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111 Cards in this Set
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systems perspective
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sees human behavior as the outcome of reciprocal interaction of persons operating within linked social systems
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social constructionist perspective
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focuses on how people learn, through their interactions with each other, to understand the world and their place in the world
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psychodynamic perspective
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is concerned with how internal processes such as needs, drives, and emotional motivate human behavior
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humanistic perspective
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emphasizes the individual's inherent value, freedom of action, and search for meaning
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social exchange theory
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social behavior is based on the desire to maximize benefits and minimize costs
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Erikson's model of development
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Stage 1 (birth-1 yr): basic trust vs. mistrust
Stage 2 (ages 2-3): autonomy vs. shame/doubt Stage 3 (ages 3-5): initiative vs. guilt Stage 4 (ages 6-12): industry vs. inferiority Stage 5 (ages 12-18): identity vs. role confusion Stage 6 (early-late 20s): intimacy vs. isolation Stage 7 (late 20s-50s): generativity vs. stagnation Stage 8 (late adulthood): integrity vs. despair |
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classical conditioning
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aka: respondent conditioning; behavior learned through association; Pavlov; this approach looks for antecedents of behavior as the mechanisms of learning.
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operant conditioning
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aka: instrumental conditioning/behavior modification; behavior as result of reinforcement; Skinner; behavior is learned as it is strengthened/ weakened by reinforcement (rewards or punishment); consequences of behavior as mechanisms learning
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cognitive social learning theory
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aka cognitive behavioral or social cognitive theory; Albert Bandura; self-efficacy and efficacy expectation; agency
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Maslow's hierarchy of needs
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1. physiological (hunger, thirst, sex)
2. safety (avoidance of pain/anxiety, desire for security) 3. belongingness and love (affection, intimacy) 4. esteem (self-respect, adequacy, intimacy) 5. self-actualization (to be fully what one can be) |
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Piaget's stages of cognitive operations
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sensorimotor (birth to 2 years)
preoperational (2-7 years) concrete operations (7-11 years) formal operations (11 to adulthood) |
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sensorimotor stage
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birth to 2 years; gradually learns to coordinate sensory and motor activities and develops beginning sense of objects existing apart from self.
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preoperational stage
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2 to 7 years; child remains primarily egocentric but discovers rules that can be applied to new incoming information.
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concrete operations stage
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7 to 11 years; child can solve concrete problems through the application of logical problem-solving strategies
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formal operations stage
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11 to adulthood; person becomes able to solve real and hypothetical problems using abstract concepts
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Kohlberg's Stages of Moral Development
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preconventional:
heteronomous morality instrumental purpose conventional: interpersonal experiences the societal point of view postconvential: ethics conscience and logic |
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heteronomous morality (Kohlberg)
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accepting what the world says is right
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instrumental purpose (Kohlberg)
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defining the good as whatever is agreeable to the self and those in the immediate environment
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interpersonal experiences (Kohlberg)
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seeking conformity and consistency in moral action with significant others
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the societal point of view (Kohlberg)
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seeking conformity and consistency with what one perceives to be the opinions of the larger community
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ethics (Kohlberg)
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observing individual and group (societal) rights
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conscience and logic (Kohlberg)
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seeking to apply universal principles of right and wrong
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Gilligan's three stages of moral development
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survival orientation
conventional care integrated care |
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denial
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defense mechanism; negating an important aspect of reality that one may actually perceive
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example: woman with anorexia believes she is maintaining good self-care by dieting
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displacement
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defense mechanism; shifting feelings about one person or situation on to another
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example: your boss yells at you so you kick the dog when you get home
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intellectualization
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defense mechanism; avoiding unacceptable emotions by thinking and talking about them rather than experiencing them directly
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introjection
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defense mechanism; taking characteristics of another person into the self in order to avoid a direct expression of emotions (the emotions originally felt about other person now felt towards self)
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example: abused woman blames herself for abuse
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isolation of affect
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defense mechanism; consciously experiencing an emotion in a "safe" context rather than the threatening context in which it was first unconsciously experienced
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example: a person does not show sadness of funeral of family member but weeps uncontrollably at death of pet hamster the next week.
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projection
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defense mechanism; attributing unacceptable thoughts and feelings to others
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example: man does not want to be angry with gf when he is upset with her, so he assumes she is angry with him
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rationalization
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defense mechanism; 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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defense mechanism; replacing an unwanted unconscious impulse with its opposite in conscious behavior
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example: person cannot bear to be angry with boss, so after a conflict demonstrates that he believes boss is worthy of loyalty by volunteering to work overtime
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regression
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defense mechanism; resuming behaviors associated with an earlier developmental stage or level of functioning in order to avoid present anxiety.
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example: young man throws temper tantrum to express frustration when he cannot master task on computer
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somatization
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defense mechanism; converting intolerable impulses into somatic symptoms
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example: a person who is unable to express negative emotions develops frequent stomachaches
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sublimation
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defense mechanism; converting an impulse from a socially unacceptable aim to socially acceptable
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example: angry, aggressive young man becomes star on school's debate team
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undoing
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defense mechanism; nullifying an undesired impulse with an act of reparation
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example: man who has lustful thoughts about coworker tries to make amends to wife by purchasing a special gift for her
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Axis I
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Clinical or medical disorders
Other conditions that may be focus of clinical attention |
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Axis II
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Personality disorders
Mental Retardation |
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Axis III
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General Medical Conditions
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Axis IV
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Psychosocial and environmental problems
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ABCX model of family stress and coping
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to understand whether an event in the family system (A) becomes a crisis (X), we need to understand both the family's resources (B) and the family's definitions (C) about the event.
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reliability
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renders same/similar results on repeated trial
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validity
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measures what it claims to measure
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face/content validity
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agreement by experts that an operational definition adequately reflects concept
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criterion validity
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given measure of concept correlates to established measure of same concept
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construct validity
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degree to which concept fits into system of theoretical relationships
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nominal scale
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provides set of categories for sorting/classifying objects on basis of some quality, characteristic, or attribute
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e.g: race, gender, marital status, any yes/no.
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ordinal/rank scale
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reflect inherent ranking/ordering of observations
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e.g: social class, military rank
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interval scale
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characteristics of ordinal plus successive points represent equal distances.
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e.g: temp, height, weight, age in years
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ratio scale
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all characteristics of interval scare, but has absolute zero point, at which it ceases to exist.
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e.g: money, distance, count of an object
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stratified random sample
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based on divisions of population into categories representing some social or demographic characteristic such as social class, age, race, etc
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systematic random sample
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where every Kth item is selected after first item selected randomly (K=proportion of the sample to the population)
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cluster sample
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uses groups/clusters from a frame/list and random selection is among clusters
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mirroring
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repeating back what client said to show you heard
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validation
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letting client know they have right to feelings by pointing
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empathy
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read affect and tune into client's feelings
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5 tenets of Motivational Interviewing
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1. accurate empathy
2. developing discrepancy (between where they are and where they want to be) 3. avoiding argument 4. roll with resistance 5. support self-efficacy (change talk) |
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id
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impulse
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ego
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the "you" that interacts with others
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superego
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conscience; internalized "parent"
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projective identification
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assumption that it is your obligation to meet my needs, even if you don't know what they are
*cluster B traits |
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ego integrity
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ability to adapt and allow change
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six stages of change
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1.precontemplation
2. contemplation 3. preparation 4. action 5. maintenance 6. relapse |
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factitious disorder
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no gain, except attention received; i.e-Munchausen syndrome (when one intentionally makes self sick)
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malingering
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not a disorder; gain associated with feigned symptoms
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cognitive approach
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change behavior first, then insight follows
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psychodynamic approach
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flash of insight, then behavior change
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structural family therapy
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Minuchin; all families the same; systems perspective; everyone involved in process; family=identified patient
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holon
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unit of intervention; whole & part; exerts competitive energy for autonomy and self-preservation of whole; within family holon: spouse, parents, sibling subsystems
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additive model of risk
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multiple risk factors have greater risk of negative outcomes; linear model
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multiplicative model of risk
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risk factors make you more sensitive to other risk factors; steeper linear progression
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curvilinear model of risk
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low levels of stress have little impact, but once past the low level threshold, risk increases considerably
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social network theory
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linkages between people; more concerned with quantity, not so much quality, of relationships
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informed consent
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-capacity to consent (language, age, culture)
-voluntary (procedure, outcome, implications, benefits/risks) -autonomy (best interests, rights, empowerment, identity) |
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deontology
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ethical reasoning approach that contends that ethical principles should take precedence over outcomes, even when outcomes would be positive
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ethical principles
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-autonomy
-freedom -preservation of life -honesty -confidentiality -equality -due process -societal or collective rights |
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transactional approach to human behavior
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focus on changing relationships among inseparable aspects (person & environment depend on each other for their definition)
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multi-dimensional approach to human behavior
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thinking about human behavior as changing configurations of person and environment over time
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biopsychological approach to human behavior
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human behavior is the result of interactions of biological, psychological, and social systems
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Bronfenbrenner's ecological perspective
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identifies 4 interdependent categories/levels of systems:
-microsystems -mesosystems -exosystems -macrosystems |
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4 ways of thinking about time
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-constants
-trends -cycles -shifts |
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life course perspective
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each person's life has unique long-term pattern of stability/change, but shared social and historical contexts produce commonalities
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triangulation
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inappropriate use of 3rd person who has nothing to do with original problem
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cuadro
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the organization of the family according to an internalized image
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absolute thinking
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common cognitive distortion; viewing experience as all good or all bad, and failing to understand that experiences can be a mixture of both
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overgeneralization
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common cognitive distortion; assuming that deficiencies in one area of life necessarily imply deficiencies in other areas
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selective abstraction
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common cognitive distortion; focusing only on the negative aspects of a situation, and consequently overlooking its positive aspects
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arbitrary inference
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common cognitive distortion; reaching a negative conclusion about a situation with insufficient evidence
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magnification
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common cognitive distortion; creating large problems out of small ones
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minimization
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common cognitive distortion; making large problems small, and thus not dealing with them adequately
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personalization
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common cognitive distortion; accepting blame for negative events without sufficient evidence
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desensitization
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behavioral change strategy; confronting a difficult challenge though a step-by-step process of approach and anxiety control
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shaping
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behavioral change strategy; differentially reinforcing approximations if a desired but difficult behavior so as to help the person eventually master the behavior
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behavioral rehearsal
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behavioral change strategy; role playing a desired behavior after seeing it modeled appropriately and then applying the skill to real-life situations
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extinction
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behavioral change strategy; eliminating a behavior by reinforcing alternative behaviors
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self-efficacy
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sense of personal competence
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efficacy expecation
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expectation that one can personally accomplish a goal
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agency
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the capacity to intentionally make things happen
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attribution theory
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cognition as the producer of emotions; our experience of emotion is based on conscious evaluations we make about physiological sensations in particular social settings
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emotional intelligence
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person's ability to process information about emotions accurately and effectively and consequently to regulate emotions in an optimal manner
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includes self-control, zest and persistence, ability to self-motivate, ability to read and deal effectively with others people's emotions
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relational coping
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takes into account actions that maximize survival of others--such as families, children, and friends--as well as selves
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women more like to employ this strategy
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emotion-focused coping
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function is to change either the way the stressful situation is dealt with or the meaning to oneself of what is happening.
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object relations theory
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psychodynamic theory of human behavior; ability to form lasting attachments with others is based on early experiences of separation from and connection with primary caregivers
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stress/diathesis models (of mental illness)
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certain disorders (i.e-psychotic and mood) develop from interactions of environmental stresses and vulnerability to the illness
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social identity theory
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stage theory of socialization; articulates the process by which we come to identify with some social groups and develop a sense of difference from other groups
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5 stages of social identity development
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(not truly distinct/sequential, and can occur simultaneously)
1. naivete 2. acceptance 3. resistance 4. redefinition 5. internalization |
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niavete (stage of social identity development)
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during early childhood, no social consciousness
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acceptance (stage of social identity development)
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older children/adolescents learn the distinct ideologies and belief systems of their own and other social groups
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resistance (stage of social identity development)
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in adolescence or later, we become aware of harmful effects of acting on social differences
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redefinition (stage of social identity development)
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process of creating new social identity that preserves pride in origins while perceiving differences with others as positive representations of diversity
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internalization (stage of social identity development)
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final stage; become comfortable with revised identity and are able to incorporate it into all aspects of life
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problem-focused coping
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change the situation by acting on the environment; when situations viewed as controllable by actions
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