Human Development Flashcards
(140 cards)
1
Q
Personality is developed through 5 childhood stages; where psyche is divided into the Id, Ego and Superego
A
Freud’s Psychosexual Development Theory
2
Q
unconscious level where basic impulses, sex, aggression and gratification arise - this is irrational and impulsive
A
Id
3
Q
conscious level where executive functioning mediates impulse and inhibition - this is rational and tests reality
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Ego
4
Q
preconscious level where ideas, morals and influence operates
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Superego
5
Q
behaviors are in sync with ego (no guilt)
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Ego-Syntonic
6
Q
behaviors are out of sync with ego (guilt)
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Ego-Dystonic
7
Q
primary source of interaction is through oral stimulation
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Oral Stage (birth-1yr)
8
Q
primary focus of libido controls the bladder and bowel - conflict of this stage is toilet training
A
Anal Stage (1-3yrs)
9
Q
Id’s energy is focused on the genitals - awareness of gender and sexual orientation is developing at this stage
A
Phallic Stage (3-6yrs)
10
Q
occurs in the phallic stage, describes a boy’s desire for his mother and hostility towards his father
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Oedipus Complex
11
Q
occurs in the phallic stage, describes a girl’s desire for her father and hostility towards her mother
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Electra Complex
12
Q
sexual feelings are dormant, child is developing values, social skills and relationships outside of the family
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Latency Stage (6-Puberty)
13
Q
puberty causes libido to become active, individuals begin to form intimate relationships
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Genital Stage (Puberty-Adulthood)
14
Q
focuses on cognitive development, where children move through four stages: sensorimotor, preoperational, formal operational, and cognitive
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Piaget’s Cognitive Development Theory
15
Q
primary learning occurs through sensory input and action. 3 achievements of this stage are object permanence, causality, and symbolic thought
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Sensorimotor Stage (birth-2yrs)
16
Q
learning occurs through mental images, language and other representative symbols. children begin learning to reason through problems
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Preoperational Stage (2-7yrs)
17
Q
learning develops through mental operations of logic and abstract thinking. problem solving becomes more sophisticated here
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Concrete Operational Stage (7-11yrs)
18
Q
the ability to think hypothetically, abstractly and realistically develops at this stage
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Formal Operational Stage (11+yrs)
19
Q
aids in organizing and interpreting information - understanding is further developed when new information is added
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Schema
20
Q
the process of incorporating new information into the schema
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Assimilation
21
Q
changing or modifying an existing schema after receiving new information
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Accommodation
22
Q
both assimilating knowledge to fit with a person’s current schemas, and accommodating information for their way of thinking
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Equilibration
23
Q
personality develops in a fixed order through 8 stages of psychosocial development - each with a crisis and outcome on development
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Erik Erikson’s Stages of Psychosocial Development
24
Q
trust vs. mistrust; feeding is significant; depends on nurturing care and affection from guardians
A
Infancy (birth-1 1/2yrs)
25
autonomy vs. shame and doubt; toilet training is significant; depends on personal control over physical skills
Early Childhood (1 1/2-3yrs)
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initiative vs. guilt; exploration is significant; depends on sense of purpose, power and control
Preschool (3-5yrs)
27
industry vs. inferiority; school is significant; depends on sense of competence and academic demands
School Age (5-12yrs)
28
identity vs. role confusion; social relationships are significant; depends on sense of self and personal identity
Adolescence (12-18yrs)
29
intimacy vs. isolation; relationships are significant; depends on development of loving connections
Young Adult (18-40yrs)
30
generativity vs. stagnation; work and parenting are significant; depends on contribution to society and accomplishment
Middle Adulthood (40-65yrs)
31
ego and integrity vs. despair; reflection on life is significant; depends on fulfillment
Maturity (65+yrs)
32
separation (mentally, from the mother) and individuation (developing self-concept) occurs when developmental phases are completed successfully in the first 3 years of life
Mahler Separation-Individuation Theory of Child Development
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infant is detached and self-absorbed; spends most of their time sleeping and are unresponsive to external stimuli
Normal Autistic Phase (birth-1 month)
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infant gains awareness of their mother but has no sense of individuality
Symbiotic Phase (1-5 months)
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infant begins to understand the boundaries of self; develops a sense of identity and cognitive abilities; four substages here
Separation-Individuation Phase (5 months-3yrs)
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infants attention shifts from inward to outward; begins to separate usually through crawling
Differentiation/Hatching Substage (5-9 months)
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infant continues to separate; mother serves as a home base while infant actively explores
Practicing Substage (9-14 months)
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infant wants to act independently; continues to move away from mother but returns to confirm her presence
Rapprochement Substage (14-24 months)
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infant understands that caregiver will return; can cope with absence and sees their mother as a separate individual from themselves
Object Constancy Substage (24 months-3 years)
40
five tiers typically shown as a pyramid representing deficiency needs and growth needs
Maslow's Hierarchy of Needs
41
needs which are physiological (food, water, rest, warmth) safety (security), belongingness and love needs (relationships, friends, intimate) and esteem (prestige and feeling of accomplishment)
Deficiency Needs
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needs which relate to self-actualization
Growth Needs
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moral development occurs in 6 stages
Kohlberg's Stages of Moral Development
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1. a child obeys authority to avoid punishment, and 2. acts according to their best interests; conforming to receive rewards
Level 1: Preconventional (before age 9)
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3. the individual is "good" to gain approval, and 4. obeys laws and fulfills obligations to maintain social order
Level 2: Conventional (early adolescence)
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5. developing interest in the welfare of others, concerned with individuals rights and morally correct behavior, and 6. develop one's own moral guidelines based on human rights, justice and equality
Level 3: Postconventional (adulthood)
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earliest bonds between parent and child highly impact relationships throughout life
Bowlby's Attachment Theory
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caregiver reacts quickly and positively to child's needs; child is distressed in their absence, happy in their presence, and seeks comfort from their caregiver
Secure Attachment Style
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caregiver is unresponsive, uncaring and dismissive; child is not distressed in their absence, does not acknowledge their presence, and does not seek contact with their caregiver
Insecure-Avoidant Attachment Style
50
caregiver's response to child is inconsistent; child is distressed in their absence and is not comforted by their presence
Insecure-Ambivalent Attachment Style
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caregiver's behavior is unpredictable; child displays no attachment behaviors, often appears confused or apprehensive in their caregiver's presence
Insecure-Disorganized Attachment Style
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individual separates emotionally from their family; learns to see themselves as an independent person; focuses on career and selects a partner
Stage 1: Independence (family life cycle)
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individuals develop a way to live together; transitions into a new family system; adjusts relationships with family and friends to include partners
Stage 2: Marriage (family life cycle)
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individuals take on parenting roles; modify the marital system to include children; realign relationships with extended family to including parenting and grandparenting roles
Stage 3: Parenting (family life cycle)
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individuals refocus the marital relationship without children; develop relationships with grown children; and resolve midlife issues
Stage 4: Launching Adult Children (family life cycle)
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individuals cope with physiological decline; provide emotional support to adult children; deal with the loss of loved ones and prepare for the end of life
Stage 5: Retirement or Senior Years (family life cycle)
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high in demandingness and high in responsiveness; these parents establish standards and uphold boundaries through open dialogue, advice and rational justification
Authoritative Parenting Style
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high in demandingness and low in responsiveness; these parents use rigid boundaries and only permit one-way communication
Authoritarian Parenting Style
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low in demandingness and high in responsiveness; these parents establish poor boundaries and are unwilling to set limits
Permissive Parenting Style
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with no regard for the needs of their children; these parents don't establish clear limits or expectations for their children
Uninvolved (Neglectful) Parenting Style
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contends that a person's behavior can be broadly understood by looking at the environment in which they live; evaluates one's connection to community supports, social supports, family, culture, and faith
Person-In-Environment (PIE) Theory
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when influenced by change, the system will react in ways that bring it back into a state of balance
Homeostasis
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promotes constancy; this type of feedback gives incentive for balance, and maintains homeostasis
Negative Feedback
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promotes change; this type of feedback pushes for deviation from a previous state of homeostasis
Positive Feedback
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the natural tendency to move towards disorder and disorganization
Entropy
66
the principle suggests that the same results can be reached from many potential means
Equifinality
67
stealing food, poor hygiene, poor weight gain, falling asleep in class, lack of supervision, lack of nutrition, failure to attend medical and dental appointments
Indicators of Neglect
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burns, punching, kicking, choking, throwing, head injuries, bruising, unusual history of injury
Indicators of Physical Abuse
69
bed wetting, sexualized behavior, odd bathroom patterns
Indicators of Sexual Abuse
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lying, stealing, drug use, social withdrawal, anxiety, depression, difficulty concentrating, aggressive or hyperactive behavior, low self-esteem
Indicators of Emotional Abuse
71
bruises, bedsores, weight loss, poor hygiene, untreated medical conditions
Indicators of Elder Physical Abuse and Neglect
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pelvic injury, genital pain, emotional withdrawal, trouble walking or sitting
Indicators of Elder Sexual Abuse
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change in eating patterns, depression, low self-esteem, poor sleeping patterns, disorientation, agitation
Indicators of Elder Psychological Abuse and Neglect
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unexplained withdrawals, lack of food, inability to pay bills, family over-involved in finances
Indicators of Elder Financial Abuse
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poor or limited insight, lack of hygiene, unsafe living conditions, does not take prescribed medication
Indicators of Elder Self-Neglect
76
restore the client's equilibrium or baseline, assist the client in mobilizing social supports and resources, help to learn new coping skills
Goals for Crisis Intervention
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occurs when individuals are unable to cope with the normal process of development; typically happens during a time of transition
Maturation Crisis (Normal Stressors)
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includes an unexpected event that is typically beyond the individual's control
Situational Crisis (Traumatic Event)
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unconscious psychological processes that shield an individual from anxiety-inducing ideas and emotions that are connected to internal conflicts and stressors
Defense Mechanisms
80
coping by making a conscious effort to block out painful thoughts until they are able to manage the stressor; e.g. waiting to bring up a point of conflict until you are home and in private
Suppression
81
the unconscious blocking of unpleasant memories, feelings, impulses and thoughts from the conscious mind; e.g. experiencing a phobia but being unaware of its origin
Repression
82
reverting to a more infantile pattern of behavior to cope with undesirable events; e.g. bed-wetting or thumb sucking
Regression
83
performing an extreme behavior to convey thoughts or feelings; e.g. acting instead of communicating
Acting Out
84
making up for deficiencies in one area by overcommitting to another
Compensation
85
a type of dissociation where one feels disconnected from their body and sense of self; as if they are watching themselves from the outside
Depersonalization
86
a type of dissociation where a person feels detached from their surroundings; as if living in a dream or movie
Derealization
87
an unconscious mechanism where the victim adopts the behavior of an individual who is more powerful and hostile towards them
Identifying with the Aggressor
88
avoiding the experience of an emotion that is associated with a person, idea, or situation
Isolation of Affect
89
using plausible reasoning to justify an action or opinion; used to cope by blaming external circumstances
Rationalization
90
affect is transferred from one object to another; e.g. anger towards a coworker taken out on a pet
Displacement
91
distortions of reality that can prevent a person from acknowledging the significance of emotions or external factors; e.g. rationalizing substance use disorder by going to work each day
Denial
92
avoiding conscious awareness of unpleasant impulses by acting to "undo" those impulses; e.g. being overly kind to someone you've offended
Undoing
93
when a person expresses the opposite of their true feelings in an exaggerated way; e.g. angry employee is overly kind to a supervisor they hate
Reaction Formation
94
socially unacceptable impulses are transformed into social acceptable behaviors; e.g. channeling anger into cleaning the house
Sublimation
95
qualities of an external object are taken into one's personality; e.g. following a career in one's parents footsteps
Identification
96
avoiding uncomfortable emotions by focusing on reason or logic; e.g. obsessing over research of an illness to escape the illness
Intellectualization
97
a lifestyle of self-denial of all forms of indulgence or absence of pleasures, often associated with spirituality; e.g. the "starving artist" trope
Ascetism
98
a person attributes what is in their own mind onto others; e.g. being in a critical state of mind and assuming that others must also be critical
Projection
99
unconsciously internalizing aspects of external realities or ideas of the self; e.g. "boys don't cry"
Introjection
100
projecting qualities that are unacceptable to the self onto another person
Projective Identification
101
projection, denial, rationalization
Common Defense Mechanisms: Substance Abuse
102
repression, dissociation
Common Defense Mechanisms: Dissociative Disorder
103
attributing negative or inferior traits or qualifiers to self or others
Devaluation
104
an individual perceives the self or others as all good or all bad
Splitting
105
devaluation, splitting
Common Defense Mechanisms: Borderline Personality Disorder
106
contends that almost all our daily activity is "acting out" socially defined categories
Role Theories
107
a lack of clarity in a person's role
Role Ambiguity
108
a role is carried out expectedly
Role Complementarity
109
role expectations conflict or differ from other's to one's own
Role Discomplementarity
110
a person assumes the role opposite of their own
Role Reversal
111
incompatible or conflicting role expectations
Role Conflict
112
considered a time of anxiety and uncertainty; members are discreet, conflict is avoided and members look to the group leader for direction
1. Group Forming (Preaffiliation)
113
most complex and critical stage of group development; marked by conflict and competition as personalities emerge; leadership, power and structural issues increase
2. Group Storming (Power and Control)
114
group cooperation increases and interactions improve; the group starts to evolve on its own
3. Group Norming (Intimacy)
115
members are committed to group goals; individuals adapt to meet the needs of others; highly productive
4. Group Performing (Differentiation)
116
group is ready to terminate; members seek closure and recognition for their accomplishments
5. Group Adjourning (Separation/Termination)
117
the desire for harmony and agreement within groups leads to poor decision making
Groupthink
118
discussion strengthens the dominant view which results in a shift to a more extreme position
Group Polarization
119
to view the world from the perspective of our own culture
Ethnocentrism
120
society's categorization of people based on the ranking of factors like wealth, education, income, power and family status
Social Stratification
121
when minority groups participate in the dominant society but maintain their own culture and traditions
Pluralism
122
the process in which a person adopts, acquires or adjusts to a different culture
Acculturation
123
the client may not be aware of their culture, ethnicity, or race and how it affects their life
1. Pre-Encounter (Cultural Identity Development)
124
the client has an experience which provokes thought about the role of culture, ethnicity and race
2. Encounter (Cultural Identity Development)
125
the client is forced to confront their cultural, racial and ethnic identity
3. Immersion/Emersion (Cultural Identity Development)
126
the client develops a secure sense of identity and is comfortable socializing with people both inside and outside of their culture
4. Internalization and Commitment (Cultural Identity Development)
127
the nonexistence of a sexual attraction or desire for other individuals
Asexual
128
attraction to more than one sex, gender, or gender identity, though not necessarily concurrently or to the same extent
Bisexual
129
a person's assigned birth gender differs from the gender they identify with
Gender Dysphoria
130
experiences emotional conflict due to a conscious awareness of a marginalized gender role
1. Self-Disclosure (Stages of Coming Out)
131
an ongoing process where individuals share their self-identity with those close to them
2. Disclosure to Others (Stages of Coming Out)
132
beginning of connection to others who share in their identified group; increased sense of self and validation by peers
3. Socialization (Stages of Coming Out)
133
develops a positive view of the self, looks for supportive relationships, and feels content and fulfilled in their newly expressed identity
4. Positive Self-Identification (Stages of Coming Out)
134
this stage involves openness and more disclosure or public support of peers in their identified group
5. Integration and Acceptance (Stages of Coming Out)
135
the continual process of accepting, discovering and sharing one's identity with others
6. Lifelong Journey (Stages of Coming Out)
136
a person may be in shock or doubt about the loss; this can help minimize the overwhelming pain associated with loss
1. Denial (Stages of Grief)
137
as one adjusts to a new reality, anger becomes the emotional outlet for pain associated with loss
2. Anger (Stages of Grief)
138
feelings of helplessness lead to assertion of control over the situation; one tends to think in terms of "what if"
3. Bargaining (Stages of Grief)
139
the realization of loss causes one to feel sadness and despair
4. Depression (Stages of Grief)
140
a person acknowledges the loss, learns to accept and life with it, and adjusts their lives accordingly
5. Acceptance (Stages of Grief)
