Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
23 Cards in this Set
- Front
- Back
|
temperament
|
cluster of characteristics that we're born with that influence how we react to the environment
|
|
|
personality
|
the combination character, behavioral, temperamental, emotional, and mental traits that are unique to each individual
Pretty unchanging, solidifies at an early age (toddlers). |
|
|
Structure of Personality according to Freud
|
Id: instinct, pleasure principle. If it feels good, do it!
ex I found this wallet; I will keep the money Ego: rational self, reality principle. Mediator between Id and superego ex I already have money. This money doesn't belong to me. Maybe the person who owns this wallet doesn't have money. Superego: the perfection principle. Ego-ideal=good behavior rewarded. Conscience=bad behavior punished. ex. It is never right to take something that doesn't belong to you. |
|
|
Topography of Mind according to Freud
|
Conscious= all memories within one's awareness. Smallest of the three
Preconscious=all memories that may have been forgotten or are not in present awareness but can be recalled with attention. Unconscious=all memories that one is unable to bring into awareness. The largest of the three. |
|
|
Sullivan
|
personalities develop as a result of interpersonal relationships.
-18mos oral gratification relieves anxiety -6yrs delay gratification without anxiety -9yrs form peer relationships -12yrs form relationships with same sex, initiate feelings of affection -14yrs form relationships with opposite sex, develop identity -21 yrs establish identity, experience satisfying relationships, work to develop lasting relationship |
|
|
Piaget
|
Brought empirical evidence through observation of children. Believed intelligence progresses through stages
-2yrs concept of object permanence -6yrs express self with language -12yrs apply logic to thinking -15+ think and reason in abstract |
|
|
Erikson
|
Described 8 stages with tasks to achieve in order to develop
-18mos trust mothering figure and generalize to others -3yrs gain self control and independence -6 yrs develop sense of purpose and ability to initiate and direct own activities -12 yrs learn, compete, perform, receive recognitions -20 yrs integrate previous tasks to develop self -30 form a lasting relationship or other commitment -65 achieve life goals and consider welfare of future generations -death review one's life and achieve a positive sense of self-worth |
|
|
Mahler
|
Development is formed through the process of separating from mother figure
|
|
|
Kohlberg
|
focused on moral development
4-10 motivated by punishment motivated by concern for self 10-13 motivated by expectation of others. Desire for approval Motivated by respect for authority Adolescence+ motivated by respect for universal laws and moral principles, guided by set of values Motivated by internalized principles of honor, justice, and respect for human dignity. Guided by conscience. |
|
|
Peplau
|
applied interpersonal theory to nurse-client relationships. Nurse takes on different roles to help client progress through development.
Infancy-learn to count on others Toddler-delay satisfaction Early child-identify oneself Late child-develop participation skills |
|
|
rapport
|
feelings of trust, warmth, common interest
|
|
|
therapeutic relationship
|
input from both the caregiver and care receiver contributes to a climate of healing, growth promotion, and/or illness prevention
|
|
|
Peplau's Nurse Roles
|
Stranger-at first
Resource person-provides specific answers to questions Teacher-identifies learning needs and provides education Leader-democratic allows participation from client in careplan Surrogate-nurse as a symbol for another indiv. mother figure, sibling, teacher Counselor- using interpersonal techniques to help client identify coping mechanisms |
|
|
belief
|
idea that one holds to be true
Rational: Alcoholism is a disease Irrational: Once an alcoholic has been through rehab they can drink socially. Faith: Belief in a higher power can help him stop drinking Stereotype: All alcoholics are bums |
|
|
Attitude
|
frame of reference around which an indiv. organizes knowledge about the world. Has emotional component
Stigma about mental illness |
|
|
Values
|
abstract standards that represent mode of conduct and goals. Action oriented
Seeking truth and beauty, being clean and orderly Freedom, fame, powe |
|
|
Johari Window
|
There are things that only we know, that both we and the world know, that only the world and not we know, that neither the world nor we know.
Increased self awareness is an increased public self |
|
|
Trust
|
providing a blanket when cold
providing food when hungry Keeping promises Being honest and following through Ensuring confidentiality |
|
|
Respect
|
Calling client by preferred name
Spending time with client Allowing time to answer client's questions and answers Promoting privacy Being open and honest |
|
|
Genuineness
|
ability to be open honest and REAL
|
|
|
empathy
|
NOT SYMPATHY
Keeping emotions separate. Acknowledging and seeing client's experience from their point of view...NOT YOURS. |
|
|
Nurse-Client Relationship Stages
|
Preinteraction-reading the chart, receiving report, develop self awareness
Orientation-establish trust and rapport, gather assessment, diagnose, set mutual goals, develop plan, Working-maintain trust and rapport, problem solve, work the plan constantly evaluating progress Termination- progress has been made, plan for continuing care is established, feelings about termination are recognized and explored |
|
|
therapeutic communication
|
verbal and non-verbal techniques that focus on the care receiver's needs and advance the promotion of healing and change. Encourages exploration of feelings and fosters understanding of behavior.
|
