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Theories
Human Development, Diversity, and Behavior in the Environment I.A.
| Question | Answer |
|---|---|
| General Systems Theory | Emphasizes the impact of environment on individuals via the social systems; responsibility for change is not soley on the individual |
| Homeostatis | Steady state order necessary for movement |
| Feedback | When output from systems is put back into the system |
| Ecological Theory (Life Model) | Inter-relatedness between people and the environment; fit between person and environment; holistic. |
| Adaptedness | A continuous process of fitting in with the environment (with that culture/time period) |
| Stress | Environmental demand; discrepancy between demand and capacity for coping |
| Coping | Psychologica/physiological/behavioral responses to stress. Effective coping=reduced stress |
| Psychoanalytic Theory | (Freud) Individual is a product of his past; Id, Ego, Superego |
| Psychic Determinism | All thoughts, feelings and behaviors are related to prior experiences and events (not at random) |
| Id | Present at birth; primitive drives/instincts; need gratifying |
| Ego | 5 mos old; mediator between id and superego, between internal/exteral reality, defense mechanisms |
| Superego | Age 5; conscience; sense of right/wrong; uses internal and external rewards/punishments to control the Id's impulses |
| Anxiety | The ego cannot reconcile the Id's demands, and the supergo produces a conflict which leads to a state of psychic distress |
| Fixation | A point in development where there is failure to resolve conflict |
| Unconscious | (Psychoanalytic Theory) Thoughts, feeings, desires, memories of which we are unaware |
| Preconscious | (Psychoanalytic Theory) Thoughts feeings which can be brought into consciousness easily |
| Conscious | (Psychoanalytic Theory) Mental activities of which we are fully aware |
| Transference | Characterized by unconscious redirection of feelings from one person to another |
| Countertransferance | Emotional reaction, usually unconscious and often distored, on the part of the therapist to a patient or member of a family in treatment |
| Oral Stage | (Stages of Psychosexual Development) 0-18 mos; identifies world through mouth; needs must be externally met |
| Anal Stage | (Stages of Psychosexual Development) 18-36 mos; Elimination/retention; holding on/letting go; some self control; conflict with parents |
| Phallic (Oedipal) Stage | (Stages of Psychosexual Development)36 mos-6 yrs; Affection directed from opposite sex parent; rivalry with same same sex parent; fear of retaliation from same sex parent |
| Latency Stage | (Stages of Psychosexual Development) 6-11 yrs; Formal learning; peer friendships; same sex peer relationships; energy invested outside of self and family |
| Genital Stage | (Stages of Psychosexual Development) Puberty 11-15, Adolescence 11-19; intense love; capable of sexualization; energy invested in the self |
| Ego Psychology | (Erikson) Psychosocial Theory- personality develops as a result of interaction with the social environment |
| Object Relations | (Ego Function) Capacity to view self as seperate from others and compelte in oneself. Capacity to relate to others. |
| Trust v Mistrust | (Stages of Psycho-social Development, Erikson) 0-12 mos; infants assured of care; soothing |
| Autonomy V Shame and Doubt | (Stages of Psycho-social Development, Erikson) 18-36 mos; Verbal stimulation; language; exploring |
| Initiative V Guilt | (Stages of Psycho-social Development, Erikson) 3-6 yrs. Beginning to be away from home; plays with peers; pride; superego development; self definition. |
| Industry V Inferiority | (Stages of Psycho-social Development, Erikson) 6-11 yrs; conformity in school; cooperation with others |
| Identity V Role Confusion | (Stages of Psycho-social Development, Erikson) 11-18 yrs; Partial separation from parents; peer relationships are primary; conformity with group; life goals |
| Intimacy V Isolation | (Stages of Psycho-social Development, Erikson) 19-30; leaving home; career; intimate relationshhips |
| Generativity V Stagnation | (Stages of Psycho-social Development, Erikson) 30-65; stable family; productivity in job |
| Ego Integrity V Despair | (Stages of Psycho-social Development, Erikson) 65+; acceptance of mortality; further self development; dealing with loss |
| Denial | (Mechanisms of Defense) inability to aknowledge true significance of thoughts, feelings etc which are consciously intolerable |
| Displacement | (Mechanisms of Defense) directing an impulse to not its real object permitting a less threatening expression (eg- a man angry at his boss kicks his dog) |
| Dissociation | (Mechansims of Defense) splits mental functions; behaviors is not experienced as your own |
| Idealization | (Mechansims of Defense) overestimated of an attribute of another |
| Identification | (Mechansims of Defense) Patterning yourself after another; plays a major role in super ego development |
| Identification with aggressor | (Mechansims of Defense) to counteract feelings of helplessness to feel powerful |
| Identification with love object | (Mechansims of Defense) counteract feelings of helplessness to feel in control |
| Isolation of Affect | (Mechansims of Defense) separating the unacceptable act from its original memory source to remove the anxiety |
| Projection | (Mechansims of Defense) primitive; (eg- believing your spouse is angry at the kids when you are really angry yourself) |
| Reaction Formation | (Mechansims of Defense) person acts opposite of how they feel |
| Regression | (Mechansims of Defense) returning to infantile patterns (ego) |
| Splitting | (Mechansims of Defense) others are "all good" or "all bad"; selective lack of impulse control; serves to protect the good objects |
| Devaluation | (Mechansims of Defense) narcissistic personality; putting others down |
| Treatment for Mechanisms of Defense | Enhance the ego functioning to manage stress |
| Object Relations Theory | (Mahler) Developing a sense of self from the love object (4 Stages of Attachment, Separation, Rapprochment, Object Constancy) |
| Attachment (Object Relations Theory) | Normal Autism (0-2/3 mos) needs others Normal Symbiosis (2 to 5/6 mos) Fusion with mother |
| Separation (Object Relations Theory) | Hathcing (6-8/9 mos) exploration of others; stranger anxiety (7-9 mos) Practicing (9-18mos) crawling; narcissism |
| Rapprochment (Object Relations Theory) | Beginning (15-22 mos) demands attention; resurgence of stranger anxiety; will attach to others Crisis Proper (24-30 mos) clinging; demanding Resolution of Crisis: Language; problem solving; personality development |
| Object Constancy (Object Relations Theory) | Consolidation of Sense- memory retention; play is constructive |
| Cognitive Developmental Theory | (Piaget) 4 stages of cognitive development which are completed around age 11 |
| Sensorimotor (Cognitive Developmental Theory) | 0-2 yrs; retains images of objects; inetntional actions; imitative play; investing meaning in an event; language |
| Pre-Operational (Cognitive Developmental Theory) | 2-7 yrs; night terrors; imagination; thinking is egocentric |
| Concrete Operations (Cognitive Developmental Theory) | 7-11 yrs; abstract thought; plays games with rules/fairness; cause-effect is understood; can comprehend past, present, future, logical |
| Formal Operations (Cognitive Developmental Theory) | 11+;hypothesis testing; future planning; takes others into account; assumes adult roles |
| Assimilation | (Piaget) Being shaped by the environment |
| Accommodation | (Piaget) adapting to the environment |
| Equilibrium | (Piaget) Balance between person and environment |
| Moral Developmental Theory | (Kohlberg) Moral reasoning parallels cognitive development |
| Levels of Moral Reasoning | Pre-conventional: seeks to avoid punishment; "right" relative to the moment Conventional: the need to look good in our own eyes and the eyes of others Post-Conventional: Do what is right for the greater good |
| Stages of Death and Dying | (Kubler-Ross) Denial, Anger, Bargaining, Depression, Acceptance *no specific order |
| Social Role Theory | Behaviors are prescribed relative to our position in that system; stable roles = better the system runs; involves your own, and others expectations; norms, values are emotionally charged; (relating to cultures and immigrant families) |
| Role Ambiguity | Role expectations are unclear |
| Role Conflict | Two or more opposing views on role definition |
| Role Reversal | Roles are opposite to that which previously existed |
| Locus of Control | individuals believe life events are internally or externally controlled |
| Social Authority or Power | Coercive (power from punishments) Reward (power from rewards) Expert (power from supierior ability) Legitimate (power from legit authority) |
| Communication Theory | One cannot NOT communicate; all human communication is multileveled (literal or implied), The message sent is not the message received (some dysfunction is normal and unavoidable) |
| Contradictory communication | offering two or more conflicting messages on the same level (eg "I love you...no, I hate you") |
| Incongruent Communication | offering two or more conflictin g message on different levels (eg "I love you" while pushing you away) |
| Ambiguous Communication | Verbal and Nonverbal communication which does not tell the receiver what is going on (eg "I can't stand this!" and stomping away) |
| Paradoxical Communication | Giving one message, and acting out another (wife telling husband to be "the head" while she makes all decisions) |
| Stimulous-response dilemma | Communication only as a response to someone else's; no one is responsible (withdrawing because of nagging, nagging because of withdrawing) |
| Overload at the Content Level | Too much information; split content leaves no room for an appropriate response |
| Problem-Solving Approach | (Perlman) all human living is a problem solving procss (ego); inability to cope is d/t lack of motivation. 1. Release, energize, give direction to motivation. 2. Release, repeat coping actions 3. create opportunities/resource for a solution. |
| Problem Solving Approach-Process of Change | Person, Problem, Place (agency), Process (therapeutic relationship) |
| Psychosocial Approach (Hollis) | People are viewed in the context of their world; comprehensive assessment; dx based on hx; tx is according to their needs (either person or their environment or both); encompases all developmental theories and tx |
| Crisis Intervention (Golan) | Influencing psychosocial functioning during crisis (6-8 weeks); use brief intervention; 1-relieve impact of stress; 2-return to PLOF; 3-strengthen and develop adaptive coping |
| Brief, Planned Treatment | 8-12 sessions; uss learning theory and behavior modification; well defined task completion; quickly engage and maximize client's responsibility for outcome |
| Task-Centered Treatment | (Reid & Epstein) Partializing the problem into clear tasks; change in behavior or change in circumstances; client must be willing to work; client identifies primary problem; (Assessment, Set Goals, Define Tasks) |
| Time-Limited Psychotherapy | non-negotiable time-limited; makes optimal use of the "doctor-patient" relationship |
| Behavior Approaches | Feelings are a result of behaviors, if you can change the behaviors, you can change the feelings; behavior modification is the goal; less focus on the personality, more on the behavior; (sexual dysfunction, phobia, complusive behaviors, DD, Autism) |
| Respondent/Classical Conditioning | (Pavlov) Learning is a restult of stimulus with an involuntary response so the stimulous eventually elicits the conditioned response |
| Operant Conditioning | (Skinner) Behavior operates on the environment; stimuli, behavior, consequences; consequences eventually decrease the behavior |
| Aversion therapy | Tx aims to reduce the attractiveness of a behavior by paring it with an aversive stimulation |
| Shaping | Prompting/Reinforcing the desired behavior |
| Modeling | Individual demonstrates the behavior to the observer |
| Sensate Focus | used in sex therapy; pleasuring |
| Squeeze Technique | procedure for delaying ejaculation |
| Positive Reinforcement | Increases probability that behavior will occur (Group homes) |
| Negative Reinforcement | Behavior increases because negative stimulus is removed |
| Chaining | Performace produces the conditions which make the next one possible |
| Fading | gradually changing one stimulus controlling a behavior to another stimulus |
| Extinction | Giving no respose to a behavior (ignoring it) and it will eventually stop |
| Prescriptions | Worker tells client specifically how to behave |
| Cognitive Approach | Cognitive skills are needed for problem solving; thoughts cause behaviors, behaviors cause feelings |
| Cognitive Approach, facilitating change | Understand/validate client's meanings; help client consider other meanings; help client understand inaccuracies; Pay attention to client's interpretations; Constructive self talk; Give evidence to support changed views |
| Rational Emotive Thearapy (RET) | Cognitive approach; therapist uses arguing and persuasion by teaching the client to use non-distressing statements to counter self defeating thinking |
| Gestalt | Used with groups and individuals; experiences are part of the system |
| Family Therapy | Family is a system of parts where change affects the whole; family is primary focus; roles/interactions/communications are the focus; Goal is to replace old patterns with new that will sustain |
| Issues in Family Therapy | Contract; alliances; power; relationship of each member to problem; relation to outside world; hx in relation to problem; communication; rules; stress/support; homeostasis |
| Interventions in Family Therapy | Define stages/tasks; emotional cutoffs; de-triangulation (forcing one-to-one communication); coaching; redefining roles; genogram; restructing roles; generational boundaries |
| Structural Family Therapy | (Minuchin) Stresses family organization; worker "joins" the family to restructure it; boundaries (interpersonal, outside world, generational). Intervention's include mapping, parent training, strenthening co-parent relationship, family hierarchy. |
| Multi-Generational Approach | (Bowen) The problem is a result of unfinished business; works to increase seperation of individuals (no triangulation). Intervention's include genogram, hx, education on the hx's impact on the current family system |
| Strategic Family Thearpy | (Haley/Palo Alto Group) Presenting problem is a symptom of the poor family interaction; focusus on problem resolution with a specific intervention plan. Interventions include Relabeling, Paradoxical instruction |
| Behavior Approach | Based on social learning theory/exchange theory; behavior is learned from the environment; goal is to teach ways of dealing with one another by changing the consequeneces of the behavior. |
| Anorexia nervousa | Self starvation leading to a loss of 25% or more of body weight |
| Boundary | a concept in Structural Family Therapy to describe emotional barriers that protecct and enhance the integrity of indivudals, subsystems, and families |
| Contingency Contracting | A behavior therapy technique whereby agreements are made between family members to exchange rewards for desired behavior |
| Disengagement | Psychological isolation that results from overly rigid boundaries around individuals and subsytems in a family |
| Double-bind | A conflict created when a person gets contraciting messages in a relationships and they can't leave or comment |
| Enmeshment | Minuchin's term for loss of freedome due to blurred psychological boundaries |
| Family Drawing | Family members are asked to draw their ideas about how the family is organized |
| Family Life Cycle | Stages of family life from separation from parents, to marrage, children, growing older, retirement, and death |
| Family Myths | Set of false beliefs shared by families which shape the rules of the family |
| Family Rules | Expected behavioral patterns in the family |
| Genogram | Diagram of the family system |
| Identified patient | the "symptom" bearer or as identified by the family |
| Operant Conditioning | rewarded for behavior |
| Classical Conditioning | Stiumulus yields response |
| Paradox | A contradiction; a technique used in thearpy whereby the therapist tells the family to continue their symptoms and if they conform, they have control, and if they don't, they give up their symptoms |
| Parental (parentified child) | Child who has been given power over younger siblings |
| Roleplaying | Acting out the parts of characters to dramatize feelings, and practice new ways of reacting |
| Scapegoat | A family member is the object of dispalced conflict/criticism |
| Social Group Work | Group is the major helping agent; management of self; responsibility to others; release of feelings; support from others; orientation to reality |
| Psychodrama | Tx approach in which roles are enacted in a group context and members recreate problems and help each other |
| Group Psychotherapy | Group tx for the mentally ill |
| Stages of Group Development | Forming (pre-affiliation; developing trust) Storming (power; freedom vs. group identification) Norming (Intimacy; utilzing self for group) Performing (Differentiation; acceptance of each other as individuals) Adjourning (Termination; independence) |
| Community Social Work | Emphasis on environmental factors, not psych needs; stress is on prevention and social reform; involves planning and organizing. |
| Locality Development (Community Social Work) | Macro practice; professional joins client's community; client determins need |
| Social Planning (Community Social Work) | Evaluates strengths/weaknesses to improve quality of life |
| Primary Prevention | Reduce prevalence of problem |
| Secondary Prevention | To treat symptoms to reduce prevalence through early detection/intervention |
| Tertiary Prevention | Reduce disabilty in chronic problem by reducing negative after effects |
| Concurrent Thearpy | Tx of two or more persons, seen separately, usually by different therapists |
| Conjoint Therapy | Tx of twho or more persons in sessions together |
| Person in Environment | (Adams/Richmond) a dual focus on the individual, as well as social reform (environmental changes) |
| Genetic Theory | Known as addictive inheritance, attempts to separate the genetic and environmental factors of addictive behavior. |
| Exposure Theory/Biological Model | based on the assumption that the introduction of a substance into the body on a regular basis will inevitably lead to addiction (a consequence of biology) |
| Exposure Theory/Conditioning Model | addiction is the cumulative result of the reinforcement of drug administration. The substance acts as a powerful reinforcer and gains control over the users behavior. |
| Adaptation Theory | include the psychological, environmental and social factors that influence addiction. Advocates of these theories have analyzed how expectations and beliefs about what a drug will do for the user influence the rewards and behaviors associated with its use |
| Effects of Life Crisis | an upset steady state, a meaningful stressful event resulting in disequilibrium; family may be vulnerable, at a "turning point", anxiety, tension, emotionally overtaxed, hopless, ego patters are more open to influence and correction |
| 4 mos. | balance head at 90 degree angle, lifts head/chest when placed on stomach, recognize bottle, mothers, other faces, turns head to sound, cooing |
| 8 mos. | Sits alone, stands with assist, feeds self, imitates facial expressions, babbling, copying sounds |
| 1 yr. | Crawls well, stands alone, explores, drinks from cup, feeds self with fingers, bowel/bladder control, enjoys an audience, undertands simple commands |
| 18 mos. | Walks, holds own glass, cooperates with dressing, enjoys other children but plays alone, affection, more than three, but less than 50 words |
| 2 yrs. | Walks/runs, stairs, throws ball overhead, listens/follows directions, assits in dressing, daytime bathroom control, plays along side others, seeks adult approval, names common pictures, in-depth exploration, 2-3 words together, more than 50 words |
| 4 yrs. | Physically active, dresses self, asks questions, in the process of separating from parents, name calling, misuse words |
| 5 yrs. | Quieter, less active, dresses/undresses, aware of rules, conforming, team playing, pretends, words, counting |
| Puberty for girls | 8-13 yrs; full height by 17 yrs, wider in pelvic/hip areas, menarche |
| Puberty for boys | 10-15 yrs, full height by 21, wider, longer in shoulders, legs, forearms, spermarche |
| Nocturnal Emissions | 1/month, usually stops after age 30, normal occurance |
| Boy Gender Roles | Don't cry, strong, brave, athletics, enthralled with girls/sex |
| Girl Gender Roles | always looking for spouse, popular, attractive, flexible, considerate, cars for others |
Created by:
avermeulen
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