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132 Cards in this Set

  • Front
  • Back
Systems Theory
(Bowen)
(Focus & Main Concepts...)
Focus: How systems work together & person's interact in their environment.
Main Concepts:
*Person's continually interact with and in their env.
*Systems/subsystems are interrelated parts that make up a whole.
*Each subsystem impacts all other part and whole system.
*Systems can have closed or open boundaries.
Ways to apply Systems Theory in practice... (3)
Helps clinicians by:
*developing a holistic view of person in their env.
*giving better understanding of interaction on all levels (micro, mezo, & macro).
*giving a better understanding of behavior due to the person's context.
Systems Theory interventions can be used in practice by... (3)
*Strengthening one part of system/subsystem to help impact the whole.
*Using Genograms & Ecomaps - for understanding system dynamics.
*Networking & referrals to help facilitate change.
Family Systems Theory
(Focus & Main Concepts) (1 & 3)
Focus: How the family as a whole ("the system") affects the individual and family functioning across the life- span.
Main Concepts: *Individual functioning shapes family functioning.
*Family systems can create pathology within the individual.
*Boundaries, roles, communication, family structure... all influence family functioning.
Ways to apply Family Systems Theory in practice... (1)
Useful for understanding the family system and life cycle over multiple generations.
Family Systems Theory interventions can be used in practice to...
* assess family development and life cycle transitions.
*make multi-generational genograms.
*help with family and parent coaching.
Behavioral Theory
Assumes the success of a person is based on their behavior. Helps us to understand conditioning.
Social Learning Theory
(Bandura) Assumes that people learn within a social context, and any type of behavior we display is learned primarily from observing or imitating the actions of others. Based on the concepts of modeling and observational learning.
Behaviorism & Social Learning Theory:
-Cognitive Theory, Behavioral Theory, & Social Learning Theory-
(Fous & Main Concepts)
Focus: How individuals develop cognitive functioning and learn through acting on their environment.
Main Concepts: *Imitation and reaction to stimulation shapes behavioral learning.
*Knowledge is constructed through children physically and mentally acting on objects.
*Intelligence is evolving and biologically adapting to environment.
*Cognitive structures enable adaptation & organization
Ways to apply Behaviorism & Social Learning Theory in practice (Cognitive Theory, Behavioral Theory, & Soc. Learning Theory)...
*Useful to enable behavioral & symptomatic change.
*Useful for assessing individual's cognitive functioning, group & family interactions.
Behaviorism & Social Learning Theory (Cognitive Theory, Behavioral Theory, & Soc. Learning Theory) can be used in practice by...
*Behavioral interventions such as classical or operant conditioning, positive or negative reinforcement.
*Provides time-limited, problem-focused interventions.
*Can use cognitive reframing of automatic thoughts about presenting problems to facilitate change.
Pyschodynamic Theory (Classical psycho-dynamic theory, Ego-psychology, Object-relations theory, Self-psychology)
(Focus & Main Concepts)
Focus: How inner energies and external forces interact to impact emotional development.
Main Concepts: *Unconscious and conscious
mental activity motivates human behavior.
*Ego functions mediate between individual and environment.
*Ego defense mechanisms protect individuals from becoming overwhelmed by unacceptable impulses and threats.
*Internalized experiences shape development and functioning of personality.
*Healing occurs through attention to transferences and the treatment relationship.
Ways to apply Pyschodynamic Theory in practice...
*Useful for understanding inner meanings & intrapsychic processes.
*Useful for understanding motivation, adaptation, & interpersonal relationships.
*Useful for assessing strengths & ego functioning.
Psychodynamic Theory interventions can be used in practice by...
Ego Supportive Treatment:
*Clarification, education, & support of adaptive funct.
*Empathy & attention to affects and emotions.
*Understanding of ego defense mech. & underscoring of ego strengths.
*Establishing, building, & using the treatment relationship to facilitate change.
Psychosocial Development Theory
(Focus & Main Concepts)
(Erikson) Focus: How internal & external forces shape life development, generally by life stages.
Main Concepts: *Human develop. occurs in defined stages that are sequential & may be universal.
*Individual stages of development include specific tasks to be completed & crises to be managed.
*Time & social context shape & individualize the meaning of life stages.
Ways to apply Pyschosocial Development Theory in practice...
*Useful for understanding individual growth & development across life cycle.
*Beneficial for assessing individual strengths & deficits.
Psychosocial Development Theory interventions can be used in practice by...
*General assessment of developmental functioning that can be compared with chronological age of the client.
Transpersonal Theory
(Focus & Main Concepts)
Focus: *How the spiritual and religious aspects of human existence can be understood.
*How spiritual development builds upon and goes beyond biopsychosocial development.
Main Concepts: *Focuses on meaning, connection, and purpose.
*Some people achieve developmental level beyond the personal (ego-based) level into transpersonal (beyond self or ego) levels of consciousness and functioning.
*There is an inherent tendency to express innate potentials for love, creativity, and spirituality.
*There is a difference between psychopathological phenomena and spiritual growth experiences.
Ways to apply Transpersonal Theory in practice...
*Provides nonsectarian frame for understanding spiritual aspects of human experience.
*Describes developmental process beyond self actualization.
*Provides guidelines for clinical discussions of spiritual or transcendent experiences.
*Stresses the importance of spiritual and religious support systems for life meaning and well-being.
Transpersonal Theory interventions can be used in practice by...
*Assess and understand client’s spiritual & faith dev.
*Ethically and appropriately utilize spiritually-derived interventions.
*Understand and support clients’ spiritual and religious beliefs, practices, and support systems.
Social Exchange Theory
(Focus & Main Concepts)
Focus: How persons minimize costs and maximize rewards through social exchange.
Main Concepts: *Antecedents, consequences, personal expectations, and interpretation shape and maintain behavior in the present.
*Self-interest determines social exchange.
*Unequal resources determine power inequities and reciprocity is essential
*Six propositions: 1) Success proposition; 2) Stimulus proposition; 3) Value proposition; 4) Deprivation-satiation proposition; 5) Aggression-approval proposition; 6) Rationality proposition.
Ways to apply Social Exchange Theory in practice...
*Useful for assessing and understanding power inequities and distributed justice.
*Basis for cost-benefit analysis.
Social Exchange Theory interventions can be used in practice by...
*Assess resources and power inequities at the meso-macro level.
*Facilitate group and community interaction.
*Maximize costs, minimize rewards in the macro envir.
Social Constructionism
(Focus & Main Concepts)
Focus: *How sociocultural and historical contexts shape individuals and the creation of knowledge.
*How individuals create themselves.
Main Concepts: *All experience is subjective and human beings recreate themselves through an on- going, never static process.
*Knowledge is created through an interplay of multiple social and historical forces.
*Social interaction is grounded in language, customs, cultural and historical contexts
*All phenomenon, including the sciences, must be approached with doubt in order to understand how people construct reality.
*Humans are self-interpreting beings.
Ways to apply Social Constructionism in practice...
*Enhances understanding of individual and cultural connection.
*Useful for understanding non-dominant and oppressed groups in a non- marginalized manner.
Social Constructionism interventions can be used in practice by...
*Listen for cultured narratives.
*Approach practice with a stance of “not knowing”.
*View practice as “mutual interchange” because relationships have “mutual influence”.
*Recognize how individuals and groups construct their identities through an ongoing, fluid process.
Symbolic Interactionism
(Focus & Main Concepts)
Focus: How the “self” is influenced and shaped by social processes and the capacity to symbolize.
Main Concepts: *Human action is caused by complex interaction between and within individuals.
*Dynamic social activities take place among persons and we act according to how we define our situation
*We act in the present, not the past.
*Individuals are actors on the stage and take on roles, interacting with the environment.
Ways to apply Symbolic Interactionism in practice...
*Enhances understanding of the relationship between the individual and society and the “self” as a social process.
*Provides framework for individual, group, and societal assessment.
*Provides alternative view of deviance and psychopathology.
Symbolic Interactionism interventions can be used in practice by...
*Formulate assessment and intervene through understanding roles assumed by individuals and groups through individual and society interaction.
*Focus on diminishment of the sense of stigma for individuals, families, groups, and communities
Conflict Theory
(Focus & Main Concepts (5)
Focus: How power structures & power disparities impact people’s lives.
Main Concepts: *All societies perpetuate some forms of oppression & injustice and structural inequity. *Power is unequally divided & some groups dominate others.
*Social order is based on manipulation and control by dominant groups.
*Social change is driven by conflict, with periods of change interrupting periods of stability.
*Life is characterized by conflict not consensus.
Ways to apply Conflict Theory in practice...
*Informs policy and may guide macro-level practice.
*Useful in formulating assessments involving oppression and client vulnerability.
*Enhances understanding of conflict between persons, ideas, groups, classes, & larger social structures.
Conflict Theory interventions can be used in practice by...
*Listen for evidence of oppression within individuals, groups, and communities.
*Pay attention to the role of conflict leading to client vulnerability.
*Organize to alter power relationships.
*Recognize that dominant and subordinate groups compete for resources.
Contingency Theory
(Focus & Main Concepts)
Focus: How individuals & groups gain power, access to resources, & control over their lives, often through collective action.
Main Concepts: *Groups are open, dynamic systems with both change and conflict present.
*Groups are stratified, with different and unequal levels of power and control.
*High discrimination and low privilege equals low opp. *Oppression occurs when upward mobility is systematically denied.
*The social context must be critiqued and deconstruc.
*Assumptions for analyzing organizations: 1) there is no best way to manage organizations; 2) there must be a match between the environment and internal resources; 3) the design of the organization must fit with the environment.
Ways to apply Contingency Theory in practice...
*Useful in macro practice through providing framework for community work on behalf of the powerless and stigmatized.
*Provides assessment for identifying power blocks contributing to powerlessness.
*Provides understanding of the objective & subjective dimensions of empowerment.
*Useful in administering programs by requiring a review of the organizational- environmental fit.
Contingency Theory interventions can be used in practice by...
*Explain & map the direction & role of collective action.
*Build individual & community strengths.
*Support upward mobility of oppressed groups.
*Empower oppressed & vulnerable populations through collective action.
*Assess internal and external resources to make structural and process decisions within a organization.
Bowen (Theorist)
(Developed, Pioneer of..., & Founder of?)
Developed SYSTEMS THEORY
Pioneer of FAMILY THERAPY
Founder of SYSTEMIC THERAPY
Minuchin (Theorist)
Developed STRUCTURAL FAMILY THERAPY
Pavlov (Theorist)
Founder of CLASSICAL CONDITIONING & BEHAVIORAL MODIFICATION.
Skinner (Theorist)
(Founder of?... Believed?...)
Founder of OPERANT CONDITIONING (built off of ideas from Edward Thorndike).
Believed human behavior is the result of the consequences (punishment/reinforcement) of that same action.
Watson (Theorist)
(Performed what... Believed what?)
Pioneer of BEHAVIORISM
*Little Albert Experiment (Classical Conditioning)
-Believed Pavlov's Classical Conditioning explained all aspects of human psychology.
-Everything from speech to emotional responses were patterns of stimulus and response.
-Believed all individual differences in behavior were due to different experiences of learning.
Paiget (Theorist)
Developed COGNITIVE THEORY
(accounts for the steps and sequences of children's intellectual development.)
Bandura (Theorist)
Developed SOCIAL LEARNING THEORY
Sigmund Freud (Theorist)
Developed PSYCHODYNAMIC THEORY: PSYCHOANALYTIC THEORY
*believed childhood experiences and "unconscious desires/drive/motivations influenced behavior."
Adler (Theorist)
Founder of INDIVIDUAL PYSCH & INFERIORITY COMPLEX
Jung (Theorist)
(Founded... Developed (3)
Founded ANALYTICAL PSYCHOLOGY
Developed the concepts of 1. extraversion and introversion; 2. archetypes; 3. collective unconscious.
*The central concept of analytical psychology is individuation
Mahler (Theorist)
Developed SEPARATION INDIVIDUATION THEORY OF CHILD DEVELOPMENT.
*Focused on child development and how they became "SELF". Also central figure on word stage for psychoanalysis.
Bowlby (Theorist)
Founder of ATTACHMENT THEORY
(children are biologically pre-programmed to form attachments with others in order to survive.)
Erikson (Theorist)
Developed PSYCHOSOCIAL THEORY = 8 STAGES OF PSYCHOSOCIAL DEVELOPMENT
(Influenced by Freud)
* FIRST THEORIST to describe human development ACROSS THE LIFESPAN!
Maslow (Theorist)
Hierarchy of Needs
Structural Family Therapy
(What is it & Goal?)
(Minuchin) Addresses problems within the family by charting the relationships or subsets of family - represents power dynamics and boundaries between subsystems.
GOAL: therapist tries to disrupt dysfunctional relationships and create healthier patterns.)
Classical Conditioning
(Pavlov) Belief that learning a new behavior happens through the process of association.
BEFORE CONDITIONING:
Bell (Neutral Stimulus) = No Salivation.
DURING CONDITIONING:
Bell (NS) + Food (Unconditioned Stim.) = Salivation
AFTER CONDITIONING:
Bell (CS) = Salivation (Now Conditioned Response)
*Learned a neutral stimulus leads to an outcome. Conditions a behavior due to association.
Operant Conditioning
(Skinner, initial work by Thorndike) A type of learning in which an individual's behavior is modified by its consequences.
Bad consequences = high chance the action would not be repeated.
Good consequences = the actions that lead to the consequence would be reinforced (Reinforcement).
Reinforcement
(What is it?... What's a reinforcer?)
A STRENGTHENING/INCREASE of a specific BEHAVIOR.
A reinforcer is the stimulus that strengthens the behavior, in contrast to punishment that weakens the behavior.
Cognitive Theory
(Who?..What?....3 basic components?)
(Piaget) Explains the development of a person's thoughts process. Looks at how the thought process influences how we understand and interact with the world. Assumes humans make choices that make the most sense to them. *Children think differently than adults.
1. Schemas - a way of organizing knowledge.
2. Assimilation and Accommodation
3. Stages of Development
Piaget's Stages of Cognitive Development
1. Sensorimotor (Birth to 2yrs - toddler)
2. Preoperational (Toddler, 2 yrs to age 7, child)
3. Concrete operational ( Child, Ages 7 to 12, adolescence)
4. Formal operational (Adolescence through adulthood)
Psychoanalytic Theory
(Freud) Helps understand human BEHAVIOR on the basis of "unconscious drives and motivation" (versus actions & thoughts)... uses a series PSYCHOSEXUAL STAGES = Conflicts that occur during each of these stages can have a lifelong influence on personality and behavior.
Stages focus on different pleasure areas of the body.
The Stages of Psychosocial Development
(What do they explain?...)
Stages through which a healthily developing human should pass (infancy to late adulthood).
-Each stage = person confronts new challenges.
*Must succeed each stage to move forward.
Challenges not completed may reappear as problems in future.
Psychosocial Theory
(What is it?)
(Erikson) Stemmed from Psychoanalytic Theory. *Based on the notion that one's social environment shapes behaviors and personality. *Describes growth and change throughout the lifespan - focuses on social interaction and conflicts that arise during different stages of development.
5 Stages of Pyschosexual Development
(Concept & Stages...)
Personality develops through a series of stages during childhood...
1. O - Oral Stage (Birth to 1 yr)
2. A - Anal Stage (1 to 3 yrs)
3. P - Phallic Stage (3 to 6 yrs)
4. L - Latent Period (6 to puberty)
5. G - Genital Stage (Puberty to death)
The Oral Stage
(Focus, Conflict, Fixation =...)
Birth to 1 year
Focus: MOUTH - Oral Stimulation (Feeding, suckling...)
*Child is reliant on caregiver to feed and fulfill need. Develops trust & comfort.
Conflict: Weaning - child must become less dependent upon caretakers.
Fixation = issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking or nail biting.
The Anal Stage
(Focus, Conflict, Fixation =...)
1 to 3 years
Focus: Bowl & Bladder Control
Conflict: Potty Training
*stage success dependent upon parent's approach.
Fixation:
-positive experiences (appropriate praise & reward) = competent, productive and creative adults.
-too lenient = messy, wasteful, destructive personality
-too strict = stringent, orderly, rigid and obsessive
The Phallic Stage
(Focus, Conflict, Fixation...)
3 to 6 years
Focus: Genitals *Age they discover gender differences.
Stage where child begins to identify w/same-sex parent as means of winning affection of other parent.
Conflict: To eliminate same-sex parent to possess opposite sex one. *Oedipus Complex: Boys begin to rival their father for mother's affection. *Electra Complex: Girls begin to compete with their mother for the affection of their father.
Fixation: reckless, self-assured, & narcissistic; excessively vain & proud. Cause one to be reluctant of close love; could be root cause of homosexuality.
The Latent Period
(Focus...)
6 to Puberty
Focus: Sexual Feelings Inactive ...Dormant to puberty
*The ego and superego develop contributing to calm. A time of exploration - sexual energy still present, but is directed into other areas ...intellectual pursuits and social interactions.
*Stage important in the development of social and communication skills and self-confidence.
The Genital Stage
(Focus, Conflict, Fixation =...)
Puberty to Death
Focus: Maturing Sexual Interest
*individual develops a strong sexual interest in the opposite sex.
Focuses on the welfare of others vs. individual needs. --The goal of this stage is to establish a balance between the various life areas.
1. Oedipus Complex

2. Electra Complex
1. In childhood, boys begin to feel rivalry with their father for the affection of their mother.
*Fear punishment for feelings = castration anxiety.
2. Girl's sense of competition with their mother for the affection of their father.
*Penis Envy = becomes attached to father and resents mother for "castration".
Top FIVE Behavioral Theorist
1. Pavlov
2. Skinner
3. Thorndike
4. Watson
5. Hull
Thorndike (Theorist)
famous in psychology for his work on LEARNING THEORY - lead to the development of operant conditioning within behaviorism.
Developed LAW OF EFFECT- any behavior followed by pleasant consequences is likely to be repeated, and any behavior followed by punishment is likely to end.
Hull (Theorist)
Founder of DRIVE REDUCTION THEORY
Pioneer of Behaviorism & Research on hypnosis.
Rogers (Theorist)
Founder of CLIENT-CENTERED APPROACH
One pioneer of PSYCHOTHERAPY
Founder of SELF ACTUALIZATION (to fulfill one's potential and achieve the highest level of 'human-beingness' we can.)
*Agreed with Maslow (people need love, empathy, basic needs met = to grow).
Inferiority Complex
(Adler) A lack of self-worth, doubt & feeling of not measuring up to society's standards.
- Often subconscious
-Thought to drive affected individuals to overcompensate, resulting either in spectacular achievements or extremely antisocial behaviors.
Trust vs. Mistrust (Erikson)
Existential Question: Can I Trust the World?
Age: 0–2 years
Virtue: Hopes
Significant Reltnship: Mother
Ex: Feeding, Abandonment
Autonomy vs. Shame & Doubt (Erikson)
Existential Question: Is It Okay To Be Me?
Age: 2–4 years
Virtue: Will
Significant Reltnship: Parents
Ex: Toilet Training, Clothing Themselves
Initiative vs. Guilt (Erikson)
Existential Question: Is It Okay For Me To Do, Move and Act?
Age: 4-5 years
Virtue: Purpose
Significant Reltnship: Family
Ex: Exploring, Using Tools or Making Art
Industry vs. Inferiority (Erikson)
Existential Question: Can I Make It In The World Of People And Things?
Age: 5-12 years
Virtue: Competence
Significant Reltnship: Neighbors, School
Ex: School, Sports
Identity vs. Role Confusion (Erikson)
Existential Question: Who Am I? What Can I Be?
Age: 13-19 years
Virtue: Fidelity
Significant Reltnship: Peers, Role Models
Ex: Social Relationships
Intimacy vs. Isolation (Erikson)
Existential Question: Can I Love?
Age: 20–24 years
Virtue: Love
Significant Reltnship: Friends, Partners
Ex: Romantic Relationships
Generativity vs. Stagnation (Erikson)
Existential Question: Can I Make My Life Count?
Age: 25–64 years
Virtue: Care
Significant Reltnship: Household, Workmates
Ex: Work, Parenthood
Ego Integrity vs. Despair (Erikson)
Existential Question: Is It Okay To Have Been Me?
Age: 65-death
Virtue: Wisdom
Significant Reltnship: Mankind, My Kind
Ex: Reflection on Life
Client-Centered Approach
(Adler) *Branched off of Maslow ...added that to "grow", peeps need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood).
Self Actualization
(Carl Rogers) The belief that humans have one basic motive = to fulfill one's potential and achieve the highest level of 'human-beingness' we can.
*occurs when “ideal self” (i.e. who they would like to be) is congruent with their actual behavior (self-image).
*Rogers describes an individual who is actualizing as a fully functioning person. The main determinant of whether we will become self-actualized is childhood experience.
Drive Reduction Theory (Hull)
(Hull) Based around concept of HOMEOSTASIS - idea that the body actively works to maintain a state of balance or equilibrium. **believed behavior was one of the ways that an organism maintains this balance.
* suggested that all motivation arises as a result of biological needs.
*used the term "DRIVE" to refer to the state of tension or arousal caused by biological/physiological needs (Hunger, thirst...) A drive creates an unpleasant state; a tension that needs to be reduced.
*to reduce tension = one seeks out ways to fulfill these needs (get a drink, eat...) One will then repeat any behavior that reduces these drives.
Skinner (Theorist)
Founder of OPERANT CONDITIONING (Based on Thorndike's findings)
Attachment Theory (Bowlby)
(Main points of theory...(4)
1. Children have an innate need to attach to one main figure (monotropy) to socially and emotionally develp.
2. Continuous care from this "most important" figure must remain until approx. 2 yrs of age.
*the loss of figure = Maternal Deprivation
3. Consequences of Maternal Deprivation = delinquency; reduced intelligence; increased aggression; depression; lack of affection.
4. Attachment relationship w/ primary caregiver leads to the development of one's understanding the world, self, and interactions with others.
Hierarchy of Needs (Maslow)
(The concept, NOT structure...)
Believed one possess a set of motivation systems unrelated to rewards or unconscious desires.
-Must satisfy lower level basic needs before progressing to higher level growth needs.
-Once needs have been reasonably satisfied, one may reach highest level = self-actualization. *progress often disrupted by failure to meet lower needs or fluctuates between levels. (divorce, job loss, etc.)
Attachment Patterns (5)
(List all... Happen before what age?...)
1. Secure
2. Anxious
3. Avoidant
4. Ambivalent/Resistant
4. Disorganized
*Happen before the age of 18 months.
Secure Attachment
(Child & Caregiver behavior...)
CHILD: Caregiver = "secure base" for exploration.
-Protests caregiver's departure and seeks proximity and is comforted on return, returning to exploration.
-May be comforted by the stranger but shows clear preference for the caregiver.
CAREGIVER: Responds appropriately, promptly, and consistently to child's needs.
-Has successfully formed a secure parental attachment bond to the child.
Anxious Attachment
(Child & Caregiver behavior...)
CHILD: Clingy, unable to cope with absences of caregiver. Seeks constant reassurances.
CAREGIVER: Excessively protective of the child, and unable to allow risk-taking, and steps towards independence.
*ADULT IS ANXIOUS OF EXPLORATION.
Avoidant Attachement
(Child & Caregiver behavior...)
CHILD: (Child feels no attachment)
-Little emotion involved in sharing w/ play.
-Little/no distress on departure, little/no visible response to return, ignoring/turning away with no effort to maintain contact if picked up.
-Treats stranger similar to caregiver.
-"rebellious".. has lower self-image and self-esteem.
CAREGIVER: Little/no response to distressed child. Discourages crying and encourages independence.
*AVOIDS CONNECTION WITH CHILD/ADDRESSING NEED
Ambivalent/Resistant Attachment
(Child & Caregiver behavior...)
CHILD: *RESISTANT bc unsure of trust. Unable to use caregiver as secure base.
-Seeks closeness/accessibility before separating.
-Distressed at separation with ambivalence (unsure), anger, reluctance to warm to caregiver and return to play on return. Preoccupied with caregiver's availability, seeking contact but resisting angrily when achieved. Not easily calmed by stranger. *Always anxious because the caregiver's availability is never consistent.
CAREGIVER: Inconsistent between appropriate and neglectful responses. Generally only responds after increased attachment behavior from child.
Disorganized (Insecure) Attachment
(Child & Caregiver behavior...)
CHILD: A lack of clear attachment behavior.
-Often mixed behavior, along with avoidant and resistant.
-Often displays confusion/apprehension to caregiver.
CAREGIVER: Frightened behavior, intrusiveness, withdrawn, negative, role confusion, affective communication errors and maltreatment.
*Associated with forms of abuse towards the child.
Hierarchy of Needs (Maslow)
(Pyramid...)
1. Biological and Physiological Needs (air, food, drink, shelter, warmth, sex, sleep)
2. Safety needs (protection from elements, freedom from fear, security, order, law, limits, stability)
3. Belongingness and Love (SOCIAL Needs) (work group, family, affection, relationships)
4. Self-esteem (ESTEEM Needs) (achievement, mastery, independence, status, dominance, prestige, managerial responsibility)
5. Self-Actualization Needs (Pursue inner talent & passion, realizing personal potential, self-fulfillment, seeking personal growth and peak experiences.
Sensorimotor Stage
(Age, Overview, Accomplishment...)
(Birth to age 2) *Infant trying to make sense of the world. Knowledge of the world is limited sensory perceptions and motor activities.
-Limited behaviors to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with (looking, sucking, grasping, and listening) to learn more about the environment.
ACCOMPLISHMENT: "Object Permanence" - one's understanding that objects continue to exist even though they cannot be seen or heard. (peek-a-boo)
Preoperational Stage
(Age, Overview, Accomplishment...)
(2 to 7 yrs) Children do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people (egocentrism).
ACCOMPLISHMENT: Language Development and Egocentrism
Concrete Operational Stage
(Age, Overview, Accomplishment...)
(7 to 11 or 12 yrs, adolescence) Children gain a better (more CONCRETE) understanding of mental operations. Begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.
ACCOMPLISHMENT: Reversibility - awareness that actions can be reversed. (use deductive logic = gen principle to determine outcome) ex. a child might be able to recognize that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal.
Formal Operational Stage
(Age, Overview, Accomplishment...)
(Adolescence to Adulthood) Develop the ability to think about abstract concepts. Skills emerge - logical thought, deductive reasoning, and systematic planning.
ACCOMPLISHMENT: 1. Logic - Deductive logic - general principle to determine a specific outcome. Thinking involves hypothetical situations and often required in science and mathematics; 2. Abstract Thought - No relying solely on previous experiences, children begin to consider possible outcomes and consequences of actions (important in long-term planning); 3. Problem-Solving - No more trial & error... often able to quickly plan an organized approach to solving a problem.
Regression
(DEF. MECHANISM) To regress - falling back into an early state of mental/physical development seen as “less demanding and safer”
Rationalization
(DEF. MECHANISM) Making excuses - Convincing oneself that no wrong has been done and that all is or was all right through faulty and false reasoning. An indicator of this defence mechanism can be seen socially as the formulation of convenient excuses.
Undoing
(DEF. MECHANISM) A person tries to 'undo' an unhealthy, destructive or otherwise threatening thought by acting out the reverse of the unacceptable. Involves symbolically nullifying an unacceptable or guilt provoking thought, idea, or feeling by confession or atonement.
Developmental Coordination Disorder (315.4)
When the ability to perform daily activities that require motor abilities is substantially below that expected for the person's age and intelligence. The disorder interferes in a significant way with academic achievement and daily living. *not the result of a medical condition.
Something to remember when evaluating/assessing an addict... (before diagnosing...)
85% of addicted individuals have a coexisting mental disorder, and the addiction may be one of the symptoms of an individual attempting to self medicate.
Coefficients of correlation range from what # to what #?
-1.0 to 1.0.
Kohlberg (Theorist)
Founder of THEORY OF MORAL DEVELOPMENT (expanded from Piaget's work)
Developed stages that explain moral reasoning.
*Levels of Moral Development (3)
*Stages under each level (6)
1. Preconventional Morality
1. Stage 1 - Obedience & Punishment
2. Stage 2 - Individualism & Exchange
2. Conventional Morality
3. Stage 3 - Interpersonal Relationships
4. Stage 4 - Maintaining Social Order
3. Postconventional Morality
5. Stage 5 - Social Contract & Individual Rights
6. Universal Principles
LEVEL 1 of MORAL DEVELOPMENT
(Stages 1 & 2...)
(Kohlberg) Stage 1 - Obedience & Punishment: Children see rules as fixed and absolute. Obedience is important because it is a means to avoid punishment. (How can I avoid punishment?)
- Stage 2 - Individualism & Self-Interest Orientation: Children account for points of view and judge actions based on how they serve one's needs. (*What's in it for me? ...Paying for a benefit.)
LEVEL 2 of MORAL DEVELOPMENT
(Stage 3 & 4...)
(Kohlberg) Stage 3 - Interpersonal Relationships:
"good boy-good girl" orientation - focused on living up to social expectations, roles, & SOCIAL NORMS. *Emphasis on conformity, "niceness," consideration of how choices influence relatnships.
- Stage 4 - Authority & Social Order: (LAW & ORDER) Consider society as a whole when making judgments. Focuses on law & order by following the rules, doing one’s duty and respecting authority.
LEVEL 3 of MORAL DEVELOPMENT
(Stage 5 & 6...)
(Kohlberg) *Both more of Principled Conscience. Stage 5 - Social Contract & Individual Rights: People begin to account for differing values, opinions & beliefs of others. Laws are important in society, but members of the society should agree on standards.
Stage 6 - Universal Principles: Based on universal ethical principles and abstract reasoning. People follow these internalized principles of justice, even if they conflict with laws and rules.
When to use Mild, Moderate, & Severe...
Only when the full criteria for the disorder are currently met. Clinician should take into account the number and intensity of the signs and symptoms of the disorder and any resulting impairment in occupational or social functioning.
"MILD" (as used in DSM) means...
Few (if any) symptoms other than those required to make diagnosis are present, and symptoms = no more than minor impairment in social or occupational functioning.
"MODERATE" (as used in DSM) means...
Symptoms or functional impairment between "mild" and "severe" are present.
"SEVERE" (as used in DSM) means...
Many symptoms, in excess of those required to make the diagnosis, or several that are particularly severe, are present. OR the symptoms result in severe/marked impairment to social or occupational functioning.
The choice to use "Mild, Moderate, or Severe" when diagnosing is based on....
One's level of impairment of social and occupational functioning.
"IN PARTIAL REMISSION" (as used in DSM) means...
Full criteria for the disorder was previously met, BUT currently only SOME of the symptoms or signs of disorder are present.
"IN FULL REMISSION" (as used in DSM) means...
There are no longer any symptoms or signs of disorder, but it's still clinically relevant to note the disorder (such as with a history, or depending on the characteristic course of disorder, the length of time since the last period of disturbance, the total duration of disturbance, or need for continued eval.
Affirmative Action
Refers to policies that consider "race, color, religion, sex, or national origin" in order to benefit an underrepresented group "in areas of employment, education, and business".
*Introduced in the early 1960s as a way to combat racial discrimination in the hiring process.
Fixed Action Pattern
A hard-wired, INSTINCTUAL behavioral sequence that runs to completion. Produced by neural network in response to an external sensory stimulus. (Ex. Mating dances = female bird is stimulus).
Biracial Identity Development Model (Poston, 1990)
- Stage 1: Personal identity - Identity independent of ethnic background.
- Stage 2: Choice of group categorization - Pushed to choose one group of orientation. Factors of influence: (1) status; (2) social support; (3) personal.
- Stage 3: Enmeshment/Denial - Confusion & guilt over having to choose one ethnicity over the other. Self-hate.
- Stage 4: Appreciation - Beginning to appreciate multiple identity & broaden their RGO.
- Stage 5: Integration - More fully appreciated multicultural identity and existence.
Id
(Freud)
Basic, Most Primitive portion of individual's personality. Needs IMMEDIATE GRATIFICATION.
Operates on "PLEASURE PRINCIPLE".
Ego
(Freud)
Rational portion of personality. HELPS DELAY NEED FOR IMMEDIATE GRATIFICATION (The id).
Operates on "REALITY PRINCIPLE".
*Controls and governs Id and Superego.
Superego
(Freud)
Morical, judicial, and executive portion of personality. Strives for PERFECTION. Consists of CONSCIENCE ("should nots") and EGO IDEAL ("shoulds").
According to Freud, personality development should be complete by what age?...

According Erikson?...
5!

Past the age of 5!
According to Structural Theory of Personality Development, one's personality consists of what THREE major systems?...
1. Id
2. Ego
3. Superego
Psychoanalytic Theory consist of... (4) major things...
1. Conscious, Preconscious, and Unconscious
2. Id, Ego, and Superego
3. Psychosexual Stages
4. Defense Mechanisms
What theories see childhood as being an important part of development in one's personality?... (3)
PSYCHODYNAMIC THEORIES: Psychoanalytic Theory (Freud) - consist of psychosexual stages & defense mechanisms.
EGO PSYCH: Psychosocial Theory (Erikson).
Freud's concept of "Repression" was...
Thoughts and ideas that create anxiety or distress are pushed from the conscious (thoughts and ideas in within one's awareness) to unconscious (thought and ideas of which one is unaware and cannot access.)
Hartmann (Theorist)
Founder of EGO PSYCHOLOGY
*Offspring of Psychoanalytic Theory
Ego Psychology
(the focus...)
On Adaptation! All human behavior is the result of individuals adapting to their environment. (Idea: form your ego/personality/beh. according to surroundings!)
How does Ego Psychology differ from Freud's Psychoanalytic Theory?...
Ego pscyh believed that children were born with Id and Ego. Ego is the portion of personality responsible for human behavior.
Erikson believed the MOST important portion of personality was?...
The EGO!
Stages of Psychosocial Development: 1 - 4.
1. Hope: Trust vs. Mistrust (Oral-sensory, Birth-2 yrs)
2. Will: Autonomy vs. Shame & Doubt (Muscular-Anal, 2-4 yrs)
3. Purpose: Initiative vs. Guilt (Locomotor-Genital, Prschl, 4-5 yrs)
4. Competence: Industry vs. Inferiority (Latency, 5-12 yrs)
Stages of Psychosocial Development: 5 - 8
5. Fidelity: Identity vs. Role Confusion (Adolescence, 13-19 yrs)
6. Love: Intimacy vs. Isolation (Yng adulthood, 20-24, or 20-40 yrs)
7. Care: Generativity vs. Stagnation (Middle adulthood, 25-64, or 40-64 yrs)
8. Wisdom: Ego Integrity vs. Despair (Late adulthood, 65-death)
Erikson's stages of Psychosocial Development focus on... (3)
1. areas of growth
2. building on preceding stages
3. paving the way for subsequent stages
Each stage of Psychosocial Development is marked by...
A Psychosocial "Crisis". Must be resolved by the Ego for development to continue. Resolution is dependent upon the individual and their environment.