Behav Sem 3

  1. Mechanisms of Defense
    Acting out
    Deal with emotional conflict or internal or external stressors by actions rather than reflections or feelings. Defensive acting out is not synonymous with bad behavior because it requires evidence that the behavior is related to emotional conflicts.
  2. Denial
    Defense Mech
    eal with emotional conflict or internal or external stressors by refusing to acknowledge some painful aspect of external reality or subjective experience that would be apparent to others. The term psychotic denial is used when there is gross impairment in reality testing.
  3. Displacement
    Deal with emotional conflict or internal or external stressors by transferring a feeling about, or a response to, one object onto another (usually less threatening) substitute object.

    i.e. take it out on someone else
  4. Idealization
    Deal with emotional conflict or internal or external stressors by attributing exaggerated positive qualities to others.
  5. Intellectualization
    Deal with emotional conflict or internal or external stressors by the excessive use of abstract thinking or the making of generalizations to control or minimize disturbing feelings.

    i.e. reasoning it out
  6. Projection
    Deal with emotional conflict or internal or external stressors by falsely attributing to another his or her own unacceptable feelings, impulses, or thoughts.

    i.e. I'm not crazy YOU are crazy. I'm not sad YOU are sad
  7. Rationalization
    Deal with emotional conflict or internal or external stressors by concealing the true motivations for his or her own thoughts, actions, or feelings through the elaboration of reassuring or self-serving but incorrect explanations.

    i.e. lying to yourself as to why somethign happened
  8. Repression
    Deal with emotional conflict or internal or external stressors by expelling disturbing wishes, thoughts, or experiences from conscious awareness. The feeling component may remain conscious, detached from its associated ideas.
  9. Splitting
    compartmentalizing opposite affect states and failing to integrate the positive and negative qualities of the self or others into cohesive images.

    Self and object images tend to alternate between polar opposites: exclusively loving, powerful, worthy, nurturant, and kind – or exclusively bad, hateful, angry, destructive, rejecting, or worthless.
  10. Cs (conscious)
    • Topographical Model
    • thoughts, feelings and fantasies in conscious awareness
    • smallest and least important, preception
  11. Pcs (preconscious)
    • Topographical Model
    • all those ideas not in awareness at the moment but easily accessible to awareness (think about an early childhood scene)
    • maintains repressive barrier and impose Demands of reality of wishes and instincts located in Unconsious
  12. Ucs (unconscious)
    • Topographical
    • primary process; its principle aim is to facilitate wish fulfillment and instinctual discharge
  13. id
    • Structural Model
    • origins, raw
    • Id is the seat of impulses
  14. ego
    • Structural model
    • The outside is ego which is affected by the external environment but is still part of id
    • The ego is the seat of all experience
  15. Superego
    • Superego retains essential features of the introjected persons
    • Consience and moral, envrionment built
  16. parapraxes
    • Slip of the tongue
    • repressed unconscious
  17. APGAR score
    • A- Appearance - Cyanosis
    • P- Pulse - Pulse above 80
    • G–Grimace Loudness of cry
    • A–Activity -muscle tone of the limbs, full flexion= full score
    • R–Respirations - breath sounds
    • 0-10 total; 0-2 per category
  18. Primary asphyxia
  19. Secondary asphyxia - newborn
    not correctable

    ????? what was this
    • Rooting --> looking for milk, turning towards side of stimulation
    • Sucking -->
    • Grasp
    • Moro - open arm--> close hand-->close arm in response to people
    • Babinski
  21. 2 month
    • head control, rolls over, social smile
    • only recognize things within 12 inches
  22. 6 month
    • sit without support, babbles, crawls
    • Object permenance
    • Vision develops from 12 inches to normal adult range ((play with feet))
  23. 11-12 month
    • stands without support
    • walks
    • single words
  24. 14 month
    • walks backwards
    • walks up steps
  25. 24 month
    1-3 word sentences
  26. Separation anxiety:
    • This is a fearful response when the parent attempts to leave the child. Separation
    • anxiety usually peaks at age 15 months.

    They are ready for school, when they are past this phase.
  27. Stranger anxiety
    The child displays a fearful response such as crying or clinging to the parent in response to strangers.
  28. Life cycle
    • Infancy 0 - 1.5yrs
    • Childhood 1.5 - 12 --> into toddler, pre-schoo l, school age
    • Adolesent 12 - adulthood
  29. toddler
    Oppositional behavior -> seperation from attachment and seperation from mother
  30. Temper tantrum
    too much stimuli
  31. Parallel play
    • Infant/Toddler play form
    • Social interaction without taking turn
    • can't follow rules yet and not really playing with each other rather than just playing near each other
  32. Toddler Intellectual development
    • Visual
    • attention span is about 3 min
    • Understanding of number, time, space and direction
  33. bladder and GI control
    • Day time bladder by 3-4 yrs
    • night time bladder by 6-7 yrs
    • Voluntary sphincter control first followed by toilet training
  34. Gender recgonition-->toddler
    • recognition only
    • no gender roles
  35. Pre-school age
    • 4-6 yrs
    • fluent in language
    • symbolic and egocentric thinking
    • Expression of emotions in regards to self but no empathy
    • Can't distinguish between fact and fiction
  36. Pre-school play
    • interactive group learning--> understanding rules
    • imaginary friend normal --> should dissapear by age 9
    • --> used to experss own feelings
  37. Pre-school gender roles
    • Understanding and curiosity of gender anatomical difference
    • but no secondary sexual satisfaction
  38. School age
    • 6-12 yrs
    • logical reasoning and formal learning
    • Conservation of mass (next stage from object permenance) ---> mass regardless of position or form
    • Strong peer relationship and development of empathy
  39. Adolescence
    • Transitional stage from dependency childhood to independence
    • Again, oppositional behaviors to chanllenge
  40. Adolesence thinking
    • From logical reasoning to abstract
    • Application of logicaly conclusions to different contexts and different situations
Card Set
Behav Sem 3
Behav Psych none epid