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Sophomore | 2nd Sem - 2nd Shifting > Psychosocial Theories > Flashcards

Psychosocial Theories Flashcards

1
Q

Consistent behavior patterns and intrapersonal processes within the individual

A

Personality

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2
Q

ABC of personality

A

Affect, behavior, and cognition

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3
Q

Personality came from Latin word

A

persona

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4
Q

Persona means

A

mask or public self

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5
Q

Is considered to be something that is part of an individual personality

A

Trait

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6
Q

A long term characteristics of an individual that shows through their behavior, actions, and feelings

A

Trait

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7
Q

is a temporary condition that they are experiencing for a short period of time

A

State

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8
Q

Theory where all human behaviors is cased and can be explained

A

Deterministic theory

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9
Q

The “hysterical” or neurotic behaviors resulted from

A

Unresolved conflicts

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10
Q

Freud believed that adult personality problems
were the result of early experiences in life

A

Psychosexual development

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11
Q

A pleasure-seeking person is dominated by

A

id

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12
Q

A guilt-ridden or inferior-feeling person dominated by the

A

superego

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13
Q

A psychologically healthy person dominated by

A

ego

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14
Q

All pleasurable activity is traceable to the
sexual drive.

A

Libido or sex drive

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15
Q

Sex can take many forms, including:

A
  1. Narcissism
  2. Love
  3. Sadism
  4. Masochism
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16
Q

Regression is flexible and can take a number of forms, such as teasing, gossip, sarcasm, humiliation, humor, and the
enjoyment of other people’s suffering.

A

Aggression/ Destructive drive

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17
Q

2 types of drive

A
  1. Libido or sex drive
  2. Aggression or destructive drive
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18
Q

3 types of anxiety

A
  1. Neurotic anxiety
  2. Moral anxiety
  3. Realistic
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19
Q

Fear that id will overpower the ego

A

Neurotic anxiety

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20
Q

Fear of actions or thoughts contrary to superego

A

Moral anxiety

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21
Q

May result from the failure to behave consistently with what they regard as morally right, or from sexual temptations if a child believes that yielding to the temptation would be morally wrong

A

Moral anxiety

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22
Q

It is defined as an unpleasant, nonspecific feeling involving a possible danger

A

Realistic anxiety

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23
Q

are automatic psychological processes that protect the individual against anxiety and from the awareness of internal or external dangers or stressors.

A

Defense mechanisms

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24
Q

6 Classifications of Defense Mechanisms

A
  1. High adaptive level
  2. Mental inhibition level
  3. Minor image-distorting level
  4. Disavowal level
  5. Major image-distorting level
  6. Action level
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25
Q

Is the performance of an action considered bad or anti-social

A

Acting out

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26
Q

Refusing to deal with or encounter unpleasant objects or situations

A

Avoidance

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27
Q

This indicate the growth of physical symptoms that cannot be defined by pathophysiology or physical activity

A

Conversion

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28
Q

This is the refusal to accept reality or fact, acting as if a painful event, thought or feeling did not exist

A

Denial

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29
Q

Is the condition where a person develops a behavioral pattern by observing others

A

Identification

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30
Q

It involves taking our own unacceptable qualities or feelings and ascribing them to other people

A

Projection

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31
Q

It is a situation where an individual adapts to earlier levels of psychosocial development

A

Regression

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32
Q

In this undesirable ideas or impulses are blocked subconsciously

A

Repression

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33
Q

It is the act of building internal security into one’s imagination to avoid troublesome conditions

A

Schizoid Fantasy

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34
Q

In this polarized views of self and others arise due to intolerable conflicting emotions

A

Splitting

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35
Q

Trust vs. mistrust

A

Infancy

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36
Q

Autonomy vs. shame and doubt

A

Early childhood

37
Q

Initiative vs. guilt

A

Preschool

38
Q

Identity vs. role confusion

A

Adolescence

39
Q

Industry vs. inferiority

A

School age

40
Q

Intimacy vs. isolation

A

Young adulthood

41
Q

Generativity vs. stagnation

A

Middle adulthood

42
Q

Ego integrity vs. despair

A

Maturity

43
Q

Virtue of infant

A

hope

44
Q

Virtue of early childhood

A

will

45
Q

Virtue of preschool

A

purpose

46
Q

Virtue of school age

A

competence

47
Q

Virtue of adolescence

A

fidelity

48
Q

Virtue of young adulthood

A

love

49
Q

Virtue of middle adulthood

A

care

50
Q

Virtue of maturiy

A

wisdom

51
Q

Human intelligence progresses through a series of stages based on age

A

Piaget’s cognitive development

52
Q

Intelligence in action; child interacts with environment by manipulating objects

A

sensori-motor stage

53
Q

Theory that focuses on how children develop morality and moral reasoning

A

Kohlberg’s Moral development

54
Q

Primary caregivers who are available and responsive to an infant’s needs allow the child to develop a sense of security

A

ATTACHMENT THEORY

55
Q

Essence of attachment is

A

proximity

56
Q

Baby shows no particular attachment to specific caregiver

A

Pre-attachment

57
Q

Infant begins to show preference for primary and secondary caregivers

A

Indiscriminate

58
Q

Infant shows strong attachment to one specific caregiver

A

Discriminate

59
Q

Growing bonds with other caregivers

A

Multiple

60
Q

4 Patterns of Attachment

A
  1. Secure
  2. Ambivalent
  3. Avoidant
  4. Disordered
61
Q

Greet parents with positive emotions

A

Secure attachment

62
Q

Wary of strangers

A

Ambivalent attachments

63
Q

May avoid parents

A

Avoidant attachment

64
Q

Confusion or apprehension

A

Disordered attachment

65
Q

Observable behaviors and what one can do externally to bring about behavior changes

A

Behaviorism

66
Q

believe that behavior can be changed through a system of rewards and punishments

A

Behaviorist

67
Q

A neutral stimulus is associated with a natural response

A

Classical conditioning

68
Q

A response is increased or decreased due to reinforcement or punishment

A

Operant conditioning

69
Q

Learning occurs through observation and imitation of others

A

Observational conditioning

70
Q

Associate and involuntary response and a stimulus

A

Classical conditioning

70
Q

Associate a voluntary behavior and a consequence

A

Operant Conditioning

71
Q

Specific consequences are associated with a
voluntary behavior

A

Operant Conditioning

72
Q

Desired behavior is reinforcement every time it occurs

A

Continuous Reinforcement

73
Q

Most effective once a behavior has been established

A

Partial Reinforcement

74
Q

Most effective when teaching new behavior

A

Continuous Reinforcement

75
Q

Behavior is less likely to disappear

A

Partial Reinforcement

76
Q

Creates a strong association between behavior and response

A

Continuous Reinforcement

77
Q

Various partial reinforcement schedules available to suit individual needs

A

Partial Reinforcement

78
Q

An exact amount of time passes between each reinforcement

A

Fixed-Interval Schedule

79
Q

A varying amount of time passes between each reinforcement

A

Variable-Interval Schedule

80
Q

Reinforcement occurs after a fixed number of responses

A

Fixed-Ratio Schedule

81
Q

Reinforcement occurs after a varying number of responses

A

Variable-Ratio Schedule

82
Q

Triadic Reciprocal Causation

A
  1. Cognitive factors
  2. Environmental factors
  3. Behavior factors
83
Q

approaches the explanation of human behavior in terms of a continuous reciprocal interactions between cognitive, behavioral, and environmental determinants

A

Social learning theory

84
Q

A significant shift away from the psychoanalytic view of the individual

A

Humanistic theory

85
Q

focuses on a person’s positive qualities, his or her capacity to change (human potential), and the promotion of self-esteem

A

Humanism

86
Q

2 Basic Needs

A
  1. Physiological needs
  2. Safety needs
87
Q

2 Psychological Needs

A
  1. Social needs
  2. Self-esteem needs
88
Q

Self-fulfillment needs

A

Self-actualization

Sophomore | 2nd Sem - 2nd Shifting (2 decks)

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