Chapter 14 Flashcards
Positive psychology
Devotes attention to the proactive building of personal strengths and competencies
Seeks to make people stronger and more productive, and to actualize the human potential in all of us
Humanistic psychology
About discovering human potential and encouraging its development
Self-actualization
The full realization of and use of one’s talents, capacities, and potentialities
Self-actualization process
Process in which one develops in a way that leaves behind infantile heteronomy, defensiveness, cruelty, and timidity, and moves toward autonomy, realistic appraisals, compassion toward others, and the courage to create and to explore
Three themes about the need hierarchy (Maslow)
The lower the need is in the hierarchy, the stronger and more urgently it is felt
The lower the need is in the hierarchy, the sooner it appears in development
Needs in the hierarchy are fulfilled sequentially from lowest to highest
Five levels in Maslow’s need hierarchy from lowest to highest
Physiological needs
Safety and security needs
Love and belongingness needs
Esteem needs
Self-actualization needs
Six behaviours that encourage self-actualization
Make growth choices
Be honest
Position yourself for peak experiences
Give up defensiveness
Let the self emerge
Be open to experience
Actualizing tendency
Innate, a continual presence that quietly guides the individual toward genetically determined potentials
“The forward thrust of life”: Motivates the individual to want to undertake new and challenging experiences
Organismic valuing process
Innate capacity for judging whether a specific experience promotes or reverses growth
What does the organismic valuing process provide?
The interpretive info needed for deciding whether the new undertaking is growth-promoting or not
Self (the experiencing self)
The “I” and “me” - awareness of one’s own experience, of one’s own being, of one’s own functioning. With greater experience, the self grows in complexity (via differentiation) yet remains a holistic single entity (via integration)
Need for positive regard
Need for approval, acceptance, love from others. The emergence of the need for positive regard makes the person sensitive to feedback from others. As the self emerges, the need for positive regard differentiates into a need for positive regard and a need for positive self-regard
Conditions of worth
Over time, the child learns criteria on which their behaviour and personal characteristics are judged by others either as positive and worthy of acceptance or as negative and worthy of rejection. Begins as parental conditions of worth, but expands into societal conditions of worth
Acquired conditions of worth
The internalization of other’s conditions of worth. Hence, all of us live in two worlds - the inner world of the organismic valuing process and the outer world of conditions of worth
Unconditional positive regard
Acceptance, love, and approval based only on who a person is naturally is (rather than on who others wish us to be). With the environmental/relationship offering of an unconditional positive regard, the self-structure will be a relatively transparent representation of the person’s inherent preferences, talents, and potentialities
Congruence vs incongruence
Extent to which the individual denies and rejects (incongruence) or accepts (congruence) the full range of their personal characteristics, abilities, desires, and beliefs. The individual might perceive themselves as having characteristics a, b, and c and experience feelings d, e, and f, but then publicly express characteristics u, v, and w and feelings x, y, and z
Fully functioning individual
Person lives in close contact with their organismic valuing process
Accepts the full range of personal characteristics (congruence), rather than rejecting personal characteristics, desires, physical features, personality, etc. (incongruence)
Spontaneous expression of inner impulses, desires, wishes, etc.
Emergence in fully functioning individual
Onset of innate desire, impulse, or motive (unconscious)
Acceptance in fully functioning individual
Desire, impulse, or motive is accepted “as is” into consciousness
Bringing idea into consciousness
Expression in fully functioning individual
Unedited communication of desire, impulse, or motive
Effects of parental condition regard (positive conditional regard)
Child takes in feelings of internal compulsion (e.g., perfectionism, introjection, shame, guilt)
Pressure-drive functioning –> inability to regulate negative emotions, such as anger
Emotional suppression
Tendency to self-aggrandize after success and be self-critical after failure
Effects of parental condition regard (negative conditional regard)
Child resents parents
Child feels rejected by parents
Parent-child relationship suffers
Child shows amotivation in school
Effects of parental condition regard (unconditional positive regard (autonomy support))
Child feels understood, accepted, and fully or unconditionally supported by parents
Parent-child relationship close and high-quality
Child shows autonomous motivation in school
Child handles negative emotions well
Two types of causality orientations
Autonomy causality orientation
Control causality orientation
