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72 Cards in this Set

  • Front
  • Back
Freud Psychosexual Stages of Development
Oral (0-1)
Anal (2-3)
Phallic/Oedipal (3-6)
Latency (6-11)
Puberty-Genital (12-18)
Oral Stage (Psychosexual Stages)
- 0-1
- The child is focused on oral pleasures (sucking)
- Too much or too little gratification can result in an Oral Fixation or Oral Personality
- Personality wise, these individuals may become overly dependent upon others, gullible, and perpetual followers. On the other hand, they may also fight these urges and develop pessimism and aggression toward others.
Anal Stage (Psychosexual Stages)
- 2-3
- The child’s focus of pleasure in this stage is on eliminating and retaining feces
- After effects of an anal fixation during this stage can result in an obsession with cleanliness, perfection, and control (anal retentive)
- On the other end of the spectrum, they may become messy and disorganized (anal expulsive).
Phallic/Oedipal Stage (Psychosexual Stages)
- 3-6
- The pleasure zone switches to the genitals. Freud believed that during this stage boys develop unconscious sexual desires for their mother. Because of this, he becomes rivals with his father and sees him as competition for the mother’s affection
- During this time, boys also develop a fear that their father will punish them for these feelings, by castration
- This group of feelings is known as the Oedipus Complex
- Out of fear of castration and due to the strong competition of his father, boys eventually decide to identify with him rather than fight him.
- A fixation at this stage could result in sexual deviancy (both overindulging and avoidance) and weak or confused sexual identity
Latency Stage (Psychosexual Stages)
- 6-11
- Sexual urges remain repressed and children interact and play mostly with same sex peers
Puberty/Genital (Psychosexual Stages)
- 12-18
- Adolescents direct their sexual urges onto opposite sex peers, with the primary focus of pleasure being the genitals
Piaget (4 Stages of Cognitive Development)
1. Sensorimotor thought (0-2)
2. Preoperational Thought (2.5- 6 or 7)
3. Concrete Operations (7-11)
4. Formal Operations (11-18)
Sensorimotor thought (Piaget)
- 0-2
- Reflexive responses
- Imitative
- Develops primitive logic
- Begins intentional actions
- Schemes are based largely on behaviors and perceptions. Especially in the early part of the stage, children cannot think about things that are not immediately in front of them, and so they focus on what they are doing and seeing at the moment

Examples of Acquisitions:

- Trial-and-error experimentation: Exploration and manipulation of objects to determine their properties

- Goal-directed behavior: Intentional behavior to bring about a desired result

- Object permanence: Realization that objects continue to exist even when removed from view

- Symbolic thought: Representation of physical objects and events as mental entities (symbols)
Preoperational Thought (Piaget)
- 2.5-6 or 7
- Acquires language
- Egocentric
- Magical thinking

Thinking is: Concrete, irreversible, egocentric (cannot see another point of view), centered on one detail or event
- Can comprehend past, present, future

- Thanks in part to their rapidly developing symbolic thinking abilities, children can now think and talk about things beyond their immediate experience. However, they do not yet reason in logical, adultlike ways.

Examples of Acquisitions:

- Language: Rapid expansion of vocabulary and grammatical structures

- Extensive pretend play: Enactment of true-to-life or fanciful scenarios with plots and assigned roles (e.g., mommy, doctor, Superman)

- Intuitive thought: Some logical thinking based on "hunches" and "intuition" rather than on conscious awareness of logical principles (especially after age 4)
Concrete Operations (Piaget)
- 7-11
- Logical thought
- Cause and effect relationship understood

- Adultlike logic appears but is limited to reasoning about concrete, real-life situations.

Examples of Acquisitions:

- Distinction between one's own and others' perspectives: Recognition that one's own thoughts and feelings may be different from those of others and do not necessarily reflect reality

- Class inclusion: Ability to classify objects as belonging to two or more categories simultaneously

- Conservation: Realization that amount stays the same if nothing is added or taken away, regardless of alterations in shape or arrangement
Formal Operations (Piaget)
-11-18
- Abstract thinking
- Assume adult roles

- Logical reasoning processes are applied to abstract ideas as well as concrete objects and situations. Many capabilities essential for advanced reasoning in science and mathematics appear.

Examples of Acquisitions:

- Reasoning about abstract, hypothetical, and contrary-to-fact ideas: Ability to draw logical deductions about situations that have no basis in physical reality

- Separation and control of variables: Ability to test hypotheses by manipulating one variable while holding other variables constant

- Proportional reasoning: Conceptual understanding of fractions, percentages, decimals, and ratios

- Idealism: Ability to envision alternatives to current social and political practices (sometimes with little regard for what is realistically possible in a given time frame)
Erikson (8 Psychosocial Stages)
1. Basic Trust vs. Mistrust
2. Sense of Autonomy vs. Shame
3. Sense of Initiative vs. Guilt
4. Sense of Industry vs. Inferiority
5. Sense of Identity vs. Identity Diffusion
6. Sense of Intimacy vs. Isolation
7. Sense of Generativity vs. Self-Absorption
8. Sense of Integrity Vs. Disgust
Basic Trust vs. Mistrust (Erikson) ***
- Oral-Sensory Stage
- Birth to 18 months
- Important event: Feeding
- The infant must form a first loving, trusting relationship with the caregiver, or develop a sense of mistrust.
Sense of Autonomy vs. Shame (Erikson)
- Muscular-Anal Stage
- 18 months - 3 Years
- Important Event: Toilet Training
- The child's energies are directed toward the development of physical skills, including walking, grasping, and rectal sphincter control. The child learns control but may develop shame and doubt if not handled well.
Sense of Initiative vs. Guilt (Erikson)
- Locomotor Stage
- 3-6 Years
- Important Event: Independence
- The child continues to become more assertive and to take more initiative, but may be too forceful, leading to feelings of guilt
Sense of Industry vs. Inferiority (Erikson)
- Latency Stage
- 6-12 Years
- Important Event: School
- The child must deal with demands to learn new skills or risk a sense of inferiority, failure and incompetence.
Sense of Identity vs. Identity Diffusion ***
- Adolecence Stage
- 12-18 Years
- Important Event: Peer Relationships
- The teenager must achieve a sense of identity in occupation, sex roles, politics, and religion.
Sense of Intimacy vs. Isolation
- Young adulthood
- 19-40 Years
- Important Event: Love Relationships
- The young adult must develop intimate relationships or suffer feelings of isolation.
Sense of Generativity vs. Self-Absorption/Stagnation
- Middle Adulthood
- 40-65 Years
- Important Event: Parenting
- Each adult must find some way to satisfy and support the next generation.
Sense of Integrity Vs. Disgust
- Maturity
- 65-Death
- Important Event: Reflection on and acceptance of one's life
- The culmination is a sense of oneself as one is and of feeling fulfilled.
Three Levels of the Mind
- Unconscious: Thoughts, feelings, desires, and memories of which we are aware

- Preconscious: Thoughts and feelings, which can be brought into consciousness easily

- Conscious: Mental activities of which we are fully aware
Margaret Mahler - Object Relations
Attachment (Normal Autism/Normal Symbiosis)

Separation/Individuation (Differentiation/Practicing/Rapprochement)

Object Constancy (Consolidation of Individuality and Object Constancy)
Attachment Phase (Object Relations)
Normal Autism (0-3 Months):
- Alert inactivity

Normal Symbiosis (2-6 Months):
- No Differentiation between self and others
- Mutual cueing
Separation/Individuation (Object Relations)
Differentiation (6-12 months):
- Alert when awake, stranger anxiety (8 months)

Practicing (7-18 Months):
- Disengagement from mother with creeping; frequent return for refueling
- Height of narcissism
- Runs away from mother; anticipates she will reengage

Rapprochement [Integration Phase] (18-24 Months):
- Disengagement alternating with intense demands for attention.
- Splitting of object (good/bad)
- Can leave mother rather than be left
- Language development
- Individual means to solve dilemmas
Object Constancy (Object Relations)
Consolidation of individuality and object constancy (2-3 Years):
- Can substitute reliable internal image during absence
- Inception of unified self-image
Kohlberg Theory of Moral Development (Kohlberg)
- Preconventional:
- Elementary School/Before Age 9

- Conventional (Follow stereotypic norms of morality):
- Early Adolescence

- Post-Conventional (This level is not reached by most adults):
- Adult
Pre-Conventional (Kohlberg Theory of Moral Development)
- Elementary School Level (Before age 9)

Stage 1:
- Obedience/Punishment
- Child obeys an authority figure out of fear of punishment

Stage 2:
- Rewards
- Child acts acceptably at is in his/her best interest. Conforms to rules to receive rewards
Conventional (Kohlberg Theory of Moral Development)
- Early Adolescence
- Follow stereotypic norms of morality

Stage 3:
- Good boy/good girl orientation
- Person acts to gain approval from others

Stage 4:
- Rules are rules
- Obeys laws and fulfills obligations and duties to maintain social system
- Avoid censure and guilt
Post-conventional
- Adult
- This level is not reached by most adults

Stage 5:
- Genuine interest in welfare of others
- Concerned with individual rights and being morally right

Stage 6:
- Guided by individual principles; based on broad, universal ethical principles
- Concern for larger universal issues of morality
5 Stages in the psychological response to the awareness of dying

(Stages of Death and Dying)
1. Denial and isolation: "It's not me"

2. Anger/Rage/Resentment: "Why me?

3. Bargaining: Attempt to avert fate by being amiable and cooperative

4. Depression: Sense of loss and grief

5. Acceptance: Neither depressed nor angry; devoid of feeling and increasingly detached

- Hope is possible at any stage
- Concept that death is irreversible begins at age 7
Maslow Hierarchy of Needs
(Top to Bottom)
5. Self Actualization:
- Becoming what one is capable of being

4. Esteem Needs:
- People need a stable level of self-respect and respect from others

3. Love and Belonging Needs
- Assurance that one is loved, worthy, and accepted

2. Safety Needs:
- Feel safe from harm, danger, threat of destruction

1. Physiological Needs:
- Food, Water, Oxygen etc.
- If a person is deprived of these, he/she will die
Stages When Specific Maslow Needs Dominate
- Neonate: Physiological needs dominate

- Childhood: Safety and love needs dominate

- Adolescence: Self-Esteem needs dominate

- Adulthood: Self-Actualizing needs dominate
Stranger Anxiety/Separation Anxiety
- Stranger Anxiety/Fear of unfamiliar people: 6-8 months

- Separation Anxiety/Fear of being left by a parent: 12 months

- Prolonged Separation Anxiety: 18 months
Authoritarian Parenting
- Very restrictive; adults set all rules and expect strict obedience
- Don't give an explanation for teh rules
- Rely only on forceful, punitive discipline (Power or withdrawal of love) to force compliance

Pattern of Child Behavior:
- Conflicted and irritable
- Fearful and apprehensive; unfriendly
- Moody, unhappy
- Passively hostile; sulky
- Vulnerable to stress
- Aimless
Authoritative Parenting
- Have a flexible style of parenting
- allow children autonomy, but explain restrictions
- Responsive to child's needs and points of view
- Expect child to comply with restrictions and will use power and reason if necessary to gain compliance

Patterns of Child Behavior:
- Energetic and friendly
- Self-reliant
- Cheerful
- self-controlled
- Copes well with stress
- Cooperative with adults
- Curious
- Purposive
- Achievement oriented
Permissive Parent
- Lac pattern of parenting
- Parents make relatively few demands
- Permit children to freely express feelings and impulses
- Do not closely monitor children's activities
- Rarely exert firm control over behavior

Pattern of Child Behavior:
- Impulsive and aggressive
- Rebellious
- Low self-reliance and self-control
- Domineering
- Aimless
- Low in achievement
Phases of Divorce
1. Crisis Phase:
- Immediately after the divorce
- Children experience emotional and academic difficulties, and disruptive peer relationships
- Lasts one year of more

2. Adjustment Phase:
- Emotional conflicts related to divorce start to settle down
- Children start adapting to single parent home
- How well children adjust may depend on the amount of financial and emotional support the family receives from the noncustodial parent
Types of Domestic Abuse
- Physical
- Sexual
- Psychological/Emotional
- Economic/Financial
Risk Factors for Domestic Abuse
- Cohabitating relationship
- Poverty
- Younger age
- Childhood experience with violence; experiencing abuse as a child
- Alcohol use
Warning Signs of Domestic Abuse
- Injury
- Somatic complaints
- Sexual/Gynecological/Gastrointestinal problems
- Psychological problems
- Pregnancy-related problems (extreme worry about health or unborn child, etc.)
- Change in pattern of office visits
- Controlling.Coercive Behavior of partner
Behavioral Presentation (Crying, minimizing, no emotional expression, anxious or angry, defensive, fearful eye contact)
Cycle of Violence
Phase 1: Tension Building:
- Starts after a long courtship stage; batterer demonstrated loving behavior
- Woman makes commitment to batterer, tension begins to build
- Woman thinks that she can control and defuse mounting tension

Phase 2: Acute Battering Incident:
- Lasts a brief time
- Abuser violently attacks woman
- Batterer has control; woman has no control over the situation

Phase 3: "Loving-Contrition/Honeymoon Phase"
- Batterers offers profuse apologies; assures woman attacks will never happen again
- Declares love and caring for the woman
Characteristics of a batterer
- Witness or victim of violence during childhood or adolescence (Most consistently identified risk factor for becoming a batterer)
- Chronic alcohol abuse
- Also likely to be violent towards children
- High levels of marital conflict
- Lower socioeconomic status
- Deficits in interpersonal/communication skills
- Traits of personality disorders (Schizoid, Borderline, Antisocial, Narcissistic, Passive Dependent, Compulsive)
Priorities When Working With a Victim of Domestic Abuse
- Medical needs
- Protection
- Work on Dynamics
- FAMILY THERAPY IS NOT APPROPRIATE
Battered Woman Syndrome (BWS)
A group of psychological symptoms including cognitive disturbances (reexperiencing, flashbacks), high avoidance, isolation and withdrawal, depression, and high arousal and anxiety that are consistent criteria for PTSD.
Social Exchange Theory
Based on the idea of totaling potential benefits and losses to determine behavior. People make decisions about relationships based on the amount of rewards they receive from them. A woman remains in an abusive relationship because the high cost of leaving lowers the attractiveness (outweighs the benefits) of the best alternative. She'll leave when the best alternative promises a better life (rewards outweigh the costs).
Domestic Violence Guidelines for Interventions
- Family/Couples Therapy is not appropriate
- Medical and safety needs are priority
- Trust is a major issue; listen, validate her feelings; maintain a nonjudgmental stance
- Implement crisis intervention strategies
- Let her make her own decision; don't want to revictimize her by coercing her
- Victim is most at risk for increased violence when she tries to leave
- More at risk during pregnancy
- No legal obligation to report DV, but should encourage the client to protect herself
- Safety/Escape plan
- Need to provide info, education, resources, supports, options
- May need to make referrals to battered woman's Shelter, attorney, physician
- Major Issues: safety, trust, validation, re-empowerment
Why Women Stay in DV relationships
- Hope that the abuser will change
- Isolation/ lack of support systems
- Fear that no one will believe the seriousness of abuse she experiences
- Abuser puts up barricades: escalates threats of violence, threatens to kill her and family; withholds support; threatens to seek custody of children; threatens suicide
- Dangers of leaving
- Economic
- Leaving is a process: Over time the victims realizes the abuser will not change, each time she tries to leave she gathers more info that is helpful as she moves through the process
Communication Theory
Involves the way in which information is transmitted; the effects of information on human systems; how people receive information from their own feelings, thoughts, memories, physical sensations, and environments; how they evaluate this information; how they subsequently act in response to the information.

Transmitted, received, evaluated, acting in response
Information
Anything people perceive from their environments or from within themselves. People act in response to information.
Information Processing
Responses to information that are mediated through one's perception and evaluation of knowledge received
Feedback
How one's behavior has affected his or her internal states and surroundings; perceive what follows actions and evaluate perceptions as feedback
Relationships
Are defined by the messages implicit and explicit in communication
Symmetrical Relationship ***
Two have equal power
Complementary Relationship ***
One up/One down position; unequal power
Double Bind
Offering two contradictory messages and prohibiting the recipient from noticing the contradiction
Paradox
Prescribing the symptom; if patient obeys, they give up control, symptoms are no longer serving purpose and can disappear
Nonverbal Communications
Facial expression, gesture, posture can be potent forms of communication
Metacommunication
The context within which to interpret the content of the message (i.e., nonverbal communication, body language, vocalizations)
Context
The circumstances surrounding human exchanges of information
Rules for information processing
Rules by which potentially available information is perceived and evaluated
Information Processing Block
Failure to perceive and evaluate potentially useful new information
Metacomplementary Relationship
One person lets the other have control or forces him to take it
Symmetrical Escalation
Power struggle; trying to be one-up at the same time
Verbal Barriers to Communication
1. Using "should" and "oughts" may be perceived as moralizing

2. Giving untimely advice or solutions prematurely

3. Using logical arguments, or arguing to convince client to take another viewpoint

4. Judging, Criticizing, Blaming

5. Making dogmatic interpretations of the client's behavior

6. Using professional jargon

7. Providing reassurance prematurely is often for the clinician's benefit (It is the clinician's responsibility to explore and acknowledge the client's feelings, no matter how painful they are).

8. Using sarcasm

9. Being defensive after being provoked by a client

10. Using questions inappropriately

11. Ill-timed or frequent interruptions

12. Domineering or authoritative behaviors by the clinician

13. Excessive social chit that fosters safe social interactions

14. Passive or inactive clinicians that don't provide structure

15. The use of frequent phrases or cliches

16. Focusing on the past and not on the present

17. Going fishing for non-relevant information
Considerations for the Social Work Interview
1. If there is a purpose to be achieved, one person (the social worker) has the responsibility of directing the interaction toward the goal

2. The "Interviewer" and "Interviewee" have a non-reciprocal relationship. In SW, the interview is designed to serve the interest of the client

3. The actions of the SW during the interview must be planned, selected, and focused to further the purpose of the interview

4. The concern of the SW interview is specific - specific individual, specific group, specific community. The focus is on uniqueness of clients and their situation.

5. The purpose of teh SW interview varied from informational, to diagnostic, to therapeutic. The same interview may serve more than one purpose
What does all Communication Have in Common?
- They are interactive and interrelational.

- During communication, each person affects the other person, and is, in turn affected,

- Communication involves the message, the message encoded, transmitted, received, processed, and decoded.
The important Aspects of Interviewing
- The interview is purposeful

- It involved verbal and nonverbal communication between people during which ideas attitudes and feelings are exchanged

- During the interview, participants reciprocally influence each other
What does the Code of Ethics Say About Soliciting Information?
The SW should only solicit information essential for providing services (minimum necessary to achieve purpose)
The Axioms of Human Communication
1. One cannot not communicate (even when one is silent, one is communicating)

2. Every communication has a context and a relationship aspect such that the latter classifies the former and is therefore a metacommunication

3. The nature of a relationship is contingent upon the punctuation of the communicational sequences between the communicants

4. People communicate digitally (Words/content) and analogically (nonverbal communication/ and context)

5. All communicational interchanges are either symmetrical or complementary, depending on whether they are based on equality or difference
Receptive Language
Ability to understand

* Develops before expressive language
Expressive Language
Ability to communicate to others
Imaginary Friends
Developmentally appropriate between 2-7 years