them. Emphasis on stereotypes such as good mother, father or brother. Being virtuous is defined by maintaining trusting, loyal relationships. |
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Kohlberg Stage 4 Conventional |
Shift from narrow social norms and role expectations to larger social system perspective. Observing law important part of social responsibility. Individual reflects higher level of abstraction in understanding significance of laws. Only violate law in conflict with social duties. Observance of law seen as necessary to maintain protections of legal system for all. |
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Kohlberg Moral Development Stage 5 Post-conventional |
Post-conventional. Ethical reasoning formed on general principles. Ethical reasoning understood to be in accord with underlying rules and norms. Rejects uniform appication of rules/orms. Level of moral judgment rooted in ethical fairness princples from which moral laws are created. Laws critically evaluated and judgments made according to whether they conform to basicfairness principles. Stage 5 reasoning values human life and human welfare as first rank principles of existence. |
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CAROL GILLIGAN - MORALITY OF CARE |
Feminist response to Kohlberg's perspective on moral development. In a Different Voice: Psycho |
