Term
| Qualitative (as it relates to human growth and development) |
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Definition
A change in structure or organization (for example, sexual development)
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Term
| Systematic developmental changes that occur between conception and death occur in what three broad areas. |
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Definition
1. Physical
2. Cognitive
3. Psychosocial |
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Term
| Theories of how human grow and develop fall into what four broad categories? |
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Definition
1. Learning (inculding behavioral, social, and information processing)
2. Cognitive
3. Psychoanalytical
4. Humanistic and self theories
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Term
| Quantitative (as in relation to human growth and development) |
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Definition
| Change in number, degree or frequency (content changes, for example, intellectual development) IQ |
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Term
| Continues (in relation to growth and development) |
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Definition
| changes are sequential and cannot be seperated easlity (personality development) |
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Term
| Discontinoues (in realtion to human grwoth and development) |
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Definition
| certain changes in abilities or behaviors that CAN be seperated from others which argues for stages of development (language development) |
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Term
| Mechanistic (in relation to human growth and development) |
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Definition
| the reduction of all behavior to common elements (instinctual, reflexive behavior) |
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Term
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Definition
| genetic (inherited) makeup of the individual |
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Term
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Definition
| The way an individual's genotype is expressed through physical and behavioral characteristics |
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Term
| What are Abraham Maslow ( a humanistic psychologist) hierarchy of needs (in order) |
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Definition
1. Food/water
2. Security/safety
3. Belonging/love
4. Self esteem/prestige/status
5. Self actualization
Goes from physiologial to
social to
cognitive |
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Term
| Name the two most predominant Behaviorist |
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Definition
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Term
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Definition
| food - salivation; bell - salivation |
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Term
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Definition
| pick up toys - get a hug or cookie |
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Term
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Definition
| This schedule can be continuous or variable. Behaviors established through variable or intermittent reinforcement are tougher to extinguish. |
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Term
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Definition
| reinforce after a fixed number of responses |
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Term
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Definition
| reinforce, on the average, after every nth response |
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Term
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Definition
| reinforce after a fixed period of time |
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Term
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Definition
| reinforce, on the average, after every nth minute |
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Term
| What are Freud's five stages of development in his psychoanalytic approach and psychosexual development |
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Definition
1. oral, birth to 18 months
2. anal, 2-3
3. phallic, 3-5
4. latency, 6-12
5. gential, 12-19
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Term
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Definition
| rejecting from conscious thought (denying or forgetting) the impulse or idea that provokes anxiety |
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Term
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Definition
| avoiding the conflict within oneself by ascribing the ideas of motives to someone else |
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Term
| reaction formation (freud) |
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Definition
| expressing a motive or impulse in a way that is directly opposite what was originally intended |
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Term
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Definition
| providing a reason for a behavior and thereby concealing the true motive or reason for the behavior |
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Term
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Definition
| substituting a different object or goal for the impulse or motive that is being expressed |
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Term
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Definition
| identifying through fantasy the expression of some impulse or motive |
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Term
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Definition
| retreating to earlier of more primitive (child like) forms of behavior |
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Term
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Definition
| refusing to see something that is a fact or true in reality |
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Term
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Definition
| may be viewed as a positive defense mechanism wherein anxiety or sexual tension or energy is channeled into socially acceptable activites such as work |
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Term
| What is Erik Erikson's 1st stage, corresponding age, and resulting ego virtue |
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Definition
1. Trust vs. mistrust (birth to 1 1/2 years)
hope, infant develops trust if basic needs are met |
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Term
What is Erik Erikson's 2nd stage, corresponding age, and resulting ego virtue
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Definition
Autonomy vs. shame and doubt
1 1/2 to 3
will (a sense of self)
Infant asserts self; develops independence if allowed |
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Term
What is Erik Erikson's 3rd stage, corresponding age, and resulting ego virtue
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Definition
initiative vs guilt
3-6
purpose (goal setting)
children meet challenges; assume responsibilty; identify rights of others |
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Term
What is Erik Erikson's 4th stage, corresponding age, and resulting ego virtue
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Definition
industry vs inferiority
6-11
competence
children mater social and academic skills or feel inferior |
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Term
What is Erik Erikson's 5th stage, corresponding age, and resulting ego virtue
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Definition
identity vs role confusion
adolescence
fidelity (ability to commit)
individual establishes social and vocational roles and identities or is confused about adult roles |
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Term
What is Erik Erikson's 6th stage, corresponding age, and resulting ego virtue
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Definition
intimacy vs isolation
early adulthood
love
young adult seeks intimate relationships or fears giving up independence and becoming lonely and isolated |
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Term
What is Erik Erikson's 7th stage, corresponding age, and resulting ego virtue
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Definition
generativity vs stagnation
middle adulthood
care (investment in future)
middle-aged adults desire to produce something of value, and contribute to society |
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Term
What is Erik Erikson's 8th stage, corresponding age, and resulting ego virtue
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Definition
integrity vs despair
later adulthood
wisdom
older adults view life as meaningful and positive or with regrets. Erikson viewed life as in constant change; the social context is important in the development of personality |
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Term
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Definition
| how we systematize and organize mental processes and knowledge |
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Term
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Definition
| the adjustment to environment |
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Term
| what are the two process within adaptation (piaget) |
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Definition
assimilation: modifying the relevant environmental events so they can be incorporated into the individual's existing structure
accomodation: modifying the organization of the individual in repsonse to environmental events |
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Term
| What is piaget's first stage of cognitive development, age, and result |
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Definition
sensorimotor
birth to 2
child differentiates self from objects; can think of an object not actually present; seeks stimulation |
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Term
What is piaget's 2nd stage of cognitive development, age, and result
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Definition
preoperational
2-7
language development is occurring; child is egocentric; difficulty taking another's point of view; classifies objects by one feature |
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Term
What is piaget's 3rd stage of cognitive development, age, and result
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Definition
Concrete operational
7-11
begins logical operations; can order objects (small to large; first to last); understands conservation |
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Term
What is piaget's 4th stage of cognitive development, age, and result
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Definition
formal operational
11-15
moves toward abstract thinking; can test hypotheses; logical problem solving can occur. |
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Term
| Name Kohlberg's first level and the two stages within that level. |
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Definition
Preconventional:
1. A punichment and obedience orientation exists
2. An instrumental and hedonistic orientation prevails (obtaining rewards) |
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Term
Name Kohlberg's second level and the two stages within that level.
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Definition
Conventional
3. Interpersonal acceptance orientation prevails; maintaining good relations, approval of others.
4. A law and order orientation exists; conformity to legitimate authorities. |
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Term
Name Kohlberg's third level and the two stages within that level.
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Definition
Postconventional:
5. Social contracts and utilitarian orientation exists; most values and rules are relative
6. A self-chosen principled orientation prevails; universal ethical principles apply. |
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Term
| Describe Urie Brofenbrenner's contribution to counseling. |
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Definition
| Brofenbrenner took an ecological approach to the study of human development, i.e., he believed it was important to look at all levels and systems impacting a person. |
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Term
| What typ of theory did Albert Bandura develope and what is one of the central concepts of his approach? |
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Definition
| Albert Bandura developed a social learning theory. One of the central concepts of this cognitive behavioral approach is self efficacy, the belief that we can perform some behavior or task. Self efficacy can help explain how it iw that people change. One's self efficacy is facilitated through mechanisms which are: Modeling after other's behavior, Vicarious experience, i.e., watching others perform the behavior |
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Term
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Definition
Axis I describes clinical disorders
Examples are: dementia, substance related disorders, schizophrenia, mood disorders, and eating disorders |
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Term
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Definition
Axis II describes personality disorders and mental retardation
Examples are: Paranoid personality disorder, borderline personality disorder, and mental retardation.
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Term
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Definition
Axis III identifies general medical conditions that may provide helpful information in treating the individual's mental disorder.
Examples are: infectious diseases, diseases of the repiratory system, and complications of preganacy or childbirth. |
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Term
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Definition
Axis IV reports psychosocial and environmental problems and stressors that may affect diagnosis or treatment of the mental disorder.
Examples are: problems with primary support group, occupational problems, or housing problems. |
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Term
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Definition
| Axis V refers to the individual's overall level of functioning. Using the Global Assessment of Functioning (GAF) Scale, the individual is rated according to psychological, social, and occupational functioning. |
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Term
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Definition
| V codes are conditions not attributable to a mental disorder but are important to intervention. V codes usually address relational problems and include such issues as: partner reltaional problem, physical abuse of a child, sexual abuse of an adult, malingering, occupational problem, and acculturation problem. |
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Term
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Definition
| As human beings we are biologially alke; we have the same biological needs |
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Term
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Definition
| humans are influenced by where they live such as northern versus temperate climates. Language is influenced by the region we live in - also by what we eat, wear, and live in. |
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Term
| Describe National Culture |
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Definition
| this represents a country often with the same (one) language. A central government estaqblishes laws, policies, and institutions. Each country has a world view and citizens socialize each other accordingly through education and other means. |
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Term
| Describe Region in reference to culture |
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Definition
| this is a culture specific to a region within a nation. In the US, this could be South, West, etc. |
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Term
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Definition
Race refers to assumed biological differences including physical features that are used by people to identify majority and minority groups. One may be treated as inferior; race related cultures develop.
Ethnic refers to practices, language, and learnings of a group and style of living which are often regionally or culturally based.
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Term
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Definition
| Culture is the set of values and behaviors that are learned and passed on within an identifiable community. It includes the symbols and products of that community including such things as language, music, food, and rituals. |
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Term
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Definition
| Social class relates to differntial levels of material possessions or economic advantage including assets and money. Related to social class are values, language, interpersonal relationship style, worldview, different levels of opportunity, respect and influence. |
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Term
| Define cultural pluralism |
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Definition
| cultural pluralism refers to the broad categories of individuals who may have special concerns and needs or seek respect, representation, and development in society. |
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Term
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Definition
| prejudice is a preconceived judgement or opinion without just grounds or sufficient knowledge. Prejudice may be positive or negative. It is often an irrational attitude of behavior directed against an individual or group. |
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Term
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Definition
Racism is the belief that some races are inherently superior to others. It can be expressed on an:
a. individual basis
b. institutional basis
c. cultural basis |
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Term
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Definition
| ethnocentrism is the belief that one's own group is the center of everything; it sets the standard. This may cause intergenerational conflict when younger members begin to adopt attitudes and behaviors of other cultures around them. |
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Term
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Definition
| this refers to the subtle advantages and entitlements that European Americans (whites) experience, usually without their awareness. Such individuals have been raised with the perception that their lives are normative, average and ideal and that everyone else's life is the same. |
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Term
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Definition
| acculturation is the extent to which an individual from a racial or ethnic minority adopts and incorporates the values, beliefs and customs of the dominant culture |
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Term
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Definition
| assimilation is the extent to which an individual has changed so much that he or she is absorbed into the dominant group losing their own original values and behaviors |
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Term
| describe the three parts of Gilbert Wrenn's term cultural encapsulation |
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Definition
1. the substituino of model stereotypes for the real world
2. disregarding cultural variations - believing in some universal notion of truth
3. use of a technique - oriented defintion of the counseling process. For example, a Gestalt therapist might only use certain Gestalt techniques, no matter who the client or what the problem. |
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Term
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Definition
| the belief that you need to understand and help groups from their perspectives - their culture - a specific focus. |
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Term
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Definition
| the belief that you have a global view of humanity, that is, we are more similar than different. The focus is on the similarities instead of the differences. |
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Term
| describe multicultural counseling |
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Definition
| This is counseling which addresses and comprises all components of various cultural environments together with pertinent theories, techniques, and practices of counseling. Cross - cultural counseling takes place within the larger socio-political environment which cannot be ignored. |
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Term
describe the counseling characteristic
culture-bound values |
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Definition
| counseling tends to be individual centered with verbal/emotional and behavioral expressiveness, with defined communication patterns, openness and intimacy. |
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Term
describe the counseling characteristic
class - bound values
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Definition
| strict adherence to a time schedule (50 min, each week), ambigous/unstructured approach to problems, and seeking long-range goals or solutions |
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Term
describe the counseling characteristic
Language variables |
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Definition
there is use of standar english and the emphasis is on verbal communication
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Term
| What is the 1st stage of development of a minority individual |
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Definition
| 1. conformity - self depreciation attitude and identification with the majority |
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Term
What is the 2nd stage of development of a minority individual
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Definition
| 2. Dissonance - current self concept is challenged; there is conflict between appreciating and depreciating self |
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Term
What is the 3rd stage of development of a minority individual
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Definition
| 3. Resistance and Immersion: the individual accepts/endorses the minority views and rejects the majority resulting in self appreciating |
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Term
What is the 4th stage of development of a minority individual
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Definition
| 4. the individual moves from the intensity of feelings in the R & I stage and becomes concerned with the basis of self-appreciating |
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Term
What is the 5th stage of development of a minority individual
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Definition
| 5. Synergistic Articulation adn Awareness - the individual can own and appreciate minority and dominant aspects of both cultures |
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Term
| Describe the white identity development model |
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Definition
| Whites may go through similar racial/cultural identity development because they also expreience societal forces including racist attitudes and beliefs. The same stages are possible culinating for some whites in integrative awareness from which a nonracist identity emerges. |
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Term
| What are Kubles-Ross's five stages of death |
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Definition
1. Denial and isolation - its not really happening
2. Anger - why me
3. Bargaining - if I don't die, I will
4. Depression - characterized by silence, suffering, and grief
5. Acceptance - a sense of peace, its okay
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Term
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Definition
| the purpose of these groups is to provide information. Discussions are focused on how this information is relevant to members of the group. Guidance groups are often found in school settings. |
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Term
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Definition
| the purpose of these groups is growth, development, removing blocks and barriers, and prevention. Group members have problems they are trying to address in a group format. |
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Term
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Definition
| the purpose of these groups is remediation, treatment, and personality reconstruction. Such groups may run longer than others and are found in mental health agencies, clinics and hospitals. Therapists in provate practice also conduct such groups. |
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Term
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Definition
| these groups focus on acquiring information and skill-building and can be preventive, growth-oriented or remedial. Psychoeducation groups are found in a variety of social service agencies, mental health settings, and universities. |
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Term
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Definition
| these groups are focused on a central theme. Examples of structured groups are: Learning job seeking skills, anger management, dealing with "drinking and driving" issues, and loss/grief. |
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Term
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Definition
| these are support systems to help with psychological stress. These groups are focused on issues such as weight control, survivors of incest, parents who have lost a child, etc. These groups are usually not professionally led. |
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Term
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Definition
| The focus of these groups is to examine and improve interpersonal skills. How one fuctions within a group (e.g., at a work site) is examined. |
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Term
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Definition
| such groups include committees, planning groups, and study groups formed to accomplish specific goals. Teams of individuals operating interdependently and sharing one or more goals found in work setting is another example. |
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Term
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Definition
| Process is how the interaction or discussion is occurring. Focus on the process results in examining the meaning of an experience with its attendant feelings which leads to affective learning and the development of trust in the group. In conducting counseling and therapy groups, the leader must be skilled in processing and is able to model this skill for the group members. |
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Term
| What are the 3 sections of each group session |
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Definition
| Warm up, action,and closure sections. There must be a balance between content and process in all three sections to allow for best experience for group members. |
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Term
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Definition
| a cohesive group menas that members find the group attractive and it provides them a feeling of belonging and inclusion. Cohesion is not automatice but occurs when group members take risks including self-disclosure, drop defenses, and make commitments to each other. |
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Term
| Facilitative/building group role |
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Definition
| may help group members feel a part of the group and contribute to the positive and constructive functioning of the group. |
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Term
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Definition
| contributes to the bonding of the group by encouraging the social and emotional bonding of the group members |
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Term
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Definition
| often attempts to hinder group formation and accomplishment of goals through negative and diverting behaviors. |
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Term
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Definition
| the feeling that one is not alone or unique, and that others have similar problems or have been in similar situations. |
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Term
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Definition
| this is the process of keeping material or content in the group on a cognitive level. |
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Term
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Definition
| this is a process whereby several members of a group gang up on an individual member and "dump" on him or her. |
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Term
| Resistance (group or individual) |
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Definition
| Resistance is individual or group behavior that impedes group progress. These behaviors might include arriving late, appearing unable to set goals, silence, talking too much, preoccupation with side issues, fear, etc. Reisitive behaviors may psychologially protect the group. Disscussing reisitive behaviors with the group before they begin may help prevent them. Counselors can address resistive behaviors and model for others how to deal with them. Confrontation is a powerful technique. |
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Term
| Homogeneous vs. heterogeneous groups |
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Definition
| groups that are homogeneous are composed of similar kinds of members. If the members are too heterogeneous, the group members may not be able to relate to each other and their problems. However, heterogeneity is more like the real world and stimulates interactions. |
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Term
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Definition
| in an open group you replace members who leave; new members provide new ideas, stimulation, and resources. In a closed group where you do not admit new members, building and maintaining trust and cohesion is facilitated. |
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Term
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Definition
| For an adult group with no co-leader, the optimum size is 8. With children who are five or six years of age, three or four members may be ideal. For older children, counseling groups may be larger. |
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Term
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Definition
| Norms are a group's rules of behavior which provide parameters to members about acceptable behaviors. |
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Term
| What are b. Tuckman's 5 stages of a group |
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Definition
1. Forming
2. Storming
3. Norming
4. Performing
5. Mourning (adjourning)
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Term
What are Yalom's for stages of a group
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Definition
1. Orientation
2. Conflict
3. Cohesion
4. Termination |
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Term
| Corey's 1st stage of a group |
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Definition
1. Formation of the group
issues: planning, leader preparation, recruiting, and screening and selecting group members.
leader: Identifies goals and purposes of the group and announces the group. Potential group members are screened and selected. Practical, operational details are identified and addressed. |
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Term
Corey's 2nd stage of a group
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Definition
2. Orientation and exploration
issues:orientation and structuring of group process, inclusion, identity, and establishing cohesion and trust.
leader: models, helps identify goals and structures. The leader states expectations and ground rules for the group and models interpersonal honesty and spontaneity. Helps group members share thoughts and feelings and teachers interpersonal skills. The leader should be psychologically persent and genuine. |
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Term
Corey's 3rd stage of a group
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Definition
3. Transition
issues: anxiety, conflict, reistance, intellectualization; questioning; challenging leader.
Leader: creates a supportive, trusting climate; addresses anxiety and resistance; provides a role model. Keeps group goals in focus. The leader supports but also challenges group members. |
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Term
Corey's 4th stage of a group
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Definition
4. Working
Issues: cohesion, effective working group, using resources within the group. The group is now productive with less dependence on the leader. Self-exploration increases. More focus on here-and-now. Group members help each other through issues.
Leader: Provides reinforcement; links themes; supports risks; models appropriate behavior; encourages translating insight into action. |
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Term
Corey's 5th stage of a group
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Definition
5. Consolidation and Termination: This is the final stage of the group process and will determine how effective the group experiences was for the members.
issues: feelings about termination including sadness and anxiety; unfinished business; feedback; preparing for the outside world; decisions about what cources of action to take.
Leader: deals with feelings; reinforces changes; helps members make plans and contracts. Assists members to understand and integrate what happened in the group. Confidentiality continues. Juse because the group ends, doesn't mean the members can start talking. |
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Term
Corey's 6th stage of a group
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Definition
6. Post Group
Issues: evaluation of outcomes; follow-up referral for other services.
Leader: Processes the group experience with others (including supervisor) if possible; evaluates the process and outcomes; conducts follow-up session with the group members to reinforce learfings, provide support, and help evaluate outcomes. |
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Term
Describe Yaloms leader function
1. Emotional stimulation
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Definition
encouraging the expression of feelings, values and beliefs; deep emotional concerns.
Leader uses: confrontation, challenge, self disclosure; and the leader models behaviors
use moderately |
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Term
Describe Yaloms leader function
2. Caring |
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Definition
characterized by warmth, acceptance, genuineness, and concern.
Leader: is honest, open; leader promotes growth of trust in the group.
use frequently |
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Term
Describe Yaloms leader function
3. Meaning attribution |
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Definition
the leader proves cognitive understanding of the events in the group; experiences are named and feelings are put into words.
Leader: interprets, clarifies and explains
use consistently |
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Term
Describe Yaloms leader function
4. Executive leadership |
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Definition
the leader structures, suggests limits and norms, and provides direction
leader: is active in terms of pacing, blocking, stopping. Emphasis is on "managing" the group as a social system.
use moderately |
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