SOWK 387 Midterm

primary emotions

most important; initial, instinctive reactions to a situation

secondary emotions

what we show, but not really what we are feeling; reactions to primary emotions

• anger, aggression

WiseMind

the synthesis/joining of our pragmatic and emotional mind

• related to DBT

Distress tolerance

an individual's ability to cope with and withstand negative emotions, physical discomfort, and stressful situations without resorting to maladaptive behaviors

delay gratification

the ability to resist an immediate temptation in order to get a better reward in the future

protective factors

positive influences that reduce the impact of risk factors; positive influence on development

• internal (mental flexibility)

• family microsystem

risk factors

negative influences/outcomes

multi-systemic ecological approach

looks at totality of influences in a person’s development to best understand what makes us who we are and why we do what we do

• consider psychological experiences, social, cultural, and political influences that create context and meaning

human ecology

Science of interrelationships among living organisms and between organisms and their natural built, and social environments

• looks at the deeper, broader connections between the individual and the environment on a larger scale

• ex. Generational influences (WWII)

critical events

life experiences that influenced an individual, though not necessarily their contemporaries (birth, death, end of relationship)

microsystem

reciprocal interplay among people, objects, and symbols

• majority of interaction takes place between infant and caregiver

• can be school, church, sports team, club, etc.

• development is bidirectional (they influence each other)

mesosystem

interrelations among two or more settings (Microsystems) in which the developing adolescent actively participates

• ex. parent and teacher

exosystem

one or more settings that do not involve the developing person as an active participant, but in which events occur that affect or are affected by what happens in the setting containing the developing person

• ex. parents work, government entities, unemployment, access to internet, etc.

macrosystem

cultural environment that permeates the micro, meso, and exosystem

• behaviors, rules, morals rooted in environment

  • ex. immigration

chronosystem

generational influences affecting the individual, critical events, and everyday stress that contribute to human development

ex. Great Depression changed the nature of society

physical development

age of puberty declining, growth spurts sooner for females

omnipotence

feeling of having lots of power

• increased physical development can lead to reckless behavior and risk taking

toxic masculinity

promote dominance over women and the idea that men should hold all the power

neuroscience

two systems of the brain develop at different times

limbic system

social-emotional brain changes around 12-14; alters a youth’s attentiveness to rewards, sensation seeking, emotional arousal, short-term gratification, and adherence to social norms

prefrontal cortex

cognitive-control portion of the brain is responsible for impulse control, planning, self-regulating, anticipating future consequences, resistance to peer pressure and often develops later in adolescence

social referencing

process of being able to teach young children what is okay and what is not okay

anorexia nervosa

individual perceives themselves to be overweight and uses frantic efforts to control calories, increase exercise, and often becomes obsessed with all of the above

bulimia nervosa

episodes of secretive, excessive eating followed by inappropriate methods of weight control (purging, abuse of laxatives, excessive exercise

• can cause serious health issues: dental problems, stomach ulcers, hair loss, digestive problems

formal operations

Piaget; adolescents are in this stage; can think abstractly, creatively, and in novel ways

• can think deeper with more complexity

• can lead to egocentrism

egocentrism

youth’s fascination with their new thought process and often wanting to share this process within their social circle

Kohlber’s stages of moral development

• pre-conventional morality

• conventional morality

• post-conventional morality

Pre conventional morality

level 1: obedience and punishment

level 2: individual interest

individual interest

behavior is driven by self-interest and reward

obedience and punishment

behavior is driven by avoiding punishment

conventional morality

most end up in this stage

level 3: interpersonal

level 4: authroity

interpersonal

behavior is driven by social approval

authority

behavior is driven by obeying authority and conforming to norms

post conventional morality

level 5: social contract

level 6: universal ethics

social contract

behavior is driven by balance of social order and individual rights

• ex. rule and regulation are there for a reason but recognizes individual rights

universal ethics

behavior is driven by internal moral principles

adolescent emotions

• often feel intensely

• primary and secondary

• understanding resilience

• protective factors

Resilience

dynamic process encompassing positive adaptation with the context of significant adversity

• cannot exist without stress in the environment

mental flexibility

ability to not get too worked up or anxious

adolescent identity

assets and internal assets

assets

characteristics of the person (internal) or the environment (external) that have been linked to positive development in youth

internal assets

inner characteristics of a person that is linked to positive development in youth; crucial for healthy development

• academic engagement/success

• positive identitiy

• positive values

• social competency

social competency

ability to involve planning and decision-making skills and social-emotional or interpersonal skills necessary to interact effectively with peers and adults

• including those who differ in terms of culture, race, and ethnicity

family systems theory

idea that family is a complex system of interrelated parts

• everyone influences each other

secure

values attachment, feel their attachments shaped their personalities and can take realistic view of their relationships

dismissive

aka avoidant; tend to deny importance of attachment and often report distance or cut-off relationships with their own parents

preoccupied

aka anxious; tend to be focused on their dependency on their own parents, to feel responsible for difficulties in relationships with parents, and tend to worry about how others see them

unresolved

aka disorganized/fearful avoidant; tend to have histories of childhood trauma and loss, and expression ongoing anxiety about loss

authoritarian

value obedience, structure, and respect; low love and high limits; use external control to teach fight from wrong (my way or no way)

permissive

high love and low limits; difficulty setting firm limits and are inconsistent; parent’s view themselves as the child’s friend

uninvolved

most destructive, low love and low limits; lack of emotional involved and supervision of child

authoritative

best one; high love and high limits; giving choices; balance of freedom and responsibility; punishment is used as a guide not as a way to control

Judith Herman

States to study psychological trauma is to come face to face with HUMAN VULNERABILITY in the natural world and with the capacity for evil in human nature

Trauma

natural response to a very UNnatural experience

Three categories of childhood trauma

abuse, neglect, household dysfunction

Trauma informed care

strengths based service delivery approach that is grounded in an understanding of and responsiveness to the impact of trauma, that emphasizes physical, psychological and emotional safety for both providers and survivors, and that creates opportunities for survivors to rebuild a sense of control and empowerment

• not about what’s wrong with client, but what happened to the client

• FRAMEWORK

• built on concept of re-framing

• validate resilience, understand symptoms as adaptation to trauma

• COLLABORATION

• Externalize issue

goal of TIC

Ensure clients feel heard, valued, and appreciated

Safety, choice, collaboration, trustworthiness, empowerment

5 principles of TIC

compassion fatigue

type of stress caused by caring for others; occurs suddenly (leads to burnout and secondary trauma)

secondary trauma

emotional distress that occurs when exposed to someone else’s trauma

Major depressive disorder

depressed mood and anhedonia (decrease interest in activities), difficulty concentrating, disrupted appetite, fatigue, disrupted sleep, feeling worthless/excessive guilt, agitation or retardation, thoughts of death/suicide

(lovewise); emotional, social/intellectual, affection (general touch/sex), spiritual

4 pillars of connection