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;
185 Cards in this Set
- Front
- Back
|
Cultural Encapsulation |
Assumes that reality is defined by one set of cultural assumptions that are insensitive to cultural variation among individuals |
|
|
Ideal Culture |
Societal Norm |
|
|
Real Culture |
Sum of all behaviors and values within a culture |
|
|
Counter Culture |
Group who opposes values of an ideal culture |
|
|
Contextualism |
Behavior must be assessed in the context of culture in which the behavior occurs |
|
|
Worldview |
One's perception of his or her relationship with the world as a whole |
|
|
Propinquity |
The term used by Social Psychologists to refer to the tendency for people who are in close proximity to be attracted to one another |
|
|
Prognosis |
Refers to the probably outcome |
|
|
Universal Culture |
Biological Similarities connecting all humans (Human Genome Project) |
|
|
Therapeutic Surrender |
Client from a different culture becomes open with feelings and thoughts |
|
|
Acculturation |
Integration or adoption of cultural beliefs/customs from a majority/dominant culture |
|
|
Assimilation |
So much acculturation to the point of becoming part of the dominant culture |
|
|
Ethnocentrism |
Uses one's own culture as a yardstick to measure all others |
|
|
Connotative Error |
Misunderstanding based on the emotional content/desired meaning of a used word. One word may hold different connotations for different cultures |
|
|
Emic |
Insiders perceptions of culture. The counselor would adopt an eclectic position when helping |
|
|
Etic |
Emphasizes the universal traits of humans. Counselor sticks to one approach no matter the client. |
|
|
Alloplastic Viewpoint |
The client best copes by changing or altering external factors in the environment |
|
|
Autoplastic Viewpoint |
Change comes from within
|
|
|
The Just-World Hypothesis |
The tendency to attribute consequences to -- or expect consequences as the result of -- a universal force that restores moral balance. |
|
|
Social Influence |
Change in behavior that one causes another either directly or indirectly. This can be seen through... Conformity, Compliance, and Obedience. |
|
|
Social Facilitation |
Improved performance on easy tasks in the presence of others |
|
|
Altruism |
Unselfish regard for the welfare of others |
|
|
The Hawthorne Effect |
Type of reactivity in which people modify or improve an aspect of their behavior in response to their awareness to being observed |
|
|
Social Conformity |
Change of behavior or beliefs in order to fit in with a group |
|
|
Group Polarization |
Tendency for a group to make decisions that are more extreme than the initial inclination of its members. |
|
|
Deindividuation |
people engaging in uncharacteristic behavior when usual identities were reduced. |
|
|
GroupThink |
occurs when no one expresses an opinion or dissent and there is an emphasis on group unanimity at the expense of critical thinking. |
|
|
Inoculation Effect |
an approach to convincing people to change their mind. |
|
|
Out-group homogeneity |
The tendency to view all individuals outside of one's in-group as being very similar |
|
|
Adaptive Conservatism |
An evolutionary principle that creates a predisposition toward distrusting anything or anyone unfamiliar or different |
|
|
Special Population |
Groups of people who may share symptoms related to trauma or problematic life situations but do not necessarily pass these issues on from generation to generation. |
|
|
Cultural Intuition |
The immediate knowledge, sensation, connection and rapport that counselor may experience when encountering clients from their own culture. |
|
|
Collectivism |
A social system in which individuals submit to the interest or subscribes to the values of groups such as peers, family, community, co-workers, leaders, government or any affiliation that may provide a sense of belonging for the individual. |
|
|
A hate crime |
A verbal or physical assault motivated by prejudice and the perception that the victim is a member of a minority group |
|
|
Founder of Reality Therapy |
William Glasser |
|
|
Founder of Transactional Analysis |
Eric Berne |
|
|
Founder of Individual Therapy |
Albert Adler |
|
|
Father of Cognitive Psychology |
Aaron Beck |
|
|
Murry Bowen |
Key name in Intergenerational Therapy. His approach is often referred to as 'Extended Family Systems Therapy'
|
|
|
Preconventional Morality |
Kohlberg's level of morality where the child responds to consequences and where reward and punishment greatly influence the behavior; stages: punishment & obedience and mutual benefit *I'll be punished if I skip school* |
|
|
Conventional Morality |
Kohlberg's level of morality where the individual wants to meet the standards of the family, society, and even the nation; the individual wishes to conform to the roles in society and live up to society's expectations so that authority and social order can prevail; stages: interpersonal expectations & law-and-order *It is against the rules to skip school* |
|
|
Post Conventional Morality |
Kohlberg's level of morality also known as self-accepted morality. A person who reaches this level is concerned with universal, ethical principles of justice, dignity, and equality of human rights; many people never reach this level; stages: legal principles & universal moral principles Rules and standards of society are internalized and held as one's own. |
|
|
Kohlberg Stage 1 |
Obedience vs. Punishment A child briefly follows preestablished rules to avoid punishment from authority figures * It is wrong to steal cause we might get caught* |
|
|
Kohlberg Stage 2 |
Individualism and Exchange A child acts according to his own interests. He wants to ensure that he is being treated fairly. *What's in it for me* |
|
|
Kohlberg Stage 3 |
Interpersonal Concordance A child's family and society in deciding what is right. Interpersonal emotions (love and compassion) along with the need for approval from others becomes guiding factors. |
|
|
Kohlberg Stage 4 |
Law and Order
Children see laws and crucial to maintaining higher order in the society they are part of. By their logic, laws should be obeyed in order to avoid chaos |
|
|
Kohlberg Stage 5 |
Social Contract (individual Rights) People have developed a contract with society. They believe that certain universal values exist, and that everyone is entitled to basic human rights (such as the right to live). *Most people stopped on this stage* |
|
|
Kohlberg Stage 6 |
Universal Principles A person believes the definition of "good" goes beyond that of society. Laws can be broken in order to fulfill a higher moral principle. *civil disobedience* |
|
|
Foot-in-the-door phenomenon. |
The tendency for people who have first agreed to a small request to comply later with a larger request. |
|
|
Trust v. Mistrust |
Age Birth to 1 1/2 years old Deals with babies and feeding. Basic virtue is Hope |
|
|
Autonomy v. Shame |
1-3 years old Learning to be independent, dress themselves. Aim is self-control without loss of self-esteem. Centered with potty training Basic virtue is: Will |
|
|
Initiative v. Guilt |
3 to 5 years old Exploring their interpersonal skills through play and activities. Basic virtue is: Purpose |
|
|
Industry v. Inferiority |
5-12 years old Child's peers will have a bigger influence on self-esteem. Learning new things. Basic virtue: Competency |
|
|
Identity v. Role Confusion |
Adolescence 12 to 18 years old Learning roles they will have as adults. Working towards being part of society. Begin to explore and form identity. An 'Identity Crisis' may take place. Basic virtue: Fidelity |
|
|
Intimacy v. Isolation |
Young Adult 18 to 40 years old Working on relationships Basic virtue: Love |
|
|
Generatively v. Stagnation |
Middle Adulthood 40-65 years old Guiding the next generation. Parenting Basic Virtue is: Care |
|
|
Integrity v. Despair |
65 years old to death Finding ways to have a productive life. Acceptance of one's life. Basic virtue: Wisdom |
|
|
ID |
Pleasure principle; sex drive, thirst, hunger, and aggression. - all unconscious desires - Eros (libido) and Thanatos (death) - impulsive - engaged in illogical, irrational, and fantasy thoughts. |
|
|
Ego |
Reality Principle - secondary process thinking, rational, realistic, and oriented towards problem solving - works by reason - functions in conscious, preconscious, and unconscious mind - executive of personality |
|
|
Superego |
Incorporates morals and values of society. Learned by parents. - develops between 3-5 years old - consists of conscience and ideal self. |
|
|
Preconscious Mind |
Subconscious mind. Our mind's state before we are born. - acts as a gate keeper between conscious and unconscious mind. -Things you might not be aware of initially but you can bring into conscious mind when needed - SSN, tv show info, phone number etc etc |
|
|
Conscious Mind |
Awareness of self and the world around you. - your perceptions, sensations, feelings, thoughts, memories, and fantasies |
|
|
Unconscious mind |
MOST IMPORTANT- according to Freud - Most contents unpleasant; pain, anxiety, and conflict - Free Association to bring unconscious feeling into awareness - Freudian slips |
|
|
Defense Mechanism: Repression |
Keeping things in the unconscious |
|
|
Defense Mechanism: Reaction Formation |
Avoiding the anxiety instinct by expressing the opposite ex. homophobia, girls chasing boys |
|
|
Defense Mechanism: Regression |
Going back to an earlier stage ex. child who was potty trained going back to wetting pants |
|
|
Defense Mechanism: Rationalization |
Making an unacceptable situation personally acceptable ex. making lemonade out of lemons |
|
|
Defense Mechanism: Projection |
Putting your own feelings on someone else |
|
|
Defense Mechanism: Displacement |
Dealing with feelings in a way that is less threatening, less possible negative outcome. *kick the dog syndrome* |
|
|
Defense Mechanism: Sublimination |
Making an unacceptable situation socially acceptable in some way. |
|
|
Defense Mechanism: Denial |
Not accepting the truth |
|
|
Defense Mechanism: Intellectualization |
Undertaking an academic, unemotional study of a topic |
|
|
Defense Mechanism: Projection |
Believing the feelings one has toward someone else and are actually held by the other person and directed at ones self. |
|
|
Sensorimotor Stage |
Birth to 2 years old. Process of intelligence is pre-symbolic and pre verbal. Learn by pushing, pulling, opening, and closing. Puts stuff in mouth to learn about it. Learning Object Permanance |
|
|
Pre Operational Stage |
2 to 7 years old. Learning is perception based. Can be illogical. Have a hard time seeing the point of view of others. Egocentrism and Assimilation |
|
|
Concrete Stage |
7 to 12 years old. Logical thinking and Accommodation Linked to direct manipulation of objects. Conservation in this stage. Reversibility in this stage. 4 areas of thinking: numerical operations, conservation, class inclusion, and ordering |
|
|
Formal Operations |
12 years old and up. Abstract thinking. Can solve Cause and Effect problems |
|
|
Attribution Theory |
Concerned with the ways in which people explain (or attribute) the behavior of others. The theory divides the way people attribute causes to events into two types. External or "situational" attributions assign causality to an outside factor, such as the weather. Internal or "dispositional" attributions assign causality to factors within the person, such as ability or personality. |
|
|
Cognitive Dissonance |
Was originally based on the concept of cognitive consistency, but is now more related to self-concept theory. When people do something that violates their view of themselves, this causes an uncomfortable state of dissonance that motivates a change in either attitudes or behavior. |
|
|
Drive Theory |
Posits that the presence of an audience causes arousal which creates dominant or typical responses in the context of the situation. |
|
|
Socioemotional selectivity theory |
Posits that as people age and their perceived time left in life decreases, they shift from focusing on information seeking goals to focusing on emotional goals. |
|
|
Milton H. Erickson |
associated with brief psychotherapy and innovative techniques in hypnosis |
|
|
Jean Piaget |
leading name in cognitive development in children; developed a four stage model that remains the same for any culture although the age of the individual could vary; structuralist; his findings were often derived from observing his own children; felt teachers should lecture less, as children in concrete operations learn best via their own actions and experimentation with peers; genetic epistemologist |
|
|
Erik Erikson |
an ego psychologist who developed a psychosocial theory that includes the whole lifespan and focuses on the resolution of psychosocial crises; stages are described using bipolar or opposing tendencies; theory is epigenetic in nature; the individual does not totally succeed or fail, but rather leans toward a given alternative; a maturationist; believed each developmental stage needs to be resolved before an individual could move on to the next stage |
|
|
Jay Haley |
known for his work in strategic and problem solving therapy, often utilizing the technique of paradox |
|
|
Arnold Lazarus |
a pioneer in the behavior therapy movement, especially in regard to the use of systematic desensitization; his approach to counseling is multimodal, eclectic, and holistic; BASIC-ID; worked closely with Joseph Wolpe |
|
|
William Perry |
known for his ideas related to adult cognitive development, especially college students; Perry stresses dualistic thinking common to teens |
|
|
Dualistic thinking |
things are conceptualized as good or bad or right and wrong; common to teens; William Perry |
|
|
Relativistic thinking |
ability to perceive that not everything is right or wrong, but an answer can exist relative to a specific situation; there is more than one way to view the world; adulthood |
|
|
Identity foreclosure |
A commitment to something without personal exploration of self. This often results in delays of optimal psychological health and self esteem. |
|
|
Identity diffusion |
is a state of not developing or possessing a distinct identity. |
|
|
Identity moratorium |
is the status of individuals who are in the midst of a crisis, whose commitments are either absent or are only vaguely defined, but who are actively exploring alternatives. |
|
|
Habituation |
is a form of learning in which an organism decreases or ceases to respond to a stimulus after repeated presentations. |
|
|
New York Longitudinal Study |
started in 1956 and continued over several decades thereafter, is regarded as a classic study into personality types and temperament traits. Traits were founds as: Easy Difficult Slow to warm up |
|
|
The Strange Situation Study |
Mary Ainsworth Studied Attachment in Children Secure Attachment Ambivalent Attachment Avoidant Attachment |
|
|
Maturation |
The process of learning to cope and react in an emotionally appropriate way. It does not necessarily happen along with aging or physical growth, but is a part of growth and development. A situation a person must deal with at a young age prepares them for the next and so on into adulthood. |
|
|
Robert Kegan |
adult cognitive development; his model stresses interpersonal development - a constructive model of development, meaning that individuals construct reality throughout the lifespan; encourages meaning making; speaks of a holding environment in counseling in which the client can make meaning in the face of a crisis and can find new direction; Six Stages of Lifespan Development: incorporative, impulsive, imperial, interpersonal, institutional, interindividual |
|
|
Alfred Binet |
created the first intelligence test with Theodore Simon; created a 30-question test with school-related items of increased difficult; used his own daughters as test subjects in order to investigate mental processes; cited as one of the pioneers in projective testing based on his work with inkblots; created the first IQ test around 1905 to discriminate normal from retarded Parisian children so that mentally retarded children could be taught separately |
|
|
t test |
a parametric statistical test used in formal experiments to determine whether there is a significant difference between two groups (i.e., two means); utilized to ascertain if the means of the groups are significantly different from each other; when using, the groups should be normally distributed; a test of significance; simplistic form of the analysis of variance (ANOVA); when computed, it yields a t value which is then compared to a t table and if the t value obtained statistically is lower than the t value (aka critical t) in the table, then you accept the null hypothesis; you computation must exceed the number cited in the table in order to reject null |
|
|
Conservation |
the notion that a substance's mass, weight, and volume (in the order mastered - MWV) remain the same even if it changes shape; Piaget's term; mastered during the concrete operations stage |
|
|
Symbolic schema/mental processes |
allows language and symbolism in play to occur (i.e., a milk carton can easily become a spaceship); a cognitive structure that grows with life experience; Piaget's theory |
|
|
Schema |
the child's current cognitive structures; a system which permits the child to test out things in the physical world and process new information |
|
|
Epigenetic |
biological term borrowed from embryology; states that each stage emerges from the one before it, the process follows a given order and is systematic |
|
|
Behaviorism |
if it can't be measured, it doesn't exist; tend to emphasize the power of environment; Key figures: Skinner, Watson, Wolpe, Krumboltz, Salter, Lazarus; rivals of analysts |
|
|
Reversibility |
one can undo an action, hence an object can return to its initial shape; mastered in concrete operations |
|
|
Egocentrism |
the child cannot view the world from the vantage point of someone else; occurs in the preoperational stage |
|
|
The Heinz Story |
one method used by Kohlberg to assess the level and stage of moral development in an individual; the individual's reason for the decision (rather than the decision itself) could be used to assess moral development |
|
|
Menninger Clinic in Kansas |
a traditional psychoanalytic foothold as well as the site of landmark work in the area of biofeedback |
|
|
Biofeedback |
a technique utilized to help individuals learn to control bodily processes (autonomic responses), such as blood pressure, pulse rate, or hand temperature, more effectively; hooking the client to a sophisticated electronic device that provides biological feedback; devices include a mirror and a scale; Menninger Clinic in Kansas |
|
|
Martin Seligman |
popularized by learned helplessness syndrome |
|
|
Positive psychology |
the study of human strengths such as joy, wisdom, altruism, the ability to love, and happiness |
|
|
Zone of proximal development |
describes the difference between a child's performance without a teacher versus that which he or she is capable of with an instructor; Lev Vygotsky |
|
|
Native Americans |
Often keep their suffering private. Speak with few words and hesitate often. They do not engage in eye contact while taking or listening. They do not live by the clock and tend to emphasize spirituality. Home counseling is effecting. Story telling combined with advice given is often effective. |
|
|
African Americans |
Like to be taught concrete skills and strategies for change. Systems based family therapy that includes nuclear and extended family, short term counseling, and behavior modalities are effective. Counselor self-disclosures, topics related to spirituality, and group work may be beneficial |
|
|
Asian Americans |
have been called the most diverse group and are patriarchal. Academic and professional success is valued. The often speak very low and desire assertiveness training and therapies that emphasize insight or existential issues. The counselor is seen as a trained expert. |
|
|
Hispanic/ Latino Americans |
Often benefit from catharsis and abreaction (getting feelings out). Psychodrama techniques, family therapy, and calling client by their first names may well facilitate therapy. Separation from one's family of origin is generally not a goal of therapy. |
|
|
Positive Reinforcer |
A stimulus that raises the probability that a behavior will be repeated. The reinforcer must come after the behavior (or operant) |
|
|
Extinction |
Will lower behavior after an initial extinction burst or response burst.
*example: Time Out* |
|
|
Ratio schedules of reinforcement |
Rely on work output |
|
|
Interval schedules of reinforcement |
Rely on time output |
|
|
Continuous reinforcement |
Occurs when each behavior is reinforced |
|
|
Intermittent reinforcement |
Occurs when some, but not all, of the desired behaviors are reinforced. Example: a child gets candy for every 3rd math problem they do |
|
|
Operant Conditioning |
The behavior is affected by the consequences that come after the behavior |
|
|
Systematic Desensitization |
Can be done in a group or alone. Relies on relaxation and imagining feared stimuli |
|
|
Criticisms of Behavior Therapy |
It doesn't yield insight. it is mechanic. It treats the symptoms and not the cause. It changes behavior but not the underlying feelings |
|
|
Robert Carkhuff |
Created a 5 point empathy scale with a level five response as the best response. |
|
|
Triangulation |
Occurs when two people who are stressed, bring in a third party to reduce the dyad's stress level and restore equilibrium |
|
|
Genograms |
Graphic diagrams of the family from a minimum of three generations |
|
|
Fusion |
Blurring of psychological boundaries between the self and others. A person driven by this can't separate thinking and feeling well. |
|
|
Differentiation |
The ability to control reason over emotion. People often secure their level of this from a multigenerational transmission process (opposite of Fusion) |
|
|
Salvador Minuchin |
Leading name behind Structural Family Therapy |
|
|
Minesis |
To imitate or copy the family's communication and patterns |
|
|
The Milan Model |
Uses a treatment team with a one-way mirror |
|
|
Universality |
The notion that you are not the only one in the world with a particular problem |
|
|
Installation of Hope |
In plain english, the group members expect the group to work. |
|
|
Catharsis |
Talking about your difficulties is beneficial |
|
|
Imitative Behavior |
Associated with Social Learning Theory. The members of the group copy or model the leader and other group members |
|
|
Family Reenactment |
The group helps abet family of origin issues and feelings and the group allows you to work through them |
|
|
Imparting Information |
This could be advice or even psychodynamic insights |
|
|
Interpersonal Learning |
Members receive feedback regarding how their behavior affects others. |
|
|
Existential Factors |
Discovering that life can have meaning even if it is seemingly unjust and unfair at times. |
|
|
The Forming Stage |
The initial stage. This is the get acquainted stage in groups. |
|
|
The Storming Stage |
The conflict stage. It is characterized with power struggles for control and resistance. |
|
|
The Performing Stage |
The action stage. Here the group works towards the goals in a cohesive manner |
|
|
The Adjourning Stage |
The completion and termination stage. Members deal with saying Good-Bye. Members often feel improved insight, awareness, accomplishment, and enhanced self-esteem. |
|
|
A test battery |
also known as a horizontal test(which measures various factors during thesame testing procedure);Used because several measures are used to produce results that can be more accurate than those from a single source. |
|
|
Appraisal |
The process of assessing or estimating attributes(Can include surveys, observations, or clinical interviews) |
|
|
Free choice test |
The short answer test format |
|
|
Forced choice |
sometimes known as 'recognition items'(i.e., MMPI-2) |
|
|
Difficulty index |
indicates the % of individuals who answered each item correctly. |
|
|
Normative format testing |
each item is independent of all other items |
|
|
Ipsative format testing |
compares traits within the same individual and allows the person being tested to compare items.(Does not compare a person to other persons who took the test.) |
|
|
Speed test |
Intended to be fairly easy but purposely set up so that no one finishes (i.e., typing test) |
|
|
Timed test |
Technically a speed test but more difficult and with a higher % of individuals completing it. (i.e., NCE exam) |
|
|
Types of Validity |
Content (logic/rational validity) Construct Concurrent Predictive (empirical validity) Consequential |
|
|
Content validity |
checks whether the test examines or samples the behavior being measured. |
|
|
Construct validity |
checks test's ability to measure a theoretical construct or psychological notion like self-esteem, intelligence, artistic talent, ego strength, etc.(Any trait you can't directly measure/observe can be considered a construct.) |
|
|
Concurrent validity |
checks how well the test compares to other instruments intended for the same purpose. |
|
|
Predictive validity |
checks test's ability to predict future behavior according to established criteria.(Concurrent and predictive validity sometimes put together as 'criterion validity'.) |
|
|
Consequential validity |
ascertains the social implications of using tests. |
|
|
Salad Bowl |
The Melting Pot Theory holds that amalgamation of groups produces a stronger, more diverse society, whereas the ____________ Theory holds that cultural groups can retain their uniqueness and yet coexist effectively in the larger society |
|
|
Bell Curve |
Graphic illustration of the normal distribution of a data set |
|
|
Z-Score |
Method for determining a standardized score-subtract the mean from the individualized score then divide by the SD |
|
|
T-Score |
A score within a normal distributions with a mean of 50 and a SD of 10 |
|
|
Standardized Score |
Same as Z-score |
|
|
Correlation Coefficient |
Measurement of the linear relationship between 2 variables |
|
|
Range |
The lowest score subtracted from the highest |
|
|
Standard Deviation |
A measure of statistical dispersion- in testing, how widely spread the scores are from the mean |
|
|
Mean |
Average score from a group of tests |
|
|
Median |
The middle score from a group of tests |
|
|
Mode |
The score that occurs most frequently in a set of scores |
|
|
Levinson's Seasons of Life Theory Early Adult Transition Stage |
Age 17-22. This is where the person leaves adolescence and begins to make decisions about adult life....college, moving out, serious relationship etc. etc.. |
|
|
Levinson's Seasons of Life Theory Entering into Adult World |
Age 22-28. Here a person makes more concrete decisions regarding occupation, friendships, values and lifestyles. |
|
|
Levinson's Seasons of Life Theory Age 30 Transitions |
Age 28-33. Lifestyle changes, both mild and severe. Having kids. Marriage, and/or Moving home |
|
|
Levinson's Seasons of Life Theory Settling Down Stage |
Age 33-40. Here the person begins to establish routine, make progress on their goals, and start to behave like an adult. |
|
|
Levinson's Seasons of Life Theory Mid-Life Transition |
Age 40-45. Crisis Time period. Divorce, Reevaluate life. Career Change |
|
|
Levinson's Seasons of Life Theory Middle Adulthood |
Age 45-50. Choices are made about one's future and retirement. Think about leaving a legacy |
|
|
Levinson's Season's of Life Theory Late Adulthood |
Age 60+. One starts to reflect on their life and the decisions they made. |
|
|
Francis Galton |
He did research and concluded intelligence was normally distributed like height and weight and that it was primarily genetic |
|
|
Who felt intelligence was a unitary faculty? |
Francis Galton |
|
|
How is IQ expressed? |
MA/CA x 100 |
|
|
Hypothesis testing is closely related to the work of??? |
R. A. Fisher |
|
|
Type I errors occur when.... |
You reject the null when it is actually true |
|
|
If a researcher changes the significance level from .05 to .0001 then..... |
Alpha errors will decrease but Beta errors will increase |
|
|
Allen Ivey postulated what three types of empathy??? |
Basic, Subtractive, and Additive |
