PER PSY Flashcards
1
Q
These are basic psychological needs that are common to all individuals and are necessary for their survival. They include things like the need for food, water, shelter, safety, love, and belongingness.
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General Needs
2
Q
a child may have zonal needs related to exploration and learning, while an adult may have zonal needs related to work, intimacy, or self-expression. Zonal needs evolve over time and can influence how individuals prioritize their goals and relationships.
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Zonal Needs
3
Q
This dynamism develops when a person feels rejected or mistreated, leading them to view others as threats. They often expect harm from others and act defensively or aggressively to protect themselves. It can result in difficulty forming trusting relationships and an overall negative outlook on social interactions.
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Malevolence (Disjunctive Dynamism)
4
Q
This dynamism involves close, trusting relationships where individuals feel safe and understood. It’s marked by mutual respect and emotional closeness. Positive intimate relationships contribute to a sense of security and well-being, fostering personal growth and healthy social functioning.
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ntimacy (Conjunctive Dynamism)
5
Q
This dynamism is driven by physical attraction and desire. It can lead to seeking sexual encounters without considering emotional intimacy or the feelings of others. When dominant, it can isolate sexual behavior from other aspects of relationships, potentially leading to shallow or unfulfilling interactions.
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Lust (Isolating Dynamism)
6
Q
This system works to protect the individual from experiences that could cause anxiety or threaten their self-concept. It includes strategies like denial, selective attention, and rationalization. While it helps manage stress and maintain a stable self-image, it can sometimes distort reality and hinder personal growth by avoiding confronting uncomfortable truths.
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Self-System
7
Q
This represents the positive qualities, traits, and experiences that individuals associate with themselves. It’s like a mental image of all the good things they believe about themselves, such as their strengths, achievements, and positive relationships.
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The Good-Me Personification
8
Q
embodies the negative aspects, flaws, and shortcomings that individuals perceive in themselves. It’s like an inner critic that focuses on mistakes, failures, and insecurities, leading to feelings of guilt, shame, or self-doubt.
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The Bad-Me Personification
9
Q
This personification represents aspects of oneself that are disowned or denied, typically because they evoke feelings of discomfort, anxiety, or shame. These are qualities, behaviors, or traits that individuals reject or attribute to others rather than acknowledging them as part of their own identity.
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The Not-Me Personification
10
Q
a newborn baby experiences the world primarily through sensations such as touch, taste, and sound, without the ability to understand or categorize these sensations.
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Prototaxic Level
11
Q
a young child may develop beliefs about the world based on their interactions with caregivers and other significant figures in their lives, interpreting events through the lens of their own emotional experiences.
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Parataxic Level
12
Q
an adult uses logic and reasoning to analyze a situation, consider multiple perspectives, and make informed decisions based on abstract principles and values.
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Syntaxic Level
13
Q
This involves submitting to authority figures and following their orders without questioning or thinking critically.
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Authoritarianism
14
Q
This refers to harming oneself or others as a way to cope with the anxiety and uncertainty that comes with freedom.
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Destructiveness
15
Q
This involves mindlessly conforming to societal norms and expectations without considering one’s own values or beliefs.
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Automaton Conformity
16
Q
which involves the ability to act authentically and responsibly in accordance with one’s true self and values. Positive freedom is about embracing the opportunities and responsibilities that come with freedom, rather than seeking to escape or avoid them
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Positive Freedom
17
Q
People with a productive orientation are actively engaged in creating and contributing to the world around them. They seek to express their creativity, cultivate meaningful relationships, and contribute positively to society.
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Productive Orientation
18
Q
People with a nonproductive orientation are more focused on consuming rather than creating. They may prioritize material possessions, status, or personal pleasure over meaningful engagement with the world or others.
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Nonproductive Orientation
19
Q
someone who exploits others for personal gain, such as a con artist who deceives people for financial profit.
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Exploitative Characters
20
Q
a person who excessively collects possessions or obsessively pursues wealth, often at the expense of their relationships and well-being.
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Hoarding Characters
21
Q
a person who excessively collects possessions or obsessively pursues wealth, often at the expense of their relationships and well-being.
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Hoarding Characters
22
Q
individuals who base their self-worth and identity on external standards of success and achievement. They may prioritize image, status, and social approval, often at the expense of authenticity and genuine connection with others. Someone who constantly seeks validation and admiration on social media, portraying an idealized version of themselves to gain likes and followers.
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Marketing Characters
23
Q
Someone tendencies might be obsessed with violence, decay, or negativity, and they may struggle to find joy or meaning in life
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Necrophilia
24
Q
Someone might exploit others for personal gain, disregard the feelings or needs of others, and react aggressively when their ego is threatened
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Malignant Narcissism
25
a mother and son might have an incestuous symbiosis if they are overly dependent on each other for emotional support and have difficulty establishing healthy boundaries or pursuing independent lives.
Incestuous Symbiosis
26
Known as the most fundamental, the strongest, and the most underlying kind of love, brotherly love encompasses the bond between individuals who share a sense of camaraderie, loyalty, and mutual support. It's the love we feel for our siblings, close friends, or even members of our community. This love is often characterized by companionship, empathy, and a willingness to help one another through life’s challenges.
Brotherly Love
27
Often portrayed as unconditional and nurturing, motherly love encompasses selflessness, protection, and support. It’s the kind of love typically associated with a mother’s bond with her child.
Motherly Love
28
This love involves romantic and passionate feelings between partners. It encompasses physical attraction, intimacy, and emotional connection, ideally combined with care, respect, and responsibility.
Erotic Love
29
This is about recognizing one’s own worth, taking care of oneself, and prioritizing personal well-being. It involves self-acceptance, self-compassion, and setting boundaries to maintain a healthy relationship with oneself.
Self-Love
30
This refers to the spiritual or religious love for a divine being or higher power. It involves devotion, reverence, and a deep sense of connection to something greater than oneself. For many individuals, this love provides meaning, guidance, and comfort in life.
Love of God
31
This need pertains to our desire for connection and relationships with others. Humans seek to overcome feelings of isolation through love, friendship, and social bonds. It’s about forming meaningful connections where we can share ourselves and understand others, fostering a sense of belonging.
Relatedness
32
This is the need to rise above our basic animal nature and create something meaningful or influence the world around us. This can be achieved through creativity, acts of kindness, and meaningful work. It’s our way of making an impact and feeling that our lives have purpose beyond mere survival.
Transcendence
33
This is the need to feel grounded and secure, to have a stable place where we belong. It’s about having a sense of home and being connected to our roots, whether that’s through our family, culture, or community.
Rootedness
34
This need is about having a clear sense of who we are as individuals. Fromm believed that it’s important for people to develop their own unique identity, to understand and accept themselves, and to feel confident in who they are. Establishing a strong identity helps us navigate life with confidence and direction, giving us a sense of consistency and coherence.
Sense of Identity
35
This refers to the need for a stable way of understanding the world and our place in it. It’s about having a set of beliefs or a worldview that helps us make sense of life and guides our actions. This can come from religion, philosophy, or a personal set of values.
Frame of Orientation
36
Providing a reward or something pleasant after a behavior to increase the likelihood of that behavior being repeated. For example, rewarding a child candy after he cleans his bedroom to encourage him to always clean it.
Positive Reinforcement
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Removing a punishment or something unpleasant after a behavior to increase the likelihood of that behavior being repeated. For example, removing a child’s household chores after he scored well on an exam to encourage him to score well again on his next ones.
Negative Reinforcement
38
Providing a punishment or something unpleasant after a behavior to decrease the likelihood of that behavior being repeated. For example, giving extra household chores to a child after he got into a fight with his classmate to discourage him from doing it again.
Positive Punishment
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Removing a reward or something pleasant after a behavior to decrease the likelihood of that behavior being repeated. For example, removing a child’s screen time privilege after he got into a fight with his classmate to discourage him from doing it again.
Negative Punishment
40
This is when reinforcements are given after every single desired behavior. For example, giving a child rewards every time he scores well on an exam.
Continuous Reinforcement (CRF)
41
This is when reinforcements are given after some desired behavior, but never after each one.
Intermittent or Partial Reinforcement (IRF)
42
This is when reinforcements are given every after a fixed or constant number of desired behaviors. For example, rewarding a child every three good exam scores.
Fixed-Ratio Schedule
43
This is when reinforcements are given every after a varying number of desired behaviors. For example, rewarding a child every after varying numbers of good exam scores. Sometimes he gets a reward after two good exam scores, sometimes after five, etc.
Variable-Ratio Schedule
44
This is when reinforcements are given every after a fixed or constant amount of time has passed. For example, rewarding a child for his good exam scores every three months.
Fixed-Interval Schedule
45
This is when reinforcements are given every after a varying amount of time has passed. For example, rewarding a child for his good exam scores every after varying time intervals. Sometimes after two months, sometimes after five, etc.
Variable-Interval Schedule
46
Also known as modeling or social learning, this is a type of learning where individuals learn new behaviors by watching others. This does not require the learner to perform any action in order to learn. For example, a child learns to say “please” by observing their parents.
Observational Learning
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The learner must pay attention to the model’s behaviors in order to learn new information and behaviors.
Attentional Process
48
The learner must retain or save the new information and behaviors they learned in order to use them in the future.
Retentional Process
49
The learner must use the new information and behaviors they learned by converting them into actions. This will also aid the retention of the learned information and behaviors, because the more you use them, the longer they retain in your brain.
Reproduction Process
50
It can be either intrinsic (e.g., personal interest and enjoyment, passion, or fulfilment) or extrinsic (e.g., rewards, money, or praises from other people).
Motivational Process
51
This is a type of learning where individuals learn new behaviors by actually doing them. This involves trial and error, feedback, and gaining confidence through practice. For example, a person learns to cook a dish by actually cooking it, learning from mistakes, and refining their technique over time.
Enactive Learning
52
This factor focuses on individual characteristics such as thoughts, beliefs, emotions, and biological factors. It includes aspects like personality traits, cognitive processes, and genetic predispositions. These personal factors shape how individuals perceive and interpret their environment, as well as how they respond behaviorally.
Personal Factor
53
This factor refers to the external influences and surroundings that affect behavior. This includes social, cultural, and physical environments such as family, peers, societal norms, institutions, and geographic location. Environmental factors provide the context in which behavior occurs and can either encourage or discourage certain actions.
Environmental Factor
54
This factor involves the actions and behaviors individuals engage in. It includes observable behaviors, as well as internal processes like decision-making and problem-solving. Behaviors can influence both personal factors (such as thoughts and emotions) and environmental factors (such as social interactions and physical surroundings).
Behavioral Factor
55
These are one’s own successes and failures in past experiences. When you successfully complete a task or overcome a challenge, it boosts your confidence in your ability to handle similar situations in the future. Failures, on the other hand, can lower your self-efficacy.
Mastery Experiences
56
These are observations of others’ successes and failures in their experiences. People can gain confidence by watching others similar to themselves successfully perform tasks or overcome obstacles. Likewise, witnessing others fail in tasks or in overcoming obstacles can undermine their self-efficacy.
Vicarious Experiences
57
These are encouragements and feedback from others. Positive feedback, encouragement, and support from others can boost someone's confidence in their abilities. Conversely, negative feedback or discouragement can undermine self efficacy.
Social Persuasion
58
These are sensations, emotions, and physical conditions one feels or experiences. Bodily sensations and emotional states can influence self-efficacy. Feeling calm, relaxed, and energized can enhance confidence, while feeling anxious or fatigued can undermine it.
Physiological States
59
This treatment approach requires the client to observe others perform a behavior or watch a video of someone performing a behavior and see the outcomes of that behavior. For example, if you observe or watch someone successfully manage their anxiety in a social situation, you may learn that you can also manage your anxiety in similar situations.
Vicarious Modeling
60
This treatment approach requires the client to imagine or visualize a situation, or listen to the thought process of others to think through problems or tasks. For example, imagining or visualizing yourself successfully manage your anxiety in a social situation or hearing the stories of others about how they manage their anxiety in a social situation can help you learn how to approach or solve your social anxiety.
Cognitive Modeling
61
This treatment approach requires the client approach or solve their problems or tasks through direct experience or practice. This will build their skills and confidence by practicing the behavior themselves, starting with simple tasks and gradually moving to more complex ones. For example, if someone is afraid of public speaking, they might start by speaking in front of a small, supportive group, and gradually work up to larger audiences.
Enactive Mastery
62
This is the innate drive within every individual to grow, develop, and fulfill their potential. It's like the natural inclination of a seed to grow into a plant given the right conditions. In humans, the formative tendency is the inherent urge to become the best version of ourselves, to learn, evolve, and flourish over time.
Formative Tendency
63
This is the innate drive towards self-actualization, or becoming the most complete and fulfilled version of oneself. It's like an internal compass guiding us towards realizing our true potential and living authentically. This tendency motivates us to seek out experiences, relationships, and environments that support our growth and well-being.
Actualizing Tendency
64
These are the basic needs required for survival and well-being, such as food, water, shelter, safety, and belongingness. Just like a car needs regular maintenance to keep running smoothly, humans have these foundational needs that must be met to function effectively and feel secure in their environment.
Maintenance Needs
65
These are the higher-level needs related to personal growth, self-actualization, and fulfillment. They include the desire for love, self-esteem, self-expression, creativity, and the pursuit of meaningful goals. While maintenance needs keep us alive, enhancement needs give our lives meaning and purpose, driving us to become the best versions of ourselves.
Enhancement Needs
66
Conditions of worth are standards or conditions set by others that dictate how we should behave or what we should achieve to feel accepted or valued. For example, a student only feels worthy when they receive praise from their parents for getting good grades. They believe they must always excel academically to be loved and accepted.
Conditions of Worth
67
omeone who believes they are a kind and caring person but frequently acts in ways that are hurtful or selfish might experience incongruence. They struggle to reconcile their self-image with their behavior, leading to inner conflict.
Incongruence
68
if a person receives feedback at work about their performance and immediately becomes defensive, denying any wrongdoing or blaming others, they are displaying defensiveness. This reaction shields them from feeling vulnerable but prevents them from learning and growing.
Defensiveness
69
when our thoughts, emotions, and behaviors lack coherence or clarity, leading to confusion and instability. Someone experiencing disorganization might feel overwhelmed by conflicting emotions and have difficulty making decisions. For instance, they may want to pursue multiple career paths simultaneously without a clear plan, leading to confusion and lack of progress in any direction.
Disorganization
70
This means being genuine and authentic in therapy. The therapist is honest and open about their own feelings and thoughts. By being true to themselves, therapists create an atmosphere of trust where clients feel safe to be themselves too. It's like both parties are on the same page, and there's no pretending or hiding. Imagine a therapy session where the client expresses feeling overwhelmed by their responsibilities at work. The therapist, instead of pretending to have all the answers or dismissing the client's concerns, admits that they too have experienced similar feelings of stress at work. They might say something like, "I understand how challenging that can be. I've felt that way myself when I've had a lot on my plate." This openness creates a genuine connection between the therapist and client, fostering trust and honesty in the therapeutic relationship.
Congruence
71
This is about accepting and respecting the client without any judgment, no matter what they say or do. The therapist offers warmth, acceptance, and support regardless of the client's behavior or feelings. It's like giving someone a big hug emotionally, letting them know they're valued and accepted just as they are. For example: In another session, a client shares feelings of guilt and shame about past mistakes they've made in their personal relationships. Rather than judging or criticizing the client, the therapist responds with warmth and acceptance, saying something like, "It's understandable to feel that way, but it's important to remember that everyone makes mistakes. You're still worthy of love and respect, regardless of your past actions." This unconditional acceptance reassures the client that they are valued and deserving of support, regardless of their flaws or past behaviors.
Unconditional Positive Regards
72
This is the ability to understand and share the feelings of another person. The therapist listens carefully and tries to see things from the client's perspective, truly stepping into their shoes. It's like having a friend who really gets you, who listens not just with their ears but with their heart, making you feel understood and validated. For example: During a therapy session, a client talks about their struggles with anxiety in social situations. The therapist listens attentively, not only to the words the client is saying but also to the emotions underlying their story. They might reflect back what they're hearing, saying something like, "It sounds like social situations can be really overwhelming for you. It must be tough to feel that way." By acknowledging and validating the client's feelings, the therapist demonstrates empathy and understanding, helping the client feel seen and heard.
Empathic Listening
73
People of tomorrow will be better at adjusting to new situations and ideas, being open to different perspectives and willing to change their thinking when needed.
Adaptability and Flexibility
74
They will be receptive to new experiences, accurately understanding and accepting them instead of ignoring or distorting them.
Openness to Experience
75
They will be more present-focused, embracing the constant flow of change and remaining engaged in the present rather than dwelling on the past or worrying about the future.
Living Fully in the Moment
76
They will have faith in their ability to build and maintain healthy relationships with others, feeling secure and comfortable in their interactions.
Confidence in Relationships
77
They have a seamless connection between their conscious and unconscious selves, leading to a sense of completeness and unity.
Integration and Wholeness
78
They believe in the inherent goodness and potential for growth within themselves and others.
Basic Trust in Human Nature
79
They experience life to the fullest, finding fulfillment and satisfaction in their experiences and relationships.
Greater Richness in Life
80
These are the basic life needs which are necessary for our survival. Examples of these needs are food, water, air, sleep, and sleep. These needs must be met first before one seeks for the other needs.
Physiological Needs
81
Once physiological needs are met, people seek to feel safe and secure in their lives. Safety need refers to the need for security and protection. This includes personal safety (such as having a safe place to live), financial security (such as having a stable job), good health, and well-being.
Safety Needs
82
people want to belong and be loved. Social need refers to the need for social relationship and acceptance. This includes forming friendships, romantic relationships, or social groups, or having strong connections with our families.
Social Needs (Love and Belonging Needs)
83
they strive to be respected and valued. They want to feel good about themselves and be recognized for their achievements. Esteem need refers to the need for self-esteem and respect from others. This includes achievement, recognition, status, and self-confidence.
Esteem Needs
84
eople seek to become the best version of themselves. Self-actualization need refers to the need to realize one’s full potential and personal growth. This involves personal growth, fulfilling potential, and finding purpose in life.
Self-Actualization Needs
85
These are needs related to beauty, art, and balance. People have a desire to experience and create beauty in their surroundings. This could mean enjoying beautiful landscapes, appreciating art, or creating something that looks or sounds beautiful, like painting or music. It's about having a sense of order, symmetry, and aesthetically pleasing experiences in life.
Aesthetic Needs
86
These are needs related to knowledge, understanding, and curiosity. People have a natural desire to learn and understand the world around them. This includes the need to explore, discover, and satisfy their curiosity. For instance, reading books, solving puzzles, or learning new skills are ways to fulfill cognitive needs. It’s about the joy of knowing and understanding more.
Cognitive Needs
87
These are unhealthy needs that can arise when other basic needs are not met. Neurotic needs often stem from unmet basic needs and lead to unhealthy patterns of behavior. For example, someone might develop an obsessive need for control or excessive approval from others if their safety or esteem needs aren't adequately met. These needs don't promote growth and can instead lead to anxiety or psychological problems.
Neurotic Needs
88
These are needs related to helping others achieve their potential and connecting with something beyond oneself. Once all other needs are satisfied, people may feel a need to help others or seek a higher purpose. This could involve mentoring, supporting others, spiritual activities, or connecting with something larger than oneself, like a cause or a belief in a higher power. It’s about moving beyond personal self-actualization to support and uplift others.
Transcendence Needs
89
This refers to our relationship with the physical and biological environment. It includes our sensory experiences and interactions with nature and objects. For example, feeling the warmth of the sun, hearing birds chirp, eating food, or breathing fresh air.
Umwelt or The Natural World
90
This mode involves our relationships and interactions with other people. It encompasses the social and cultural dimensions of our existence. For example, engaging in conversations, forming friendships, or participating in community activities.
Mitwelt or The Social World
91
This is about our relationship with ourselves. It includes self-awareness, personal reflections, and understanding our own thoughts, feelings, and identity. For example, reflecting on personal values, experiencing emotions, or contemplating one's purpose in life.
Eigenwelt or The Inner World
92
This concept involves the recognition of death and the inherent anxiety that comes with it. It's the understanding that our existence is finite, which can lead to existential anxiety but also motivates us to find meaning and purpose in life. For example: feeling anxious when thinking about death, which can prompt someone to live more fully and authentically.
Nonbeing
93
eeling anxious before a job interview or a big exam. This anxiety can push you to prepare well and do your best.
Normal Anxiety
94
feeling intense and persistent fear about leaving the house even when there is no real danger, leading to avoidance behaviors and limiting your daily activities.
Neurotic Anxiety
95
form of love driven by physical attraction and the biological urge for reproduction or sexual intimacy. It focuses on the bodily connection and the pleasure derived from sexual activity. For example, the physical desire and pleasure experienced in a sexual relationship.
Sex
96
more intense form of love that involves passion and longing. It goes beyond mere physical attraction and encompasses a desire for a lasting, meaningful connection with another person. For example, falling in love and experiencing a passionate, romantic relationship where there is a deep emotional bond.
Eros
97
love found in close friendships. It involves mutual respect, shared interests, and a deep sense of companionship without the intensity of erotic passion. For example, the strong bond between close friends who support and care for each other.
Philia
98
the highest form of love, characterized by selflessness and altruism. It is unconditional and does not depend on any personal gain. This love is about caring for others genuinely and deeply, without expecting anything in return. For example, acts of kindness and charity, such as helping strangers in need or caring for others without expecting anything back.
Agape
99
freedom to make choices and take responsibility for our actions. It emphasizes our ability to choose our paths in life and create meaning through our decisions. This freedom involves embracing uncertainty and accepting the consequences of our choices. For example, choosing your career, deciding where to live, or selecting your daily activities.
Existential Freedom
100
freedom to be our true selves and live authentically. It involves going beyond societal expectations, cultural norms, and external pressures to conform. Essential freedom allows us to express our unique identity and values, regardless of external influences. For example, deciding to pursue a passion, like painting or writing, because it reflects who you truly are, even if it’s not the most practical choice.
Essential Freedom
101
freedom to be our true selves and live authentically. It involves going beyond societal expectations, cultural norms, and external pressures to conform. Essential freedom allows us to express our unique identity and values, regardless of external influences. For example, deciding to pursue a passion, like painting or writing, because it reflects who you truly are, even if it’s not the most practical choice.
Essential Freedom
