New

1. Knowledge: rote memorization, recognition, or recall of facts

2. Comprehension: Understanding of what the facts mean

3. Application: correct use of the facts, rules, or ideas

4. Analysis: Breaking down information into component parts

5. Synthesis: combination of facts, ideas, or information to make a new whole

6. Evaluation: judging or forming an opinion about the information or situation

Cognitive: mental skills (knowledge)

Affective: growth in feelings or emotions (attitude or self)

Psychomotor: physical or manual skills (skills)

1. Individuals are unwilling to accept a will greater than their own (children; adults with criminal activity; egotistic, defiant behavioe)

2. Individuals with blind faith and who see the world as good/bad, black/white (children who obey authority; religious adults who do not question the existence of a spiritual being)

3. Scientific skepticism and questioning to accept things when convinced logically, vs on faith alone

4. The individual starts enjoying the mystery and beauty of nature and existence (deeper understanding of good/evil, forgiveness, mercy; love others as one loves self, losing attachment to ego, forgives enemies

**Egocentric to Conformist to Integration/Universal

John Bowlby

Attachment: lasting psychological connectedness between human being that can be understood within an EVOLUTIONARY context in which a caretaker provides safety and security for a child.

**suggests children come into the world biologically programmed to form attachments with others for survival

A single attachment (as in mother and child)

*disruption of this attachment can have severe consequences for development, especially within the first 5 years of life

A child will initially form attachments to whoever feeds it.

A child learns through Classical conditioning that a mother provides comfort (food).

A child learns through Operant conditioning that certain behaviors (smiling, crying, etc) bring desirable responses and so are repeated to get what is wanted.

Karl Marx

-society is fragmented into groups that compete for social and economic resources, and order is maintained by those with the greatest Power/resources-

Power/resources

-inequality exists because those in control of a disproportionate share of society’s resources actively defend their advantages.

-Great emphasis on social control with attention paid to class, race, and gender

-Conflict theorists challenge the status quo and encourage social change, especially between the rich/poor, poweful/weak.

Refers to the extent to which a client accepts or approves of this definition

-relatively high in childhood, drops during adolescence, rises gradually throughout adulthood, and then declines sharply in old age

1. Authoritarian: strict rules with punishment; leads to obedience and proficiency, but lower levels of happiness, social competency, and self-esteem

2. Authoritative: democratic style of rules/consequences; lead to happy, capable, successful children

3. Premissive: rarely discipline, and are more of a friend than parent; results in unhappy children who are unable to self-regulate, do poorly in school and have problems with authority

4. Uninvolved: uninvolved, with little communication: low self-esteem, competence, and self-control

1. Romance

2. Power Struggle

3. Stability

4. Commitment

5. Co-Creation

Lack of clarity of role

The role is carried out in the expected way (parent-child, social worker-client)

The role expectations of others differs from one's own

When two or more individuals switch roles

Incompatible or conflicting role expectations

Aims to strengthen individual and family life through a family perspective

(I.e. parenting classes, premarital education, marriage enrichment programs, family financial planning courses)

-uses Strengths Perspective, human development model, social role theories, PIE

-must be aware of own culture and biases

1. Biopsychosocial and lethality/imminent danger assessments

2. Psychological contact and collaborative relationship building

3. Identify major problems and crisis precipitatants

4. Encourage exploration of feelings and emotions

5. Generate and explore alternatives and new coping strategies

6. Restore functioning through implementation of an action plan

7. Plan follow-up

Concrete words or terms in communication

The invisible, underlying meaning of the words and terms

Belief that one's own culture, ethnic, or racial group is superior to others

Structured inequality of entire categories of people who have unequal access to social rewards

A society in which diverse members maintain their own traditions while cooperatively working together and seeing others traits as valuable

Used to identify the presence of an entity where multiple alternatives are possible

An unconscious process where psychological distress is expressed as physical symptoms

Physical disorders that impair mental function (i.e alzheimers, alcoholism, Parkinson's, stroke, fetal alcohol spectrum disorders)

When a client experiences neurological distress that does not go away or when they are unable to return to equilibrium

Acute disruption of psychological homeostasis in which usual coping mechanisms fail and there is evidence of distress and functional impairment

The clients subjective emotional experience, rather than objective facts

Depression, anxiety, and other disorders

*often involves homework, including self-monitoring

hands-on, practical approach to problem solving. Its goal is to change patterns of thinking or behavior that are responsible for clients’ difficulties, and so change the way they feel. CBT works by changing clients’ attitudes and their behavior by focusing on the 218thoughts, images, beliefs, and attitudes that are held (cognitive processes) and how this relates to behavior, as a way of dealing with emotional problems.

A form of CBT for Suicidal thoughts/actions and borderline personality disorder

1.​Engaging

2.​Assessing (includes a focus on client strengths and not just weaknesses)

3.​Planning

4.​Intervening

5.​Evaluating

6.​Terminating

Empathy

Watching a real person perform the desired behavior

Self-modeling or filmed modeling

An individual models anxiety-provoking behavior and then prompts the client to engage in the behavior

The client is asked to use their imagination to visualize a particular behavior is a described situation

(4-6wks)

1. Relieve impacts of stress with resources

2. Regain equilibrium

3. Strengthen coping mechanisms

4. Develop adaptive coping strategies

1. Monitor stress levels and identify triggers

2. Assist clients in identifying aspects under their control

1.​Accepting that their self-statements, assumptions, and beliefs determine or govern their emotional reaction to life’s events

2.​Identifying dysfunctional beliefs and patterns of thoughts that underlie their problems

3.​Identifying situations that evoke dysfunctional cognitions

4.​Substituting functional self-statements in place of self-defeating thoughts

5.​Rewarding themselves for successful coping efforts

**must include client self-monitoring of disturbing emotional states, behaviors engaged in, and thoughts that emerged

Gottman Method, which is based on the notion that healthy relationships are ones in which individuals know each other’s stresses and worries, share fondness and admiration, maintain a sense of positiveness, manage conflicts, trust one another, and are committed to one another. The Gottman Method focuses on conflicting verbal communication in order to increase intimacy, respect, and affection; removes barriers that create a feeling of stagnancy in conflicting situations; and creates a heightened sense of empathy and understanding within relationships.

Consistency vs Accuracy

addresses the extent to which causal inferences can be made about the intervention and the targeted behavio

addresses how generalizable those inferences are to the general population

Focuses on the expectations of others regarding a person who is filling that role

When a family member acts the way they are expected to act in a family

Influenced by societal or cultural preferences, such as the assumption that the bond between mother and child is more important that between father or other caregiver and the child