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P Psychology Test 2
| Question | Answer |
|---|---|
| Positive emotions such as as joy and contentment can... | Facilitate the broadening of an individual's momentary thought-action repertoire |
| Experiencing joy induces playfulness which in turn... | Builds enduring social and intellectual resources by encouraging attachment |
| Fredrickson's "Upward Spiral" | Positive emotions help generate resources, maintain vital energy and lead to creation of more resources |
| What is the ratio of positive to negative emotions that facilitates flourishing? | 2.9:1 |
| A state of flow can lead to... | Happiness |
| Subjective Well-Being entails a combination of what? | Positive affect and general life-satisfaction |
| Percentage of what contributes to happiness | 50% one's set points, 10% life events, 40% activities and choices that you include in your life |
| The complete state model for mental health entails | High levels of symptoms of emotional, psychological, and social wellbeing, and the absence of recent mental illness |
| Emotion focused coping | Approach emotionally laden situations and learn to cope with them and grow as a result |
| It is good for us to vent and process our emotions because | This helps us to learn what we feel and why we feel it |
| Emotional story telling was especially helpful for those who were | More hostile and/or suffering from alexithymia |
| Self-efficacy | People's beliefs in their capabilities to produce desired effects by their own actions |
| Optimism develops out of | Well developed generalized self-efficacy |
| High hopers | Percieve stress as challange, respond with "I can do it" attitude |
| Wisdom | A form of excellence in living desplayed by ordinary people |
| Baltes group's 5 components of wisdom | Factual and procedural knowledge, life-span contextualism, relativism of values, and recognition and management of uncertainty |
| Wisdom grows | As we learn to think flexibly and solve problems |
| Three types of courage | Moral, physical, and vital courage |
| Courageous mindset | Capacities to cope with harmful external constructs |
| Mindfulness | Attending non-judgmentally to all stimuli in the internal and external environments |
| Being mindful requires | Accepting the uncertainty of life, overriding engagement in automatic behaviors, decreasing the tendency to engage in evaluations of ourselves, others, and situations |
| Flow occurs when | Challenges and skills are matched |
| Flow | Intense and focused concentration, merging of action and awareness, and loss of self consciousness |
| Autotelic personality | Curiosity, persistence, and low self-centeredness, related to the ability to experience flow |
| Altruism is motivated by | Personal egotism and empathic desire |
| Appreciation relates to heart rate how? | It calms its pattern and slows it down |
| When we feel unattached and unloved | Our personal growth is impeded |
| Romantic love | Intense arousal that fuels a romantic union |
| Companionate love | Smooth and steady warmth that sustains a relationshipt |
| Sterberg's Triangular Theory of Love | Passion, intimacy, commitment |
| Self'expansion theory of romantic love | Self-esteem is increased as well as self-efficacy, as a result of engaging in a love relationship |
| Magic number of positive to negative interaction statements in a love relationship | 5:1 5 positive to undo one negetive |
| Capitalization | Telling others about positve events in one's life. |
| 1st stage: Basic trust vs Mistrust | 0-2 yrs Virtue: Hope Relationships: Mother Question: Can I trust the world? Examples: Feeding, Abandonment |
| 2nd stage: Autonomy vs Shame and Doubt | 2-4 yrs Virtue: Will Relationships: Parents Question: Is it ok to be me? Examples: Toilet training, clothing themselves |
| 3rd stage: Initiative vs Guilt | 4-5 yrs Virtue: Purpose Relationships: Family Question: Is it ok for me to do, move, and act Examples: Exploring, using tools, making art |
| 4th stage: Industry vs Inferiority | 5-12 yrs Virtue: Competence Relationships: Neighbors, school Question: Can I make it in this world of people and things? Examples: School, sports |
| 5th stage: Identity vs Role confusion | 13-19 yrs Virtue: Fidelity Relationships: Peers, role model Question: Who am I? What can I be? Examples: Social relationships |
| 6th stage: Intimacy vs Isolation | 20-24 yrs Virtue: Love Relationships: Friends, partners Question: Can I love? Examples: Romantic relationships |
| 7th stage: Generativity vs Stagnation | 25-64 yrs Virtue: Care Relationships: Household, Workmates Question: Can I make my life count? Examples: Work, Parenthood |
| 8th stage: Ego Integrity vs Despair | 65-death Virtue: Wisdom Relationships: Mankind, my kind Question: Is it ok to have been me? Examples: Reflection on life |
| What modes of relating to the environment are learned (or associated) with the first 4 stages? | 1st: To get 2nd: To hold on, to let go 3rd: To make 4th: To do well, to work |
| The first 4 stages correspond to what Freudian stages? | oral, anal, phallic, and latency phases |
| Individuality | A sense of one's uniqueness and existence as a separate distinct entity |
| Sameness and continuity | A sense of inner sameness. Continuity between past and future selves, a feeling of continuous motion in a meaningful direction |
| Wholeness and synthesis | A sense of inner harmony and wholeness. Synthesis of the self-images and identifications of childhood into a meaningful whole that produces a sense of harmony. |
| Social solidarity | A sense of inner solidarity with the ideals and values of society or a subgroup within it, a feeling that one's identity is meaningful to significant others and corresponds to their expectations and perceptions. |
| Identity crisis | PTSD |
| What is the difference between a case history and a psychobiography? | In case history, you try to understand underpinnings of psychological problems. In psychobiography you understand the person's creative contributions. |
| Negative identity | Basing your personality on negative and bad (in the social eye) roles. Happens if positive social roles are not easily present |
| Transference | Feelings that the patient develops for their therapist |
| Countertransference | Feelings that the therapist develops for the patient |
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mustafa2812
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