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;
184 Cards in this Set
- Front
- Back
|
Denial
|
Involves escaping unpleasant realities by ignoring their existence.
|
|
|
Man reacts to news of the death of a love one by saying "No, I don't believe you the doctor said he was fine"
|
Denial
|
|
|
Sublimation
|
an unconscious process of substituting constructive and socially acceptable activity for strong impulses that are not acceptable in original form.
|
|
|
A man with strong hostile feelings may choose to become a butcher, or he may be involved in rough contact sports.
|
Sublimination
|
|
|
Displacement
|
Transfer of emotions assoc. with a particular person, object, or situation to another person, object, or situation that is nonthreatng
|
|
|
Client criticizes a nurse after his family fails to visit..or...Child who is unable to acknowldge fear of his father becomes fearful of animals.
|
Displacement
|
|
|
Suppression
|
The conscious denial of a disturbing situation or feeling.
|
|
|
"I can't worry about paying my rent until after my exam tomorrow"...or...putting your feelings in the back of your mind until you complete the task at hand.
|
Suppression
|
|
|
Regression
|
The retreat to previous developmental level(s).
|
|
|
Four year old boy with a new baby brother starts sucking his thumb and wanting a bottle.
|
Regression
|
|
|
Primitive - pleasure Principle - Basic needs
|
Id
|
|
|
Rational Executive, Mediates - Reality Principle
|
Ego
|
|
|
Moral has tow parts Conscience or should nots and Ego Ideal or shoulds
|
Superego
|
|
|
Structural Theory of personality development consists of what
|
id, ego and superego
|
|
|
In the structural therory when the systems are in conflict what does that mean
|
the person is malagdjusted or menally distrubed
|
|
|
What are the three levels of conscious
|
Conscious
Precounscious Uncounscious |
|
|
Uncounscious is
|
unaware can not access your thoughts, behaviours serve underlying covert purpose.
|
|
|
Thoughts and ideas that create anxiety or distress are pushed from the conscious to unconscious. This process is called
|
REPRESSION
|
|
|
ORAL
|
0-1 years
|
|
|
ANAL
|
1-3 years
|
|
|
PHILLIC
|
3-6 Years
|
|
|
LANTENCY
|
6-12 Years
|
|
|
GENITAL
|
12-Adult
|
|
|
One reason you play football is because it's a good way to get out your aggression and anger.
|
Sublimation
|
|
|
"I know I did the wrong thing today, but I am just not going to think about it.
|
Repression
|
|
|
You yelled at your teammates because you just had an argument with your parents
|
Displacement
|
|
|
"I don't even feel the pain in my leg right now, because my team is losing and I'm just sitting here."
|
Dissociation
|
|
|
"My father is the strongest, smartest, most handsome man in the entire world!"
|
Idealization-We overly exaggerate the good qualities of a person we admire.
|
|
|
"It would be alright for me to get angry because scientific studies prove that 88% of people get angry about this."
|
Intellectualization-We turn our feelings into abstract thoughts or generalizations.
|
|
|
"I want to pass the ball 20 times tonight because I need to prove that I'm not a ballhog."
|
Reaction Formation-We exaggerate one feeling or thought so we can hide the opposite one
|
|
|
Instead of saying, “I’m angry with you,” a person who acts out may instead throw a book at the person, or punch a hole through a wall. When a person acts out, it can act as a pressure release, and often helps the individual feel calmer and peaceful once again. For instance, a child’s temper tantrum is a form of acting out when he or she doesn’t get his or her way with a parent. Self-injury may also be a form of acting-out, expressing in physical pain what one cannot stand to feel emotionally.
|
Acting Out
|
|
|
Failing to recognize obvious implications or consequences of a thought, act, or situation. Examples: (1) a person having an extramarital affair gives no thought to the possibility of pregnancy. (2) persons living near a volcano disregard the dangers involved. (3) a disabled person plans to return to former activities without planning a realistic program of rehabilitation.
|
Denial:
|
|
|
A change in the object by which an instinctual drive is to be satisfied; shifting the emotional component from one object or idea to another. Examples: (1) a woman is abandoned by her fiance’; she quickly finds another man about whom she develops the same feelings; (2) a salesman is angered by his superior but suppresses his anger; later, on return to his home, he punishes one of his children for misbehavior that would usually be tolerated or ignored.
|
Displacement:
|
|
|
Splitting-off a group of thoughts or activities from the main portion of consciousness; compartmentalization. Example: a politician works vigorously for integrity in government, but at the same time engages in a business venture involving a conflict of interest without being consciously hypocritical and seeing no connection between the two activities.
|
Dissociation:
|
|
|
Overestimation of the desirable qualities and underestimation of the limitations of a desired object. Examples: (1) a lover speaks in glowing terms of the beauty and intelligence of an average-looking woman who is not very bright. (2) a purchaser, having finally decided between two items, expounds upon the advantages of the one chosen.
|
Idealization:
|
|
|
Similar to introjection, but of less intensity and completeness. The unconscious modeling of one's self upon another person. One may also identify with values and attitudes of a group. Examples: (1) without being aware that he is copying his teacher, a resident physician assumes a similar mode of dress and manner with patients. (2) a school girl wants her mother to buy her the same kind of shoes her classmates are wearing; she angrily rejects the idea that she is trying to be like the other girls and insists that the shoes are truly the best available and are the style she has always wanted. Conscious analogs of identification are intentional imitation of others and volitional efforts to conform to a group.
|
Identification:
|
|
|
The individual deals with emotional conflict or internal or external stressors by the excessive use of abstract thinking or the making of generalizations to control or minimize disturbing feelings.
|
Intellectualization:
|
|
|
The process of assimilation of the picture of an object (as the individual conceives the object to be). For example, when a person becomes depressed due to the loss of a loved one, his feelings are directed to the mental image he possesses of the loved one.
|
Introjection:
|
|
|
The splitting-off of the emotional components from a thought. Example: a medical student dissects a cadaver without being disturbed by thoughts of death. Isolation may be temporary (affect postponement). Example: a bank teller appears calm and cool while frustrating a robbery but afterward is tearful and tremulous.
The mechanism of isolation is commonly over utilized by obsessive compulsives. |
Isolation:
|
|
|
Attributing one's thoughts or impulses to another person. In common use, this is limited to unacceptable or undesirable impulses. Examples: (1) a man, unable to accept that he has competitive or hostile feelings about an acquaintance, says, “He doesn’t like me.” (2) a woman, denying to herself that she has sexual feelings about a co-worker, accuses him, without basis, of flirt and described him as a “wolf.”
This defense mechanism is commonly over utilized by the paranoid. A broader definition of projection includes certain operations that allow for empathy and understanding of others. Recognition that another person is lonely or sad may be based not upon having seen other examples of loneliness or sadness and learning the outward manifestations but upon having experienced the feelings and recognizing automatically that another person’s situation would evoke them. [projective identification] |
Projection:
|
|
|
Offering a socially acceptable and apparently more or less logical explanation for an act or decision actually produced by unconscious impulses. The person rationalizing is not intentionally inventing a story to fool someone else, but instead is misleading self as well as the listener. Examples: (1) a man buys a new car, having convinced himself that his older car won't make it through the winter. (2) a woman with a closet full of dresses buys a new one because she doesn't have anything to wear.
|
Rationalization:
|
|
|
Going to the opposite extreme; overcompensation for unacceptable impulses.Examples: (1) a man violently dislikes an employee; without being aware of doing so, he "bends overbackwards" to not criticize the employee and gives him special privileges and advances. (2) a person with strong antisocial impulses leads a crusade against vice. (3) a married woman who is disturbed by feeling attracted to one of her husband's friends treats him rudely.
Intentional efforts to compensate for conscious dislikes and prejudices are sometimes analogous to this mechanism. |
Reaction Formation:
|
|
|
By another anxiety-evading mechanism known as regression, the personality may suffer a loss of some of the development already attained and may revert to a lower level of adaptation and expression.
|
Regression:
|
|
|
The involuntary exclusion of a painful or conflictual thought, impulse, or memory from awareness. This is the primary ego defense mechanism; others reinforce it.
|
Repression:
|
|
|
Conflicts are represented by physical symptoms involving parts of the body innervated by the sympathetic and parasympathetic system. Example: a highly competitive and aggressive person, whose life situation requires that such behavior be restricted, develops hypertension.
|
Somatization:
|
|
|
This term is widely used today to explain the coexistence within the ego of contradictory states, representative of self and others, as well as attitudes to self and others; other individuals or the self is perceived as "All good or all bad.
|
Splitting:
|
|
|
Attenuating the force of an instinctual drive by using the energy in other, usually constructive activities. This definition implies acceptance of the Libido Theory; the examples do not require it. Sublimation is often combined with other mechanisms, among them aim inhibition, displacement, and symbolization. Examples: (1) a man who is dissatisfied with his sex life but who has not stepped out on his wife becomes very busy repairing his house while his wife is out of town. Thus, he has no time for social activities. (2) a woman is forced to undertake a restrictive diet; she becomes interested in painting and does a number of still life pictures, most of which include fruit.
The conscious use of work or hobbies to divert one’s thoughts from a problem or from a rejected wish is an analog of this. Sublimation is often a desirable mechanism. However, the consequences may, in addition to preventing instinctual satisfaction, interfere with the person's life in other ways if disproportionate time, money, or effort is used in the activity. |
Sublimation:
|
|
|
Through this defense mechanism, the individual secures alternative or substitutive gratification comparable to those that would have been employed had frustration not occurred.
|
Substitution:
|
|
|
Ego Psychology
|
Heinz Hartmann
|
|
|
Ego Psychology focuses on
|
Adaptation - the reciprocal relationship between individuals and the environment, which involves changing the environment or being changed by it
|
|
|
Alloplastic Behavior
|
Changing the environment in order to adapt
|
|
|
Autoplastic Behavior
|
Changing one's own behavior or self in order to adapt
|
|
|
Ego Psychology Ego contains 12 major Ego Functions which allow the indicidual to adapt to his or her social environment
|
True
|
|
|
At about 8 months, most children express
distress in the presence of unfamiliar others |
Stranger anxiety—
|
|
|
six months
later that they can formulate words with the specific intent to communicate something to another. |
Semantic communication
|
|
|
For the first year of life, the
child learns that the world is a trustworthy place and that he or she is also trustworthy. Failure to achieve this end leaves the developing child with a sense of insecurity and an inability to trust others. |
Basic trust vs. basic mistrust
|
|
|
From about ages 1 to 3, the
developing nervous system affords the opportunity to walk, retain feces, and exert all sorts of self-control. The child can practice leaving mother and returning. But these attempts are not always successful, and failures can lead to self-doubt and shame. |
Autonomy vs. shame and doubt—
|
|
|
From about ages 3 to 6, the growing child
attempts to exert influence and follow the leads of curiosity, using his or her budding cognitive and motor skills. The 58 PSYCHODYNAMIC THEORY FOR CLINICIANS 79949_Ch003.qxd 4/20/05 12:08 AM Page 58 social environment is, however, becoming increasingly important, and when the child violates rules, he or she may feel guilt about the transgression. Of course, this life crisis is exactly contemporary with Freud’s Oedipal period. The desire to possess mother and to annihilate father are manifestations of initiative, and the superego, born at this time, is the structural container for guilt. Erikson redefines the essential dynamics of the Oedipal drama to put a greater focus on the role of the social environment. |
Initiative vs. guilt
|
|
|
During the latency years, about
ages 6–12, the child is turning away from parents and to- CHAPTER 3 Ego Psychology 59 Life Crisis Usual Age Summary Basic trust vs. 0–1 year World is a reliable place; I am reliable vs. basic mistrust World is dangerous; I cannot trust myself Autonomy vs. 1–3 years I can exert myself and accomplish things shame and vs. I am incompetent and unsuccessful doubt Initiative vs. 3–6 years I can follow my curiosity and exploit guilt opportunities vs. It is wrong for me to explore or to initiate Industry vs. 6–12 years I can take pleasure in my achievements vs. inferiority I am not as capable as my peers Identity vs. Adolescence I can define myself as an independent identity person vs. I can only define myself in diffusion terms of the expectations of others Intimacy vs. Young I can achieve emotional closeness with isolation adulthood others vs. Getting close is more risky than it is worth Generativity Middle My contributions live on through future vs. self- adulthood generations vs. There is no meaning absorption beyond my finite life Integrity vs. Late life I accept what life has dealt me and despair I accept responsibility for my choices vs. I regret that things were not different, and I fear impending death TABLE 3-2 Erikson’s Stages of Psychosocial Development 79949_Ch003.qxd 4/20/05 12:08 AM Page 59 ward peers as objects of identification. He or she will seek to excel at sports, school, or other childhood endeavors. The reward is the satisfaction of accomplishment and success. The risk is failure; the child who is benched at softball or who scores a “C” on a math test may learn to feel inferior. |
Industry vs. inferiority—
|
|
|
During puberty and adolescence,
the teen is asking, “Who am I?” and constantly revising the answer. A common solution during these years is to assert one’s independence by acting, dressing, and talking like everyone else in one’s peer group. Identification is an important tool for establishing identity, but it raises the threat of diffusing that sense of individuality. |
Identity vs. identity diffusion—
|
|
|
In young adulthood, the task is to
attain a sense of emotional, sexual, and spiritual maturity with a view toward social responsibility. But intimacy carries risks. People are often hurt in trying to establish closeness with others, and if they fail to adapt successfully, they may be inclined to retreat into emotional isolation. |
Intimacy vs. isolation—
|
|
|
Middle age is marked by a
different kind of questioning, centering on one’s place in the larger scheme of life. Generativity is a sense of living on through succeeding generations without becoming overly involved. At the opposite pole is a view that one’s life is completely self-contained and finite. Most often, this crisis is played out in raising one’s children, but generativity can be accomplished through philanthropy, teaching, entrepreneurship, or other avenues. |
Generativity vs. self-absorption
|
|
|
In the closing phase of life, one ideally
comes to a sense of balance between owning responsibility for his or her choices and accepting the fate that one has been dealt. Erkison’s descriptions of integrity, drawn from observations across cultures, render a richly-textured view of spiritual connections with past and future. The task of achieving this goal is daunting and one is threatened with a sense of futility and isolation in the face of impending mortality. |
Integrity vs. despair—
|
|
|
Basic trust vs.basic mistrust World is a reliable place; I am reliable vs.
World is dangerous; I cannot trust myself |
0–1 year
|
|
|
Autonomy vs.shame and doubt I can exert myself and accomplish things I am incompetent and unsuccessful
|
1–3 years
|
|
|
Initiative vs.guilt I can follow my curiosity and exploit opportunities vs. It is wrong for me to
explore or to initiate |
3–6 years
|
|
|
Industry vs.inferiority I can take pleasure in my achievements vs.I am not as capable as my peers
|
6–12 years
|
|
|
Identity vs.identity diffusion I can define myself as an independent
person vs. I can only define myself in terms of the expectations of others |
Adolescence
|
|
|
Intimacy vs. isolation I can achieve emotional closeness with others vs. Getting close is more risky than it is worth
|
Young adulthood
|
|
|
Generativity vs. self absorption My contributions live on through future
generations vs. There is no meaning on beyond my finite life |
Middle adulthood
|
|
|
Integrity vs.dispair I accept what life has dealt me and I accept responsibility for my choices vs. I regret that things were not different, and I fear impending death
|
Late life
|
|
|
Ability to differentiate between accurated perceptions and the self and the environment
|
Reality Testing
|
|
|
Ability to identify and weight the consequences of a behavior before acting
|
Judgement
|
|
|
Ability to not only perceive things accurately, but to experience them that way as well
|
Sense of Reality
|
|
|
Ability to control drives, impulses, and affect in accordance with reality
|
Regulation and Control of Drives and Impluses
|
|
|
Ability to interact with others
|
Object Relations
|
|
|
Ability to have goal directed, organized, and realistic thoughts
|
Thought Processes
|
|
|
Ability to let go of reality and experience aspects of the self that ordinarily are inaccessible
|
Adaptive regression
|
|
|
Ability to use unconscious mechanisms to reduce anxiety and painful
|
Defensive Functioning
|
|
|
Ability to maintain current level of functioning despite increases and decreases in stimulation
|
Stimulus Barrier
|
|
|
Presence of certain, conflict free functions that are capable of functioning continuously, learning, memory perception and concentration
|
Autonomous Functions
|
|
|
Ability to sucessfully interact with the environment
|
Mastery Competence
|
|
|
Ability to integrate parts of the personality to resolve conflict
|
Integrative Functioning
|
|
|
Object Relations Theory
|
Derivative of Freud
Focus on reciprocal relationship between a mother and her infant and its effect on the infant's development of sense of self. Margaret Mahler |
|
|
Concepts of Objects Relations Theory
|
Individuals are born with the drive to develop a sense of self and others along with the motivation to build interpersonal relationships
refers to the way a child'ego becomes organized over the first 3 years |
|
|
3 stages of development in Objects Relations Theory
|
Autistic Stage - Infant is focused purely on themself and unresponsive to external stimuli
|
|
|
3 stages of development in Objects Relations Theory
|
Symbiotic Stage - Infant begins to perceive the "need Satisfying object" the mother's ego functions for the infant. The infant still feels unity with their mother, however begins to understand the mom as a separate being.
|
|
|
3 stages of development in Objects Relations Theory
|
Separation-Individuation Phase: This consists of four sub-phases that overlap. The next 5 to 36 months. It is during the critical sub-phases that physic is shaped and lays the foundation how the individual interprets and responds to information in his reality. The first three years of life are critical in determining personality and mental health. The sub-phases are:
Differentiating Phase Practicing Phase Rapprochement Phase Object Constancy Phase |
|
|
Autistic Phase:
|
first 1 to 2 months. The infant is oblivious to everything but himself.
|
|
|
Symbitoc Phase:
|
Next 4 to 5 months. He begins to recognize others in his universe, not separate beings, but as extensions to himself.
|
|
|
Separation-Individuation Phase:
|
This consists of four sub-phases that overlap. The next 5 to 36 months. It is during the critical sub-phases that physic is shaped and lays the foundation how the individual interprets and responds to information in his reality. The first three years of life are critical in determining personality and mental health. The sub-phases are:
Differentiating Phase Practicing Phase Rapprochement Phase Object Constancy Phase |
|
|
Self Psychology
|
Heinz Kohut
|
|
|
Who worked with narcissistic patients
|
Heinz Kohut
|
|
|
Self Psychology acknowledges the
|
interrelationship between the social structure and personality development
|
|
|
Self Psychology - basic concepts
|
proposed model of personality development in which the infant's instinctual drives are separate from the attainment of a cohesive self
|
|
|
Self Psychology - basic concepts
|
Children are born into warm, nurturing and empathic environments comprised of selfobjects
|
|
|
Self Psychology - basic concepts
|
SELFOBJECT - child's perception of other people and objects as part of themself
|
|
|
Self Psychology - basic concepts
|
empathic mirroring - process by which the mother mirrors the child. mother hears and understand the child's needs. This helps the child develop self identity and form a cohesive self.
|
|
|
Self Psychology - basic concepts
|
Transmuting internalization - process in which an individual attains a cohesive self by transforming positive healthy objects into an internalized self-structure.
|
|
|
Gestalt Psychology
|
Fritz Perls
|
|
|
Gestalt Psychology
|
means sholeness focuses on the holistic nature of human experience. emphasized the total person rather than an individual with separate parts.
|
|
|
Gestalt Psychology
|
inconsistent with Psychoanalytic theory focus on the past and belief that actions and behaviors are the result of unconscious drives.
|
|
|
Gestalt Psychology
|
Focuses on the present and believes that behaviors are conscious and can be controlled by the individual.
|
|
|
Gestalt Psychology Concepts
|
Individual must ve viewed as a whole; mind body, emotions and behaviors cannot be separated.
|
|
|
Gestalt Psychology Concepts
|
persons issues and problems are viewed as integral parts of their experience
|
|
|
Gestalt Psychology Concepts
|
different from Psychoanalytic theory of personality development, individuals do not progress through discrete stages of development.
|
|
|
Gestalt Psychology Concepts
|
Personality should be viewed as consisting of integrated parts that make up the whole person
|
|
|
Gestalt Psychology Concepts
|
Gestalt theory focuses on the present, the here and now. but past experiences may influence and individuals present preception and behaviors
|
|
|
Gestalt Psychology Concepts
|
every one have the ability capability and responsibility to regulate their actions and behavior
|
|
|
Gestalt Psychology Concepts
|
need to acknowledge the significane of viewing the totality of an individual's experience which includes the environment.
|
|
|
Life Span Development Theories
|
Focus on individuals mastery of certain skills and taks and describe it in the stages of development.
|
|
|
Life Span Development Theories
Psychosocial Theory |
Eric Erikson
|
|
|
Jane, a preschooler, insists on dressing herself each morning for school, even though she generally selects mismatching outfits, misses buttons, and wears her shoes on the wrong feet. When her mother tries to dress Jane or fix her outfit, Jane brushes her mother off and insists on doing it herself. What stage of psychosocial development best describes Jane’s behavior?
|
Autonomy v Shame and Doubt
|
|
|
The central theme of Erikson’s theory of psychosocial stages was the development of:
|
Ego Identiy
|
|
|
At each stage of Erikson's theory of psychosocial development, people experience a(n) _________ that serves as a turning point.
|
Conflict
|
|
|
The stage that occurs between birth and one year of age is concerned with:
|
Trust vs. Mistrust
|
|
|
Erikson believed that people move through a series of _______ psychosocial stages throughout the lifespan.
|
Eight
|
|
|
The crisis that arises in young adulthood is concerned with:
|
Intimacy vs. Isolation
|
|
|
According to Erikson, what is the major conflict faced during adolescence?
|
Identity vs. Role Confusion
|
|
|
Eight-year old Steven has a difficult time making friends at school. He has trouble completing his schoolwork accurately and on time, and as a result, receives little positive feedback from his teacher and parents. According to Erikson’s theory, failure at this stage of development results in _____________?
|
Feelins of Inferiority
|
|
|
The central conflict in the eighth stage of Erikson’s theory focuses on integrity vs. despair and involves reflecting back on your life. Those who are unsuccessful at resolving this conflict will look back with regret, anger, and bitterness. Those who are successful will feel a sense of satisfaction with the life they have lived. According to Erikson, those who are successful in this stage emerge with ______________.
|
Wisdom
|
|
|
Infancy (birth to 18 months)
|
Trust vs. Mistrust
Feeding Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust. |
|
|
Early Childhood (2 to 3 years)
|
Autonomy vs. Shame and Doubt
Toilet Training Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. |
|
|
Preschool (3 to 5 years)
|
Initiative vs. Guilt
Exploration Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. |
|
|
School Age (6 to 11 years)
|
Industry vs. Inferiority
School Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. |
|
|
Adolescence (12 to 18 years)
|
Identity vs. Role Confusion
Social Relationships Teens needs to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. |
|
|
Yound Adulthood (19 to 40 years)
|
Intimacy vs. Isolation
Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. |
|
|
Generativity vs. Stagnation
|
Work and Parenthood
Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. |
|
|
Maturity(65 to death)
|
Ego Integrity vs. Despair
Reflection on Life Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. |
|
|
Each stage is marked by a psychosocial _________ which must be resolved byt the ego for development to continue.
|
Crisis
|
|
|
Psychosocial crisis in each stage is marked by a conflict between two opposing personality traits.
|
Syntonic and Dystonic
|
|
|
New born
|
Sensory Development oral and visual. Primary reflexes sucking reflexes
|
|
|
1 month
|
increase in buscle strength arm and leg reflex
|
|
|
2 months
|
increase in hair growth. Attemps to hold chin up. Can reach for object and hold for brief moment.
|
|
|
3 months
|
can hold chest up while on stomach
|
|
|
4 months
|
teething. can turn head in all directions
|
|
|
5 months
|
eye hand coordination. can move by rolling and rocking
|
|
|
6 - 8 months
|
Balance. Can sit up with some support. Crawling
|
|
|
9 - 12 months
|
Begins to walk. Can stand up alone Can climb chairs and steps with help
|
|
|
15 - 17 months
|
Can walk alone. Can throw objects. At 17 months can walk sideways and backwards
|
|
|
18 - 19 months
|
Can run and jump with both feet. Grasp and release. Knows several words and small phrases.
|
|
|
2 years
|
Language development. Can say at least 50 words and put two together to form a sentence. Bladder control
|
|
|
3-4 years
|
Can scribble and draw circles. Begins to dress self
|
|
|
6 years
|
Permanent teeth come in begins to read and print name
|
|
|
7 - 11 years
|
Marked difference in motor skills across genders
|
|
|
12 - 15 years
|
Pubescence. Motor activity becomes more coordinated
|
|
|
16 - 18 years
|
Height and weight growth slows down. Muscular growth increases. Sex organs mature.
|
|
|
18 - 30 years
|
Adult proportions reached. Decreased in height and indrease in body fat at 30.
|
|
|
35 - 60 years
|
Vision and hearing decline. Hair loss. Menopause in females. Reaction time slows down. Gross motor skills decrease.
|
|
|
60 - 70 years
|
Hair and teeth loss. Sensory defects. Continued decrease in height and muscle tone
|
|
|
70 +
|
Rapid deterioration of muscles and bones. Loss of hearing and vision. Weight loss, Loss of coordinatin.
|
|
|
Theroy of Cognitive Development
|
Schemas - goal oriented strategies that individuals use to explore the environment and learn more about the world.
|
|
|
Schemas
|
All individuals are born with Schemas through which they perceive the environment. Schemas are sensorimotor motor responses and reflexes and cognitive based upon the individuals experience.
|
|
|
Adaptation
|
the reciprocal exchange between an individual and their environment.
|
|
|
Adaptation - two concepts
|
Assimilation and
Accommodation |
|
|
Assimilation
|
Incorporation of an acpect of one's environment into an existing mental organizaiton
|
|
|
Assimilation
|
The process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit.
|
|
|
Accommodation
|
The difference made to one's mind or concepts by the process of assimilation.
Note that assimilation and accommodation go together: you can't have one without the other. |
|
|
Assimilation
|
Child knows how to grab a rattle and place it in their mouth. The child assimilated a new object (pen) into the old "grab a rattle" schema. The child grabs a pen from his mom and puts it in his mouth
|
|
|
Accommodation
|
The child grabs a beach ball and attempts to assimilate it inot the "grab a rattle" schema. This is unsuccessful, so the child will adapt to the new object. The chid accommodates the old schema to the new object by touching the beach ball and licking or drooling on it.
|
|
|
Cognitive development - 4 discrete stages
|
Sensori-motor (Birth-2 yrs)
Pre-operational (2-7 years) Concrete operational (7-11 years) Formal operational (11 years and up) |
|
|
Sensori-motor (Birth-2 yrs)
|
Differentiates self from objects
Recognises self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realises that things continue to exist even when no longer present to the sense |
|
|
Pre-operational
(2-7 years) |
Learns to use language and to represent objects by images and words
Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour |
|
|
Concrete operational
(7-11 years) |
Can think logically about objects and events
Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size. |
|
|
Formal operational
(11 years and up) |
Can think logically about abstract propositions and test hypotheses systemtically
Becomes concerned with the hypothetical, the future, and ideological problems |
|
|
egocentric during this stage, that is, he sees things pretty much from one point of view: his own!
|
Preoperational stage
|
|
|
there is a clear understanding of past and future. for example, if a child is crying for its mother, and you say “Mommy will be home soon,” it will now tend to stop crying. Or if you ask him, “Remember when you fell down?” he will respond by making a sad face.
|
Preoperational stage
|
|
|
begin to develop object permanence
|
The sensorimotor stage
|
|
|
By seven or eight years old, children develop conservation of substance: If I take a ball of clay and roll it into a long thin rod, or even split it into ten little pieces, the child knows that there is still the same amount of clay. And he will know that, if you rolled it all back into a single ball, it would look quite the same as it did -- a feature known as reversibility.
|
Concrete operations stage
|
|
|
Cognitive theory
|
Alfred Adler
Albert Ellis |
|
|
Alfred Adler
|
Similar to Frued with 3 major differences
|
|
|
Personality should be viewed as a whold, and not as separate components ie id, ego and superego
|
Adler
|
|
|
Behavior is driven by social motivation, not sexual drive
|
Adler
|
|
|
An individual's conscious thoughts and beliefs are of much greated inportance than suggested by the Psychoanalytic theory, which focus on the unconscious
|
Adler
|
|
|
Theory that recognizes, that certain misconceptions, irrational thoughts and false beliefs can be ther result of physiological, neurological or chemical disturbances
|
Cognitive Theory
|
|
|
Cognitive Behavioral theory developed by Albert Ellis
|
Rational Emotive Therapy RET
|
|
|
In the ABC Theory of Emotion what does the A represent
|
A is the Activating event
|
|
|
In the ABC Theory of Emotion what does the B represent
|
B is the individuals thoughts and beliefs about A
|
|
|
In the ABC Theory of Emotion what does the C represent
|
C represents the emotional and behavioral consequences of B
|
|
|
Who believed that when individuals thoughts and beliefs were rational, they were healthy and functional. When individuals thoughts and beliefs were irrational they were disturbed or dysfunctional
|
Ellis
|
|
|
Moral Development
|
Kohlberg
|
|
|
Who said all humans are void of morals, ethics and honesty at birth.
|
Lawrence Kohlberg
|
|
|
Who said Moral development is learned primarily from the individuals family
|
Lawrence Kohlberg
|
|
|
How many levels of moral development are there
|
3 levels with 2 stages
|
