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43 Cards in this Set
- Front
- Back
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2 variations of Feminist Theories
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Psychodynamic feminists: asserts that women’s ways of acting are rooted deeply in women’s unique ways of thinking
Gender Feminists: tend to be concerned with values of separateness (for men) and connectedness (for women) and how these lead to a different morality for women. |
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categories of Psychological Stress
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1. Harm: a damaging event that has already occurred.
2. Threat: a perceived potential for harm that has not yet happened; the most common form of psychological stress. 3. Challenge: an event we appraise as an opportunity rather than an occasion for alarm |
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Stages of the Crisis Episode
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1. Our level of tension increases sharply.
2. We try and fail to cope with the stress, which further increases out tension and contributes to our sense of being overwhelmed. We are particularly receptive to receiving help from others at this time. 3. The crisis episode ends, either negatively (unhealthy coping) or positively (successful management of the crisis). |
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3 Types of Traumatic Stress
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-Natural (flood, tornado, earthquake) and technological (nuclear)
-War and related problems (concentration camps) -Individual trauma (raped, assaulted, or tortured) |
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Stages of the General Adaptation Syndrome
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1. ALARM: the body first becomes aware of a threat.
2. RESISTANCE: the body attempts to restore homeostasis. 3. EXHAUSTION: the body terminate coping efforts because of its inability to physically sustain the state of disequilibrium. |
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Denial
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Negating an important aspect of reality that one may actually perceive.
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Displacement
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Shifting feelings about one person or situation onto another.
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Intellectualization
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Avoiding unacceptable emotions by thinking or talking about them rather than experiencing them directly.
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Introjection
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Taking characteristics of another person into the self in order to avoid direct expression of emotions. The emotions originally felt about the other person are now felt toward the self.
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Isolation of affect
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Consciously experiencing an emotion in a “safe” context rather than the threatening context in which it was first experienced.
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Projection
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Attributing unacceptable thoughts and feelings to others.
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Rationalization
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Using convincing reasons to justify ideas, feelings, or actions so as to avoid recognizing true motives.
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Reaction formation
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Replacing an unwanted unconscious impulse with its opposite in conscious behavior.
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Regression
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Resuming behaviors associated with an earlier developmental stage or level of functioning in order to avoid present anxiety. The behavior may or may not help to resolve the anxiety.
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Repression
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Keeping unwanted thoughts and feelings entirely out of awareness.
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Somatization
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Converting intolerable impulses into somatic symptoms.
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Sublimation
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Converting an impulse from a socially unacceptable aim to a socially acceptable one.
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Undoing
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Nullifying an undesired impulse with an act of reparation.
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Problem-focused coping
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changing the situation by acting on the environment. This method tends to dominate whenever we view situations as controllable by action. Ex: Sheila was concerned about her professors’ insensitivity to her learning disability, so she took action to educate them about it and explain how she learns best in a classroom setting. Typical behaviors: confrontation, problem solving
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Emotion-focused coping
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– changing either the way the stressful situation is attended to (by vigilance or avoidance) or the meaning to oneself of what is happening. The external situation doesn’t change, but our behaviors or attitudes change with respect to it, and we may thus effectively manage the stressor. Ex: Sheila might avoid taking the professor’s course in the future. Typical behaviors: distancing, escape or avoidance, positive, reappraisal.
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Relational coping
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takes into account actions that maximize the survival of others – such as our families, children, and friends – as well as ourselves.
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Typical behaviors of problem- or emotion-focused coping (depending on context
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self control, search for support, acceptance of responsibility.
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characteristics of Post-traumatic Stress Disorder (PTSD)
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• Persistent reliving of the traumatic event: intrusive, distressing recollections of the event; distressing dreams of the event; a sense of reliving the event; intense distress when exposed to cues of the event
• Persistent avoidance of stimuli associated with the traumatic event: avoidance of thoughts or feelings connected to the event; avoidance of places, activities, and people connected to the event; inability to recall aspects of the trauma; loss of interest in activities; feeling detached from others; emotional numbing; no sense of a future • Persistent high state of arousal: difficulty sleeping, irritability, difficulty concentrating, excessive attention to stimuli, exaggerated startle response |
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examples of Social Support
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Material support – food, clothing, shelter, and other concrete items
Emotional support – interpersonal support Instrumental support – services provided by casual contacts such as grocers, hairstylists, and landlords |
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10 Characteristics of Social Support
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1. Nurtures and promotes an ordered worldview
2. Promotes hope 3. Promotes timely withdrawal and initiative 4. Provides guidance 5. Provides a communication channel with the social world 6. Affirms one’s personal identity 7. Provides material help 8. Contains distress through reassurance and affirmation 9. Ensures adequate rest 10. Mobilize other personal supports |
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differences between the Buffering Model and the Main Effect model
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Buffering Model – support is seen as a factor that intervenes between a stressful event and our reaction. Recognizing our supports helps us to diminish or prevent a stress response.
Main Effect Model – support is seen as related to our overall sense of well-being. Social networks provide us with regular positive experiences, and within the network a set of stable roles enables us to enjoy the stability of mood, predictability in life situations, and recognition of self-worth. Because of our built-in sense of support, we don’t perceive situations as threats. More differences: Most research on social support focuses on its buffering effects because they’re more accessible to measurement. Social support as a main effect is difficult to isolate. The main effect model has its roots in sociology, particularly symbolic interaction theory. The buffering model, more of a product of ego psychology, conceptualizes social support as an external source of emotional, informational, and instrumental aid. |
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Axes of the DSMIV Classification of Mental Disorders
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Axis I – Clinical or mental disorders, other conditions that may be a focus of clinical attention
Axis II – Personality disorders, mental retardation Axis III – General medical conditions Axis IV – Psychosocial and environmental problems: primary support group, social environment, educational, occupational, housing, economic, access to health care services, interaction with the legal system, other psychosocial and environmental problems Axis V – Global assessment of functioning (based on clinician’s judgment): 90-100 :Superior functioning in a wide range of activities 0-10 :Persistent danger of severely hurting self or others, persistent inability to maintain personal hygiene, or serious suicidal acts with clear expectation of death |
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Medical (Psychiatric) Perspective of Coping
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The medical model of abnormality focuses on underlying disturbances within the person. An assessment of the disturbance results in a diagnosis based on a cluster of observable symptoms (sometimes referred to as the disease model of abnormality). Interventions, or treatments, focus on changing the individual. The abnormal person must experience internal, personal changes (rather than induce environmental change) to be considered normal again.
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Psychological Perspectives of Coping
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– Psychology emphasizes various cognitive, behavioral, or reflective interventions for individuals, families, or small groups. People normally progress through a sequence of life stages; any unsuccessful transitions between stages can result in abnormal behavior (a deviant pattern of coping with threats and challenges). Ex: Erikson’s psychosocial development stages.
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Sociological Approach of Coping: Deviance
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Deviance is a negative label that’s assigned when one is considered by others to be in violation of the prescribed social order. We’re unable to grasp the perspective from which the deviant person thinks and acts. We conclude that our inability to understand the other person’s perspective is due to that person’s shortcomings rather than our own rigidity, and we label the behavior as deviant. Ex of coping: Sheila tried to avoid intimacy with classmates because she views herself as deviant and wants to avoid being seen as deviant (or abnormal) by others, which in her view would lead to their rejection of her.
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Social Work Perspective of Coping: Social Functioning
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Systems perspective. Social workers tend not to classify individuals as abnormal. Instead, they consider the person-in-environment as an ongoing process that facilitates or blocks one’s ability to experience satisfactory social functioning.
• 3 types of situations that are more likely to produce problems in social functioning: stressful life transitions, relationship difficulties, and environmental unresponsiveness (these don’t rely on evaluating the client as normal or abnormal, but rather the PIE). • The PIE classification system organizes the assessment of individuals’ ability to cope with stress around 4 factors: social functioning problems, environmental problems, mental health problems, and physical health problems (Exhibit 5.7) |
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Spirituality
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-A process of human life and development
-Focuses on the search for a sense of meaning, purpose, morality, and wellbeing -Orients around centrally significant priorities and engages a sense of the transcendence |
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percentages of American belief in God and religion
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A number of polls have consistently reported that between 92 and 96% of people in the United States believe in God or a universal spirit, and 80% report that religion is either “very important” or “fairly important” in their life.
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the Transpersonal Theories, their authors, and their characteristics.
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The theory of personality-Carl Jung-Includes physical, mental, and spiritual selves which all strive for unity and wholeness within each person.
-Psychosynthesis-Robert Assagioli-”Includes the constructs of “higher unconscious” or “super conscious” as the source of creativity and spirituality. |
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Cowley’s 4 major therapeutic approaches that have emerged over the past century.
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-Fist Force: based on dynamic theories of human behavior, concerned with repression and resolving instinctual conflicts by developing insight
-Second Force: evolved from behavioral theories, focus on learned habits and seek to remove symptoms through various processes of direct learning -Third Force: rooted in existential/humanistic/experiential theories, help people deal with existential despair and seek the actualization of the person’s potential through technique grounded in immediate experiencing -Fourth Force: based on transpersonal theories, specifically target the spiritual dimension, focuses on helping the person let go of ego attachments (external identifications with the mind, body, and social roles) and transcend the self through various spiritually based practices |
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Ultimate Environment
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The ultimate environment is the highest level of reality. Faith represents your internal image of the ultimate environment as well as your relationship with that image. This image is a constantly evolving, dynamic process that is strongly influenced by life experiences; therefore it is best understood as a verb as opposed to a noun.
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Pre-stage
Primal Faith |
Infancy: Learn to trust or not trust, immediate environment, develop sense of object permanence, and form first pre-images or sense of the ultimate. Sets the stage for further faith development.
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Stage 1: intuitive-Projective Faith (magical World)
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Early Childhood: Emerges in children aged 2-7 who have new tools of speech and symbolic representation. Faith is fantasy-filled and imitative and can be powerfully influenced by examples, modes, actions and stories of significant others.
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Stage 2: Mythical-Literal Faith (Concrete Family)
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Middles Childhood and beyond: Begins at 7and 8, when child takes on stories, beliefs, and practices that symbolize belonging to his or her community. High level of conformity to community beliefs and practices, and symbols are seen as one dimensional and literal in meaning. Authority and tradition are very powerful influences as the child incorporates moral rules and attitudes of community.
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Stage 3:
Synthetic Conventional Faith (faith community) |
Adolescence and beyond: Capacity for abstract thinking and manipulation of concepts affects process of developing both overall identity and faith. Environment broadens, and there is increased influence of peers, school and work associates, and media and popular culture. Beliefs and values often deeply felt, but are primarily tacit rather than critically examined. Person has an ideology or outlook but has not systematically reflected on it and is largely unaware of having it.
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Stage 4: Individuative- Reflective Faith (Rational Contracts)
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Young adulthood and beyond: Increase of responsibility for one’s commitments, lifestyle, beliefs, and attitudes. Constructs an individual self-identity and outlook ideology held conventional faith.
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Stage 5:
Conjunctive Faith (supernatural, mysterious universe) |
Midlife and beyond: Most people do not reach stage 5. Most rework the past and is open to voices of the deeper self. Requires capacity for both and either thinking polarities are not seen as problems but as realities to be accepted, determinism and freewill play a role in life, the ultimate is experienced as both personal and abstract humanity is understood as both and good and evil.
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Stage 6: Universalizing Faith (Selfless Service
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Partial truths recognized because of expanded vision of truth. Symbols, truths, rituals, are appreciated and cherished
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