LCSW TERMS AND DEFITIONS 2
Term:
Id
Definition:
Primitive portion of the personality. Basic instinctual drives (sexual libido). Follows the
... [Show More] pleasure principle.
Term:
Ego
Definition:
immediate gratification and fulfillment. The rational and executive portion of the personality. Mediates between the demands of the individual and the conflicting demands of the environment. As the ego develops the reality principle emerges allowing the child to recognize the desire for immediate gratification must be compromised for the realities of the environment.
Term:
Superego
Definition:
Sophisticated portion of the personality. allows the individual to act not only out of need, but to consider the moral and ethical aspects of their behaviors.
Term:
Driving
Definition:
The development of an individuals mental state id the result of a reciprocal exchange between two forces, the urging force and the checking force
Term:
Cathexis
Definition:
the urging force. It is the force that drive an individual's unconscious wishes and desires.
Term:
Anti Cathexis
Definition:
The Checkin gforce. Acts as the brakes on the imprudent actions of the Id and serves to keep repressed material in the conscious
Term:
Freud's Psychosexual Stages of development-Stage 1
Definition:
Oral-0-1 1/2 years. The individual exerience the world and derives pleasure and gratification from the stimulation of her/his mouth abd oral cavity (sucking)
Term:
Freud's Psychosexual Stages of developmentStage 2
Definition:
Anal-1 1/2 - 3 years. An individual's focus shifts from the oral region to her/his anus. The individual gains control over their anal sphincter and bowels
Term:
Freud's Psychosexual Stages of development Stage 3
Definition:
Phallic Stage-3-6 years. An individual's zone of pleasure shifts from anus to genitals.
Term:
Freud's Psychosexual Stages of development stage 4
Definition:
Latency-6-12 years. An individual's focus on her genitals ans sexuality develops into more socially acceptable behaviors
Term:
Freud's Psychosexual Stages of development Stage 5
Definition:
Genital stage 12 years to adulthood. The individual learns to accept his/her genitalia and begins to experience mature, adult like sexual feelings.
Term:
Fixation
Definition:
The partial or complete cessation of personality development at one of the psychosexual stages of development. This may occur if the individuals needs at a particular stage are under or over gratified
Term:
Regression
Definition:
If gratification at a particular stage is overly frustrating, the individual may regress or rather return to an earlier stage of development. This is a common defense mechanism used by people.
Term:
Oedipus Complex
Definition:
During the Phallic stage, the boy is jealous of his father and sompetes for his mothers affection. (castration theory) At the end the boy identifies with the father.
Term:
Electra Complex
Definition:
The unconscious sexual attration that a girl (3-7 yrs old) has for her father. The girl realizes she does not have a penis and feels inferior and blames her mother.
Term:
Defense Mechanism
Definition:
unconscious, irrational processes used by individuals to protect the ego and minimize pain, anxiety, or discomfort by distorting, hiding or denying reality Defense Mechanisms:
regression, repression, denial, rationalization, projection, displacement, dissociation, sublimation, reaction formation, isolation, altruism, anticipation, humor, identification, introjection, reality testing, coping
Term:
Sublimation
Definition:
Transformation of negative emotions or instincts into positive actions, behavior, or emotion
Term:
Reaction Formation
Definition:
reduces anxiety by taking up the opposite feeling, impulse or behavior. An example of reaction formation would be treating someone you strongly dislike in an excessively friendly manner in order to hide your true feelings. Why do people behave this way? According to Freud, they are using reaction formation as a defense mechanism to hide their true feelings by behaving in the exact opposite manner
Term:
Isolation
Definition:
Separation of feelings from ideas and events. Ex: Describing a murder with no emotional response
Term:
Introjection
Definition:
Introjection is the opposite of projection. While projection occurs when a person projects her feelings onto another person--for example, when a person believes other people perceive him or her as fat, because he or she feels that way--introjection occurs when a person internalizes the beliefs of other people. It is common among children and parents. For example, a child might take on elements of his or her parents' personalities or beliefs by adopting their political ideology, concept of right and wrong, or ideas about sex. When people introject, they identify with a person or object so strongly that they cannot separate that person or object from themselves.
Term:
Identification
Definition:
The unconscious modeling of one's self upon another person's character and behavior
Term:
Object Relations
Definition:
Object Relations Theory
The object relations theory suggests that during the formation of early relationships, the infant psyche identifies part objects by the function they serve. For example, a breast that produces milk is seen as a good breast. A hand that touches and caresses is seen as a good hand. But a mouth that yells and hurts is seen as a bad mouth. These object identities develop through years of receiving care and the events that occur during that time. Although these representations are skewed and do not accurately depict the tangible object, they eventually grow to represent them. This causes extreme ambivalence within a client who has seen good and bad parts of the same person.
Term:
Transference
Definition:
When Client projects feelings onto therapist
Term:
counter-transference
Definition:
When therapist projects feelings onto client
Term:
Erik Erikson's 8 Stages of psychosocial development Trust Vs. Mistrust
Definition:
Infancy: Birth to 18-24 months Basic strength: Drive and Hope Major emphasis is on the mother's
positive and loving care for the child, with a big emphasis on visual contact and touch. If we pass successfully through this period of life, we will learn that life is basically ok and have basic confidence in the future. If we fail to experience trust and are constantly frustrated because our needs are not met, we may end up with a deep seated feeling of worthlessness and mistrust in the world in general.
Not surprisingly, the most significant
relationship is with the maternal parent, or whoever is our most significant and constant caregiver.
Term:
Erik Erikson's 8 Stages of psychosocial development Autonomy vs. Shame
Definition:
Early Childhood 18-24 months-3 years
Basic strengths: Self Control, courage and will
During this stage we learn to master skills for ourselves. Not only do we learn to walk, talk, and feed ourselves, we are learning fine motor development as well as the much appreciated toilet training. Here we have the opportunity to build self esteem and autonomy as we gain more control over our bodies and acquire The most significant relationship is with the parents
Term:
Erik Erikson's 8 Stages of psychosocial development Initiative vs. guilt
Definition:
Play age/early school age 3-4--5-6 Years
Strengths: Purpose
during this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Ken and Barbie, toy phones, and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world "why." While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between parent and child.
Nevertheless, he said that at this stage
we usually become in involved in the classic "Oedipal struggle" and resolve this struggle through "social role identification." If we're frustrated over natural desires and goals, we may easily experience guilt.
The most significant relationship is with the basic family
Term:
Erik Erikson's 8 Stages of psychosocial development Industry vs. Inferiority
Definition:
Middle School Age: 6-12 Years Basic strengths: Method and competence
During this stage, often called latency (Freud), we are capable of learning, creating, and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self esteem. As the world expands a bit, our most significant relationships is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.
Term:
Erik Erikson's 8 Stages of psychosocial development Group Identity vs. Alienation
Definition:
Adolescence: 12-18 years
Basic strength: Devotion and fidelity Up to this stage, according to Erikson, development mostly depends on what is done to us. From here on out, development depends primarily upon what we do. And while adolescence is a stage at which neither a child nor an adult, life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues.
Term:
Erik Erikson's 8 Stages of psychosocial development Individual Identity vs. Identity Confusion
Definition:
Later Adolescence: 18-24 Autonomy from parents, gender
identity, internalized morality, career choice
Term:
Erik Erikson's 8 Stages of psychosocial development
Intimacy and Solidarity vs. Isolation
Definition:
Young adulthood: 24-35
Basic strength: affiliation and love In this initial stage of being an adult
we seek one or more companions and love. As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who don't start a family until their late 30's. If negotiating this stage is successful, we can experience intimacy on a deep level. If we're not successful, isolation distance from others may occur. And when we don't find it easy to create satisfying relationships, our world can begin to shrink as in defense, we can feel superior to others.
Our significant relationships are with
marital partners and friends
Term:
Erik Erikson's 8 Stages of psychosocial development Generativity vs. Self Absorption or stagnation
Definition:
Middle adulthood: 35-55 or 65 Basic strengths: production and care Now work is most crucial. Erikson observed that middle-age is when we
tend to be occupied with creative and meaningful work and with issues surrounding our family. It is when we can expect to be in charge.
The significant task is to perpetuate culture and transit values of the culture through family (taming the kids) and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of the society, which Erikson calls generativity, so when we're in this stage we often fear inactivity and meaninglessness. As our children leave home, or our relationships or goals change, we may be faced with major life changes-the mid life crisis- and struggle with finding new meanings and purposes. If we don't get through this stage successfully, we can become
self-absorbed and stagnate.
Significant relationships are within the workplace, the community, and the family
Term:
Erik Erikson's 8 Stages of psychosocial development Integrity vs. despair
Definition:
Late adulthood: 55 or 65-75 Basic strengths: wisdom Erikson felt that much of life is
preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps it is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we have made a contribution to life, a feeling Erikson calls integrity. Our strength comes from wisdom that the world is very large and we now have detached concerns for the whole of life, accepting death as the completion of life.
On the other hand, some adults may
reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find purpose to their lives, wondering "was the trip worth it" Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct. The significant relationship is with all of mankind "my-kind"
Term:
Erik Erikson's 8 Stages of psychosocial development Immortality vs. Extinction
Definition:
C=Very Old Age: 75-death
Coping with physical change of aging, developing a psycho-historical perspective, traveling through uncharted terrain.
Term:
The Family Life Cycle
Definition:
The unattached young adult The joining of families through marriage: the new couple Families with young children Families with adolescents
Launching children and moving on Families in later life
Term:
Healthy Families
Definition:
communicate conversation affirm/support
teach respect for each other develop sense of trust play/humor
balance interaction among share leisure time
shared responsibility teach right and wrong
strong sense of family ritual/custom shared religious core
respect and privacy service to others
admits to and seeks to resolve problems
Term:
Maslow's Hierarchy of Needs-Level 1
Definition:
Physiological needs
Physiological needs are the physical requirements for human survival. If these requirements are not met, the human body cannot function properly, and will ultimately fail. Physiological needs are thought to be the most important; they should be met first.
Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. While maintaining an adequate birth rate shapes the intensity of the human sexual instinct, sexual competition may also shape said instinct.
Term:
Maslow's Hierarchy of Needs-Level 2
Definition:
Safety needs
With their physical needs relatively satisfied, the individual's safety needs take precedence and dominate behavior. In the absence of physical safety - due to war, natural disaster, family violence, childhood abuse, etc.
- people may (re-)experience post-traumatic stress disorder or transgenerational trauma. In the
absence of economic safety - due to economic crisis and lack of work opportunities - these safety needs manifest themselves in ways such as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, etc. This level is more likely to be found in children because they generally have a greater need to feel safe.
Safety and Security needs include:
Personal security Financial security Health and well-being
Safety net against accidents/illness and their adverse impacts
Term:
Maslow's Hierarchy of Needs-Level 3
Definition:
Love and belonging
After physiological and safety needs are fulfilled, the third level of human needs is interpersonal and involves feelings of belongingness. This need is especially strong in childhood and can override the need for safety as witnessed in children who cling to abusive parents. Deficiencies within
this level of Maslow's hierarchy - due to hospitalism, neglect, shunning, ostracism, etc. - can impact the individual's ability to form and maintain emotionally significant relationships in general, such as: Friendship
Intimacy Family
According to Maslow, humans need to feel a sense of belonging and acceptance among their social groups, regardless if these groups are large or small. For example, some large social groups may include clubs, co-workers, religious groups, professional organizations, sports teams, and gangs. Some examples of small social connections include family members, intimate partners, mentors, colleagues, and confidants. Humans need to love and be loved - both sexually and non-sexually - by others.[2] Many people become susceptible to loneliness, social anxiety, and clinical depression in the absence of this love or belonging element. This need for belonging may overcome the physiological and security needs, depending on the strength of the peer pressure.
Term:
Maslow's Hierarchy of Needs-Level 4
Definition:
Esteem
All humans have a need to feel respected; this includes the need to have self-esteem and self-respect. Esteem presents the typical human desire to be accepted and valued by others. People often engage in a profession or hobby to gain recognition. These activities give the person a sense of contribution or value. Low self-esteem or an inferiority complex may result from imbalances during this level in the hierarchy. People with low self-esteem often need respect from others; they may feel the need to seek fame or glory. However, fame or glory will not help the person to build their
self-esteem until they accept who they
are internally. Psychological imbalances such as depression can hinder the person from obtaining a higher level of self-esteem or
self-respect.
Most people have a need for stable self-respect and self-esteem. Maslow noted two versions of esteem needs: a "lower" version and a "higher" version. The "lower" version of esteem is the need for respect from others.
This may include a need for status, recognition, fame, prestige, and attention. The "higher" version manifests itself as the need for
self-respect. For example, the person may have a need for strength, competence, mastery, self-confidence, independence, and freedom. This "higher" version takes precedence over the "lower" version because it relies on an inner competence established through experience.
Deprivation of these needs may lead to
an inferiority complex, weakness, and helplessness.
Maslow states that while he originally thought the needs of humans had strict guidelines, the "hierarchies are interrelated rather than sharply separated".[5] This means that esteem and the subsequent levels are not strictly separated; instead, the levels are closely related.
Term:
Maslow's Hierarchy of Needs-Level 5
Definition:
Self-actualization
Main article: Self-actualization "What a man can be, he must be."[12] This quotation forms the basis of the perceived need for self-actualization. This level of need refers to what a person's full potential is and the realization of that potential. Maslow describes this level as the desire to
accomplish everything that one can, to become the most that one can be.[13] Individuals may perceive or focus on this need very specifically. For example, one individual may have the strong desire to become an ideal parent. In another, the desire may be expressed athletically. For others, it may be expressed in paintings, pictures, or inventions.[14] As previously mentioned, Maslow believed that to understand this level of need, the person must not only achieve the previous needs, but master them.
Term:
Piaget Stages of Cognitive Development
Assimilation
Definition:
occurs when a child perceives new objects or events in terms of existing schemas or operations
Example of Assimilation
A 2 year old child sees a man who is bald on top of his head and has long frizzy hair on the sides. To his father's horror, the toddler shouts "Clown, clown" (Sigler et al., 2003).
Term:
Piaget Stages of Cognitive Development Accommodation
Definition:
refers to the process of changing internal mental structures to provide consistency with external reality. It occurs when existing schemas or operations must be modified or new schemas are created to account for a new experience. Accommodation influences assimilation, and vice versa.
Example of Accommodation
In the "clown" incident, the boy's father explained to his son that the man was not a clown and that even though his hair was like a clown's, he wasn't wearing a funny costume and wasn't doing silly things to make people laugh
With this new knowledge, the boy was able to change his schema of "clown" and make this idea fit better to a standard concept of "clown".
Term:
Piaget Stages of Cognitive Development Equilibration (adaptation)
Definition:
occurs as an effort to bring balance between assimilation and accommodation as the person adapts more sophisticated internal mental structures. Human beings continually attempt to make sense of the world around them by assimilating new information into pre-existing mental schemas and accommodating thought processes as necessary. This effort to maintain balance, denoted by equilibration, allows for cognitive development and effective thought processes.
Term:
Piaget Stages of Cognitive Development Sensorimotor
Definition:
Age 0-2 (object Permeance)
Use of motor activity without the use of symbols. Knowledge is limited in this stage because it is based on physical interactions and experiences. Infants cannot predict reaction, and therefore must constantly experiment and learn through trial and error.
Such exploration might include shaking a rattle, or putting objects into mouth. As they become more mobile, infants' ability to develop cognitively increases. Early language development begins during this stage. Object permeance occurs during 7-9 months, demonstrating that memory is developing.
Term:
Piaget Stages of Cognitive Development
Pre-operational thought
Definition:
2-7 years (Egocentrism)
During this stage children begin to use language; memory and imagination also develop. In this stage, children engage in make believe and can understand and express relationships between the past and the future. More complex concepts, such as cause and effect relationships have NOT been learned. Intelligence is egocentric and intuitive, not logical.
Term:
Piaget Stages of Cognitive Development
Concrete operational
Definition:
7-11 years (conservation) Intellectual development in this stage is demonstrated through the use of logical and systemic manipulation of
symbols, which are related to concrete objects. Thinking becomes less egocentric with increased awareness of external events, and involves concrete references.Because their representations are limited to the tangible, touchable and concrete, their appreciation of the consequences of events is similarly limited, local and concrete in scope. At this age, children can easily tell you that if the fence breaks open, that the dog will be able to get out. However, they cannot easily think about more abstract things like what it will really mean for the family if a parent loses her job.
Term:
Piaget Stages of Cognitive Development
Formal operational
Definition:
11+ years (abstract ideas or manipulation of ideas)
Adolescence and adults use symbols related to abstract concepts.
Adolescence can think about multiple variables in systemic ways, can formulate hypotheses and think about abstract relationships and concepts During formal operations, individuals begin to be able to understand such things as love, "shades of gray," logical proofs, and values. During this stage the young adult begins to entertain possibilities for the future and is fascinated with what they can be. Adolescents are also changing cognitively by the way that they think about social matters, such as politics, freedom, and other abstract notions.
Formal operations provide a way of
thinking about why adolescents are often good in debates--they are able to anticipate alternative ways of thinking and prepare responses to hypothetical arguments.
Term:
Schemas
Definition:
Piaget called the schema the basic building block of intelligent behavior - a way of organizing knowledge.
Indeed, it is useful to think of schemas as "units" of knowledge, each relating to one aspect of the world, including objects, actions and abstract (i.e. theoretical) concepts.
When a child's existing schemas are capable of explaining what it can perceive around it, it is said to be in a state of equilibrium, i.e. a state of cognitive (i.e. mental) balance.
Piaget emphasized the importance of schemas in cognitive development, and described how they were developed or acquired.
A schema can be defined as a set of linked mental representations of the world, which we use both to understand and to respond to situations. The assumption is that we store these mental representations and apply them when needed.
For example, a person might have a schema about buying a meal in a restaurant. The schema is a stored form of the pattern of behavior which includes looking at a menu, ordering food, eating it and paying the bill. This is an example of a type of schema called a 'script'.
Term:
Structures
Definition:
Term:
Theories of learning Classical Conditioning
Definition:
The form of conditioning that was first demonstrated by Pavlov (1927).
Term:
Theories of Learning Operant Conditioning
Definition:
form of psychological learning where an individual modifies the occurrence and form of its own behavior due to the association of the behavior with a stimulus. Operant conditioning deals with the modifciation of "voluntary behavior" Operant behavior "operates" on the environment and is maintained by its consequences, while classical conditioning deals with conditioning reflexive (reflex) behaviors which are elicited by antecedent conditions. Behaviors conditioned via a classical conditioning procedure are not maintained by consequences. Here the terms positive and negative are not used in their popular sense , but rather positive refers to addition and negative refers to subtraction.
Examples of Operant Conditioning
We can find examples of operant conditioning at work all around us.
Consider the case of children completing homework to earn a reward from a parent or teacher, or employees finishing projects to receive praise or promotions.
In these examples, the promise or possibility of rewards causes an increase in behavior, but operant conditioning can also be used to decrease a behavior. The removal of an undesirable outcome or the use of punishment can be used to decrease or prevent undesirable behaviors. For example, a child may be told they will lose recess privileges if they talk out of turn in class. This potential for punishment may lead to a decrease in disruptive behaviors.
Term:
Theories of Learning Positive reinforcement
Definition:
Reinforcement is any event that strengthens or increases the behavior it follows. There are two kinds of reinforcers:
Positive reinforcers are favorable events or outcomes that are presented after the behavior. In situations that reflect positive reinforcement, a response or behavior is strengthened by the addition of something, such as praise or a direct reward.
Term:
Theories of learning Negative reinforcement
Definition:
Reinforcement is any event that strengthens or increases the behavior it follows. There are two kinds of reinforcers:
Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant.
Term:
Theories of Learning Positive punishment
Definition:
Punishment, on the other hand, is the presentation of an adverse event or outcome that causes a decrease in the behavior it follows. There are two kinds of punishment:
Positive punishment, sometimes referred to as punishment by application, involves the presentation of an unfavorable event or outcome in order to weaken the response it follows.
Term:
Theories of learning Negative punishment
Definition:
Punishment, on the other hand, is the presentation of an adverse event or outcome that causes a decrease in the behavior it follows. There are two kinds of punishment:
Negative punishment, also known as punishment by removal, occurs when an favorable event or outcome is removed after a behavior occurs.
Term:
Social Learning Theory
Definition:
derived from the work of Albert Bandura which proposed that social learning occurred through the main stages of imitation.
Close contact: influenced learning understanding of concepts: hands on exploration
Imitation of superiors: imitation of role model
Role model behavior: role model does not need to be a superior
Term:
Social Learning Theory
Definition:
incorporates aspects of behavioral and cognitive learning. Behavioral learning assumes that people's environment (surroundings) cause people to behave in certain ways. Cognitive learning presumes that psychological factors are important for influencing how one behaves.
Social learning suggests that a combination of environmental (social) and psychological factors influence behavior. Social learning theory outlines 3 requirements for people to learn and model behavior including attention: retention (remembering what one observed), reproduction (ability to reproduce the behavior), and motivation good reason) to want to adopt the behavior [Show Less]