Human Development and Behavior in the Environment Flashcards
1
Q
Freud Psychosexual Stages
A
Oral (0-1 years)
Anal (2-3 years)
Phallic/Oedipal (3-6 years)
Latency (6-11 years)
Puberty/genital (12-18 years/adolescence)
2
Q
Piaget Stages of Cognitive Development
A
Sensorimotor thought (0-2 years)
Preoperational thought (2.5-6/7 years)
Concrete operations (7-11 years)
Formal operations (12-18/adolescence)
3
Q
Erikson Psychosocial Stages
A
trust vs mistrust (0-1)
autonomy vs shame and doubt (2-3)
initiative vs guilt (3-6)
industry vs inferiority (6-11)
identity vs identity diffusion (adolescence)
intimacy vs isolation (18-mid 20s/young adult)
generativity vs self absorption (adulthood)
integrity vs disgust (maturity)
4
Q
piaget’s object permanence
A
child recognizes object still exists even when hidden, ability to form schema (mental representation of an object)
5
Q
Margaret Mahler Object Relations
A
0-3 months-normal/symbiotic-normal autism-alert inactivity
2-6 months–normal symbiosis-no differentiating between self and others, mutual cueing
6-12 months-separation/individuation-differentiation-alert when awake, stranger anxiety (8 months)
7-18 months–practicing-disengage from mom with creeping, freq return to refuel, height of narcissism, run from mom and anticipates she will reengage
15-24 months–rapprochement (integration phase)-disengagement alternating with intense demands for attention, splitting of objects(good/bad), leave mom rather than be left, language development, ind means to solve dilemmas
24-38 months-object constancy-consolidation of individuality and object constancy-can substitute reliable internal image during absence, inception of unified self image
6
Q
stranger anxiety (Mahler object relations) at age
A
6-8 months
7
Q
separation anxiety (Mahler object relations) at age
A
12 months
8
Q
prolonged separation anxiety (Mahler object relations) at age
A
18 months
9
Q
Freud Structural Theory includes what 3 structures
A
Id
Ego
Superego
10
Q
Freud Structural Theory: Id
A
seat of primitive drives and instinctual needs; impulses, primary process thinking, unconscious, discharges tension, immediate gratification
11
Q
Freud Structural Theory: Ego
A
mediator between drives (Id) and external reality, moderates conflict between drives and internalized prohibitions, adaptive capacity in relation to external reality; reality testing, judgement, modulate and control impulses, modulate affect, object relations, regulate self-esteem, master developmental challenges, emerges at 6 months old
12
Q
Freud Structural Theory: Superego
A
seat of conscience, ego ideal; uses internal/external rewards/punishments to control and regulate id impulses, ages 4-5
13
Q
Freud 3 levels of the mind
A
unconscious
preconscious
conscious
14
Q
Freud: unconscious
A
thoughts, feelings, desires, and memories of which we are unaware
15
Q
Freud: presonscious
A
thoughts/feelings that can be brought easily into consciousness
16
Q
Freud: conscious
A
mental activities of which we are fully aware
17
Q
Piaget’s Stages of Cognitive Development: sensorimotor
A
ages 0-2 years
retain images of objects, develops primatice logic in manipulating objects, begin intentional actions, play is imitative, signals meaning (invests meaning in event), symbol meaning (language) begins in end of phase
18
Q
Piaget’s Stages of Cognitive Development: preoperational
A
2-7 years old
language development enables symbolic funct to occur, progress from concretism to abstract thinking, can comprehend past/present/future, night terrors, acquires words/math and music symbols/other codes, magical thinking, thinking not generalized, (thinking is concrete, irreversible, egocentric, centered on 1 event/detail)
19
Q
Piaget’s Stages of Cognitive Development: concrete operational
A
7-11 years
beginning of abstract thought, play games with rules, cause and effect relationship is understood, logical explanations understood, thinking is independent of experience, thinking is reversible, rules of logic are developed
20
Q
Piaget’s Stages of Cognitive Development: formal operational
A
11-maturity
higher levels of abstraction, construction of ideals, planning for the future, thinks hypothetically, de-centers through interactions with peers and elders, assumes adult roles and responsibilities
21
Q
Erikson’s Theory of Psychosocial Development
A
identifies personality as developing according to steps predetermined in the human organisms readiness to be driven;
stages in psychosocial development and crises encountered in each step, need to get through 1 step to get to the next one
22
Q
Erikson’s Theory of Psychosocial Development: trust vs mistrust
A
infancy, 0-1 years
task is to develop cornerstone of a healthy personality-base sense of trust in self and the environment; comes from a feeling of inner goodness derived from mutual regulation of receptive capacities with the maternal techniques of provision (quality of care that transmits the sense of trustworthiness and meaning); danger in discontinuities in care(mostly in second year of life) may increase sense of loss (separation from mom) and equals loss with mistrust
23
Q
Erikson’s Theory of Psychosocial Development: autonomy vs shame and doubt
A
early childhood (2-3)
as muscles develop, experiments with holding on and letting go, start to attach value to his autonomous will; danger is development of shame and doubt if deprive of opportunity to learn to develop will as they learn duty-will learn to expect defeat in a battle of wills
24
Q
Erikson’s Theory of Psychosocial Development: initiative vs guilt
A
play age (3-6)
imagination expanded because of increased ability to move freely and to communicate; age of intrusive activity, avid curiosity, and consuming fantasies that lead to feelings of guilt and anxiety; establishment of CONSCIENCE; if tendency to feel guilty is overburdened by all too eager adults, child may develop conviction that they’re bad, stifling of initiative/conversion of moralism to vindictiveness
25
Erikson's Theory of Psychosocial Development: industry vs inferiority
school age (6-11)
period of sexual latency before puberty; wants to learn how to do and make things with others; learns to accept instruction and win recognition by producing "things"-open way for the capacity of work enjoyment; danger--developing a sense of inadequacy and inferiority in a child who doesn't receive recognition for efforts
26
Erikson's Theory of Psychosocial Development: identity vs identity diffusion
adolescence (12-18)
physiological revolution that comes with puberty forces to ? the sameness has relied on and refight earlier battles; developmental task-integrate childhood identifications with biological drives, native endowment and opportunities in social role; danger-upheaval can result in inability to take hold, youths tendency toward total commitment-develop permanently fixed negative identity devoted to becoming what others don't want them to be
27
Erikson's Theory of Psychosocial Development: intimacy vs isolation
young adulthood (18-mid 20s)
with security in identity, able to build intimacy with inner live and others (friendship, love, sex); fear of losing identity and unable to fully enter intimate relationships, may feel isolated
28
Erikson's Theory of Psychosocial Development: generativity vs self-absorption
adulthood
from intimacies in adulthood grows generativities (mature persons interest in establish and guiding the next generation); lack of generativity results in self-absorption and in sense of stagnation and interpersonal impoverishment
29
Erikson's Theory of Psychosocial Development: identity vs disgust
older adulthood
when have been able to build intimacy and adapt to good/bad of generative activities, reach end of life with certain ego integrity (acceptance of responsibility for what life is and was and of place in history); despair exists without accrued ego integration, marked by displeasure and disgust
30
Kubler Ross Stages of Death and Dying
5 stages in psychological response to the awareness of dying
1. denial-its not me
2. anger-why me, rage/resentment
3. bargaining-attempt to avert fate by being amicable/cooperative
4. depression-sense of loss and grief
5. acceptance-neither depressed nor angry, devoid of feeling and higher attachment
31
Kohlberg Theory of Moral Development
believes moral development is parallel with cognitive development; 3 levels each with 2 stages, need to go through each one
1. preconventional
2. conventional
3. post conventional
32
Kohlberg Theory of Moral Development: preconventional (stages 1 and 2)
elementary school (before age 9)
stage 1: child obeys authority figure out of fear of punishment [obedience/punishment]
stage 2: childs acts acceptable as its in best interest, conforms to rules to [receive rewards]
33
Kohlberg Theory of Moral Development: conventional stages 3 and 4
early adolescence, follows stereotypical norms of morality
stage 3: person acts to gain approval from others, [good boy/girl orientation]
stage 4: [obeys laws] and fulfills obligations and duties to maintain social system, [rules are rules] to avoid censure/guilt
34
Kohlberg Theory of Moral Development: post conventional stages 5 and 6
adulthood (*most don't get to stage 6)
stage 5: genuine interest in welfare of others, concerns with [individual rights] and being morally right
stage 6: guided by [individual principles], based on [broad, universal, ethical principles], concern for larger universal issues of morality
35
systems theory
-based on concept of system interaction as parts within a boundary
-systems are purposeful and have goals/objectives
-basis of open systems model is dynamic interaction of components
-focus in model is on the interaction of parts
36
concepts of systems theory
whole is greater than the sum of it's parts, what affects 1 part of the system affects the whole system
37
terms of systems theory: homeostasis
stead state order necessary for movement
38
terms of systems theory: input
accept input from environemtn
39
terms of systems theory: output
accept output from environment
40
terms of systems theory: throughput
processing the input/output
input-->throughput-->output
41
terms of systems theory: entropy
closed system, no energy from outside, using own energy and expiring
42
terms of systems theory: negative entropy
counteracting entropy, successful use of available energy
43
terms of systems theory: equifinality
capacity to receive identical results from differential initial condition
44
terms of systems theory: feedback
when output from systems is put back into system
45
systems theory implications for practice: probs defined in
transactional terms; change is not sole responsibility of client
46
systems theory implications for practice: unit of attention for change
client, expands to include the life space and other relevant systems
47
systems theory implications for practice: views humans as
active, purposeful, goal seeking; development and function are outcomes of transactions between genetic potential and environment plus degrees of freedom from the determining influence of either
48
systems theory implications for practice: interventions focus on
reorient interventions toward growth, adaptive transactions, and improved environments
49
Maslow's Hierarchy of Needs: assumptions
optimism; humans are trustworthy; rational movement toward self fulfillment, full function, personal adequacy, or self actualization
50
Maslow's Hierarchy of Needs: basic info about
hierarchical and parallels development in temporal sense, all levels are operational at any developmental stage, must satisfy lower level basic needs before you can meet growth needs/self actualization
51
Maslow's Hierarchy of Needs: needs and developmental stage
neonate--physiological
childhood--safety and love
adolescence--self esteem
adulthood--self actualization
52
Maslow's Hierarchy of Needs: pyramid (bottom to top)
physiological needs (basic need)
safety needs (basic need)
love and belonging needs (growth need)
esteem needs (growth need)
self-actualization
53
Maslow's Hierarchy of Needs: physiological needs
maintain organism/biological needs; food, water, oxygen, body temp, life sustaining
54
Maslow's Hierarchy of Needs: safety needs
safe from harm/danger/threats, regularity, predictability, origin of cognitive needs-to make sense of the world
55
Maslow's Hierarchy of Needs: love and belonging needs
assurance that loved, worthy, accepted unconditionally
56
Maslow's Hierarchy of Needs: esteem needs (ego)
self-respect, respect from others, feel satisfied/valued or will feel weak and behavior will be dominated by attempts to gain fame
57
Maslow's Hierarchy of Needs: self-actualization (1% people at this level)
needs to be oneself, act consistently with self (ongoing process), developing and reaching potential, true objectivity/dealing with the world as it is, peak experience (moments when everything is right)
58
psychodynamic theories
medical model based on premise that behavior/relationships shaped by conscious/unconscious influences
derived from psychoanalysis
goal is symptom relief and personality change
59
Psychodynamic Theories- Freud Psychoanalytic Theory: general info
man seen as product of past; treatment focuses on dealing with repressed memories in unconscious; id/ego/superego are stable structures of personality; ideas of psychosocial development, defense mechanisms, free association method of recall, interpretation, transference, defenses, dreams
60
Psychodynamic Theories- Freud Psychoanalytic Theory: therapy involves
1. clarification
2. confrontation
3. interpretation
4. working through goal to resolve intrapsychic conflict
61
Psychodynamic Theories- Freud Psychoanalytic Theory: concepts-unresolved conflict
basis for psychopathology
62
Psychodynamic Theories- Freud Psychoanalytic Theory: concepts-psychic distress (anxiety) caused by
inability of ego to reconcile demands of id/superego/reality
63
Psychodynamic Theories- Freud Psychoanalytic Theory: concepts-fixation
failure to resolve conflict at developmental stage
64
Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-determinism
function of mind/order of ideas is not random, all thoughts/feelings/behaviors related to prior events and experiences
65
Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-structure model
mind has 3 layers of activity: unconscious, preconscious, conscious
66
Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-dynamic principle
theory attempts to understand the individual in terms of conflicts between personality structures, unresolved conflict=anxiety
67
Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-genetic principle
early years of childhood important in personality development
68
Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-stages of psychosocial development
oral
anal
phallic
latency
genital
69
Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-stages of psychosocial development--libidinal energy
invested in different organ system at each stage
libidinal energy is vital impulse/energy, often sexual desire
70
Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-oral stage
birth to 1 year
the mouth-sucking, swallowing, putting stuff in mouth, etc
satisfy libido and id demands using mouth
oral stimulation can lead to oral fixation later in life
71
Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-anal
1-3 years
the anus-withholding or expelling feces
ego develops, child aware that they are a person and their wishes can bring them into conflict with outside world
potty training is first conflict with authority and can determine child's future relationships with all forms of authority
anal retentive personality comes form harsh potty training--hates mess, obsessively tidy, punctual, respectful of authority
anal explosive personality had liberal potty training-oversharing, messy, disorganized, rebellious
72
Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-phallic
3-6 years
the penis or clitoris-masturbation
superego develops
becomes aware of sexual differences, sets in motion conflict between attraction, resentment, rivalry, jealousy and fear (Oedipus complex/Electra complex)
73
Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-latent
6-puberty
little or no sexual motivation present
Freud thought sexual impulses are being repressed during this stage, sublimating libido toward other things
play becomes largely confined to same gender
74
Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-genital
puberty-adult
penis or vagina-sexual intercourse
time of adolescent experimentation-successful resolution is settling down in loving relationship in adulthood
sexual activity director toward pleasure toward another rather than self
75
Psychodynamic Theories- Ego Psychology: Anna Freud
-focus on rational, conscious processes of the ego and strategies to preserve it
-personality is fixed in childhood
-focus on study of parent-child attachment and deprivation
-based on present (here and now)
-goal is to maintain and enhance the egos control and management of reality's stresses
-treatment focus on ego functioning; examines behavior in relation to the situation, reality testing (perception of situation), adapting, coping ability (identify and use ego strengths)
76
Psychodynamic Theories- Object Relations Theory (Melanie Klein)
-importance of relationships (mother and child)
-humans are shaped in relation to significant others in their lives
-process of developing a mind as one grows in relation to others in the environment
-objects are real others in the world and internalized images of others
-object relations are initially formed during early interactions with caregivers (can be altered somewhat)
-first to use traditional psychoanalysis with kids (play therapy)
77
Psychodynamic Theories- Individual Psychology (Alfred Adler): general info
-holistic theory of personality development based on premise that behavior is motivated by desire to achieve success/superiority
-everyone has motivation to strive for perfection as as a result a person is drawn to future to reach fulfillment/perfection
-treatment not limited to the past, extends to prevention such as promoting social interest and belonging
-goals of therapy-develop more adaptive lifestyle by overcoming feelings of inferiority/self-centeredness and to contribute more to welfare of others
78
Psychodynamic Theories- Individual Psychology (Alfred Adler): feelings of inferiority (inferiority complex)
lack of self esteem, negative effect on health when experience a real/perceived weakness, develops feelings of inferiority and is adaptive (success elsewhere) or maladaptive (overcompensate with power over others)
79
Psychodynamic Theories- Individual Psychology (Alfred Adler): lifestyle
birth order, nurtured or neglected by parents, democratic structure to raising kids
80
Psychodynamic Theories- Individual Psychology (Alfred Adler): social interest/community feeling
healthy people have broad social concern and care for others, unhealthy people with inferiority strive for power over others and become self-centered
81
Psychodynamic Theories- Self Psychology (Heinz Kohut): general info
-defines self as the central organizing and motivating force in personality
-self-persons perception of experience including self-esteem
-self perceived in relation to presence/absence of boundaries and differentiation of self from others
82
Psychodynamic Theories- Self Psychology (Heinz Kohut): self-objects
empathic responses from early caretakers; needs are met and strong sense of selfhood develops
empathic failures by caretakers result in self disorder or lack of self cohesion
83
Psychodynamic Theories- Self Psychology (Heinz Kohut): goal of treatment
develop self of self cohesion through use of therapeutic regression, re-experiencing frustrated self object needs
84
Psychodynamic Theories- Self Psychology (Heinz Kohut): mirroring
validates child's sense of perfect self
85
Psychodynamic Theories- Self Psychology (Heinz Kohut): idealization
child borrows strength from others, identifies with someone more capable
86
Psychodynamic Theories- Self Psychology (Heinz Kohut): twinship/twinning
child needs an alter ego for a sense of belonging or numbness
87
Psychodynamic Theories- Jungian Psychology (Carl Jung): components of self
ego
personal unconscious
collective unconscious (made up of archetypes or primordial images)
88
Psychodynamic Theories- Jungian Psychology (Carl Jung): psyche
tends toward wholeness and contains spiritual component
89
Psychodynamic Theories- Jungian Psychology (Carl Jung): archetypes
autonomous energies that give psyche dynamic property and help organize it
inborn tendencies that shape behavior
90
Psychodynamic Theories- Jungian Psychology (Carl Jung): alchemy
symbolic representation of individuation
91
Psychodynamic Theories- Jungian Psychology (Carl Jung): individuation
process of synthesis of the self that consists of union of unconscious with the conscious
92
Psychodynamic Theories- Jungian Psychology (Carl Jung): synchronicity
coincidences which patients receive info about self in extra sensorial ways (dreams) that aren't generally accessible
93
Emotional Development: general info
-area of human development where emotional capabilities are attained and expanded over time
-allow person to have/handle feelings about who they are/what they do/others/situations etc
-emotions define individuality, motivate approach/withdrawal from situation, communication
94
Emotional Development: organizational/adaptive view
emotions recognized as ongoing/active/adaptive, change involves a transitional/reorganizational period, early adaptive function may differ later
95
Emotional Development: complexity view
emotions seen as processes that have meaningful components/configurations, nonlinear, involve subsystems of appraisal/expectations/arousal/pain/pleasure
96
Emotional Development: relational view
emotions involve significant personal/environmental relations context, important emotions are processes to establish/maintain/disrupt relationship between person and environment
97
Group Work and Group Theories- Social Group Work (Grace Coyle): general info
-dates to settlement house movement in early 1900s, developed scientific approach to group work and articulated need for democratic value base, identify a leader, benefits of and group morale
-goal to help individuals maximize their social function
-emphasis on conscious components
-group is primary helping agent
98
Group Work and Group Theories- Social Group Work (Grace Coyle): individuals self actualize by
1. releasing feelings that block social performance
2. receiving support from others in group
3. checking reality against group
4. reappraisal of self
99
Group Work and Group Theories- Social Group Work (Grace Coyle): group polarization
group decision making, when discussion strengthens to a dominant POV and shifts to a more extreme view than an individual would adopt on their own
100
Group Work and Group Theories- Social Group Work (Grace Coyle): group think
high group cohesion and loyalty undermines decision making to maintain sense of we-ness, absence of critical thinking results in poor decisions
101
Group Work and Group Theories- Group psychotherapy
-gain knowledge and insight to make life changes through interacting with group members
-goal to make changes in personality structure or change in a specific area
-follows medical model; treat pathology/illness
-contraindications--crisis/SI, need for attention, psychosis/paranoia
102
Group Work and Group Theories- Remedial Model (Robert Vinter)
-small social system where influences can be painfully (remediation) guided to modify behavior
-therapist central in providing treatment (plans interventions, structured group process, strong emphasis on outcome evaluation/research)
103
Group Work and Group Theories- Mutual Aid/Reciprocal Group Work Model
-multidimensional sharing of data, dialectic process, discussion of taboo topics, mutual support, new skills, individual problem solving
-members have strengths/opinions/perspectives/info that can help others
-helper therapy-helping others helps the helper
-some help (confrontation) comes better from peers
104
Group Work and Group Theories- Cognitive Behavioral Group Work Model
-combines CBT with small group strategies
-promotes group discussion and member interaction
-techniques include--cognitive restructuring, exposure, applicable for collective treatment/prevention/social growth and development/personality enhancement
-common needs addressed include coping with transitions, learning skills/info improving social relationships, cope with illness/isolation
105
CBT- Beck and Ellis: general info
-human function seen as product of reciprocal interactions between person/environment
-emphasis on cognitive skills for problem solving
-what you tell self (cognitions/perceptions) influences responses (behavior/feelings)
-important to know how a person thinks to understand/influence behavior change
106
cognitive model
most emotional/behavioral dysfunction is a result of mistaken beliefs and faulty thought patterns; help clients identify/evaluate/change dysfunctional thought patterns/mistaken beliefs (cognitive restructuring)
107
cognitive model basic tenets
-thinking is basic determinant of behavior
-focus of therapy is on the present (present thinking motivates behavior)
-clients need to identify connection between problems and faulty thinking and to take responsibility to change thinking
-approach is active, collaborative, structured, time limited, goal oriented, and problem focused
108
steps in cognitive restructuring
1. accepting-self-statements/assumptions/beliefs determine emotional reaction
2. identifying-dysfunctional beliefs/thought patterns that underlie problems
3. identifying situations that evoke dysfunctional cognitions
4. substituting functional self statements in place of self defeating thoughts
5. reward self for successful coping
109
CBT general info
-combo of different cognitive and behavioral (problem solving, assertiveness/relaxation training, desensitization/exposure)
-versatile approach, high efficacy
-brief treatment, well delineated techniques, goal/problem oriented, empirical support
110
Ellis-Rational Emotive Behavior Therapy (REBT)
focuses on irrational beliefs and chain of events
external event (A) --> irrational belief (B) --> emotion/behavior (C)
111
Beck-Cognitive Therapy of Depression: 3 concepts
1. cognitive triad (neg view of self, of ongoing experiences, of future)
2. schemas (stable, cognitive pattern)
3. cognitive errors/faulty info processing
112
Person in Environment Perspective: Bronfenbrenner's Ecological Systems Theory
1. microsystem
2. mesosystem
3. exosystem
4. macrosystem
5. chronosystem
113
Person in Environment Perspective
view client as part of environmental system, reciprocal relationships and other influences from individual/environment
114
Person in Environment Perspective: Bronfenbrenner's Ecological Systems Theory microsystem
things that have direct contact in immediate environment (friends, parents, teachers, siblings, work/school)
bidirectional relationship
115
Person in Environment Perspective: Bronfenbrenner's Ecological Systems Theory mesosystem
interactions between microsystem (communication of friends to each other, parents communicating with teachers, etc), system of microsystems
116
Person in Environment Perspective: Bronfenbrenner's Ecological Systems Theory exosystem
formal and informal social structures, that have indirect influence on one in their microsystem
ex. neighborhood, parents workplace, parents friends, mass media
117
Person in Environment Perspective: Bronfenbrenner's Ecological Systems Theory macrosystem
how cultural elements affect a childs development
ex. socioeconomic status, wealth, poverty, ethnicity
118
Person in Environment Perspective: Bronfenbrenner's Ecological Systems Theory chronosystem
all of the environmental changes that occur over lifetime; major life transitions, and historical events
119
Person in Environment Perspective: ecological model
1. individual
2. relationship
3. community
4. societal
120
Strengths Perspective
-people have capacity to grow/change/adapt (humanistic perspective)
-people have the knowledge that important to solve problems (expert of their own lives)
-humans are resilient and thrive despite challenges
-strength: anything that helps deal with stress and use situation for growth
-vary by situation/context
-focus on understanding client's strengths/resources and collaborate
-collaboration, creation of learning opportunities, environmental modification helps to enhance strengths
121
CBT; Social Cognitive Theory
-learning theory based on idea that people learn by watching others
-human though process central to understanding personality
-influence of observed behavior in environment on development, individual just as important in determining moral development
-learn by observing others/environment/behavior/cognition
122
4 models of addiction identified by Margolis and Zweben
1. disease model
2. learning theory model
3. psychoanalytic model
4. family theory model
123
model that was 1st to recognize the importance of treating the whole person not just addiction
biopsychosocial
124
addiction disease model
-most common model
-addiction is physical/psychological condition that causes one to be incapable of using in moderation
-work with individual to accept the diagnosis and follow abstinence for life
-often blended with other models
125
addiction disease model blended with AA
AA basis for disease model, spirituality is the solution
126
addiction disease model blended with moral model
emphasizes personal choice is the cause of addiction, pass moral judgements on clients (calling them noncompliant) when struggling
127
addiction disease model blended with biological model
advances in research, idea that addiction is hereditary brain disorder that can be treated with meds
128
addiction disease model blended with characterological model
addictive personality/addiction is a personality disorder; with this personality shows increased defense mechanisms like denial, model sets up power struggles when trying to break down denial
129
addiction learning theory model
-focuses on cognitions and behaviors
-asserts that addictive behavior developed in response to environment
-includes behavior, cognitive, CBT
130
addiction psychoanalytic model
-treats addiction as symptom of deeper issue (issues with that)
-critics believe fixation on root cause wastes therapy time on life story rather than safety concerns, avoidance of personal responsibility through denial/blame/rationalization
-assumes that if cause is determined then can return to moderate use
-recalling trauma can be triggering
-recently developed models address some of the criticism (interpersonal psychotherapy, modified dynamic group therapy, supportive expressive psychotherapy
131
addiction family therapy model
-individual can't be understood without understanding relationship with family
-families as a whole tend to resist change-impacts individuals progress
-defining family based on clients definition
-use family systems, family behavioral, family disease models among others
132
addiction biopsychosocial model
-complex interaction of intricate relationship between bio, pscyho, social and incorporates those things
-alternative to biomedical model, look at more than just bio
-limited application to assessment and treatment planning
133
theories on alcoholism based on BPS model: biological
genetic, neurobiological, neurobehavioral
134
theories on alcoholism based on BPS model: psychological
psychoanalytic, personality, classical conditioning, social learning
135
theories on alcoholism based on BPS model: social
systems, availability, anthropological, economic
136
for addiction treatment, not one size fits all for treatment so need to
use client centered approach
137
fetal alcohol syndrome
-if mom drank during pregnancy, can cause physical/learning/behavioral problems (intellectual/learning disabilities, ADHD, impulse control issues, language, memory, social skills), not clinical diagnosis, can range from mild-severe, damage done in first trimester
138
Dynamics of Child Abuse: definition of child
under 18, except in sexual abuse-age is specified by the child protection law of the state in which the child lives
139
Dynamics of Child Abuse: definition of child abuse and neglect
act or failure to act on part of caretaker that results in death/physical or emotional harm/sexual abuse or exploitation OR an act or failure to act that presents an imminent risk of serious harm
*Federal Child Abuse Prevention and Treatment Act (CAPTA) provides min threshold, states need to make their own definition
140
Dynamics of Child Abuse: definition of mandated reporter
those required by law to report suspected child abuse including people who come in contact with kids through job, professional practice, volunteers in child serving programs
141
Dynamics of Child Abuse: definition of mandated reporting
immediate report when reasonable cause to suspect abuse, follow state regulations
142
Dynamics of Child Abuse: definition of CPS
local authority mandated by law to assess/investigate allegations of abuse/neglect, goal to protect kids from harm/rehabilitate and reunify families, coordinates agencies that are involved in protecting kids
143
Dynamics of Child Abuse: types of abuse- physical abuse
nonaccidental physical injury
144
Dynamics of Child Abuse: types of abuse- child neglect
failure to meet basic needs, abandonment
145
Dynamics of Child Abuse: types of abuse- sexual abuse
inappropriate exposure/subjecting a child to sexual contact/activity/behavior, including sexual exploitation (prostitution, porn)
146
Dynamics of Child Abuse: types of abuse- emotional abuse
psychological, verbal, mental injury impairing emotional development and self-worth
147
Dynamics of Child Abuse: types of abuse- substance abuse
prenatal drug exposure, manufacturing meth around kids, providing drugs
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Dynamics of Child Abuse: types of abuse- witnessing domestic violence
DV committed in presence of child (recently added to some states)
149
Dynamics of Child Abuse: Risk Factors-- child factors
-under age 4
-sickly, colicky, unwanted
-special needs that increase caregiver burden
-product of abusive relationship
-lack of attachment between kid and parent
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Dynamics of Child Abuse: Risk Factors-- family factors
-social isolation
-abuse between parents, marital discord
-poor parent child relations
151
Dynamics of Child Abuse: Risk Factors-- environmental factors
-chronic poverty
-presence of family violence
-non-biological adult living in the home
152
Dynamics of Child Abuse: Risk Factors-- parental factors
-history of abusing kids
-history of abuse in family of origin
-unwanted pregnancy
-marginal parenting skills/lack of knowledge in child development/child rearing practices
-impaired judgement of perpetrator from low IQ, drug use, behavioral health issues
-insufficient social/family support
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Dynamics of Child Abuse: Signs of Abuse-- physical abuse
-unexplained burns/bites/bruises/bald spots
-fading bruises/marks in different stages of healing
-inconsistent explanations for broken bones/black eyes
-abuse of animals/pets
-frightened of adults approaching
-fear of going home
-overreact to accidents (spilling milk)
-extreme attachment to parent
-parent describes kid negatively, calls them a liar/story teller/not believable
-use of harsh physical discipline
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Dynamics of Child Abuse: Signs of Abuse-- emotional maltreatment
-extremes in behavior
-acts inappropriately as an adult or infant
-delayed physical/emotional development
-suicide attempt
-lack of attachment to parent
-parental lack of concern for kids probs
-overt rejection of child
-constant blaming/belittling child
155
Dynamics of Child Abuse: Signs of Abuse-- neglect
-freq school absenteeism
-stealing/begging for food/money
-poor hygiene, lack of medical/dental care
-lack of sufficient/appropriate clothing
-absence of care providing adult
-irrational/bizarre parent behavior, indifference or rejection from parent
-lack of adult supervision, placing kid in dangerous situations
156
Dynamics of Child Abuse: Signs of Abuse-- sexual abuse
-pain/itching in genital area
-torn/stained/bloody underwear
-bedwetting/nightmares
-sudden changes in appetite
-inappropriate sexual knowledge for age
-pregnancy/STD at early age
-runaway
-quick attachment to adult strangers
-parent limits contact with other kids and overly protective
-frequent changes of adults in household
-parents relates to child on adult level
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Dynamics of Child Abuse: Effects of Abuse-- physical
-injuries
-sprains/fractures
-lacerations/abrasions, burns
-STDs
-poor hygiene
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Dynamics of Child Abuse: Effects of Abuse-- psychological
-anxiety, depression
-dissociation
-difficulty concentrating
-academic problems
-withdrawn, difficulty connecting with others
-overly compliant/passive
-PTSD symptoms
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Dynamics of Child Abuse: Effects of Abuse-- emotional/behavioral
-eating disorder
-drug use
-risky sex choices
-self harm
-sleep disturbance
-discomfort with touch
-physically abusive
-reluctant to be around that person
160
Dynamics of Child Abuse: Effects of Abuse-- healing from abuse possible
kids are resilient and can heal, support from nonoffending parent indicator of successful ability to heal
161
Elder Abuse: general info
-most victims are frail, rely on abuse for basic needs
-mostly women victims, occurs where they live
-most common is financial, physical abuse/neglect, emotional abuse
162
Elder Abuse: definitions-- elder adult
60 plus
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Elder Abuse: definitions--elder abuse
form of mistreatment that results in harm/loss to an older person, intentional act or failure to act by caregiver or another in a relationship involving expectation of trust that casues/creates risk of harm to an other adult
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Elder Abuse: definitions-- mandated reporting
laws vary by state, report to Area Agency on Aging
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Elder Abuse: types of abuse-- physical
nonaccidental physical force resulting in bodily injury, pain, impairment (includes inappropriate use of drugs and confinement/restraints
166
Elder Abuse: types of abuse-- psychological/emotional
willful infliction of mental/emotional anguish by threat, intimidation, ridicule, humiliation, blaming, etc
167
Elder Abuse: types of abuse-- financial
illegal/unauthorized use of funds, property, or resources
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Elder Abuse: types of abuse-- neglect
intentional/unintentional failure to fulfill caregiving responsibilities
169
Elder Abuse: types of abuse-- self-neglect
failure to provide own's own essential needs
170
Elder Abuse: types of abuse-- sexual
nonconsensual sexual contact
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Elder Abuse: types of abuse-- domestic
pattern of violence for power and control
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Elder Abuse: risk factors for victimization
-isolation/lack of social support
-loneliness
-recent losses
-physical/mental/cognitive disabilities
-lack of familiarity with financial matters
-unemployed/addicted family members
-older women who have entered marriage later in life
-intensity of illness/dementia
-history of domestic violence in relationships
-victims own tendency toward verbal/physical aggression
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Elder Abuse: risk factors for caregivers
-inability to cope with stress
-lack of resilience
-depression
-lack of support from other potential caregivers
-perception that caregiving is burdensome and without reward
-substance abuse
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Elder Abuse: signs of abuse-- physical abuse
-physical injuries
-drug overdoses
-broken glasses
-inconsistent explanations for what happened
-caregiver won't leave them alone for appts/with others
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Elder Abuse: signs of abuse-- psychological/emotional
-stress related conditions
-insomnia
-depression
-emotional, agitated
-unusual behavior
-caregiver withholds contact
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Elder Abuse: signs of abuse-- financial
-unpaid bills, eviction/utility notices
-unexplained withdrawals, unauthorized credit card charges
-care not commiserative with estate size
-missing cash/property/belongings
-elder doesn't understand financial arrangements
-doesn't understand legal docs
-caregiver excessively interested in amount of $$ spent on elder
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Elder Abuse: signs of abuse-- neglect
-poor condition of home
-poor hygiene, improperly clothed
-dehydrated, weight loss
-untreated medical conditions
-isolation
-inadequate caregiving skills, refusal to apply for other services
-dissatisfied with providers, changes doctors often
-disorientation/confusion
-fear of caregiver
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Elder Abuse: why elder victims stay
-abuse is close family member and don't want to turn them in
-abuser is lifeline to remaining in the home and don't want to be institutionalized
-fear of retribution
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Elder Abuse: types of neglect
-active-willful failure to provide care
-passive-inadequate knowledge/infirmity of caregiver, nonwillful failure to provide care
-self neglect-fail to care for self
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definition of domestic violence
the willful intimidation, assault, battery, SA perpetrated by 1 family member, household member, or intimate partner against another
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DV perpetrators aren't sick/deranged
have learned abusive, manipulative behavior and techniques that allow them to dominate and control others and obtain the responses they desire; ALWAYS THE ABUSERS FAULT
182
domestic violence key points; DV is about
power and control; abuse wants to have power and control over victim to dominate
183
DV key points; safety of victim
is the priority; autonomy and self-determination but empower client to address safety
184
DV key points; to identify needs of victim, use
Maslow's hierarchy
185
DV key points; maritial counseling/anger management for abuser
not intervention of choice, abuser uses info from counseling against the victim later; anger management for abuser doesn't help as they don't have anger problem they can control it when they want to, give them more tools to do this and harm victim more
186
types of DV abuse: physical
use of force that causes pain/injury, includes use of weapons, denying partner medical care, forcing substance use
187
types of DV abuse: sexual
coercing or attempting to coerce sexual contact or behavior without consent; attacks on sexual parts, forcing sex, sexually demeaning behavior
188
types of DV abuse: emotional
pattern of behavior that causes emotional pain (infidelity, damaging relationship with kids)
189
types of DV abuse: economic
making victim financial dependent, controlling finances, blocking school/work attendance, forcing them to accrue debt
190
types of DV abuse: psychological
cause fear by intimidation, threats to harm self or others
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common signs of abusive partner
-preventing contact with others
-controlling $ or identification
-view partner as possession
-put down/criticize partner, attempts to control appearance
-unrealistic expectations of partner
-threaten to hurt/take away kids
-gaslighting, minimizing abuse, mind games
-destroy/threaten property/pets
-intimidation with weapons
-threats to commit SI/HI
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DV risk factors
-socioeconomic-poverty, unemployment
-age-youth increases risk
-relationship status-higher risk for cohabitating vs married couples
-childhood experience-seeing/experiencing abuse as a kid increases incidence
-alcohol-correlation
193
cycle of violence
-tension building
-incident/explosion
-reconciliation/respite
-calm
194
why DV victims stay
hope for a better future outcome, fear of leaving, shame
195
DV intervention guidelines
-safety/medical needs are priorities
-utilize crisis intervention strategies
-victim at increased risk when trying to leave
-trust/validation critical for building therapeutic relationship
-*no legal obligation to report DV, but ethically need to help client safety plan and address needs
196
social exchange theory for why DV victims don't leave
idea of totaling potential benefits/losses to determine behavior/choice. stays because high cost of leaving outweighs potential rewards, leaves when the best alternative is promise of a better life
197
Effects of Divorce on Kids
-anger affects family in negative way
-if attachment bond with primary caretaker broken at young age can disrupt social/emotional development
-characteristics of kids important factor
-divorce increases kids of long term psychological/behavioral problems
-parenting style impacts impact, way parents model conflict resolution and problem solving
-if joint custody/effective coparenting
-explaining divorce appropriately (emphasize that kid not at fault, be clear about living arrangements, ASAP convo)
198
long term effects of divorce on kids
-fear of own unhappy marriage, conflict between parents creates risk whether parents divorce or not, mom's parenting skills deteriorate 1 year after divorce, becomes more punitive, kids react with disobedience
199
Authoritarian Parenting Pattern
-restrictive, adults set all rules and expect strict obedience
-don't explain the rules
-rely on forceful, punitive discipline to force compliance
200
Authoritarian Parenting Pattern-child behavior
-conflicted and irritable
-fearful and apprehensive, unfriendly
-moody, unhappy, sulky
-passively hostile
-vulnerable to stress
-aimless
201
Authoritative Parenting Pattern
-flexible style
-allow kids autonomy but explain restrictions
-responsible to kids needs and POV
-expect compliance with restrictions and use power and reason if needed for compliance
202
Authoritative Parenting Pattern-childs behavior
-energetic/friendly
-self-reliant
-cheerful
-self-controlled
-copes with stress
-cooperates with adults
-curious
-purposeful, achievement oriented
203
Permissive Parenting Pattern
-lax
-makes few demands
-lets kids freely express feelings/impulses
-doesn't closely monitor kids
-rarely exerts firm control
204
Permissive Parenting Pattern-kids behavior
-impulsive, aggressive
-rebellious, aimless
-low achievement, low self-reliance and self-control
-domineering
205
cultural competence: general info
recognize that at minimum people are at least bicultural, impact of cultural forces on individual and decision making, incorporate cultural knowledge into sessions
206
Cultural Competence: Definitions-- cultural knowledge
familiarize with cultural characteristics, history, values, beliefs, behaviors
207
Cultural Competence: Definitions-- cultural awareness
develop sensitivity and understanding of another ethnic group, internal changes (attitudes and values), supplement with cultural knowledge, be open and flexible in relations to others
208
Cultural Competence: Definitions-- cultural sensitivitiy
know that difference and similarities exist without assigning value
209
Cultural Competence: Definitions-- cultural competence
integration and transformation of knowledge about cultures into standards/policies/practice/attitudes to increase quality of care, effective operation in different cultures
210
Cultural Competence: Definitions-- counselor competency
knowing what makes us different and takes that into account when providing care; self-awareness, use of self
211
multicultural counseling competencies: attitudes and beliefs of culturally skilled counselors
-cultural self awareness and sensitivity to own culture and background and experience
-able to recognize own limits of cultural competence and experience, aware of biases
-recognize comfort with differences
212
multicultural counseling competencies: knowledge of culturally skills counselors
-of own race/cultural heritage and how it impacts biases and counseling
-of oppression/racism/discrimination and how it affects you personally and impact on clients (awareness of own privilege and biases)
-of social impact upon others
213
multicultural counseling competencies: skills of culturally competence counselors
-seek education/consultation/experience to increase understanding and effectiveness
-know limits of competence
-actively seeking anti-racist identity
214
cultural competence and counselor awareness of world view: attitudes/beliefs
-aware of own positive and negative reactions to other races
-contrast own beliefs and be nonjudgmental
-awareness of own biases
215
cultural competence and counselor awareness of world view: knowledge
-have info about group working with-life experiences, history, background
-how race/culture/etc. effects personality formation and choices
-how sociopolitical influences impact minorities
216
cultural competence and counselor awareness of world view: skills
-relevant research
-engage with minorities outside counseling
217
cultural competence and culturally appropriate intervention strategies: attitudes and beliefs
-respect religious beliefs and taboos, impact on worldview, psychosocial function
-respect helping practices among minorities
-value bilingualism
218
cultural competence and culturally appropriate intervention strategies: knowledge
-understand generic characteristics of counseling and how they may clash with cultural values
-of institutional barriers, bias in assessments
-of family hierarchies, structures, values and beliefs from culture of origin
-of discriminatory practices at social and community level
219
cultural competence and culturally appropriate intervention strategies: skills
-engage in variety of helping responses, culturally appropriate
-exercise institutional intervention skills on behalf of client, help client identify if its problem from bias/ism or personalizing problem
-seek consultation from minority leaders
-initiative to use language of clients choice
-training in assessments and their biases
-challenge own biases and isms
-educate clients
220
cultural competence-terms that inhibit appreciation of diversity: universalism
ours is the norm and standard for everyone vs others have valid standards that have been useful
221
cultural competence-terms that inhibit appreciation of diversity: dichotomous thinking
either or, differences are wrong/bad/inferior vs both and thinking, difference are just different and can coexist
222
cultural competence-terms that inhibit appreciation of diversity: heightened ability/value on separating/categorizing/numbering/left brain
vs right brain/whole picture/connecting/creating/harmonizing, mental activity more valued to the exclusion of physical/spiritual experiences which are separated as containments, studied in isolation not as part of a group or interrelated with the environment
223
cultural competence-terms that inhibit appreciation of diversity: higher value on control/constraint/restraint
vs value on flexibility/emotions/expressiveness/spirituality; what can't be defined is deemed unimportant, reality defined with assumption of objectivity and subjective is considered invalid, larger quantities deemed worthy
224
cultural competence-terms that inhibit appreciation of diversity: measure of self comes from outside and only in contrast to others
vs value comes from within; worth measured by wealth/status, need to be better than others to feel good
225
cultural competence-terms that inhibit appreciation of diversity: power is defined as power over others/mastery over environment
vs power through/harmony with others; sharing power can expand power, win-win cooperating; power over thinking limited, win-lose
226
racism and sexism link to social problems in following ways
most social problems aggravated by status of particular groups, lack of appropriate services available to minorities/women
227
guidelines for working with diverse clients
-cultural awareness, minorities may be sensitive to being treated badly
-trust is key
-establish sense of credibility/competence
-assess level of acculturation/assimilation
228
working with diverse clients: factors that influence degree of bicultural socialization include
-how similar cultures are, less dissonance makes it easier
-help accessing other supports
-how majority culture and culture of origin provide feedback regarding adaptation attempts
-language barrier
-physical appearance and personal similarity to majority culture
229
guidelines to empower immigrants/refugees
-meet basic needs
-educate and orient to majority culture
-educate on individual rights and skills to assert themselves
-build ingroup and outgroup social networks
-join them in alliances and coalitions whos goals are to break down barriers
230
acculturation
process of adopting values, believes attitudes, and language of a new culture, ongoing process, letting go of native culture
231
levels of acculturation
1. assimilation-identify only with majority culture
2. integration-identify and involved with both cultures
3. separation-identify only with 1 ethnic/racial group
4. marginality-don't identify with either culture
232
guidelines for working with diverse clients; self-awareness of own attitudes/beliefs/vaues about cultural difference and willingness to acknowledge that is key
being open with client and being culturally competent
233
prejudice
belief about group of people based on aspect of their identity, can be positive or negative, passing judgment on large group
234
prejudice that causes unfair treatment is
discrimination
235
institutional discrimination
occurs when dominant group imposes negative intolerance/treatment toward subordinate group, can be direct or indirect
