NCTRC EXAM STUDY GUIDE
Contingent Feedback
acknowledge the effort the person makes. Avoid direct negative statements
Freud's Psychosexual Development Theory: 0-2 years old
Name: Oral
Pleasure Source: Mouth (sucking, biting, swallowing)
Conflict: Weaning away from mother's breast
Freud's Psychosexual Development Theory: 2-4 years old
Name: Anal
Pleasure Source: Anus (defecating or holding feces)
Conflict: Toilet training
Freud's Psychosexual Development Theory: 4-5 years old
Name: Phallic
Pleasure Source: Genitals
Conflict: Oedipus (boys), Electra (girls)
Freud's Psychosexual Development Theory: 6 years old - puberty
Name: Latency
Pleasure Source: Sexual urges sublimated into sport and hobbies; same-sex friend also
help avoid sexual feelings
Conflict:
Freud's Psychosexual Development Theory: puberty onwards
Name: Genital
Pleasure Source: Physical sexual changes reawaken repressed needs; direct sexual
feelings towards others lead to sexual gratification
Conflict: Social rules
Erikson's Stages of Psychosocial Development: Oral-Sensory (Birth to 1 year)
Trust vs. mistrust: Babies learn either to trust or mistrust that others will care for their
basic needs including nourishment, sucking, warm, cleanliness, and physical contact
,Erikson's Stages of Psychosocial Development: Musculo-Anal (1-3 years)
Autonomy vs. shame and doubt: Children learn to either be self-sufficient in many
activities, including tolerating, feeding, walking, and talking or to doubt their own abilities
Erikson's Stages of Psychosocial Development: Locomotor-Genital (3-5 years)
Initiative vs. guilt: Children want to undertake many adult like activities, sometimes
overstepping the limits set by parents and feel guilty
Erikson's Stages of Psychosocial Development: Latency (6-11 years)
Industry vs. inferiority: Children busily learn to be competent and productive to feel
inferior and unable to do anything well
Erikson's Stages of Psychosocial Development: Adolescence (12-18 years)
Identity vs. role confusion: Adolescents try to figure out "Who Am I?" and they
establish sexual, ethnic, and career identities, or are confused about what future roles to
play
Erikson's Stages of Psychosocial Development: Young Adulthood (19-35 years)
Intimacy vs. isolation: Young adults seek companionship and love with another
person or become isolated from others
Erikson's Stages of Psychosocial Development: Adulthood (35-50 years)
Generativity vs. stagnation:* Middle aged adults are productive, performing meaningful
work, and raising a family, or become stagnant and inactive
Erikson's Stages of Psychosocial Development: Maturity (50+)
Integrity vs. despair: Older adults try to make send out of their lives, either seeing life
as meaningful and whole or despairing at goals never reached and questions never
answered
Piaget Theory of Cognitive Development: Sensory-Motor (Birth to 2 years)
• Differentiates self from objects
• Recognizes self as agent of action and begins to act intentionally (ex: pulls a strong to
set mobile in motion or shakes a rattle to make noise)
• Achieves object permanence, realizes that things continue to exist even when no
longer present to the sense
Piaget Theory of Cognitive Development: Pre-Operational (2-7 years)
,• Learns to use language and to represent objects by images and words
• Thinking is still egocentric, has difficulty taking the viewpoints of others
• Classifies objects by a single feature (ex: groups together all red blocks, regardless of
shape, or all the square blocks, regardless of color)
Piaget Theory of Cognitive Development: Concrete Operational (7-11 years)
• Can think logically about objects and events
• Achieves conservation of number (age 6), mass (age 7), and weight (age 9)
• Classifies objects according to several features and can order them in a series along a
single dimension, such as size
Piaget Theory of Cognitive Development: Formal Operational (11+)
• Can think logically about abstract prepositions and test hypothesis systematically
• Becomes concerned with the hypothetical, the future, and ideological problems
Havinghurst Theory of Adult Development: Early Adulthood
• Finding a mate
• Having children
• Managing a home
• Getting started in a profession
Havinghurst Theory of Adult Development: Middle Age Adulthood
• Achieving civic and social responsibility
• Economic standard or living
• Raising teens
• Developing leisure activities
• Retirement
• Reduced income
• Ties with peers
Stress
• Relationship between person and environment that is appraised by the person as
taxing or exceeding his or her resources or endangering his or her well-being
• A state that results from an actual or perceived imbalance between the demand and
the capability of the individual to cope with and/or adapt to that demand that upsets the
individual's short-or-long term homeostasis
When stress is perceived, people engage in a cognitive appraisal process:
, • Primary - Appraise the risk or threat
• Secondary - Appraise options for responding
Stress - Coping
• The process of dealing with stress and your response to the stress
• Any effort to master conditions of harm, threat or challenge and bring the person back
into equilibrium.
• Four buffers to help manage stress with recreation/leisure:
1. Sense of competence
2. Nature and extent of exercise
3. Sense of purpose
4. Leisure activity
• Cognitive and behavior efforts to manage external and/or internal demands
Two types of stress coping:
• Problem-focused
• Emotion-focused
Attribution Model
• The casual analysis of behavior
• The process by which a person attributes or makes casual inferences "to what I
attribute my success and
failures"
• People formulate explanations for their own and others successes and failures
Attribution Model: Two Dimensions
• Stability (stable/unstable)
• Locus of control (internal/external)
Attribution Model: Four Determinants of Success of Failure
• Ability (stable-internal)
• Effort (unstable-internal)
• Task difficulty (stable-external)
• Luck (unstable-external)
Learned Helplessness
Contingent Feedback
acknowledge the effort the person makes. Avoid direct negative statements
Freud's Psychosexual Development Theory: 0-2 years old
Name: Oral
Pleasure Source: Mouth (sucking, biting, swallowing)
Conflict: Weaning away from mother's breast
Freud's Psychosexual Development Theory: 2-4 years old
Name: Anal
Pleasure Source: Anus (defecating or holding feces)
Conflict: Toilet training
Freud's Psychosexual Development Theory: 4-5 years old
Name: Phallic
Pleasure Source: Genitals
Conflict: Oedipus (boys), Electra (girls)
Freud's Psychosexual Development Theory: 6 years old - puberty
Name: Latency
Pleasure Source: Sexual urges sublimated into sport and hobbies; same-sex friend also
help avoid sexual feelings
Conflict:
Freud's Psychosexual Development Theory: puberty onwards
Name: Genital
Pleasure Source: Physical sexual changes reawaken repressed needs; direct sexual
feelings towards others lead to sexual gratification
Conflict: Social rules
Erikson's Stages of Psychosocial Development: Oral-Sensory (Birth to 1 year)
Trust vs. mistrust: Babies learn either to trust or mistrust that others will care for their
basic needs including nourishment, sucking, warm, cleanliness, and physical contact
,Erikson's Stages of Psychosocial Development: Musculo-Anal (1-3 years)
Autonomy vs. shame and doubt: Children learn to either be self-sufficient in many
activities, including tolerating, feeding, walking, and talking or to doubt their own abilities
Erikson's Stages of Psychosocial Development: Locomotor-Genital (3-5 years)
Initiative vs. guilt: Children want to undertake many adult like activities, sometimes
overstepping the limits set by parents and feel guilty
Erikson's Stages of Psychosocial Development: Latency (6-11 years)
Industry vs. inferiority: Children busily learn to be competent and productive to feel
inferior and unable to do anything well
Erikson's Stages of Psychosocial Development: Adolescence (12-18 years)
Identity vs. role confusion: Adolescents try to figure out "Who Am I?" and they
establish sexual, ethnic, and career identities, or are confused about what future roles to
play
Erikson's Stages of Psychosocial Development: Young Adulthood (19-35 years)
Intimacy vs. isolation: Young adults seek companionship and love with another
person or become isolated from others
Erikson's Stages of Psychosocial Development: Adulthood (35-50 years)
Generativity vs. stagnation:* Middle aged adults are productive, performing meaningful
work, and raising a family, or become stagnant and inactive
Erikson's Stages of Psychosocial Development: Maturity (50+)
Integrity vs. despair: Older adults try to make send out of their lives, either seeing life
as meaningful and whole or despairing at goals never reached and questions never
answered
Piaget Theory of Cognitive Development: Sensory-Motor (Birth to 2 years)
• Differentiates self from objects
• Recognizes self as agent of action and begins to act intentionally (ex: pulls a strong to
set mobile in motion or shakes a rattle to make noise)
• Achieves object permanence, realizes that things continue to exist even when no
longer present to the sense
Piaget Theory of Cognitive Development: Pre-Operational (2-7 years)
,• Learns to use language and to represent objects by images and words
• Thinking is still egocentric, has difficulty taking the viewpoints of others
• Classifies objects by a single feature (ex: groups together all red blocks, regardless of
shape, or all the square blocks, regardless of color)
Piaget Theory of Cognitive Development: Concrete Operational (7-11 years)
• Can think logically about objects and events
• Achieves conservation of number (age 6), mass (age 7), and weight (age 9)
• Classifies objects according to several features and can order them in a series along a
single dimension, such as size
Piaget Theory of Cognitive Development: Formal Operational (11+)
• Can think logically about abstract prepositions and test hypothesis systematically
• Becomes concerned with the hypothetical, the future, and ideological problems
Havinghurst Theory of Adult Development: Early Adulthood
• Finding a mate
• Having children
• Managing a home
• Getting started in a profession
Havinghurst Theory of Adult Development: Middle Age Adulthood
• Achieving civic and social responsibility
• Economic standard or living
• Raising teens
• Developing leisure activities
• Retirement
• Reduced income
• Ties with peers
Stress
• Relationship between person and environment that is appraised by the person as
taxing or exceeding his or her resources or endangering his or her well-being
• A state that results from an actual or perceived imbalance between the demand and
the capability of the individual to cope with and/or adapt to that demand that upsets the
individual's short-or-long term homeostasis
When stress is perceived, people engage in a cognitive appraisal process:
, • Primary - Appraise the risk or threat
• Secondary - Appraise options for responding
Stress - Coping
• The process of dealing with stress and your response to the stress
• Any effort to master conditions of harm, threat or challenge and bring the person back
into equilibrium.
• Four buffers to help manage stress with recreation/leisure:
1. Sense of competence
2. Nature and extent of exercise
3. Sense of purpose
4. Leisure activity
• Cognitive and behavior efforts to manage external and/or internal demands
Two types of stress coping:
• Problem-focused
• Emotion-focused
Attribution Model
• The casual analysis of behavior
• The process by which a person attributes or makes casual inferences "to what I
attribute my success and
failures"
• People formulate explanations for their own and others successes and failures
Attribution Model: Two Dimensions
• Stability (stable/unstable)
• Locus of control (internal/external)
Attribution Model: Four Determinants of Success of Failure
• Ability (stable-internal)
• Effort (unstable-internal)
• Task difficulty (stable-external)
• Luck (unstable-external)
Learned Helplessness
