NCE - All Vocabulary

fetal origins

human growth & development; what happens to the fetus during gestation

quantitative

measured

qualitative

change in organization or structure

critical periods (sensitive periods, all or nothing periods)

human growth & development; where a behavior or developmental process, for example language or types of visual acuity, can be acquired; or it is nearly impossible to develop at a later time of life

Erikson’s psychosocial stage 1 (birth-1.5 years)

trust versus mistrust

Erikson’s psychosocial stage 2 (1.5-3 years)

autonomy versus shame and doubt

Erikson’s psychosocial stage 3 (3-6 years)

initiative versus guilt

Erikson’s psychosocial stage 4 (6-11 years)

industry versus inferiority

Erikson’s psychosocial stage 5 (12-18 years)

identity versus role confusion

Erikson’s psychosocial stage 6 (18-35 years)

intimacy versus isolation

Erikson’s psychosocial stage 7 (35-60 years)

generativity versus stagnation

Erikson’s psychosocial stage 8 (65+ years)

integrity versus despair

Piaget’s cognitive development stage 1 (birth-2 years)

sensorimotor

Piaget’s cognitive development stage 2 (2-7 years)

preoperational

Piaget’s cognitive development stage 3 (7-12 years)

concrete operations

Piaget’s cognitive development stage 4 (11/12-16 years)

formal operations

schema

Piaget’s theory of cognitive development; patterns of thought and behavior

adaptation

Piaget’s theory of cognitive development; occurs qualitatively when the individual fits information into existing ideas (assimilation) and modifies cognitive schemata to incorporate new information (accommodation)

centration

Piaget’s theory of cognitive development; the act of focusing on one aspect of something. It is a key factor in the preoperational stage

abstract scientific thinking

Piaget’s theory of cognitive development; takes place in the formal operations stage

Kohlberg’s moral development level 1

preconventional level - governed by consequences

Kohlberg’s moral development level 2

conventional level - a desire to confirm to socially acceptable rules

Kohlberg’s moral development level 3

postconventional - self-accepted moral principles guide behavior

Keagan’s constructive developmental model

emphasizes the impact of interpersonal interaction and our perception of reality

Carol Gilligan’s theory of moral development for women

the 1982 book In a Different Voice, illuminated the fact that Kohlberg’s research was conducted on males. Women have a sense of caring and compassion

Daniel Levinson’s four major eras/transitions theory

the 1978 book The Seasons of a Man’s Life, depicted the changes in men’s lives throughout the life span. The key areas include: childhood & adolescence, early adulthood, middle adulthood, and later adulthood

Vygotsky

proposed that cognitive development is not the result of innate factors, but is produced by activities that take place in one’s culture

zone of proximal development (ZPD)

Vygotsky; refers to the difference in the child’s ability to solve problems on his own and his capacity to solve them with some help from others

dualism

Perry’s three-stage theory of Intellectual and Ethical Development in Adults/College Students; in which students view the truth as either right or wrong

relativism

Perry’s three-stage theory of Intellectual and Ethical Development in Adults/College Students; the notion that a perfect answer may not exist. There is a desire to know various opinions

commitment to relativism

Perry’s three-stage theory of Intellectual and Ethical Development in Adults/College Students; in this final stage, the individual is willing to change his or her opinion base don novel facts and new points of view

Fowler’s prestage plus six-stage theory of faith and spiritual development

conducted 350 structured interviews and drew on the work of Piaget, Kohlberg, and Erikson

Fowler’s prestage plus six-stage theory of faith and spiritual development Stage 0

undifferentiated (primal) faith - infancy, birth-4 years

Fowler’s prestage plus six-stage theory of faith and spiritual development Stage 1

intuitive-projective faith - 2-7 years

Fowler’s prestage plus six-stage theory of faith and spiritual development Stage 2

mythic-literal faith - childhood and beyond

Fowler’s prestage plus six-stage theory of faith and spiritual development Stage 3

synthetic-conventional faith - adolescence and beyond

Fowler’s prestage plus six-stage theory of faith and spiritual development Stage 4

individuative-reflective faith - young adulthood and beyond

Fowler’s prestage plus six-stage theory of faith and spiritual development Stage 5

conjunctive faith - mid-30s and beyond

Fowler’s prestage plus six-stage theory of faith and spiritual development Stage 6

universalizing faith - midlife and beyond

authoritative

Baumrind’s typology of parenting styles; high expectations for the child, but is warm and nurturing. The child is given an explanation of the rules. Generally produces a child who is happy, does well in school, has good emotional regulation, and fine social skills

authoritarian

Baumrind’s typology of parenting styles; characterized by bossy parenting which champions “follow my orders” with no explanation. Punishment and verbal insults are used liberally. Can produce anxious, withdrawn children who are likely to engage in antisocial behavior including alcohol and drug abuse, stealing, and gang activities

permissive passive indulgent

Baumrind’s typology of parenting styles; parent has a low level of control and is easily manipulated. Rarely says “no” to a child and is nonpunitive. Very affectionate and wishes to please the child like a friend. Child can display a lack of social skills, boundaries, and can be extremely demanding. Children often use drugs and alcohol

culture

habits, customs, art, religion, science, and the political behavior of a given group of people during a given period of time

dynamic

each culture changing or evolving at its own rate

macroculture

the dominant or major culture in a country

microculture

the smaller culture in a country

acculturation

learning the behaviors and expectations of a culture

cultural humility

a way to view cultural competency as an ongoing process and not an end product

universal culture

implies that we are all genetically and biologically similar, “biological sameness”

national culture

can determine our language, political views, and our laws

regional culture

gives us the behavior for a certain region

ecological culture

where factors such as earthquakes, floods, and food supply may influence our behavior

ethnocentrism

a given group sees itself as the standard by which other ethnic groups are measured

emic approach

the counselor helps the client understand his or her own culture

etic approach

the counselor focuses on the similarities in people; treating people as being the same

autoplastic

implies that the counselor helps the client change to cope with his or her environment

alloplastic

occurs when the counselor has the client try to change the environment

paralanguage

implies that the client’s tone of voice, loudness, vocal inflections, and speed of delivery silence, and hesitation must be taken into consideration. It is part of the study of nonverbal communication and is usually considered more accurate than verbal communication

low context communication

plies that there will be a precise explicit verbal explanation and possibly repetition such as summarizing at the end of a class, meeting, or group counseling session

high contrast communication

implicit, relies on nonverbal over verbal, respect for tradition and the past, and is readily understood by others in the culture with a shared frame of reference

androgynous/androgyny

the notion that psychologically health people posses both masculine and feminine characteristics

proxemics

addresses the issue of personal space, also known as spatial relations. A counselor who sits too close, for example, may make the client uncomfortable. Communication and social relations are impacted

means test

determine whether a client is eligible for a social program or benefit such as temporary assistance for needy families (TANF) or food stamps. Income and assets such as bank accounts are often used to make this determination

social comparison theory

popularized by Leon Festinger, simply postulates that we evaluate our behaviors and accomplishments by comparing ourselves to others

cognitive dissonance theory

Festinger’s theory asserting that individuals will change their beliefs to match their behavior when there is a mismatch. This reduces the tension created by the initial inconsistency

Anglo-Conformity theory

asserts that people from other culture would do well to forget about their heritage an try to become like those in the dominant macroculture

conformity

Stage 1 of Atkinson, Morten, and Sue’s Racial/Cultural Identity Development Model; lean toward dominant culture and prefer a counselor from the dominant culture

dissonance

Stage 2 of Atkinson, Morten, and Sue’s Racial/Cultural Identity Development Model; question and confusion, prefer a counselor from a minority group