Download SBS Objectives 4

SBS Objectives 4
1.
Analytic theory of behavior:
Topographical model:
a.
Conscious: adult logic
b.
Preconscious: outside of awareness but easily recaptured with reminder
or concentration
c.
Unconscious: completely outside of awareness, can be recaptured in
dreams, slips of the tongue, etc.
Structural model:
a.
Id: Unconscious; sexual and aggressive drives
b.
Ego: All 3 topographical levels; controlling, aware drives
c.
Superego: All 3 topographical levels; moral, social drives (conscience)
Transference: unconscious transfer of feelings about an object to a new
acquaintance
Unconscious process: processes ruled by pleasure and pain; can be inferred by
dreams, slips of the tongue, free association, and psychopathology
Mental (defense) mechanisms: unconscious mental maneuvers that maintain
equanimity and avoid anxiety
Ambivalence: feeling positive and negative feelings for something at the same
time
Internal conflict: opposite tendencies within a structure or between one structure
and another
2.
Learning theory: The amount of learning is proportional to the complexity of
the organism and its CNS; can be split into associative and non-associative
learning
a.
Associative learning: learning where behavior is altered as a result of
repeated association with a reward/punishment
a. Classical conditioning: associating a conditioned stimulus with an
unconditioned stimulus to elicit an unconditioned response
 Pavlov: salivation after ringing of bell (conditioned), and
meat powder (unconditioned)
b. Operant conditioning: determined by the consequences of behavior
through the use of reinforcement
 Positive reinforcement: giving a positive stimulus to
encourage behavior
 Negative reinforcement: removing a negative stimulus to
encourage behavior
 Punishment: giving a negative stimulus to discourage
behavior
c. Extinction: when a conditioned behavior diminishes due to an absence
of the unconditioned stimulus (works in both classical and operant
conditioning)
b.
d. Discriminating stimulation: environment plays a role in increasing
behavior (TV and eating, smoking and driving, etc.)
e. Cognitive-behavioral theory: theory that emotional problems result
from errors in cognition. Goal is to stop automatic thoughts and
correct errors in logic by helping patient identify automatic, distorted
thoughts. (“I can’t do anything right” is treated by asking what patient
has done something right)
Non-associative learning: learning through life experiences (education,
data collection, etc); can cause sensitization (increased response to
stimulus; annoyance) or habituation (declined response to stimulus).
Habituation has two different phases:
 Exposure: Repeated introduction until response is less extreme
 Flooding: Dramatic immersion until response is less extreme
3.
Theories of development:
a.
Descriptive: stages characterized by physical descriptions of occurrences
b.
Psychosexual: stages characterized by area of pleasure and avoidance of
pain; stages are oral (0-1 yr.), anal (1-3 yrs.), phallic (3-6 yrs.), latent (612 yrs.), and genital (12+ yrs.)
c.
Eriksonian: stages characterized by challenges and failures; stages are
trust (0-1.5 yrs.), autonomy (1.5-3 yrs.), initiative (3-6 yrs.), industry (6-12
yrs.), and identity (12+ yrs.) (I am what I am given, win, imagine, can do,
am)
d.
Attachment: stages characterized by levels of attachment; stages are
preattachment (10 wks), attachment in the making (6 mos.), clear-cut
attachment (6 mos.+)
e.
Piaget: stages characterized by levels of operation; stages are
sensorimotor (0-1.5 yrs), preoperational (1.5-4 yrs.), concrete (5-10 yrs.),
and formal (10+ yrs.)
4.
Physical wellness: Physical health and physical fitness
Psychological wellness: Divided into objective and subjective criteria
a.
Objective criteria:
a. Capacity for work
b. Capacity to love
c. Ability to satisfy own needs within limits of society and conscience
b.
Subjective criteria:
a. Freedom from psychological symptoms (anxiety, phobia, obsessions)
b. Freedom from conflict
c. Living out own potential