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PSYC 510 - Exam # 2
Sections: Cognitive, Psychosocial, Death and Dying
| Term | Definition |
|---|---|
| Psychosocial Development | The study of how personality, emotions, identity, relationships, and social interactions change across the lifespan |
| Erikson's Psychosocial Theory | A theory proposing that development occurs through eight stages, each involving a psychosocial conflict that influences future development. |
| Trust vs. Mistrust | Birth to approximately 18 months. Infants learn whether caregivers are reliable and responsive. Successful resolution leads to hope and a sense that the world is safe. |
| Autonomy vs. Shame and Doubt | Ages 1-3. Children strive for independence through activities such as feeding and dressing themselves. Success promotes self-confidence; excessive criticism promotes shame and self-doubt. |
| Initiative vs. Guilt | Ages 3-6. Children begin planning activities and taking initiative. Support encourages purpose; excessive punishment may lead to guilt. |
| Industry vs. Inferiority | Ages 6-12. Children develop competence through school, friendships, and accomplishments. Success promotes confidence; repeated failure can produce feelings of inferiority. |
| Identity vs. Role Confusion | Adolescence. Individuals explore values, beliefs, goals, and roles to develop a stable sense of self. Successful resolution leads to identity formation. |
| Intimacy vs. Isolation | Young adulthood. Individuals seek close emotional relationships. Success promotes intimacy; failure may result in loneliness and isolation. |
| Generativity vs. Stagnation | Middle adulthood. Adults contribute to future generations through parenting, mentoring, work, or community involvement. Success promotes purpose and productivity. |
| Integrity vs. Despair | Late adulthood. Individuals reflect on their lives. Satisfaction produces wisdom and acceptance; regret may lead to despair |
| Attachment | A strong emotional bond between a child and caregiver that influences future relationships. |
| Secure Attachment | Children feel confident that caregivers will provide comfort and support. Associated with healthier emotional and social outcomes. |
| Avoidant Attachment | Children minimize emotional expression because caregivers are often unavailable or unresponsive. |
| Resistant (Ambivalent/Anxious) Attachment | Children show clinginess and distress because caregiver responsiveness is inconsistent. |
| Disorganized Attachment | Children display confused or contradictory behaviors, often associated with frightening or chaotic caregiving environments |
| Strange Situation | Ainsworth's assessment used to classify attachment styles by observing children's reactions to separation and reunion with caregivers |
| Temperament | Biologically based individual differences in emotional reactivity and self-regulation that appear early in life. |
| Goodness of Fit | The compatibility between a child's temperament and environmental demands. Better fit generally predicts healthier adjustment. |
| Authoritative Parenting | High warmth and high expectations. Associated with positive outcomes including self-esteem, social competence, and academic achievement. |
| Authoritarian Parenting | Low warmth and high control. Children may be obedient but are at greater risk for anxiety and lower self-esteem. |
| Permissive Parenting | High warmth and low control. Children may struggle with self-regulation and responsibility. |
| Neglectful Parenting | Low warmth and low control. Often associated with the poorest developmental outcomes. |
| Identity | A person's consistent sense of who they are, including values, beliefs, and goals. |
| Identity Achievement | A status in which an individual has explored options and committed to an identity. |
| Identity Moratorium | A period of active exploration without commitment to a particular identity. |
| Identity Foreclosure | Commitment to an identity without meaningful exploration, often adopting others' expectations |
| Identity Diffusion | Lack of both exploration and commitment to an identity. |
| Peer Relationships | Relationships with age-mates that contribute to social skills, identity development, and emotional support. |
| Emerging Adulthood | A developmental period from approximately ages 18-25 characterized by exploration of identity, work, and relationships. |
| Self-Concept | An individual's perception and evaluation of themselves. |
| Self-Esteem | Overall feelings of self-worth or personal value |
| Social Clock | Cultural expectations regarding the timing of major life events such as marriage, parenthood, and retirement. |
| Fluid Intelligence | The ability to solve novel problems and think quickly. Typically peaks in early adulthood and gradually declines with age. |
| Crystallized Intelligence | Accumulated knowledge and skills gained through experience. Often remains stable or increases throughout adulthood |
| Selective Optimization with Compensation | A strategy in which older adults focus on important goals, maximize strengths, and compensate for losses |
| Ageism | Prejudice or discrimination based on a person's age, particularly against older adults |
| Successful Aging | Maintaining physical health, cognitive functioning, social engagement, and life satisfaction despite age-related changes. |
| Dementia | A general term describing significant declines in cognitive functioning severe enough to interfere with daily life. |
| Alzheimer's Disease | The most common cause of dementia, characterized by progressive memory loss and cognitive decline |
| Socioemotional Selectivity Theory | The theory that as people perceive time as limited, they prioritize emotionally meaningful relationships and experiences. |
| Bereavement | The state of loss experienced after the death of a loved one. |
| Grief | The emotional, cognitive, behavioral, and physical response to loss. |
| Mourning | The culturally influenced expression of grief. |
| Complicated Grief | Intense, prolonged grief that significantly interferes with daily functioning |
| Hospice Care | End-of-life care focused on comfort, dignity, and quality of life rather than cure. |
| Palliative Care | Care focused on symptom management and quality of life that can be provided at any stage of serious illness. |
| Kubler-Ross Model | A model proposing five common reactions to terminal illness or loss: denial, anger, bargaining, depression, and acceptance. |
| Denial | A reaction in which individuals have difficulty accepting a loss or diagnosis. |
| Anger | A reaction involving frustration, resentment, or questioning why the loss occurred. |
| Bargaining | A reaction characterized by attempts to negotiate or imagine ways the loss could be reversed. |
| Depression | A reaction involving sadness, grief, and recognition of the reality of the loss. |
| Acceptance | A reaction characterized by acknowledging the reality of the loss and adapting to it. |
| Death Anxiety | Fear or apprehension related to death and dying. |
| Advance Directives | Legal documents specifying healthcare preferences if an individual becomes unable to communicate decisions. |
| Living Will | A document outlining desired medical treatments under specific circumstances. |
| Life Review | The process of reflecting on and evaluating one's life experiences, often occurring in older adulthood. |
| Wisdom | The integration of knowledge, experience, reflection, and compassion that often develops through life experiences. |
| Resilience | The ability to adapt positively and recover from adversity, stress, or significant life challenges |
| Social Support | Emotional, informational, or practical assistance provided by others. Strong social support is associated with better mental and physical health across the lifespan. |
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