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;
38 Cards in this Set
- Front
- Back
|
Freud's Psychosexual Stages of Development
|
Oral (0-1)
Anal (2-3) Phallic/Oedipal (3-6) Latency (6-11) Puberty-Genital (12-18) |
|
|
Oral Stage (Freud)
|
0 to 1 years of age
- 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 (Freud)
|
2 to 3 years of age
- 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 (Freud)
|
3 to 6 years of age
- 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 (Freud)
|
6 to 11 years of age
- Sexual urges remain repressed and children interact and play mostly with same sex peers |
|
|
Puberty/Genital (Freud)
|
12 to 18 years of age
- Adolescents direct their sexual urges onto opposite sex peers, with the primary focus of pleasure being the genitals |
|
|
Piaget (Stages of Cognitive Development)
|
1. Sensorimotor thought (0 - 2 y/o)
2. Preoperational Thought (2.5 to 6 or 7 y/o) 3. Concrete Operations (7-11 y/o) 4. Formal Operations (11-18 y/o) |
|
|
Sensorimotor thought (Piaget)
|
0 to 2 years old
- 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 to 6 or 7 years old
- 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 to 11 years old
- 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 to 18 years old
- 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's Stages of Psychosocial Development
|
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. |
|
|
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. |
|
|
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 |
|
|
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. |
|
|
Identity vs. Role Confusion (Erikson)
|
- Adolecence Stage
- 12-18 Years - Important Event: Peer Relationships - The teenager must achieve a sense of identity in occupation, sex roles, politics, and religion. |
|
|
Intimacy vs. Isolation (Erikson)
|
- Young adulthood
- 19-40 Years - Important Event: Love Relationships - The young adult must develop intimate relationships or suffer feelings of isolation. |
|
|
Generativity vs. Stagnation (Erikson)
|
- Middle Adulthood
- 40-65 Years - Important Event: Parenting - Each adult must find some way to satisfy and support the next generation. |
|
|
Integrity Vs. Despair
|
- 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. |
|
|
Margaret Mahler - Object Relations
|
Attachment (Normal Autism/Normal Symbiosis)
Separation/Individuation (Differentiation/Practicing/Rapprochement) Object Constancy (Consolidation of Individuality and Object Constancy) |
|
|
Attachment Phase (Mahler)
|
Normal Autism (0-3 Months):
- Alert inactivity Normal Symbiosis (2-6 Months): - No Differentiation between self and others - Mutual cueing |
|
|
Separation/Individuation (Mahler)
|
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 (Mahler)
|
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
|
- 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 and Punishment - Child obeys an authority figure out of fear of punishment Stage 2: Individualism and Purpose (Personal Reward) - 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-Nice girl (Interpersonal Norms) Orientation - Person acts to gain approval from others Stage 4: Law and Order - 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: Social Contract/Community vs Individual Rights - Genuine interest in welfare of others - Concerned with individual rights and being morally right Stage 6: Universal Ethical Principles (Conscience) - Guided by individual principles; based on broad, universal ethical principles - Concern for larger universal issues of morality |
|
|
Stages of Death and Dying
(Psychological response to the awareness of 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 |
|
|
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 |
|
|
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 |
