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64 Cards in this Set
- Front
- Back
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Maslow
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Maslow's Hierarchy of Needs
~People are always motivated towards higher order needs Self-Actualization ~ Self-Esteem/Prestige ~ Belonging/Love Security/Safety ~ Food/Water ~ Needs are filled from the physiological to the social to the cognitive level |
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Arnold Gesell
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~Believed that a child's growth was genetically pre-ordained given a normal environment
~Children bloomed in an orderly and predictable pattern Terms associated with Gesell include: • Day Cycle – Everyday abilities expand; growth occurs. • Self-Regulatory Fluctuations – Growth and instability occur simultaneously moving the child toward maturity. • Constitutional Individuality – Each individual is unique and has his or her own growth pattern/mode. Through his research, he developed a measure that is used as a clinical tool to help differentiate potentially normal babies from abnormal ones. The version of the test that is currently used assesses four major fields of growth/behavior: 1. Motor – Gross bodily control and finer motor coordinations including head balance, sitting, creeping, grasping objects, etc. 2. Language – Audible and visual communication including facial expressions, gestures, vocalizations, comprehension of others’ communication, etc. 3. Adaptive – Eye-hand coordination, fine motor coordination, begins to adjust for simple problems, etc. 4. Personal-Social – Cooperativeness, responsiveness to training, feeding abilities, etc. |
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Robert Havighurst
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Stages of Growth
~ Each developmental task requiring the last one for success ~ Havighurst is perhaps best known for his delineation of four stages of adulthood: Stage 1: Early Adulthood (about ages 18 to 30) Tasks: ● Explore intimate relationships and start a family • Explore and begin a career • Explore and find a compatible social group Stage 2: Middle Adulthood or Middle Age (about ages 30 to 60) Tasks: ● Manage career • Nurture the marital relationship, social relationships, and the household Stage 3: Later Adulthood or Later Maturity (about ages 60 to 75) Tasks: ● Accept new roles and activities • Accept life • Formulate a viewpoint on death Stage 4: Very Old Age Task: ● Coping with physical changes |
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Behaviorism
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Watson and Skinner
~ Learning approach ~ Environment manipulates the biological and physical drives resulting in development ~ Learning and behavior changes are the result of rewards and punishments ~ Reward is a positive reinforcing stimulus |
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Thorndike
~ Law of Effect |
Law of Effect
~ When a stimulus response connection is followed by a reward (reinforcement) that connection is strengthened |
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Ivan Pavlov
~ Classical Conditioning |
Theory involves reflexes ie dog salivates
~ Pavlovian conditioning is respondent/reflex oriented Meat=UCS Bell=UCS |
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Stimulus Generalization
~ Irradiation ~ Second Order Conditioning |
Occurs when a stimulus similar to the CS (bell) produces the same reaction
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Experimental Neurosis
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Differentiation process between stimuli becomes difficult because they are almost identical. This results in emotional disturbance
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Instrumental/Operant
~ Skinner |
Instrumental/Operant Conditioning
~ P/U toys get a hug or cookie |
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Negative reinforcement
vs Positive Reinforcement |
Positive Reinforcement:
Think of it as adding something in order to increase a response. For example, adding a treat will increase the response of sitting; adding praise will increase the chances of your child cleaning his or her room. The most common types of positive reinforcement or praise and rewards, and most of us have experienced this as both the giver and receiver. ~ Negative Reinforcement: Think of negative reinforcement as taking something negative away in order to increase a response. Imagine a teenager who is nagged by his mother to take out the garbage week after week. After complaining to his friends about the nagging, he finally one day performs the task and to his amazement, the nagging stops. The elimination of this negative stimulus is reinforcing and will likely increase the chances that he will take out the garbage next week. |
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Freud's Five Stages of Development
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Oral-Birth-0-18 months
~ Anal-2-3 years ~ Phallic-3-5 years (Oedipal and Electra Stage ~ Latency ~ Genital |
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Assimilation
+ Accommodation |
Assimilation
Taking in new information ~ This results in ~ Accommodation Modification of child's mental structure to deal with new info |
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Schema
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Mental structure that processes information
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Piaget's Four Stages of Cognitive Development
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Sensorimotor (birth-2 years)
Child differentiates self from objects; Can think of object not in the present; Seeks Stimulation ~ Preoperational (2-7) Language development begins;Child is egocentric;Difficulty taking another's point of view;Classifies object by one feature ~ Concrete Operational (7-11) Begins logical operations;can order objects small to large/first to last; Understands conservation ~ Formal Operation (11-15) Moves towards abstract thinking; Logical problem solving can occur |
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Kohlberg's Stages of Moral Development
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Preconventional
Stage 1~Punishment and obedience orientation exists. Must follow rules to avoid punishment Stage 2~Orientation towards self interest and pleasurable outcomes (obtaining rewards) Conventional Stage 3: Must follow the rules to win approval and maintain expectations of social group Stage 4: Law and order orientation exists; Conformity to legitimate authorities. Must follow rules because I know they are right Postconventional Stage 5: Must follow rules but they can be changed. Most values and rules are relative Stage 6: Must follow rules because they are just and align with my values |
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Daniel Levinson
~Seasons of a Man's Life |
~Identified 3 major transitions/times occurring between 4 major eras of life
~Early adult transition (17-22) ~Mid-life transition (40-45)*Midlife crisis occurs Late adult transition (60-65) In adulthood, copes with 3 developmental tasks a. Build, modify and enhance life structure b. Form and modify single components of the life structure: life dream, occupation, love, marriage c. Tasks become more individuated |
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Albert Bandura
~ Social Learning Theory |
Social Learning Theory
~ Self efficacy-the belief that we can perform some behavior or task ~ 4 Mechanisms: ~Modeling after other's behaviors ~Vicarious experience-watching others ~Verbal persuasion from others that one can do a task Physiological states-Emotional arousal or anxiety involved in doing the behavior |
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Conservation
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A substance's weight, mass and volume stays the same even of it changes shape
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Egocentrism
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Child cannot view the world from the vantage point of someone else
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Gibson
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Researched depth perception in infants using visual cliffs
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Harlow
(Monkeys) |
When given a choice of two cloth covred mothers-one that provided milk and one that did not-the infant monkeys chose the one that gave milk. In a later experiment, Harlow and a colleague discovered that a warm mother and a mother who rocked were superior to a cool mother or a mother who did not rock
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Object Permanence
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The child who has not mastered object permanence struggles with out of sight out of mind and needs representational thought to master object permanence
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John Bowlby
(Attachment/Bonding) |
Conduct disorders and other forms of psychopathology can result from inadequate attachment and bonding in early childhood
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Fixation
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Person is unable to move from one developmental stage to the next
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Centration
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Preoperational stage and is characterized by the child focusing on a key feature of a given object
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Konrad Lorenz
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Stated that aggression is an inborn tendency and is necessary for survival
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Critical Period
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Makes imprinting possible and signifies a time when a behavior must be learned or the behavior wont be learned at all
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Equilibration
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The balance between what one takes in (assimilation) and that which is changed (accommodation)
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Ego-dystonic
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The individual perceives the symptoms or traits as unacceptable and undesirable
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Ego-syntonic
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Person sees the symptoms as acceptable
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Mental Status Exam
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Formal mental status exam covers the following areas:
Appearance and Behavior ~ Thought Processes ~ Mood and Affect ~ Intellectual Functioning ~ Sensorium |
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Projective Tests
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Rorscharch
~ TAT ~ Incomplete Sentences Blank |
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Personality Tests
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MMPI
~ California Psychological Inventory |
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Intelligence Tests
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Weschler Adult Intelligent Scale
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Neuro Tests
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Measure brain dysfunctions and measure abilities such as language expression, attention and concentration, memory, motor skills and perceptual abilities
~ Luria Nebraska Bender Visual Motor Gestalt Test |
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Freud
Psychoanalytic |
Id-Ruled by the Pleasure Principle
Ego-Reality Principle Superego-Internalized ethics ~ ~ Therapy Techniques: Free association, interpretation of dreams and other client material ~ Transference/Countertransference must be worked through |
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Object Relations
(Mahler, Kohut and Kernberg) |
Based on psychoanalytic concepts
~ Object relations are interpersonal relationships that shape an individual's current interactions with people, both in reality and in fantasy |
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Object Relations Stages of Development
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Fusion with mother: normal infantile autism (first 3-4 weeks of life
~ Symbiosis: with mother (3-8 months) ~ Separation/Individuation: starts the 4th of 5th month ~ Constancy of self and object: by the 36th month ~ Progressing through these stages provides the child a secure base for later development. the child develops trust that his or her needs wil be met. ~ Attachment, borderline and narcissistic disorders may occur when normal progression through these stages does not occur |
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Person-Centered
~ Client-Centered ~ Rogerian |
The relationship between the client and counselor and moving clients toward self actualization are primary concepts:
Unconditional Positive Regard ~ Genuineness ~ Empathetic Understanding |
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Gestalt
(Fritz Perls) |
Based on existential principles
~ Here and now focus ~ Holistic systems theory viewpoint ~ The goal of therapy is for the person to become a whole being, to complete the gestalt ~ Key Concepts: personal responsibility, unfinished business and awareness of the now ~ Counselor uses confrontation and encourages the client to stay with the feelings and relive experiences and finish business. This is also known as experiential therapy |
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Individual Psychology
(Adler and Dreikurs) |
Uniqueness of each individual is influenced bu social factors
~ We choose a lifestyle, a unified life plan which gives meaning to our experiences which include habits, family, career, attitudes etc ~ Goals: Help client understand lifestyle and identify appropriate social and community interests ~ Techniques are used to generate insight such as life histories, home work and paradoxical intentions |
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Transactional Analysis
(Eric Berne) |
3 Ego States
~ Parent ~Nurturing Parent and the Critical Parent ~Synthesis of the messages received from parental figures and significant others incorporated into the personality. ~Strong resemblance to the superego Adult ~Processes facts and does not focus on feelings ~Corresponds to Freud's Ego Child ~Like the child within and may manifest itself as a CHILD |
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Freud
Psychoanalytic |
Id-Ruled by the Pleasure Principle
Ego-Reality Principle Superego-Internalized ethics ~ ~ Therapy Techniques: Free association, interpretation of dreams and other client material ~ Transference/Countertransference must be worked through |
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Object Relations
(Mahler, Kohut and Kernberg) |
Based on psychoanalytic concepts
~ Object relations are interpersonal relationships that shape an individual's current interactions with people, both in reality and in fantasy |
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Object Relations Stages of Development
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Fusion with mother: normal infantile autism (first 3-4 weeks of life
~ Symbiosis: with mother (3-8 months) ~ Separation/Individuation: starts the 4th of 5th month ~ Constancy of self and object: by the 36th month ~ Progressing through these stages provides the child a secure base for later development. the child develops trust that his or her needs wil be met. ~ Attachment, borderline and narcissistic disorders may occur when normal progression through these stages does not occur |
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Person-Centered
~ Client-Centered ~ Rogerian |
The relationship between the client and counselor and moving clients toward self actualization are primary concepts:
Unconditional Positive Regard ~ Genuineness ~ Empathetic Understanding |
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Gestalt
(Fritz Perls) |
Based on existential principles
~ Here and now focus ~ Holistic systems theory viewpoint ~ The goal of therapy is for the person to become a whole being, to complete the gestalt ~ Key Concepts: personal responsibility, unfinished business and awareness of the now ~ Counselor uses confrontation and encourages the client to stay with the feelings and relive experiences and finish business. This is also known as experiential therapy ~Role Playing, two chair techniques and dream work are used |
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Individual Psychology
(Adler and Dreikurs) |
Uniqueness of each individual is influenced bu social factors
~ We choose a lifestyle, a unified life plan which gives meaning to our experiences which include habits, family, career, attitudes etc ~ Goals: Help client understand lifestyle and identify appropriate social and community interests ~ Techniques are used to generate insight such as life histories, home work and paradoxical intentions |
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Transactional Analysis
(Eric Berne) |
Life script develops in childhood and influences a person's behavior. Transactions with others can be characterized as games with the intent to avoid intimacy.
~Complementary transactions (Adult to Adult-lead to good communication ~Crossed transactions (Adult to Child and Child to Parent) lead to barriers to communication Goal of Therapy: teach language and ideas of TA to recognize ego state functioning and analyze one's transactions Techniques: teaching concepts, diagnose, interpretation and use of contracts and confrontation 3 Ego States ~ Parent ~Nurturing Parent and the Critical Parent ~Synthesis of the messages received from parental figures and significant others incorporated into the personality. ~Strong resemblance to the superego Adult ~Processes facts and does not focus on feelings ~Corresponds to Freud's Ego Child ~Like the child within and may manifest itself as a CHILD |
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Erlson's 8 Stages of Psychosocial Development
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Trust v. Mistrust-Birth-1.5 years
Infant develops trust if basic needs are met ~ Autonomy v. Shame and Doubt-3-6 years Children meet challenges, assume responsibility and identify the rights of others ~ Industry v. Inferiority-6-11 years Children master social or academic skills or feel inferior ~ Identity v. Role Confusion-adolescence Establishes social and vocational role or becomes confused about identity ~ Intimacy v. Isolation-early adulthood Young adult seeks intimate relationships or fears giving up independence and becoming lonely and isolated ~ Generativity v. Isolation-middle adulthood Desire to produce something of value ~ Integrity v. Despair Older adults view life as meaningful and positive or with regrets |
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Existentialism
(Rollo, May Frankl, Yalom) |
Phenomenology is the basis for existential therapy
~This is the study of out direct experiences taken at face value. We have freedom of choice and are responsible for our fate ~We search for meaning an struggle with being alone, unconnected from others ~Anxiety and guilt are central concepts: anxiety is the threat of non-being and guilt occurs when we fail to fulfill our potential ~Goal of existential therapy is the understanding of one's being ~Client-centered counseling techniques are appropriate |
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Crites (Trait and Facto
(Career/Vocational Maturity) Career Maturity Inventory |
Diagnose The Problem
Differential-What are the problems? Dynamic-Why have the problems occurred? Decisional-How are the problems being dealt with? ~ Begins with client centered and developmental counseling, followed by psycho-dynamic and then trait and factor behavioral approaches. |
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Gelatt
(Decision Making) |
-Recognize Need to Make a Decision
-Collect information and look at courses of action -Examine outcomes and probability -Attend to value system -Evaluate and make a decision Two By Four Process Two Attitudes -Accept past, prest and future as uncertain -Be positive about uncertainty Four Factors -What you want -What you know What you believe What you do |
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Ginzberg
(Decision Making) |
Fantasy-Play becomes work oriented
Tentative-Interest, capacity, value and transition Realistic-Exploration, Crystallization |
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Tiedman and Miller
(Decision Making) |
Career development parallels 8 psychosocial stages by Erikson
Life decisions and career decisions are integrally related Anticipation or Preoccupation -Exploration -Crystallization -Choice -Clarification Implementation or Adjustment -Induction -Reformation Integration |
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Super
(Developmental/Lifespan) |
Emphasizes self concept
GEEMD Growth-0-15-Develops interests and self concept Exploratory-15-24-Tentative choices are made Establishment-25-44-Trial and error in work situations Maintenance-45-64-Adjustment process Decline-65+Pre-retirement |
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Holland
(R-I-A-S-E-C) Life Career Rainbow-roles we play |
This theory is the foundation
for Strong Vocational Interest Inventory. The six types: Realistic Investigative Artistic Social Enterprising Conventional Realistic: Individuals comfortable in these environments prefer defined tasks requiring physical manipulation and few interpersonal skills. Preferred activities deal with concrete objects (tools, machines, information) and require good motor coordination. Examples: Accountants, agricultural workers, engineers, mechanics, technicians Investigative: Often having poor persuasive and social skills, individuals functioning well in these environments prefer systematic yet creative investigational activities. Without the need for power, status or dominance, these individuals avoid interpersonal relationships. They prefer abstract concepts and use their intelligence to solve problems. Examples: Chemists, computer programmers, mathematicians, scientists Artistic: People in this category are imaginative and dislike systematic, ordered tasks. Preferring self-expression via physical, verbal or other avenues, they are comfortable with their feelings. Typically nonconforming and difficult to contain, they abhor organizational or administrative tasks that are part of most processes. Examples: Artists, editors, musicians, actors, writers Social: Clearly social, these individuals prefer activities that inform, develop or enlighten others. Seeking vocations that require relationships, they dislike activities that focus upon tools or machines. Examples: Counselors, social workers, teachers Enterprising: Tending to dominate and manipulate others, people in this category are extroverted. Preferring leadership and persuasive roles, they dislike abstractions and caution. Seeming always “on the edge,” they are driven by power and social status. Examples: Managers, politicians, sales personnel, self-employed entrepreneurs Conventional: Content to be subordinated and prefer conformity to rules and regulations, conventional types prefer practical, orderly, clean, systematic and structured activities. Ambiguity is abhorrent. Examples: File clerks, cost accountants, clerical workers |
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Gottfredson
Circumscription and Comprimise (Developmental) |
Self Concept is central to career selection
People narrow down jobs (circumscribe) and opt out of inappropriate jobs (compromise) as they develop Developmental Process Orientation to Size and Power (3-5) Begins to understand what it means to be an adult Orientation to Sex Roles (6-8) Children learn that many occupations are performed by one sex type or another Orientation to social valuation (9-13) Greater awareness of values held by peers Orientation to internal unique self (14+) In occupational selection as a teenager or adult, internal factors such as aspirations, values and interests are critical Children choose jobs that suit their sex Teenagers choose jobs that suit their social values and class Teenage years and beyond, self awareness helps determine occupation |
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Krumboltz
Learning Theory of Career Counseling |
Influenced by Bandura's social learning theory
Learning skills over time influence career choice Planned Happenstance-Unplanned events which influence career development |
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Savickas
Social Constructionism |
Narrative approach
Stories and meanings are provided by clients |
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Schein's Model of Consultation
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Process model that emphasizes group-dynamics and
communication processes within organizations. Process consultation is also known as organizational development. Schein recommended the following seven interacting and overlapping steps to process consultation: 1. initial contact with the client organization 2. definition of the consultation relationship, including both the formal and psychological contracts 3. selection and setting of a method of work 4. data gathering and diagnosis 5. intervention 6. involvement reduction 7. termination D. Process consultants are usually not experts in the field of their consultees. Rather, they provide expertise in interpersonal process (e.g., communication) within an organization. E. Process models of consultation are sometimes called "purchase" or "purchase of expertise" models |
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Caplan’s 4 Models of Mental Health Consultation:
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Client-Centered Case Consultation - a consultee needs help assessing or diagnosing a patient and needs to consult a specialist to assess the client and offer suggestions to the consultee
Consultee-Centered Case Consultation - a consultee who has a difficult client needs help due to their own professional shortcomings • Lack of Knowledge • Lack of Skill • Lack of Self-Confidence • Lack of Objectively Program-Centered Administrative Consultation - similar to Client-Centered, it deals with developing and implementing programs at the administrative organizational level Consultee-Centered Administrative Consultation - the consultant deals with the administrative level discovering shortcomings and other issues to guide them to discover ways to improve their organizational standards |
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Primary Groups
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Preventive; teach coping strategies or life-style characteristics that can
reduce the incidence of a problem (ex. diet and weight management to prevent diabetes). Primary (preventative) groups; sometimes called affective education groups or psychological education groups; do not deal with remediation; leadership requires little training. |
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Secondary/Counseling Groups
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attempt to reduce the severity or the length of time of disturbing
behaviors; a problem is present but is not usually severe (ex. grief group). focused on conscious issues; not likely psychodynamic; leadership requires some training. |
