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EXAM 1 MENTAL HEALTH
Developmental, Humanist, Existential, Nursing Theories
| Term | Definition |
|---|---|
| Erikson Stage 1 (0-1 year) | Hope: Trust vs Mistrust. Trust or mistrust that basic needs, such as nourishment, and affection will be met |
| Erikson Stage 2 (1-3 years) | Will: Autonomy vs. Shame. Sense of independence in many tasks develops |
| Erikson Stage 3 (3-6 years) | Purpose: Initiative vs. Guilt. Take initiative on some activities, may develop guilt when success not met or boundaries overstepped |
| Erikson Stage 4 (7-11 years) | Competence: Industry vs. Inferiority. Develop self-confidence in abilities when competent or sense of inferiority when not |
| Erikson Stage 5 (12-18 years) | Fidelity: Identity vs. Role Confusion. Experiment with and develop identity and roles |
| Erikson Stage 6 (19-39 years) | Love: Intimacy vs. Isolation. Establish intimacy and relationships with others |
| Erikson Stage 7 (40-64 years) | Care: Generativity vs. Stagnation. Contribute to society and be part of a family |
| Erikson Stage 8 (65+ years) | Wisdom: Integrity vs Despair. Assess and make sense of life and meaning of contributions |
| Piaget's Sensorimotor Stage (birth - 2 years) | Understands world through senses and actions |
| Piaget's Preoperational Stage (2 - 7 years) | Understands world through language and mental images |
| Piaget's Concrete Operational Stage (7 - 12 years) | Understands world through logical thinking and categories |
| Piaget's Formal Operational Stage (12+ years) | Understands world through hypothetical thinking and scientific reasoning |
| Sullivan's Infancy Developmental Stage (0 - 2 years) | Significant other: Mother -- Interpersonal Process: Tenderness -- Learning: Good/Bad |
| Sullivan's Childhood Developmental Stage (2 - 6 years) | Significant Other: Parents -- Interpersonal Process: Imaginary Playmates -- Learning: Syntaxic Language |
| Sullivan's Juvenile Era Developmental Stage (6-8.5 years) | Significant Other: Playmates -- Interpersonal Process: Living with Peers -- Learning: Competition, Compromise, Cooperation |
| Sullivan's Preadolescence Developmental Stage (8.5 - 13 years) | Significant Other: Single Chum -- Interpersonal Process: Intimacy -- Learning: Affection & Respect |
| Sullivan's Early Adolescence Developmental Stage (13 - 15 years) | Significant Other: Several Chum -- Interpersonal Process: intimacy vs Lust -- Learning: Balance, Security Operations |
| Sullivan's Late Adolescence Developmental Stage (15+ years) | Significant Other: Lover -- Internal Process: Fusion of Intimacy & Lust -- Learning: Discovery of Self & World |
| Sullivan's Prototaxic Cognitive Mode | Infancy and childhood. Undifferentiated though cannot separate the whole into parts. Occurs normally in infancy. Also appears in patients with schizophrenia |
| Sullivan's Parataxic Cognitive Mode | Early Childhood. Events are casually related because of temporal or serial connections. Logical relationships, however, are not perceived. Begins in early childhood. Explain transference, slips of tongue, and paranoid ideation |
| Sullivan's Syntaxic Cognitive Mode | School-aged children, more predominant in preadolescence. The logical, rational, and most mature type of cognitive functions of which a person is capable. Based on the development of language and consensual validation |
| Developmental Theories | Freud, Erikson, Piaget, Sullivan |
| Humanistic Theories | Maslow's, Rodgers, Pavlov, Skinner |
| Behavioral Theories | Pavlov & Skinner |
| Existential Theories | Ellis, Frankl, Perls, Glasser |
| Maslow's Hierarchy Physiological Needs | Breathing, food, water, sex, sleep, homeostasis, excretion |
| Maslow's Hierarchy Safety & Security Needs | Security of body, employment, resources, morality, family, health, and property |
| Maslow's Hierarchy Love & Belonging Needs | Friendship, family, sexual intimacy |
| Maslow's Hierarchy Self-Esteem Needs | Confidence, achievement, respect for others, respect from others |
| Maslow's Hierarchy Self-Actualization Needs | Morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts |
| Carl Rodgers Humanistic Theory | Client centered therapy. Unconditional positive regard, genuineness, empathetic understandings |
| Behaviorism | Focuses on observable behaviors and behavioral changes, not how the mind works |
| Ivan Pavlov Practiced | Classical Conditioning |
| B.F. Skinner Practiced | Operant Conditioning |
| Operant Conditioning Definition | All behavior is learned. Behavior has consequences (rewards or punishments) |
| Rational Emotive Therapy (Albert Ellis) | Cognition therapy using confrontation of "irrational beliefs" that prevent the individual from accepting responsibility for self and behavior. - 11 "irrational beliefs" leading to unhappiness - "Automatic thoughts" - ABC Technique |
| Logotherapy (Viktor E. Frankl) | A therapy designed to help individuals assume personal responsibility (the search for meaning [logos] in life is central theme) - Search for meaning or purpose |
| Gestalt Therapy (Frederick S. Perls) | A therapy focusing on the identification of feelings in the here and now, which leads to self-acceptance - Emphasis on self-awareness - Identification of thoughts, feelings in the here and now |
| Reality Therapy (William Glasser) | Therapeutic focus is need for identity through responsible behavior. Individuals are challenged to examine ways in which their behavior thwarts their attempts to achieve life goals - Focus on person's behavior - How behavior keeps a person from achieving goals |
| Overall Beliefs | Deviations occur when person is out of touch with self or environment. Goal: Return person to authentic sense of self |
| Cognitive Therapy | Focus on immediate thought processing - Used by most existential therapists - Uses confrontation of irrational be |
| Orientation Stage of Interpersonal Nursing Theory | Patient problems are clarified, patient asks questions, hospital routines and expectations are explained, patient harnesses energy toward meeting problems, patients full participation is elicited |
| Identification Stage of Interpersonal Nursing Theory | Patient responds to persons they perceive as helpful, patient feels stronger, patient expresses feelings, interdependent work with the nurse occurs, roles of both patient and nurse are clarified |
| Exploitation Stage of Interpersonal Nursing Theory | Patient makes full use of available services, goals such as going home and returning to work emerge, patients behaviors fluctuate between dependence and independence |
| Resolution Stage of Interpersonal Nursing Theory | Patient gives up dependent behavior, services are no longer needed by patient, patient assumes power to meet own needs, set new goals, and so forth |
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