HBSE Test
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Assessment | The investigation and determination of variables affecting an identified problem.
🗑
|
||||
| Assumptions | Something taken to be true without testing or proof
🗑
|
||||
| Biopsychosocialspiritual approach | An approach that considers human behavior to be the result of interactions of integrated biological, psychological, social and spiritual systems
🗑
|
||||
| Concepts | Words or phrases that serve as abstract descriptions, or mental images, of some phenomenon
🗑
|
||||
| Constructivist Perspective | Another name for the interpretist perspective, which assumes that reality is based on peoples definition of it, and research should focus on learning the meanings that people give to their situations
🗑
|
||||
| Cycles | Short-term patterns of change in person-environment configurations that reverse direction repetitively; can recur in daily, weekly, monthly, seasonal, or annual patterns or in some other regular pattern
🗑
|
||||
| Deductive Reasoning | A method of reasoning that lays out general, abstract propositions that can be used to generate specific hypotheses to test in unique situations
🗑
|
||||
| Determinism | A belief that persons are passive products of their circumstances, external forces, and/or internal urges
🗑
|
||||
| Diversity | Patterns of group differences
🗑
|
||||
| Educated mind | The ability to pay prolonged analytical attention to the subcomponent parts of complex systems.
🗑
|
||||
| Empathy | The ability to understand what another thinks and feels using loving imagination
🗑
|
||||
| Helping | Offering something to someone in such a way that they can choose to use it.
🗑
|
||||
| A Helping Trilogy | A model of helping that hold effective helping requires three elements: Reality, Empathy, Support.
🗑
|
||||
| Heterogeneity | Individual-level variations or differences among individuals
🗑
|
||||
| Hypotheses | A tentative statement to be explored and tested
🗑
|
||||
| Life events | Incident or event that is brief in scope but is influential on human behavior
🗑
|
||||
| Linear time | Time based on past, present, and future
🗑
|
||||
| Multidimensional assessment | An approach to social work that holds that human behavior is best understood by investigating the influence of the many dimensions of life at the micro, mezzo, and macro levels
🗑
|
||||
| Objective reality | The belief that phenomena exist and have influence whether or not we are aware of them
🗑
|
||||
| Privilege | Unearned advantage enjoyed by members of some social categories
🗑
|
||||
| Shifts | Sudden abrupt changes in direction of person-environment configurations
🗑
|
||||
| Structured Assessment | The investigation and determining of factors using established instruments.
🗑
|
||||
| Subjective Reality | The belief that reality is created by personal perception and does not exist outside that perception; the same as the interpretist perspective
🗑
|
||||
| Theory | A logically interrelated set of concepts and propositions, organized into a deductive system, that explain relationships among aspects of our world
🗑
|
||||
| Time orientation | The extent to which individuals and collectivities are invested in three temporal zones-past, present, and future time
🗑
|
||||
| Trends | Long-term patterns of change in person-environment configurations that move in a general direction but are not as invariable as constants
🗑
|
||||
| Unstructured Assessment | The investigation and determination of factors that unfolds in conversation with the clients at the direction of the social worker.
🗑
|
||||
| Voluntarism | The belief that persons are free and active agents in the creation of their behaviors.
🗑
|
||||
| Boundary | An imaginary line of demarcation that defines which human and nonhuman elements are included in a given system and which elements are outside the system
🗑
|
||||
| Conflict perspective | An approach to human behavior that draws attention to conflict, dominance, and oppression in social life
🗑
|
||||
| Developmental perspective | An approach that focuses on how human behavior changes and stays the same across stages of the life cycle. In a phrase, this perspective places an emphasis on developmental stages to explain human behavior.
🗑
|
||||
| Ecological systems | An elaboration of the systems understanding of human behavior that adds the living dimension which includes aspects such as thinking, feeling, meaning and purpose, will, and consciousness.
🗑
|
||||
| Ecomaps | A visual representation of the relations between social network members. Members of the network are represented by points, and lines are drawn between pairs of points to demonstrate a relationship between them; also called a sociogram
🗑
|
||||
| Empowerment theories | Theories that focus on processes by which individuals and collectivities can recognize patterns of inequality and injustice and take action to increase their own power
🗑
|
||||
| Feedback mechanism | A process by which information about past behaviors in a system are fed back into the system in a circular manner
🗑
|
||||
| Feminist theories | Theories that focus on male domination of the major social institutions and present a vision of a just world based on gender equity
🗑
|
||||
| Hierarchy of needs | Maslow's humanistic theory that needs must be satisfied from lowest to highest: physiological, safety, belongingness, love, esteem, and self- actualization
🗑
|
||||
| Humanistic perspective | An approach that sees human behavior as based on freedom of action of the individual and focuses on the human search for meaning. In a phrase, this approach to human behavior places an emphasis on the unique story that each person has in life.
🗑
|
||||
| Learned helplessness | In cognitive social learning theory, a situation in which a persons prior experience with environmental forces has led to low self efficacy and efficacy expectation
🗑
|
||||
| Multiplex Multidimensional Assessment | A framework for assessment that suggests four possible paths to investigate: Past as a problem, Past as a strength, Risk aspects of the future, Opportunity aspects in the future
🗑
|
||||
| Phenomenal self | An individuals subjectively felt and interpreted experience of who I am
🗑
|
||||
| PIE + T | An social work model of human behavior that includes three aspects, the person, the environment, and time.
🗑
|
||||
| Psychodynamic perspective | An approach that focuses on how internal processes motivate human behavior. In a word, this approach to human behavior places an emphasis on psychological factors in explaining human behavior.
🗑
|
||||
| Rational choice perspective | An approach that sees human behavior as based in self-interest and rational choices about effective goal accomplishment. In a word, this approach to understanding human behavior places emphasis on the rationality of human beings.
🗑
|
||||
| Role | A set of usual behaviors of persons occupying a particular social position
🗑
|
||||
| Social behavioral perspective | An approach that sees human behavior as learned when individuals interact with their environments. In a phrase, this approach to human behavior places an emphasis on social learning to explain human behavior.
🗑
|
||||
| Social constructionist perspective | An approach that focuses on how people learn through their interactions with each other to classify the world and their place in the world. In a word, this understanding of human behavior places an emphasis on the ability of people to create.
🗑
|
||||
| Social work (Sheafer three part definition) | A profession (1) devoted to helping people function as well as they can within their environment (2)and to changing their environment to make that possible (3).
🗑
|
||||
| Social work values | 1. Service, 2. Social justice, 3. Dignity and worth of the person 4. Importance of human relationships, 5. Integrity, 6. Competence
🗑
|
||||
| Systems Perspective | An approach that sees human behavior as the outcome of reciprocal interactions of persons operating within organized and integrated social systems
🗑
|
||||
| Acquired immunodeficiency syndrome (AIDS) | disease caused by human immunodeficiency virus (HIV) involves break down of the immune system
🗑
|
||||
| Alzheimers Disease | One form of dementia that gradually gets worse over time.
🗑
|
||||
| Assistive devices | Devices that allow a person with a disability to communicate, see, hear, or maneuver. Examples include wheelchairs, motorized scooters, hearing aids, and telephone communications devices (TTD/TTY)
🗑
|
||||
| Autoimmune disease | Diseases that occur when the immune system wrongly attacks systems that it should be protecting
🗑
|
||||
| Blood pressure | Measure of the pressure of the blood against the wall of a blood vessel
🗑
|
||||
| Brain injury (BI) | Damage to the brain arising from head trauma (falls, automobile accidents), infections (encephalitis), insufficient oxygen (stroke), or poisoning
🗑
|
||||
| Cardiovascular system | Biological system made up of the heart and the blood circulatory system
🗑
|
||||
| Dementia | The loss of brain function that occurs with certain diseases affecting memory, thinking, language, judgment, and behavior.
🗑
|
||||
| Endocrine system | A body system that is involved in growth, metabolism, development, learning, and memory. Made up of glands that secrete hormones into the blood system
🗑
|
||||
| Feedback control mechanism | The mechanism by which the body controls the secretion of hormones and therefore their actions on target tissues
🗑
|
||||
| Fetal alcohol syndrome | Growth, mental, and physical problems that may occur in a baby when a mother drinks alcohol during pregnancy.
🗑
|
||||
| High blood pressure (hypertension) | Blood pressure greater than 140/90; the leading cause of strokes and a major risk factor for heart attacks and kidney failure
🗑
|
||||
| Human immunodeficiency virus (HIV) | The virus that causes acquired immunodeficiency syndrome (AIDS)
🗑
|
||||
| Immune system | Organs and cells that interact and work together to defend the body against disease
🗑
|
||||
| Musculoskeletal system | Muscles that are attached to bone and cross a joint. Their contraction and relaxation are the basis for voluntary movements
🗑
|
||||
| Nervous system | The biological system responsible for processing and integrating incoming sensory information; it influences and directs reactions to that information
🗑
|
||||
| Neuron | Nerve cell that is the basic working unit of the nervous system. Composed of a cell body, dendrites (receptive extensions), and an axon
🗑
|
||||
| Neurotransmitters | Messenger molecules that transfer chemical and electrical messages from one neuron to another
🗑
|
||||
| Psychotropic medicine | A medication which affects behaviors and symptoms associated with diagnoses of mental illness by affecting the levels of specific neurotransmitters and altering the balance among neurotransmitters
🗑
|
||||
| Synapse | A gap between an axon and dendrite. The site at which chemical and electrical communication occurs
🗑
|
||||
| Testes | Male gonads, best known for their functions in producing sperm (mature germ cells that fertilize the female egg) and in secreting male hormones called androgens
🗑
|
||||
| Uterus | Also called the womb, serves as the pear-shaped home for the unborn child for the nine months between implantation and birth
🗑
|
||||
| Accommodation (cognitive theory) | The process of altering a schema when a new situation cannot be incorporated within an existing schema
🗑
|
||||
| Accommodation (culture) | Process of partial or selective cultural change in which members of nondominant groups follow the norms, rules, and standards of the dominant culture only in specific circumstances and contexts
🗑
|
||||
| Assimilation (cognition) | In cognitive theory, the incorporation of new experiences into an existing schema
🗑
|
||||
| Assimilation (cultural) | The process of change whereby individuals of one society or ethnic group are culturally incorporated or absorbed into another by adopting the patterns and norms of the host culture
🗑
|
||||
| Cognition | Conscious thinking processes; mental activities of which the individual is fully aware. These processes include taking in information from the environment, synthesizing that information, and formulating plans of action based on that synthesis
🗑
|
||||
| Ego | A mental structure of personality that is responsible for negotiating between internal needs of the individual and the outside world
🗑
|
||||
| Ego Psychology | A theory of human behavior and clinical practice that views activities of the ego as the primary determinants of behavior
🗑
|
||||
| Emotion | A feeling state characterized by ones appraisal of a stimulus, changes in bodily sensations, and expressive gestures
🗑
|
||||
| Emotional intelligence | A persons ability to process information about emotions accurately and effectively, and consequently to regulate emotions in an optimal manner
🗑
|
||||
| Information processing theory | A sensory theory of cognition that sees information flowing from the external world through the senses to the nervous systems, where it is coded
🗑
|
||||
| Mood | A feeling disposition that, in contrast to an emotion, is more chronic, less intense, and less tied to a specific situation
🗑
|
||||
| Multiple intelligences | The eight distinct biopsychosocial potentials, as identified by Howard Gardner, with which people process information that can be activated in cultural settings to solve problems or create products that are of value in the culture
🗑
|
||||
| Preconscious | Mental activity that is out of awareness but can be brought into awareness with prompting
🗑
|
||||
| Psychoanalytic theory | A theory of human behavior and clinical intervention that assumes the primacy of internal drives and unconscious mental activity in determining human behavior
🗑
|
||||
| Psychology | The study of the mind and mental processes
🗑
|
||||
| Schema (plural | schemata, An internalized representation of the world, including systematic patterns of thought, action, and problem solving
🗑
|
||||
| Self | An essence of who we are that is more or less enduring influenced by our unique combination of cognitive and emotional processes and our spirituality.
🗑
|
||||
| Self psychology | A theory, based in psychoanalytic theory, that conceives of the self as experienced cohesion through action and reflection
🗑
|
||||
| Unconscious | Mental activities of which one is not aware but that influence behavior
🗑
|
||||
| Adaptation | A change in functioning or coping style that results in a better adjustment of a person to his or her environment
🗑
|
||||
| Attachment theory | A theory that holds that the type of attachments we form, especially in the early years, impacts our behavior. Attachment theory holds that relationships throughout life are influential and result in a sense of loss and grief when they are disrupted.
🗑
|
||||
| Body image | Perceptions about our body
🗑
|
||||
| Coping | A persons efforts to master the demands of stress, including the thoughts, feelings, and actions that constitute those efforts
🗑
|
||||
| Crisis | A major upset in psychological equilibrium as a result of some hazardous event, experienced as a threat or loss, with which the person cannot cope
🗑
|
||||
| Daily hassles | Common occurrences that are taxing; used to measure stress
🗑
|
||||
| Defense mechanisms | Unconscious, automatic responses that enable a person to minimize perceived threats or keep them out of awareness entirely
🗑
|
||||
| General adaptation syndrome | The physical process of coping with a stressor through the stages of alarm awareness of the threat, resistance (efforts to restore homeostasis), and exhaustion (the termination of coping efforts)
🗑
|
||||
| Homeostasis | Equilibrium; a positive, steady state of biological, psychological, or social functioning
🗑
|
||||
| Ideal self | Who we think we could be or should be
🗑
|
||||
| Neural plasticity | The capacity of the nervous system to be modified by experience
🗑
|
||||
| Object/ Interpersonal relations theory | A psychodynamic theory that considers that our ability to form lasting attachments is based on early experiences of separation from and connection with our primary caregivers
🗑
|
||||
| Personal network | Those from the social network who provide a person with his or her most essential support resources
🗑
|
||||
| Posttraumatic stress disorder | A set of symptoms experienced by some trauma survivors that include reliving the traumatic event, avoidance of stimuli related to the event, and hyperarousal
🗑
|
||||
| Role strain | Problems experienced in the performance of specific roles. Used by sociologists to measure stress
🗑
|
||||
| Self-acceptance | The degree to which we are satisfied with our self
🗑
|
||||
| Self-efficacy | Feelings of being competent
🗑
|
||||
| Self-esteem | Evaluation of our sense of adequacy
🗑
|
||||
| Self-identity | How we define ourselves to ourselves
🗑
|
||||
| Social identity theory | A stage theory of socialization that articulates the process by which we come to identify with some social groups and develop a sense of difference from other social groups
🗑
|
||||
| Social network | The people with whom a person routinely interacts; the patterns of interaction that result from exchanging resources with others
🗑
|
||||
| Social support | The interpersonal interactions and relationships that provide persons with assistance or feelings of attachment to others they perceive as caring
🗑
|
||||
| Stress | Any biological, psychological, or social event in which environmental demands or internal demands, or both, tax or exceed the adaptive resources of the individual
🗑
|
||||
| Stress models | Perspectives on mental and emotional disorders in which a disorder is considered to be the result of interactions of environmental stresses and the persons genetic or biochemical predisposition to the disorder
🗑
|
||||
| Trait | A stable personality characteristic
🗑
|
||||
| Traumatic stress | Stress associated with events that involve actual or threatened severe injury or death of oneself or significant others
🗑
|
||||
| Faith | As defined in Fowlers theory of faith development, a generic feature of the human search for meaning that provides a centering orientation from which to live ones life. May or may not be based in religious expression
🗑
|
||||
| Faith stages | Distinct levels of faith development, each with particular characteristics, emerging strengths, and potential dangers. Fowler identifies seven faith stages in his theory of faith development
🗑
|
||||
| Ideology | The dominant ideas within a culture about the way things are and should work, derived from a groups social, economic, and political interests
🗑
|
||||
| Image of God | A Christian concept the suggests that human beings are unique characteristics. Theologians have interpreted this alternatively as thinking, feeling, social, creative, and spiritual characteristics.
🗑
|
||||
| Religion | A systematic set of beliefs, practices, and traditions experienced within a particular social institution over time
🗑
|
||||
| Spirituality | A search for purpose, meaning, and connection between oneself, other people, the universe, and the ultimate reality, which can be experienced within either a religious or a nonreligious framework
🗑
|
||||
| Transpersonal approach | An approach to human behavior that includes levels of consciousness or spiritual development that move beyond rational-individuated personal personhood to a sense of self that transcends the mind/body ego-a self identity
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
ksiefert90
Popular Psychology sets