Theories/ Models of Human Growth & Devlopment Flashcards

Question

Substage 3- Practicing Secondary Circular or Repetitive Actions for their consequences?

Answer 1

Pushing a bowl repeatedly off the high chair to be picked up by parents

Answer 2

Child experiments with goal-directed behavior. Ex. Taking the lid off a box to retrieve a toy placed inside.

Answer 3

Child shows increased flexibility and creativity in previously acquired behaviors and skills. Ex. Experimenting with dropping toys and other objects to observe the effect.

Answer 4

Child increasingly experiments internally and object permanence is fully developed; child understands that an object does not cease to exist when out of sight

Answer 5

2-7yrs- Children use new abilities to represent objects in a wide variety of activities. Using objects to represent something in a play and/or pretend manner. Ex. A box as a car or banana as a phone

Answer 6

7-11yrs- Children begin thinking logically and are able to utilize their new cognitive skills of reversibility and de-centration to think about the steps of a process in any order. Ex. They understand that if they pour water from a wide glass to a tall, thin glass the amount of water stays the same

Answer 7

11- adulthood, if achieved at all. Young person now has the ability to reason not only about tangible objects and events, but also about hypothetical or abstract ones. Rational thinking & abstract reasoning.

Answer 8

Child development

Answer 9

Believed that a child will excel w/ the assistance than learning on their own.

Answer 10

Culture and social envrmnt provide guidance and support in the learning process; Human behavior is not exclusively regulated by stimulus and response conditions; Consists of parents, teachers, other significant persons of influence providing support tools thru modeling, questioning, prompting and suggesting strategies to children so they are to accomplish tasks tht thy may not be able to on their own.

Answer 11

Words/ labels in the learning process enables the child to more readily form concepts and therefore engage in the thinking process. Vital to the transmission of culture, voluntary self- regulation, and the thinking process. An unproductive classroom setting is one where students remain in their own seats, read a book, memorize facts and then take a test.

Answer 12

Social psychology

Answer 13

Nature (inborn tendencies) and nurture (environmental experience) interact with the shaping of individuals

Answer 14

Work focused on identifying "helping forces", which drive ppl toward a goal, and "hindering forces", whch block movement toward a goal.

Answer 15

Usually associated with groups or management. - Authoritarian- who tend to make most of the decisions, use their power to demand support. - Democratic- everyone working together. - Laissez-faire- a leader who lets staff make their won decision

Answer 16

Ego defense mechanism

Answer 17

Unconscious strategies used by the ego to minimize distress caused by the conflicting demands of the id and superego.

Answer 18

Is seeking of success in one area of life as a substitute for success in another area of life that has been limited because of personal or environmental barriers. Ex. Disabled athlete becomes a computer expert.

Answer 19

Transformation of anxiety into a physical dysfunction, such as paralysis or blindness whch has no physiological basis. Ex. Seizures as a defense against ongoing abuse

Answer 20

Is refusal to acknowledge an aspect of reality because to do so would result in overwhelming anxiety. Ex. An individual who manifested symptoms of cancer but refuse to accept the diagnosis bc he/she could not face the truth

Answer 21

Shifting of negative feelings one has about a person or situation onto a different person or situation. Ex. A husband who was angry with his boss and then berated his wife when he came home.

Answer 22

Anxiety is handled thru identifying with the person or thing producing the anxiety. Ex. Patty Hearst identifying and supporting her kidnappers- abduction case in 1974

Answer 23

Painful feelings are separated from the incident that triggered them initially. Ex. An individual who was in a serious automobile accident but expressed no emotion regarding the accident.

Answer 24

Reasoning is used to block difficult feelings. Removing one's emotion frm a stressful event. Ex. A wife refers to her husband's heart attack in the medical terminology rather than expressing her emotions.

Answer 25

One's own negative characteristics are denied and instead seen as being characteristics of someone else. Ex. An individual criticizes her mother for being a perfectionist when she herself is extremely compulsive about having every detail correct.

Answer 26

A person substitutes a more socially acceptable, logical reason for an action rather than identifying the real motivation. Ex. An individual who states that she is unable to attend a family outing because she has a work project that she has to complete, when she really does not want to attend.

Answer 27

Certain people act in the entirely opposite way than how they really want to behave. Ex. An individual who expresses support for a particular racial group when the individual actually has a strong negative feelings about tht group.

Answer 28

A return to a former or less developed state. Ex. An individual who, whn upset, clutches her blanket for security

Answer 29

The action or process of suppressing a thought or desire in oneself so that it remains unconscious. Ex. An individual who cannot remember being sexually abused as a child because she has pushed those memories into her unconscious.

Answer 30

The diversion of the energy of a sexual or other biological impulse from its immediate goal to one of a more acceptable social, moral, or aesthetic nature or use. Ex. An individual who has strong sexual urges and redirects those urges into sports activities.

Answer 31

The action of replacing an unacceptable goal with another acceptable one. Ex. An individual who wanted to become an a tattoo artist but instead become a painter bc of pressure from family

Answer 32

A person tries to cancel out or remove an unhealthy, destructive or otherwise threatening thought or action by engaging in contrary behavior. Ex. An individual who ritualistically washes his hand in an attempt to symbolically wash off blood that was on his hands whn he got into a fight.

Answer 33

Allows an individual to deal with emotional conflict or stress by exhibiting observable behavior rather than by merely feeling or reflecting. Ex. A teenager who engages in fighting behavior bc he is angry w/ his father, rather than telling his father how he feels. Defensive acting out differs frm antisocial behavior in that acting out is directly related to stress and emotional conflict

Answer 34

When an individual shares with others his/her emotional conflict or stress to elicit support or help rather than trying to place the responsibility on someone else. Ex. An individual who talks to her best fren about her marital problems in an attempt to gain some insight into her problems

Answer 35

Lower our sights; reducing our goals to something that we believe is actually more possible or realistic. Ex. An individual who has a desire to bc a medical doc but who realizes that he/she does not the financial support/ intellectual ability to realize that goal. Subsequently, they become a pharmacist instead.

Answer 36

An individual deals w/ his/her emotional conflict or stress by selflessly dedicating his/her life to meeting the needs of others, thereby receiving vicarious gratification. Ex. An individual who wanted to bc wife/mother but did not get married, instead dedicating her life to nursing.

Answer 37

An individual deals w/ anxiety by "practicing" his/her emotional reactions to an anticipated future event and by considering the responses or solutions that he/she may utilize to deal w/ that event. Ex. A high school girl who was planning to ask a boy to the prom but was unsure how to proceed or how to respond.

Answer 38

An individual daydreams excessively as a substitute for real action. Ex. A young man who daydreams constantly about being a rock star but does not take music lessons

Answer 39

Refusal to encounter situations, objects, or activities because they represent unconscious sexual or aggressive impulses and/or punishment for those impulses; avoidance, according to the dynamic theory, is a major defense mechanism in phobias. Ex. An individual, who has strong sexual urges for an individual of the same sex, but avoids contact with that individual bc of fear of possible punishment.

Answer 40

When the individual is in group therapy and consists of redirecting attention to another group member. Ex. An individual, who, whn asked a personal question that wuld cause embarrassment, turns the conversation toward another individual.

Answer 41

Individual deals with emotional conflict or internal or external stressors by attributing exaggerated negative qualities to self or others. Ex. An attractive individual who complains about not having a dates bc she is so unattractive.

Answer 42

Splitting-off a group of thoughts or activities from the main portion of consciousness; compartmentalization. Ex. Seen in individuals who may be married to two separate spouses, maintaining separate living quarters, having children with both spouses, and dividing time w/ both families w/o revealing the separate lives to either family.

Answer 43

The cessation of the process of development of the personality at a stage short of complete and uniform mature independence. Ex. An adult male who shirks his family responsibilities to spend time with his high school buddies.

Answer 44

The individual deals with emotional conflict or internal or external stressors by complaining or making repetitious requests for help that disguise covert feelings or hostility or reproach toward others, which are then expressed by rejecting the suggestions, advice, or help those others offer. Ex. An individual who complains about her weight then rejects helpful suggestions made by her thin friends.

Answer 45

The individual deals with emotional conflict or external stressors by emphasizing the amusing or ironic aspects of the conflict or stressors.

Answer 46

Overestimation of the desirable qualities and underestimation of the limitations of a desired object. Ex: a lover speaks in glowing terms of the beauty and intelligence of an average-looking woman who is not very bright. A purchaser, having finally decided between two items, expounds upon the advantages of the one chosen.

Answer 47

Is seen in both the unconscious and conscious modeling of another person's behavior or style, but often in a less intense or complete manner than would be seen in pathological identification. Ex. A student who emulates his/her teacher.

Answer 48

The assimilation of the object into one's own ego and/or superego. This is one of the earliest mechanisms utilized. The parent becomes almost literally a part of the child. Parental values, preferences, and attitudes are acquired.

Answer 49

Unconsciously incorporating ideas, attributes, or mental images into one's own personality. Ex. A wife who was criticized by her husband and in turn criticizes herself excessively. (2) When a person becomes depressed due to the loss of a loved one, his feelings are directed to the mental image he possesses of the loved one.

Answer 50

The splitting-off of the emotional components from a thought. Ex. A flight attendant who remains calm during a crisis but then exhibits an emotional reaction after the crisis is over. (2) A bank teller appears calm and cool while frustrating a robbery but afterward is tearful and tremulous.

Answer 51

The individual deals with emotional conflict or internal or external stressors by feeling or acting as if he or she possesses special powers or abilities and is superior to others. Ex. An individual who is under stress and who criticizes his co-workers for being not as intelligent as he is.

Answer 52

The individual deals with emotional conflict or internal or external stressors by indirectly and unassertively expressing aggression toward others. Ex. A grandparent who gives candy to a grandchild against the parent's wishes and tells the child not to let the parents know.

Answer 53

As in projection, the individual deals with emotional conflict or internal or external stressors by falsely attributing to another his or her own unacceptable feelings, impulses, or thoughts. Unlike simple projection, the individual does not fully disavow what is projected. Instead, the individual remains aware of his or her own affects or impulses but misattributes them as justifiable reactions to the other person. Ex. an individual who is jealous of her friend who is sexually active and who criticizes her friend for talking about her sexual exploits.

Answer 54

Produces a deep-seated opposition to the bringing of repressed (unconscious) data to awareness. Through its operation, the individual seeks to avoid memories or insights, which would arouse anxiety. Ex. An individual who refuses to think about a traumatic situation, which would cause great distress.

Answer 55

The mechanism of relieving the mind of a load of guilt by making up or reparation (paying up with interest). Ex. Taking care of an individual whom you previously refused to do a favor requested.

Answer 56

(Healthy defensive mechanism) The individual deals with emotional conflict or stressors by expressing his or her feelings and thoughts directly in a way that is not coercive or manipulative. Ex. Telling another individual that you could not attend a social event rather than attending and being angry about it.

Answer 57

Conflicts are represented by physical symptoms involving parts of the body innervated by the sympathetic and parasympathetic system. Ex. An individual who experiences headaches and dizzy spells when a school assignment is due.

Answer 58

In order to relate to significant others, an individual may "split" the significant other into two parts, good and bad, in an effort to cope with the painful feelings associated with that person. Ex. A child who sees the good features of a parent who abuses her.

Answer 59

Is viewed as the conscious and intentional exclusion of data from consciousness. This may be seen in an individual who refuses to think about something that is temporarily interfering with his/her current functioning. Ex. A young woman who just broke up with her boyfriend but refuses to think about the pain because she has to perform a piano recital.

Answer 60

Is a way of handling emotional conflicts by turning those conflicts into symbols, which can be viewed as displacements of deeper desires. Ex. Interpreting a specific dream as a symbol of a deeper feeling or desire.

Answer 61

Hierarchy of Needs Physiological needs (oxygen, food, water, sleep, sex) Safety needs (protection, security, structure, predictability) Belonging (affection, identification with a group, friendship, intimacy) Esteem (respect, recognition, appreciation) Self-actualization (developing full potential) Abraham Maslow

Answer 62

Children in hospital and orphanages emotional deficiencies has a significant effects on their psycho-emotional development Attachment- Anaclitic Depression

Answer 63

The smiling response, stranger anxiety and semantic communication (twisting of words)

Answer 64

Ego psychology - Build on Freudian theory/ adult development | 8 psychosocial stages

Answer 65

The quality of the infant's relationship bw mother or substitute mother figure, including to the extend to which the infant's need for food and for stimulation of the oral region is satisfied, determines the level of trust the individual develops for himself and in others

Answer 66

Children gain a sense of power or of being able to do things independently (autonomy). A strong sense of autonomy-parents who encourage w/ his or her development. Punitive and rigid parenting at this stage results in a "double rebellion and a double defeat" -regress to oral activities or make pretense of autonomy. Children who experience this grow up to be overly compulsive and stingy with their time and resources.

Answer 67

The child's growing abilities with language, locomotion, & managing himself and the environment is associate with an increased sense of competence. Parents need to encourage, provide opportunities for initiative-taking, be empathic of the psychosexual challenges; otherwise the child will develop a send of guilt

Answer 68

Children at this stage need parents and teachers to provide them with tasks that they find interesting, worthwhile, and at whch they have the ability to succeed. They also need the assistance of adults in completing tasks.

Answer 69

Changes in the appearance of the body, re-emergence of sexual feelings, changes in social roles, lead to confusion to one's identity. The development of a healthy id involves a synthesis (the combination of ideas to form a theory or system) of earlier life experience, a growing sense of purpose, and a sense that his or her style of dealing w/ reality is acceptable.

Answer 70

An adolescent who has been able to develop a sense of id is in a position to develop a non-exploitative, intimate, committed relationship w/ a member of the opposite sex and can tolerate the risks involved in this process.

Answer 71

Individuals who have achieved intimacy, including sexual, in a committed relationship hve the desire to have children and to prep the next generation to the their place in the world.

Answer 72

An older adult who has a sense that her life has been worthwhile and that has lived in harmony with internal values will have a sense of ego integrity or of having been true to self and will subsequently, not fear death. The individual who has serious concerns with their life cycle will feel despair bc the sense that is insufficient time to create a different life, consequently fearing death.

Answer 73

Beginning of life, the infant is primarily focused on himself/herself, uninterested in external stimuli. The mother is viewed as an intrinsic part of the infant, devoid of a separate existence. The primary goal at this point is to achieve a state of equilibrium, while lacking the understanding that the satisfaction of needs may come from an external source.

Answer 74

At this phase, the infant vaguely acknowledges the mother’s existence, not as a unique entity, but as the main source of need-satisfaction. The fulfillment of the infant’s physiological needs becomes intertwined with psychological desires and thus serves as the basis upon which future relationships will be formed. Crucial to successful progression through the next stages are the availability and the ability of the mother to adapt successfully to the infant’s needs.

Answer 75

In this final stage a significant transition occurs in two overlapping realms. In separation, the infant develops an understanding of boundaries of the self, and thus the mother is increasingly viewed as an individual. Meanwhile, individuation marks the development of a sense of self.

Answer 76

S3 A- Differentiation/Hatching: (5-9 months) The infant’s primary focus begins to transform from internally focused to externally focused, although the primary point of reference continues to be the mother. This internal process is exemplified by milestones in motor development, which physically allow increased separation, such as crawling. The infant becomes increasingly interested in discovering his mother (e.g. how she looks or smells) rather than trying to become symbiotically unified with her. S3 B- Practicing: (9-14 months) Capacity for separation continues to develop with increased autonomous functions, particularly walking. Although able to explore freely, the child still regards the mother as unified with him/her and thus explores his/her surroundings while keeping within an optimal distance. The child’s experience of the world he or she discovers is influenced by the mother’s reactions and by her availability to sooth when experiences may be frightening or painful. S3 C- Rapprochement: (14-24 months) At this point the child’s desire to achieve independence is marred by a fear of abandonment. Therefore, the child seeks to maintain proximity to the caretaker while engaging in exploration. This stage is essential to the development of a stable sense of self. This includes three sub- stages: Beginning: The child returns to the caretaker in order to share experiences and excitement. There is an overarching felon of omnipotence and exuberance. Crisis: The child recognizes his/her limitations versus the desire to be all-powerful and self-sufficient. The child is torn in choosing between physical and emotional proximity to the caretaker or independence. This stage is characterized by temper tantrums and helplessness and thus the need for emotional availability of the mother increases. Solution: The child reaches a healthy medium between the two extremes due to language and superego development. If the crisis is not resolved well, there will be an increase in extreme clinging or shunning behavior. SC D: Object constancy- Achievement of individuality: (24+ months) Successful completion of this phase marks the development of an internalized mental model of the mother, which unconsciously accompanies and supports the child even when they are physically separated. In addition, a sense of individuality begins to develop. The degree of ambivalence in the internalized model implicates the formation of a healthy self-concept and self-confidence.

Answer 77

Is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an individual makes an association between a particular behavior and a consequence. B. F. Skinner

Answer 78

Prompt- SW- Look at me; Child looks at SW; Edible & verbal reinforcement.

Answer 79

Is the repetition of a behavior because of the behavior's power to turn off negative stimuli. Child not talking back to parent so will not argue.

Answer 80

Is an aversive stimulus that follows a behavior and increases the likelihood that the behavior will not be repeated. Ex. A parent washing a child's mouth out with soap if he/she swears.

Answer 81

Is the disappearance of a previously learned behavior when the behavior is not reinforced. Ex. A group of individuals who are socializing and one of the group members begins to make sexually suggestive comments, hoping for attention and laughter but he is repeatedly ignored until he stops.

Answer 82

Based on individual’s perspective. Stage 1. Punishment and obedience orientation is prominent when good actions result in reward and bad actions result in punishment. Stage 2. Naïve Instrumental orientation- the action satisfies one's individual needs and possibly the needs of others; based on "you scratch my back and I'll scratch your back"

Answer 83

Characterized by an acceptance of society's conventions concerning right and wrong. At this level an individual obeys rules and follows society's norms even when there are no consequences for obedience or disobedience. Stage 3. Individuals want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being “nice” to others. Stage 4. The individual blindly accepts rules and convention because of their importance in maintaining a functioning society.

Answer 84

A person’s sense of morality, defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. Stage 5. Social-contract orientation refers to moral behavior, which has been carefully examined, and to whch the whole society has consented. Stage 6. Moral reasoning is based on abstract reasoning using universal ethical principles. Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect.

Answer 85

Bowlby believed that the nature of our attachment with our caregivers is the blueprint for future relationships.

Answer 86

Is first evident bw 6-8 mnths, when a baby is distressed when separated from his/her primary caregiver.

Answer 87

Is first manifested at 8 mnths, when a baby is distressed by seeing a stranger's face as opposed to the face of a familiar person, such as a child's mother.

Answer 88

The child angrily protests when separated from the mother.

Answer 89

The child's angry protests are replaced with despair manifested by crying for the mother, which turns into depression.

Answer 90

The child achieves a detached state thru repression; this is seen as an adaptive response for most children but, if overused becomes problematic.

Answer 91

Develops in infants who initially have a supportive and caring mother but who is removed from their care for one reason or another.

Answer 92

Proximity Maintenance- The desire to be near the people we are attached to. Safe Haven- Returning to the attachment figure for comfort and safety in the face of a fear or threat. Secure Base - The attachment figure acts as a base of security from which the child can explore the surrounding environment w/o fear of abandonment. Separation Distress - Anxiety that occurs in the absence of the attachment figure.

Answer 93

Secure attachment: Children who are securely attached generally become visibly upset when their caregivers leave and are happy when their parents return. When frightened, these children will seek comfort from the parent or caregiver. Contact initiated by a parent is readily accepted by securely attached children and they greet the return of a parent with positive behavior. Ambivalent- Insecure attachment: These children display considerable distress when separated from a parent or caregiver, but do not seem reassured or comforted by the return of the parent. This type of attachment may be the result of a mother figure that is not available when the child is in need. Avoidant attachment: Children with avoidant attachment styles tend to avoid parents and caregivers. This avoidance often becomes especially pronounced after a period of absence or neglect. These children might not reject attention from a parent, but neither do they seek out comfort or contact. Children with an avoidant attachment show no preference between a parent and a complete stranger.

Answer 94

Children with a disorganized-insecure attachment style show a lack of clear attachment behavior. Their actions and responses to caregivers are often a mix of behaviors, including avoidance or resistance. These children are described as displaying dazed behavior, sometimes seeming either confused or apprehensive in the presence of a caregiver.

Answer 95

He stressed that learning depended on environment, cognition, and behavior rather than learning only from one's own action. He believed that behavior is not directed by reinforcement- behavior. And social learning operates through cognitive processes. (1) People can learn through observation- Bobo Doll study- pg- 43. (2) Mental states are important to learning. Your own mental state and motivation play an important role in determining whether a behavior is learned or not. (3) Learning does not necessarily lead to a change in behavior.

Answer 96

Felt that early theorists were male-oriented, which limited their ability to be generalized to females. Gilligan thus proposed her theory of stages of female moral development based on her idea of moral voices. She concluded that are concerned with rules and justice while women are more included towards caring and relationships.

Answer 97

Is the key concept and philosophy in the field of social work that states that a person's behavior can largely be understood by looking at their environment, including their past environment.

Answer 98

Factor I- Social functioning: problems, type, severity, duration, coping ability Factor II- Environmental problems: severity, duration Factor III- Mental health problems: Axis I and/or II diagnoses and conditions listed in the most edition of the DSM IV- TR Factor IV- Physical health problems: correlates with Axis III in the DSM-IV-TR

Answer 99

Factor I- 130.324- Parent Role problem, responsible type, low severity, 1 to 5 yrs in duration, moderately inadequate coping capacity (primary problem) Factor II- 5401.55 Economic/ Basic needs system problem, insufficient community resources to provide for Clt, very high severity, 2 to 4 weeks duration

Answer 100

Factor III- Axis I:296.23 Major Depressive Disorder, single episode, severe Ais II: V71.09 No diagnosis Factor IV- Severe Astma

Answer 101

Scientific study of the relationship between biological or genetic factors and human behavior. Philosophers Rene Descarters & William James

Answer 102

Refers to the scientific study of human behavior with specific attention to brain functioning, cells, neurons, plasticity and all biological factors.

Answer 103

Is the application of the principles of biology to the study of physiological, genetic, and developmental mechanisms of behavior in humans and other animals. And has contributed to greater understanding of some medical disorders and mental illnesses such as Parkinson's disease, Huntington's disease, Alzheimers's disease, Clinical depression, Schizophrenia, Autism, Anxiety, and Drug abuse, including alcoholism.

Answer 104

Can run in families, which suggests that there is a genetic link but not all are predictable. Genetic & environmental forces impelling ppl toward mental disorder- researchers recently reported new evidence for possible genetic links to manic depression on human chromosomes 4, 6, 13, 15, 18. New studies have suggested that a gene involved in Schizophrenia resides on human chromosome 6. Research suggest, if a strong history for either depression or anxiety disorder, there is significant genetic vulnerability for future family members. Major life stressors, such as abuse, significantly increase the likelihood with an existing family history of anxiety or depression the development of a major psychiatric disorder. Reports shows that stresses early in life can cause long-lasting biological changes in levels of a hormone linked to depression. High levels of hormones are linked to depression. Studies show Paxil and mental health counseling can have a biological effect on depression.

Theories/ Models of Human Growth & Devlopment Flashcards

Theories (128 cards)