Human Development, Diversity, and Behavior in the Environment I.A.
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| General Systems Theory | Emphasizes the impact of environment on individuals via the social systems; responsibility for change is not soley on the individual
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| Homeostatis | Steady state order necessary for movement
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| Feedback | When output from systems is put back into the system
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| Ecological Theory (Life Model) | Inter-relatedness between people and the environment; fit between person and environment; holistic.
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| Adaptedness | A continuous process of fitting in with the environment (with that culture/time period)
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| Stress | Environmental demand; discrepancy between demand and capacity for coping
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| Coping | Psychologica/physiological/behavioral responses to stress. Effective coping=reduced stress
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| Psychoanalytic Theory | (Freud) Individual is a product of his past; Id, Ego, Superego
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| Psychic Determinism | All thoughts, feelings and behaviors are related to prior experiences and events (not at random)
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| Id | Present at birth; primitive drives/instincts; need gratifying
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| Ego | 5 mos old; mediator between id and superego, between internal/exteral reality, defense mechanisms
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| Superego | Age 5; conscience; sense of right/wrong; uses internal and external rewards/punishments to control the Id's impulses
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| Anxiety | The ego cannot reconcile the Id's demands, and the supergo produces a conflict which leads to a state of psychic distress
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| Fixation | A point in development where there is failure to resolve conflict
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| Unconscious | (Psychoanalytic Theory) Thoughts, feeings, desires, memories of which we are unaware
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| Preconscious | (Psychoanalytic Theory) Thoughts feeings which can be brought into consciousness easily
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| Conscious | (Psychoanalytic Theory) Mental activities of which we are fully aware
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| Transference | Characterized by unconscious redirection of feelings from one person to another
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| Countertransferance | Emotional reaction, usually unconscious and often distored, on the part of the therapist to a patient or member of a family in treatment
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| Oral Stage | (Stages of Psychosexual Development) 0-18 mos; identifies world through mouth; needs must be externally met
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| Anal Stage | (Stages of Psychosexual Development) 18-36 mos; Elimination/retention; holding on/letting go; some self control; conflict with parents
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| 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
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| Latency Stage | (Stages of Psychosexual Development) 6-11 yrs; Formal learning; peer friendships; same sex peer relationships; energy invested outside of self and family
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| Genital Stage | (Stages of Psychosexual Development) Puberty 11-15, Adolescence 11-19; intense love; capable of sexualization; energy invested in the self
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| Ego Psychology | (Erikson) Psychosocial Theory- personality develops as a result of interaction with the social environment
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| Object Relations | (Ego Function) Capacity to view self as seperate from others and compelte in oneself. Capacity to relate to others.
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| Trust v Mistrust | (Stages of Psycho-social Development, Erikson) 0-12 mos; infants assured of care; soothing
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| Autonomy V Shame and Doubt | (Stages of Psycho-social Development, Erikson) 18-36 mos; Verbal stimulation; language; exploring
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| 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.
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| Industry V Inferiority | (Stages of Psycho-social Development, Erikson) 6-11 yrs; conformity in school; cooperation with others
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| 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
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| Intimacy V Isolation | (Stages of Psycho-social Development, Erikson) 19-30; leaving home; career; intimate relationshhips
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| Generativity V Stagnation | (Stages of Psycho-social Development, Erikson) 30-65; stable family; productivity in job
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| Ego Integrity V Despair | (Stages of Psycho-social Development, Erikson) 65+; acceptance of mortality; further self development; dealing with loss
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| Denial | (Mechanisms of Defense) inability to aknowledge true significance of thoughts, feelings etc which are consciously intolerable
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| 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)
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| Dissociation | (Mechansims of Defense) splits mental functions; behaviors is not experienced as your own
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| Idealization | (Mechansims of Defense) overestimated of an attribute of another
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| Identification | (Mechansims of Defense) Patterning yourself after another; plays a major role in super ego development
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| Identification with aggressor | (Mechansims of Defense) to counteract feelings of helplessness to feel powerful
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| Identification with love object | (Mechansims of Defense) counteract feelings of helplessness to feel in control
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| Isolation of Affect | (Mechansims of Defense) separating the unacceptable act from its original memory source to remove the anxiety
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| Projection | (Mechansims of Defense) primitive; (eg- believing your spouse is angry at the kids when you are really angry yourself)
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| Reaction Formation | (Mechansims of Defense) person acts opposite of how they feel
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| Regression | (Mechansims of Defense) returning to infantile patterns (ego)
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| Splitting | (Mechansims of Defense) others are "all good" or "all bad"; selective lack of impulse control; serves to protect the good objects
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| Devaluation | (Mechansims of Defense) narcissistic personality; putting others down
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| Treatment for Mechanisms of Defense | Enhance the ego functioning to manage stress
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| Object Relations Theory | (Mahler) Developing a sense of self from the love object (4 Stages of Attachment, Separation, Rapprochment, Object Constancy)
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| Attachment (Object Relations Theory) | Normal Autism (0-2/3 mos) needs others Normal Symbiosis (2 to 5/6 mos) Fusion with mother
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| Separation (Object Relations Theory) | Hathcing (6-8/9 mos) exploration of others; stranger anxiety (7-9 mos) Practicing (9-18mos) crawling; narcissism
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| 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
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| Object Constancy (Object Relations Theory) | Consolidation of Sense- memory retention; play is constructive
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| Cognitive Developmental Theory | (Piaget) 4 stages of cognitive development which are completed around age 11
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| Sensorimotor (Cognitive Developmental Theory) | 0-2 yrs; retains images of objects; inetntional actions; imitative play; investing meaning in an event; language
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| Pre-Operational (Cognitive Developmental Theory) | 2-7 yrs; night terrors; imagination; thinking is egocentric
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| 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
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| Formal Operations (Cognitive Developmental Theory) | 11+;hypothesis testing; future planning; takes others into account; assumes adult roles
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| Assimilation | (Piaget) Being shaped by the environment
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| Accommodation | (Piaget) adapting to the environment
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| Equilibrium | (Piaget) Balance between person and environment
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| Moral Developmental Theory | (Kohlberg) Moral reasoning parallels cognitive development
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| 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
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| Stages of Death and Dying | (Kubler-Ross) Denial, Anger, Bargaining, Depression, Acceptance *no specific order
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| 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)
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| Role Ambiguity | Role expectations are unclear
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| Role Conflict | Two or more opposing views on role definition
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| Role Reversal | Roles are opposite to that which previously existed
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| Locus of Control | individuals believe life events are internally or externally controlled
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| Social Authority or Power | Coercive (power from punishments) Reward (power from rewards) Expert (power from supierior ability) Legitimate (power from legit authority)
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| 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)
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| Contradictory communication | offering two or more conflicting messages on the same level (eg "I love you...no, I hate you")
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| Incongruent Communication | offering two or more conflictin g message on different levels (eg "I love you" while pushing you away)
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| 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)
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| Paradoxical Communication | Giving one message, and acting out another (wife telling husband to be "the head" while she makes all decisions)
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| Stimulous-response dilemma | Communication only as a response to someone else's; no one is responsible (withdrawing because of nagging, nagging because of withdrawing)
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| Overload at the Content Level | Too much information; split content leaves no room for an appropriate response
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| 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.
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| Problem Solving Approach-Process of Change | Person, Problem, Place (agency), Process (therapeutic relationship)
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| 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
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| 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
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| 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
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| 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)
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| Time-Limited Psychotherapy | non-negotiable time-limited; makes optimal use of the "doctor-patient" relationship
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| 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)
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| Respondent/Classical Conditioning | (Pavlov) Learning is a restult of stimulus with an involuntary response so the stimulous eventually elicits the conditioned response
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| Operant Conditioning | (Skinner) Behavior operates on the environment; stimuli, behavior, consequences; consequences eventually decrease the behavior
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| Aversion therapy | Tx aims to reduce the attractiveness of a behavior by paring it with an aversive stimulation
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| Shaping | Prompting/Reinforcing the desired behavior
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| Modeling | Individual demonstrates the behavior to the observer
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| Sensate Focus | used in sex therapy; pleasuring
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| Squeeze Technique | procedure for delaying ejaculation
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| Positive Reinforcement | Increases probability that behavior will occur (Group homes)
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| Negative Reinforcement | Behavior increases because negative stimulus is removed
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| Chaining | Performace produces the conditions which make the next one possible
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| Fading | gradually changing one stimulus controlling a behavior to another stimulus
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| Extinction | Giving no respose to a behavior (ignoring it) and it will eventually stop
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| Prescriptions | Worker tells client specifically how to behave
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| Cognitive Approach | Cognitive skills are needed for problem solving; thoughts cause behaviors, behaviors cause feelings
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| 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
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| 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
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| Gestalt | Used with groups and individuals; experiences are part of the system
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| 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
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| 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
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| Interventions in Family Therapy | Define stages/tasks; emotional cutoffs; de-triangulation (forcing one-to-one communication); coaching; redefining roles; genogram; restructing roles; generational boundaries
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| 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.
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| 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
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| 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
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| 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.
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| Anorexia nervousa | Self starvation leading to a loss of 25% or more of body weight
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| Boundary | a concept in Structural Family Therapy to describe emotional barriers that protecct and enhance the integrity of indivudals, subsystems, and families
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| Contingency Contracting | A behavior therapy technique whereby agreements are made between family members to exchange rewards for desired behavior
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| Disengagement | Psychological isolation that results from overly rigid boundaries around individuals and subsytems in a family
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| Double-bind | A conflict created when a person gets contraciting messages in a relationships and they can't leave or comment
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| Enmeshment | Minuchin's term for loss of freedome due to blurred psychological boundaries
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| Family Drawing | Family members are asked to draw their ideas about how the family is organized
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| Family Life Cycle | Stages of family life from separation from parents, to marrage, children, growing older, retirement, and death
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| Family Myths | Set of false beliefs shared by families which shape the rules of the family
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| Family Rules | Expected behavioral patterns in the family
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| Genogram | Diagram of the family system
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| Identified patient | the "symptom" bearer or as identified by the family
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| Operant Conditioning | rewarded for behavior
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| Classical Conditioning | Stiumulus yields response
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| 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
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| Parental (parentified child) | Child who has been given power over younger siblings
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| Roleplaying | Acting out the parts of characters to dramatize feelings, and practice new ways of reacting
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| Scapegoat | A family member is the object of dispalced conflict/criticism
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| Social Group Work | Group is the major helping agent; management of self; responsibility to others; release of feelings; support from others; orientation to reality
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| Psychodrama | Tx approach in which roles are enacted in a group context and members recreate problems and help each other
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| Group Psychotherapy | Group tx for the mentally ill
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| 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)
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| Community Social Work | Emphasis on environmental factors, not psych needs; stress is on prevention and social reform; involves planning and organizing.
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| Locality Development (Community Social Work) | Macro practice; professional joins client's community; client determins need
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| Social Planning (Community Social Work) | Evaluates strengths/weaknesses to improve quality of life
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| Primary Prevention | Reduce prevalence of problem
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| Secondary Prevention | To treat symptoms to reduce prevalence through early detection/intervention
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| Tertiary Prevention | Reduce disabilty in chronic problem by reducing negative after effects
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| Concurrent Thearpy | Tx of two or more persons, seen separately, usually by different therapists
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| Conjoint Therapy | Tx of twho or more persons in sessions together
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| Person in Environment | (Adams/Richmond) a dual focus on the individual, as well as social reform (environmental changes)
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| Genetic Theory | Known as addictive inheritance, attempts to separate the genetic and environmental factors of addictive behavior.
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| 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)
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| 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.
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| 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
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| 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
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| 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
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| 8 mos. | Sits alone, stands with assist, feeds self, imitates facial expressions, babbling, copying sounds
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| 1 yr. | Crawls well, stands alone, explores, drinks from cup, feeds self with fingers, bowel/bladder control, enjoys an audience, undertands simple commands
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| 18 mos. | Walks, holds own glass, cooperates with dressing, enjoys other children but plays alone, affection, more than three, but less than 50 words
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| 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
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| 4 yrs. | Physically active, dresses self, asks questions, in the process of separating from parents, name calling, misuse words
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| 5 yrs. | Quieter, less active, dresses/undresses, aware of rules, conforming, team playing, pretends, words, counting
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| Puberty for girls | 8-13 yrs; full height by 17 yrs, wider in pelvic/hip areas, menarche
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| Puberty for boys | 10-15 yrs, full height by 21, wider, longer in shoulders, legs, forearms, spermarche
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| Nocturnal Emissions | 1/month, usually stops after age 30, normal occurance
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| Boy Gender Roles | Don't cry, strong, brave, athletics, enthralled with girls/sex
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| Girl Gender Roles | always looking for spouse, popular, attractive, flexible, considerate, cars for others
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