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C & T Midterm
| Question | Answer |
|---|---|
| -Compassion tatigue and secondary traumatic stress -cumulative transformation in inner experiences from others traumatic stories | vicarious traumatization |
| -resonse to emotional and interpersonal stresors on a job consisting of 3 components - VT can excaerbate | Burnout from vicarious traumatization |
| -exhaustion -depersonalization -diminished feelings of self-efficacy | 3 components of burnout |
| -permanently transforms professionals sense of self and their world -50% of professionals who work with trauma patients report feeling distressed - 30% report experiencing extreme distress - more likely to lead to imagery, intrusions and sensory rxns | prevalence of vicarious traumatization |
| -similar to actual trauma exposure -judgement error -substance abuse -burnout -excessive efforts to control life circumstances -change in ability to trust self and others | manifestation of vicarious traumatization |
| -personal trauma history -current life stress -unrealistic expectations -reluctance to obtain support from others -insufficient coping skills | risks to developing vicarious traumatization |
| -high self esteem -resourcefulness -desire and ability to help othes -faith -opportunities for meaningful action | protective factors that promote resiliency to vicarious traumatization |
| -sleep disturbances -nightmares -losing things -clumsiness -self-harm behaviors -negative coping (smoking, drinking, drugs) | physical symptoms of vicarious traumitzation |
| -minimization of vicarious trauma -trouble concentrating -confusion -perfectionism -racing thoughts -lack of meaning in life | cognitive symptoms of vicarious traumatization |
| -helplessness and powerlessness -surviovor guilt -fear -anxiety -sadness -oversensitvity -numbness | emtional symptoms of vicarious traumatization |
| -withdrawl and isolation -loneliness -distrust -projection of blame and rage -change in parenting style | social symptoms of vicarious traumatization |
| -increase self observation -engage in emotional self care -use cognitive abilities -behavioral interventions -seek social support | self-care techniques |
| -recognize/chart signs of stress, vicarious trauma, and burnout -professional quality of life scale | self-care tech. 1: increase self observation |
| -create effective boundaries that help you rest -develop helpful transitional routines -engage in activities that promote physical and mental well-being | self-care tech. 2: engage in emotional self-care behaviors |
| -recognize youre not alone -set realistic expectations -adopt accepting stance -find meaning and hope | self-care tech. 3: use cognitive abilities |
| -balance work load -create comfortable space to work and live -regularly take time off -monitor work/life balance | self-care tech. 4: behavioral interventions |
| -seek emotional support -provide support to others | self-care tech. 5: seek social support |
| -individual -microsystem -mesosystem -exosystem -macrosystem -chronosystem | bronfenbrenner's developmental model (BDM) |
| -biological and enviornmental synergy -ex: health, mental health, personality, well-being, coping, abiliites, interpersonal skills | BDM individual |
| -relations b/n developing person and immediate enviornment -ex: immediate family, child-care center or school, neighborhood | BDM microsystem |
| -connection among immediate settings | BDM mesosystem |
| -social settings that affect but dont contain the child -ex: community health/mental health services, extended family and friends | BDM exosystem |
| -values, laws, customs, and resources of the culture that affect teh activities and interactions at all inner layers -ex: values, customs/practices, laws | BDM macrosystem |
| -refers to the dynamic, everchanging nature of the childs enviornment -speaks to the transionally/fluidity of the systems above | BDM chronosystem |
| -infancy (0-1yrs) -SR: maternal/paternal -everything provided by caregiver | stage 1: trust vs mistrust (eriksons stages of development) |
| -infancy(1-2yrs) -SR: parents -sense of self-efficacy -toilet training begins -increasing independence | stage 2: autonomy vs. shame, doubt (eriksons) |
| -3-6 yrs -SR: basic family -developing a willingness to try new things -learning to handle failure | stage 3: initiative vs. guilt (eriksons) |
| -6-puberty -SR: neighborhood, school -begin to compare self to others -learning basic skills -develops sense of pride in accomplishments | stage 4: industry vs. inferiority (eriksons) |
| -adolescence -SR: peer groups -making transition from dependency to independent -self awareness -possible career choice -identity crisis | stage 5: identitiy vs role confusion (eriksons) |
| - young adulthood -SR: partners (friends or romance) -develop intimacy | stage 6: intimacy vs isolatin (eriksons) |
| ability to share with, care for, and commit selves to another person | intimacy |
| -middle adulthood -contribute to development of next generation | stage 7: generativity vs stagnation (eriksons) |
| -late adulthood -coming to terms with life and death | stage 8: ego integrity vs despair (eriksons) |
| -sensorimotor -pre-operational -concrete operational -formal operational | piagets stage of cognitive development |
Created by:
Samantha__Howard