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Psychology - Unit1AOS1 Flashcards

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1
Q

define psychological development :

A

an individuals changes in functioning across multiple domains, including the lifelong growth across emotional, cognitive and social domains.

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2
Q

define cognitive development :

A

the changes in thought processes that occur as we age. this includes a more sophisticated production of thought as well as the ability to comprehend and organise information from the external and internal environment.

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3
Q

define emotional development :

A

the continuous lifelong changes in skill that allow individuals to control, express and recognise emotions in an appropriate way.

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4
Q

define social developement :

A

the lifelong changes in skill that allow individuals to effectively and appropriately interact with others.

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5
Q

what are hereditary factors ?

A

factors that are genetically passed down from biological parents to their off springs.

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6
Q

what are environmental factors ?

A

factors that influence development and arise from an individuals physical and social surroundings.

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7
Q

define ‘ nature’ :

A

the nature side of the debate ‘ nature vs nurture’ states that an individuals development is predestined at birth.

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8
Q

define ‘ nurture’ :

A

the nurture side of the debate ‘ nature vs nurture’ states that your environment shapes who you are. your environment includes experiences, geography,, socioeconomic circumstances and your social circle.

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9
Q

define beneficence :

A

refers to maximising the benefits and minimising the risks and harm associated in talking a particular position or course of action.

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10
Q

define respect :

A

respect refers to the consideration of the extend to which living things have a natural value; giving due regard to the welfare, liberty and autonomy, beliefs, perceptions, customs and cultural heritage of both the individual and the group; consideration of the capacity of living things to make their own decisions; and when living things have a decreased ability to make their own decisions, ensuring that they are empowered and protected when possible.

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11
Q

define justice :

A

justice refers ti the more obligation to ensure that there is fair consideration of competing claims, that there is no unfair burden on a particular group form an action and that there is fair distribution and access to such benefits.

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12
Q

define intergity :

A

integrity refers to the duty to searching for knowledge/ understand, and the faithful reporting of all resources, in ways that allow scrutiny and contribute to public knowledge and understanding.

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13
Q

define non - maleficence :

A

non-maleficence refers to the principle of avoiding causing harm, however as a position or course of action may involve some degree of harm, the concept implies that the harm resulting from any portion or course of action should not be disproportionate to the benefits.

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14
Q

explain confidentiality :

A

confidentiality refers to the privacy, protection and security of a participants personal information and the anonymity of individuals results, including the removal of identity elements.

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15
Q

explain debriefing. :

A

debriefing is a procedure that ensure that, at the end of the experiment, the participant leaves understanding the experimental aim, results and conclusion. debriefing must be conducted at the end of every study.

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16
Q

explain voluntary participation :

A

voluntary participation is a principle that ensures there is no coercion or pressure put on the participant to partake in an experiment and they freely choose to be involved.

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17
Q

explain withdrawal rights :

A

withdrawal rights refer to the right of the participant to her able to discontinue their involvement in an experiment at any given time during or after the conclusion of an experiment, without penalty.

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18
Q

explain use of deception :

A

deception refers to the act of intentionally misleading participants about the true nature of a study. deception is only permissible when participants knowledge of the true purpose of the experiment may effect their behaviours, the subsequently effect the validity of the experiment.

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19
Q

explain informed consent :

A

the process that ensure participants understand the nature and purpose of the experiment, including potential risks( both physical and psychological) before agreeing to participate.

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20
Q

explain the biopsychosocial model :

A

the biopsychosocial is a holistic, interdisciplinary frame work for understanding the human experiences in terms of the influences of biological, psychological and social factors.

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21
Q

explain biological factors:

A

biological factors are genetic or physiologically based factors eg. genetic predisposition or nutrition.

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22
Q

explain psychological factors :

A

psychological factors are factors that relate to a persons mind, thoughts or feelings eg. attitude or memories.

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23
Q

explain social factors :

A

social factors are factors that relate to a persons relationships or external environment eg. socioeconomic status or social support.

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24
Q

define mental wellbeing :

A

an individuals current psychological state, involving their ability to think, process info and regulate emotions. the three factors interact to negatively impact or improve our mental wellbeing.

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25
define emotion :
emotion is a complex pattern to a personally significant event or matter that involves a mixture of physiological reactions, subjective feelings and expressive behaviour.
26
define attachment:
attachment is a long lasting emotional bond between two individuals.
27
outline the stages of lifespan development :
infancy = 0-12 months. toddlerhood = 1-3 years. childhood = 3-12 years. adolescence = 12-19 years. young adulthood = 19-35 years. middle adulthood = 35-65 years. late adulthood = 65 years +
28
explain attachment and emotional development :
attachment is the long lasting bond between two individuals. attachment theory refers to the bond that is developed between an infant and their primary caregiver, however can be developed between other relationships.
29
explain the sensorimotor stage (Piagets theory) :
from birth - 2 years. stage where children learn by using their senses to explore the world around them.
30
explain the preoperational stage (piagets theory) :
two to seven years. children develop the ability to think symbolically and can understand that a word or an object can represent something else. children communicate more and will engage in parallel play and pretend play. they develop the ability to focus and will learn to understand different points of view.
31
explain the concrete operation stage (Piagets theory) :
seven to 11 years. children's logical thinking, problem solving and understanding of conservation develop. they are able to figure things out in their head rather than have to use physical objects.
32
explain the formal operation stage (Piagets theory) :
eleven years to adult. children develop abstract thoughts and ideas, thinking through motor complex concepts.
33
define maturation :
the biologically programmed process of growth that has a fixed sequence and facilitates all aspects of our development as we grow. each individual has their own maturation timeline based on their own development.
34
define plasticity :
the brains ability to physically change shape in response to experience and learning. there are times in our lives when our brains are moe suited to acquiring certain psychological functions.
35
critical periods of development:
the period of development when skills and functions have a specific, narrow time frame in which they must develop. if these skills and functions don't develop, they may never.
36
sensitive periods of development:
periods of time where it is optimal to learn a skill, and has a flexible timeframe meaning if you don't learn a skill, it is still possible to learn that skill another time.
37
typical behaviour:
when an individual rehabs as they normally would.
38
atypical behaviour:
when an individual behaves in a way that is different to how they normally would be.
39
psychological criteria:
a set of standards to aid in the judgement of whether a persons behaviour is typical or atypical.
40
cultural perspectives:
the influences of society an community on ones thoughts. this involves the awareness of different customs, beliefs and traditions, different rules and etiquette, and attitudes towards the importance of mental health.
41
statistical rarity:
statistical rarity is something that lies significantly outside the range of statistical normality. something that is statistically rare may present as atypical.
42
personal distress:
an aversive and often self orientated emotional reaction. the emotional reaction doesn't have to be noticeable, just inconsistent with how the individual usually behaves.
43
maladaptive behaviour:
an action that impairs an individuals ability to meet the changing demands of everyday life. maladaptive behaviour can indicate atypical behaviour, but not vice versa.
44
normality:
normality is defined as having thoughts, feelings and behaviours that are considered acceptable.
45
abnormality:
abnormality is defined as deviating from the norm, usually in a way that is undesirable.
46
socioeconomic approach:
thoughts, feelings and behaviours that are appropriate or acceptable in a particular way society or culture views as normal.
47
functional approach:
thoughts, feelings and behaviours are views as normal if the individual is able to cope with functioning independently in society.
48
historical approach:
what is considered normal and abnormal in a particular society or culture often depend on the era when a judgement is made.
49
medical approach:
Abnormal thoughts, feelings or behaviours are viewed as having an underlying biological cause and can usually be diagnosed and treated.
50
statistical approach:
based on the idea that any behaviour or characteristic in a large group of individuals is distributed in a normal distribution.
51
situational approach:
within a society or culture, thoughts, feelings and behaviours that may be considered normal in yes situation may be considered normal in one and abnormal in another.
52
neurotypicality:
Describes individuals who display neurological and cognitive functioning that is typical or expected.
53
neurodiversity:
variations in neurological development and functioning within and between groups of people.
54
adaptive behaviour:
being able to adapt to the environment and be able to effectively carry out usual everyday tasks.
55
maladaptive behaviour:
being unable to adapt to the environment appropriately and function effectively.
56
define genetic predisposition:
the increased likelihood to develop certain traits, including diseases, if certain conditions are met.
57
define tabula rasa( blank slate):
the idea that every person is born as a ' blank slate' and it is our experiences that shape us. this concept emphasises the role of environmental factors on a persons development.
58
explain behaviourism:
proposed by psychologist John Watson, who observed the relationship between stimuli in the environment and subsequent behaviours. he proposed that individuals can learn by experiencing or observing the rewards/punishments that follow a behaviour.
59
explain theory of mind:
theory of mind refers to an individuals ability to attribute and understand mental states, beliefs, experiences and emotions of oneself and others.
60
explain emotional intelligence:
upon reaching adulthood, and a fulling developed theory of mind, individuals should reach a state of emotional intelligence. this refers to ones ability to monitor their own and others emotions to guide thoughts and behaviours.
61
attachment theory:
attachment theory states that the attachment formed significantly impacts an infant's emotional development, as well as the recognition of emotions throughout their lifespan.
62
explain secure attachment:
secure attachment involves the needs of an infant being consistently met by their primary caregivers, allowing them to feel calmed by the presence of the caregiver when they feel distressed. this leads healthy emotional development, eg trust and feeling valued by others.
63
explain insecure attachment:
insecure attachment may involve the primary caregivers inconsistently meeting an infants needs or ignoring them, commonly leading to infants not seeking comfort from the caregiver or being overly desperate for comfort when they experience distress. this leads o unhealthy emotions development in life, eg craving or regecting affection.
64
limitations of Piaget's theory:
fails to account for developmental diversity( the idea that development is unique to the individual), his observational research was of his own children and the theory is very rigid.
65
limitations of Eriksons theory:
not based on an objective scientific research, the theory was based heavily on case studies and biographical data reflecting western standards and therefore is subjective and culturally biased, and the theory has not bee updated since 1950 and therefore doesn't account for societal changes.
66
social norms:
society's unofficial rules and expectations regarding how individuals should act. they are much more generalised compared to cultural perspectives.
67
what are culturally responsive practices:
culturally responsive practices refer to acting in ways that respond to the needs of of diverse communities and demonstrating an openness to new ideas that may align with different cultural ideas, beliefs and values.
68
mental health organisations:
mental health organisations are companies or groups that work to address and advocate for mental health, such as through providing support.
69
what is a psychiatrist:
a psychiatrist is a doctor who specialises in the diagnoses, treatment, prevention and study of mental, behaviour and personality disorders.
70
what is the difference between a psychologist and a psychiatrist:
the main difference is that a psychiatrist is allowed to prescribe medication, while a psychologist can not.
71
define comorbidity:
comorbidity refers to the simultaneous presence of more than one illness, disease or disorder in an individual.
72
mental health workers:
mental health workers are members of a mental health treatment team who assist in providing a wide range of services and care for patients with psychological or social problems.
72
psychologist:
an individual who is professionally trained in one or more branches or subfields of psychology. note that psychologists are able to diagnose mental health and development disorders, but will often work alongside psychiatrists to ensure accuracy.
73
what is Autism Spectrum Disorder( ASD) :
a neurodevelopment disorder characterised by impaired social interactions, verbal and nonverbal communication difficulties, narrow interests and repetitive behaviour.
74
strengths vs weaknesses of ASD:
strengths: attention to detail, motivation and enthusiasm, high degree of accuracy and unique insights. weaknesses: unable to maintain eye contact, unable to read others facial expressions and emotions, distressed by minor changes and delayed movement, cognitive/learning and language skills.
75
ASD management:
educational and development therapy, behavioural therapy, speech, language and occupational therapy, medication and psychotherapy.
76
what is Attention Deficit/hyperactivity disorder:
ADHD is a neurological condition characterised by persistent inattention or hyper activity that disrupts social,academic or occupational functioning.
77
strengths/ weaknesses of ADHD:
strengths:hyperfocusing on a particular thing, creative approaches, enthusiasm and innovative approaches. weaknesses: time management, concentration, staying on topic, rationality, articulating feelings and impulsivity.
78
ADHD management:
medication, counselling and psychotherapy, behaviour strategies such as decluttering, designating zones, planners and working in small increments.
79
What is dyslexia:
a neurologically based learning difficulty characterised by severe difficulties in reading, spelling, writing and sometimes arithmetic.
80
dyslexia strengths/ weaknesses:
strengths: memory, problem solving skills, spatial awareness, big picture thinking. weaknesses:slower learning, difficulty reading/writing, trouble understanding jokes or expressions, lack of confidence.
81
dyslexia management:
learning via audio or voice recording, using assistive technology, for example to read texts aloud, and occupational therapy.
82
what are the four main types of dyslexia:
phonological dyslexia, surface dyslexia, rapid naming dyslexia and double deficit dyslexia.

psychology (2 decks)

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