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| Promote human and community well being. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry. |
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| A feature that can be focused on separately but that cannot be understood without also considering other features. |
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| Biological Person, Psychological Person, Spiritual Person. |
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| The body's physiological systems. Examples of this include the endocrine and immune system. |
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| The mind and its mental processes. Here is where cognition lies as well as emotion. |
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| The aspect of self that searches for meaning and purposes. This is where morality and justice lie. |
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| The physical environment, culture, social structure, dyads, families, small groups, formal organizations, communities, social movements. |
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| The tangible things around us. |
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| Set of common undestandings |
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| Two people bound together in some way. |
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| And environmental dimension consisting of people who interact with each other and perceive themselves to be united. |
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| Environmental Dimension consisting of people with a level of formal structure. |
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| Clock Time, Event Time, Linear Time |
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| Time in terms of clocks and calendars. Hours, days, weekends. |
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| Time in terms of signals from the body and from nature. Hunger means time to eat, nature signals times to harvest as well. |
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| Time in terms of a straight line, or past, present, and future. |
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| Heterogeneity v Diversity |
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| Heterogeneity refers to individual level variations. Diversity refers to patterns of group differences. |
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| Unearned advantage which can stem from circumstances of birth, family income, all sorts of things. |
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| We must posses knowledge about; the situation, multidimensional understanding, and the role of the social worked in gathering info. |
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| We must posses knowledge about: preconceived notions (ours and our clients), our own thought process, of social location, our emotions. |
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| Unconscious and conscious mental activity motivates human behavior. |
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| Pyschodynamic Perspective |
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| Focuses on how internal processes like needs and drive motivate human behavior. Thoughts and feelings are considered. There is a current emphasis on how we interact with the environment. |
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| Started with Freud, suggested Drie Theory, Topographical Theory, Structural Model of Mind, and Psychosexual Stage. |
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| Pays attention to how a person organizes their personality into a cohesive sense of self. |
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| Cultural Relational Theory |
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| We understand ourselves through how we see others. This claims that human drive is for relationships. |
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| Psychodynamic Theory (Limitations) |
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| Not useful on a macrosystem. |
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| Focuses on the rational part of our mind, copes with stressors. |
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| Demonstrates how people develop attitudes toward each other within the confines of nurturing relationships like mother-child bond. |
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| Developmental Perspective |
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| Occurs in clearly defined age stages, each is stage is different and builds on earlier stages, development is a complex of biological, psychological, and social factors. |
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Basic Trust vs. Mistrust.
Autonomy vs. Shame and Doubt.
Initiative vs. Guilt.
Industry vs. Inferiority.
Identity vs. Role Confusion
Intimacy vs. Isolation.
Generativity vs. Stagnation.
Ego Integrity vs. Despair. |
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| Infant stage - 0-1. Does the child find its caregivers to be reliable? |
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| Autonomy v. Shame and Doubt |
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| Toddler Stage 1-3 Child begins to explore, unless the parent is either too present or not present enough. |
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| Preschool Stage 3-6 Years Is the child able to dress and take care of himself, is he guilty about his choices? |
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| School stage - 6/11 Child compares sense of worth with others, may recognize disparities of abilities between himself and others. |
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| Identity v Role Confusion |
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| Adolescent Stage - Questioning of Self. If the parents allow the child to explore they will find their own identity, if they are pushed they teen will face confusion. |
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| Adult Stage - 20's 40's - Who do I want to be with, what am I doing with my life. |
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| Generativity vs. Stagnation |
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| Middle Age - 40's 60's - Measure accomplishments, decide if they are satisfied. Begin to assist the younger generation. |
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| Ego Integrity vs. Despair |
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| Old Age Stage - Handling of death, reflection on the past, ultimately conclude at satisfaction or despair. |
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| Behaviors strengthened by positive consequences and weakened by negative ones. |
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| Cognitive Social Learning |
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| Behavior is learned by imitation, beliefs, observation, and expectations. |
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| Helps develop modification techniques, teaches people how to act towards more beneficial results. |
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| Reaction to Psychodynamics. Emphasize the indivdual's freedom of choice. Each person is unique and valuable, people can change themselves, even radically. |
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| Focused on roles and boundaries. Behavior is the outcome of people operating within linked social systems. Systems are thought to be orderly and stable. |
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| Seemingly random events are actually predicatable. It emphasizes that system processes produce change - sometimes radical and sometimes dramatic. |
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| Analogy of economic exchange. Individuals are self interested, they tend to maximize rewards and minimize conflict. Lack of open conflict is a sure sign of exploitation. Humans are social beings who can master and manipulate their environment. Marx suggests that the self interest here is for the collective. |
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| Capitalism as a Social Relationship |
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| Puts owners and managers on one side and workers for wage on the other. Here, the owner benefits at the expense of the worker. There is exploitation in that sense. |
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| Workers in a capitalist society are dehumanized, they are not free to be creative and are told what to do, they don't own anything that they produce and must compete for unequal rewards. |
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| Pluralistic Theory of Social Conflict |
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| More than one conflict is going on at all times. It exists in between economic, age, gender group realms. |
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| Considers oppression and dominations impact on human behavior. Shows how people become downtrodden. |
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| Rational Choice Perspective |
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| Human interaction is seen as an exchange of resources. People judge the fairness of that exchange. Attempts to maximize rewards and minimize risks. |
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| Social Constructionist Perspective |
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| Social interaction shapes the sense of self. This perspective houses a shared reality, no one single reality. People are formed by the preexisting ideas left in place by others. |
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| Nervous, Endocrine, Immune, Cardiovascular, Cardiovascular, Reproductive. |
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| Biological Functioning - Systems Perspective |
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| Interior environment. Theories that describe organic conditions. |
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| Humanistic Perspective of Biological Functioning |
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| Not viewed within a disease framework. It is associated with the uniqueness and strengths of individuals who have problematic biology. |
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| Social Constructivist Perspectives of Biological Functioning |
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| Expected roles of people with certain biological conditions. |
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| Communicates sensory information, perceptions, and autonomically generated info. It's divided into the Central NS Peripheral NS Autonomic NS |
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| Cerebral Cortex, Cerebellum, Midbrain |
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| High mental functions including planning, thinking, and solving. |
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| Maintaining muscle tone, and posture. |
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| Regualtes sleep and pain. Also serves as a relay center for sensory info and controls body movement. |
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| Frontal Lobe, Temporal Lobe, Parietal Lobe, Occipital Lobe. |
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| Motor functioning, and expressive language. |
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| Language, Memory, and Emotion. |
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| Intellectual Processing. Left is verbal, right is spatial. |
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| Regulates hormone secretion, plays a crucial role in physical growth, metabolism, development, learning, and memory. |
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| Organs and cells working together to defend body against diseases. Uses body resources to fight of diseases when necessary. |
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| Heart and blood circulatory system. Supplies cells with food and oxygen. Regulated by the Autonomic System and is impacted by the CNS. |
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| Supports and protects the body and its organs. Skeleton protects soft body part. Skull protects brain. Rib cage protects heart and lungs and the spinal cord is protected by the vertabrae. |
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| Health and Wealth Connection |
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| Exposure to risks and different health care systems can diminish or exacerbate biological conditions. |
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| Our conscious mental activities that we are aware of. |
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| Natural state of mind deriving from one's circumstance. |
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| Theories of Cognition v. Emotion |
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| The first suggests that thoughts produce emotions and the second contends that emotion produces thoughts. |
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| Though both different, they ultimately form the self. They are both complex and interactive. |
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| How we see the world, through either social learning or direct learning. |
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| People will either accommodate or assimilate. |
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| Changing of one's schema when new situations cannot be understood in the context of the existing schema. |
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| Respond to new situations based on existing schemata |
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| Sensorimotor, Preoperational, Concreat, Formal. |
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| Viewing things as all good or all bad, failing to understand that experiences can be mixtures of both. |
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| Assuming that deficiencies in one are of life imply the same in others. |
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| Reaching a negative conclusion without good information. |
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| Large problems out of small ones |
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| Making large problems into small ones and not addressing them properly |
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| Accepting blame of negative events when not appropriate. |
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| Confronting a difficult challenge through a step by step process of approach and anxiety control. |
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| Mastering a behavior by reinforcing elements of it |
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| Role playing and then applying a desired behavior. |
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| Reinforcing alternative behavior in the hopes of eliminating an existing one. |
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