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| a body of work that examines the outcomes of a peron atachment to his primary caregiver in infancy once the person becomes a adult |
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| peer/romantic partner tradition |
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| a parellel line of research focusing on the peer attachments of adults |
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| provide a transcript that is coherant and collaborative |
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| earned secure (secure) 1st category of adults |
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| the ability to reflect on difficul past realistically, yet with a certain level of generousity towards parents |
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| dismissing (insecure) 2nd category of adults |
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| individuals that provide transcripts that are characterized by marketly levels of detail and coherance |
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| preoccupied (insecure) 3rd category of adults |
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| violate the rule of collaboration on the AA1interview |
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| unresolved (insecure) 4th category |
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| produce transcripts characterizd by marked lapses in logical thinking |
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| cannot classify 5th category of adults |
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| is used when protocols do no meet he the criteria for other categories. |
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| erotic atrration or feelings of being in love. |
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| making a decision to sustain a relaionship with a loved one |
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| internalized a positive sence of themselves along with positive models of others |
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avoidant - being uncomfortable by being close to others
(three attachment prototpes)
anxious - ambivalent feeling of insecurity about relationships
secure - finding asy to get close to others |
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| being uncomfortable by being close to others |
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| product of negative modals of both self and others |
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modal personal orientation
Hollands Theory of Personality Environment Types |
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| a typical and preferred style or approach to dealing with social ad environmental tasks |
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| the multiple factors that influence job choice |
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growth stage
super described a series of life stages of developement
vocational and life experiences |
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exploratory stage
super described a series of life stages of developement
vocational and life experiences |
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| adolescents and young adulthood up until the age of 24 |
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crystallization
beginning of exploratory stage |
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| general goals are formulated in the earlier part of exploratory stage |
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specification
2nd part of exploratory stage |
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| identification of more specific vocational preferences |
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implementation
final stage of exploratory stage |
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| completion of education and entering ino the work force |
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establishment stage
25 - 44 years of age |
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| work experiences provide the laboratory within which the matching of vocational self concept and job settings is tried |
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maintainance stage
45 - 64 year of age |
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| makes ungoing adjustments to improve work skills |
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decline stage
before and after 65 |
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| staying in college long enough to graduate |
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18 - 24 year olds ho do not go o college
given this name from William T Grant Commision on Work, Family and and Citzenship (1988) |
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| Erickson stated this would be an individual who can master a skill and tools needed to be productive |
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| beliefs about our ability to exercise control over events that affect our lives |
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| move foreward opimistically even when they fail assuming that they can succeed with further effort |
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| often begin to denigrate their abilities when they encounter failure and typicaly stop applying themselves |
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incremental theories
(Dweck) |
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| seeing intellegence as a dynamic and malleable quality that can be increased by hard work |
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| see intellegence as a fixed, concrete thing |
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| the fear that steriotype may be true or that one will be judged by the steriotype |
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generaltivity desire
(Stewart and Vandewater)
The importance of generalitivity |
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| expression of generalitivity goals, such as caring for future generations |
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generalitivity accomplihment
(Stewart and Vandewater)
The importance of generalitivity |
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| be concerned about being needed and accomplishments that were and are being made. |
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