Lecture Notes Flashcards

Flashcards from lecture notes.

Helping Interview

A conversation between a healthcare professional and a person in need and is a common tool of communication in any healthcare setting.

Helping Interview Component 1

Orientation of the professional and the client to each other.

Helping Interview Component 2

Identification of the client’s problem.

Helping Interview Component 3

Resolution of the client’s problem.

Healthcare professional control

Often intimidates clients in the helping interview.

Closed-ended questions

Statements such as, "Are you experiencing pain now?"

Open-ended questions

Questions that encourage clients to identify more of the problem.

Open-ended questions

Questions that usually begin with how or what.

Closed-ended questions

Questions that usually begin with do, is, or are.

Conditioning Problem

Level of need where the client asks a specific question and wants immediate advice or information.

Predicament

Level of need where there is no easy solution and the client often feels trapped.

Crisis

Level of need that is a very large predicament and short term.

Panic

Level of need that is a state of fear where the client sees only one way out.

Shock

Level of need where the client is in a numbed or dazed condition.

Ivan Pavlov

Identified classical conditioning in his famous dog experiment.

Pavlov's Dog Experiment

The experiment where the bell alone caused the dog to salivate—the learned response.

Classical Conditioning Example

The assistant entering with a needle causes the small child who immediately begins to cry in fear.

Operant Conditioning

Conditioning in which the response precedes the reward.

Operant conditioning

Kind of conditioning that may also be called instrumental conditioning.

Positive Reinforcement

If the behavior is followed by a pleasant reward or stimulus.

Negative Reinforcement

If the behavior is followed by the removal of an unpleasant stimulus.

B.F. Skinner

Consistent rewarding of desirable behavior as part of childrearing.

Primary Reinforcement

Is basic and immediately satisfying, such as food.

Secondary Reinforcement

The reward itself allows us to get something we want.

Punishment

An unpleasant stimulus is applied to discourage behavior.

Sigmund Freud

Divided psychodynamic forces into three components: the id, the ego, and the superego.

Id

A person’s basic animal nature, primarily unconscious and amoral.

Decrease pain and increase pleasure

The id's primary function.

Function of the id

Known as the pleasure principle.

Id

Always looking for immediate gratification.

Ego

The psychological force that is in touch with reality and mediates between the id and the superego.

Ego

Governed by the reality principle.

Postpone the discharge of energy until the actual object that will satisfy the need has been discovered or produced

The goal of the reality principle.

Superego

The moral branch of the personality and represents the ideal rather than the real.

Superego

Strives for perfection rather than reality or pleasure.

Superego

The person’s moral code.

Ego-ideal

Corresponds to the child’s conceptions of what their parents or primary caregivers consider to be morally good.

Conscience

Corresponds to the child’s conception of what their parents or primary caregivers feel is morally bad, as established through experiences with punishment.

Erogenous zones

Regions of the body more likely to experience tensions that can be relieved by some action upon the region.

Principal Erogenous Zones

The mouth, anus, and the genital organs.

Each individual must successfully resolve the needs and conflicts of each stage in order to pass into the succeeding stage

The crux of Freud’s theory.

Oral Psychosexual Stage

Ranges from birth to 1 year; erogenous zone is mouth, lips, tongue, sexual activity includes sucking, swallowing, chewing, biting, vocalizing.

Anal Psychosexual Stage

Ranges from 1-3 years; erogenous zone is anus, buttocks; sexual activity includes expulsion and retention of waste.

Phallic (Oedipus) Psychosexual Stage

Ranges from 3-6 years; erogenous zone is genitals; sexual activity includes recognizing differences between sexes.

Latent Psychosexual Stage

Ranges from 7-11 years; erogenous zone is genitals; physical and psychic energy are channeled into the acquisition of knowledge and vigorous play.

Genital Psychosexual Stage

Ranges from 12 years and older; erogenous zone is genitals.

Jean Piaget

Swiss biologist and psychologist, wrote volumes on his research of child development.

Piaget’s theory of cognitive development

States that motor activity involving concrete objects results in the development of mental functioning.

Assimilation

Involves the interpretation of events in terms of existing cognitive knowledge.

Accommodation

Refers to changing the cognitive knowledge to make sense of the environment.

Cognitive development

Occurs from the child’s interaction with the environment.

Piaget

Stated that cognition progresses through a process of adaptation: assimilation and accommodation.

Sensorimotor Period

Period from birth to 2 years; therapeutic approach is to provide physical comfort and security to the child and educate the caregiver.

Preoperational Period

Period from 2-7 years; give simple commands and use games and imagery when appropriate.

Concrete Operations

Period from 7-11 years; communicate on a level that matches the child’s development and understanding; use praise and rewards to reinforce positive behavior.

Formal Operations

Period from 11 years to adult; help child make sense of new experiences by relating them with existing understanding.

Abraham Maslow

Considered the founder of humanistic psychology.

Maslow's Hierarchy of Needs

Used to illustrate motivating forces.

Physiologic Needs

Includes oxygen, water, protein, electrolytes, minerals, and vitamins.

Safety Needs

Includes safe environment; stability; protection; freedom from fear and anxiety; need for structure, law and order, and limits.

Love and Belonging Needs

Need to give and receive affection; the need for friendship, intimacy, family, and love; be part of a community.

Esteem Needs

Basic need for a stable, healthy respect for self and others; Desire for achievement, strength, confidence, recognition, prestige, reputation, status, and fame.

Self-Actualization

Achievement of potential; doing what you are truly fitted for; achieve our “ideal” self.

Lawrence Kohlberg

Developed a theory that moral development is dependent on the thinking and problem solving stimulated in the child.

Obedience and Punishment Orientation

To do good is to avoid punishment.

Self-Interest Orientation

You be good to me, and I’ll be good to you.

Conformity Orientation

Child learns to be identified as “good” because there is value in doing so.

Law-and-Order Orientation

Child learns the importance of obeying the law and social standards.

Social Contract Orientation

Actions are determined by individual rights or standards, such as the described laws and the U.S. Constitution.

Principled Conscience Orientation

Morality becomes individual principles that are logical, comprehensive, and consistent.

Erik Erikson

Adolescent years were spent wandering through Italy.

Erikson’s Psychosocial Theory

Approach to personality that extends the Freudian psychosexual theory.

Psychosocial crises

Conflicts between a person and society or social institutions.

Basic Trust vs. Mistrust

Provide physical comfort and security to the child and educate the caregiver.

Autonomy vs. Shame

The child’s energies are directed toward the development of physical skills, including walking, grasping, and rectal sphincter control.

Initiative vs. Guilt

The child continues to become more assertive and to take more initiative.

Industry vs. Inferiority

The child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence.

Identity vs. Identity Confusion

The teenager must achieve a sense of identity in occupation, sex roles, politics, and religion.

Intimacy vs. Isolation

The young adult must develop intimate relationships or suffer feelings of isolation.

Generativity vs. Stagnation

Each adult must find some way to satisfy and support the next generation.

Integrity vs. Despair

These individuals are beginning to think of retirement or have retired, looking back on their lives and accomplishments.

Cannon

Discovered that the body adjusts when change threatens to be too great.

Cannon

The body compensates by causing small changes in blood vessels all over the body when a large amount of blood is lost.

Hans Selye

First conceived the theory of nonspecific reactions to stress.

Claude Bernard

Discovered that the body’s internal milieu (internal environment) changed constantly to meet the daily demands of life.

Hans Selye

Discovered the general adaptation syndrome (GAS).

Adaptive energy

Energy that influences the body’s resistance to stress.

Alarm

A warning when something is perceived to create stress.

School-aged Children Therapeutic Response

Explain each procedure using terms the child will understand.

Adolescent Therapeutic Response

Provide for their privacy needs and respect their modesty.

Adult Therapeutic Response

Providing educational and resource material is an appropriate therapeutic response.

Return to Normal / Recovery Stage

The parasympathetic nervous system kicks in and the body returns to normal.

Flight or Fight Stage

The sympathetic nervous system prepares the body for fight or flight.

Exhaustion Stage

Individuals in this stage of stress may experience physical fatigue.

Anger

An emotion that may be brought on by frustration, threats, obstacles, or offensive situations.

Defense Mechanisms

Behavior that is used to protect the ego from guilt, anxiety, or loss of esteem.

Compensation

Consciously or unconsciously overemphasizing a characteristic to compensate for a real or imagined deficiency.

Denial

The unconscious refusal to acknowledge painful realities, feelings, or experiences.

Displacement

Shifting the emotional element of a situation from a threatening object to a non-threatening one.

Projection

Attributing one’s own thoughts or impulses to another individual as if they had originated in the other person.