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ASWB Social Work Masters Exam Prep- Dawn Apgar > Chapter 1: Human Growth & Development > Flashcards

Chapter 1: Human Growth & Development Flashcards

Lessons 1-41

1
Q

Abstinence

A

Practice of not doing something.

(i.e: Aversion Therapy)

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2
Q

Act of Commission

A

Engaging in an act of malfeasance when knowing the action or omission is illegal.

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3
Q

Act of Omission

A

Failure to perform a legal duty; social work task that is not done despite the need to do so according to established standard of care.

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4
Q

Acting Out

A

Emotional conflict is dealt with through actions rather than feelings

(i.e., instead of talking about feeling neglected, a person will get into trouble to get attention).

(Defense Mechanism)

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5
Q

Active Listening

A

Technique that involves listening closely and asking questions as needed to fully understand latent and manifest communication, as well as feeling associated with content of message; critical to client-centered therapy.

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6
Q

Acuity

A

Sharpness or ability, particularly of the mind, vision, or hearing.

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7
Q

Acute

A
  • Short or episodic

-Often characterized by high intensity and unanticipated (sudden onset)

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8
Q

Ad Hoc

A

Created or done for a particular needed purpose

(Occurs temporarily to fulfill a given need)

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9
Q

Aversion Therapy

A

Any treatment aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus.

(An example of this is treating alcoholism with Antabuse.)

(Behavioral Technique)

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10
Q

Biofeedback

A

Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension.

(Behavioral Technique)

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11
Q

Closed System

A

Uses up its energy and dies.

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12
Q

Compensation

A

Enables one to make up for real or fancied deficiencies

(i.e., a person who stutters becomes a very expressive writer; a short man assumes a cocky, overbearing manner).

(Defense Mechanism)

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13
Q

Conversion

A

Repressed urge is expressed as a disturbance of body function, usually of the sensory, voluntary nervous system (as pain, deafness, blindness, paralysis, convulsions, tics).

(Defense Mechanism)

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14
Q

Decompensation

A

Deterioration of existing defenses

(Defense Mechanism)

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15
Q

Denial

A

Inability to acknowledge true significance of thoughts, feelings, wishes, behavior, or external reality factors that are consciously intolerable.

(Defense Mechanism)

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16
Q

Devaluation

A

A defense mechanism in which a person attributes exaggerated negative qualities to self or another.

It is the split of primitive idealization.

(Defense Mechanism)

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17
Q

Differentiation

A

Becoming specialized in structure and function.

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18
Q

Displacement

A

Directing an impulse, wish, or feeling toward a person or situation that is not its real object, thus permitting expression in a less threatening situation

(e.g., a man angry at his boss kicks his dog).

(Defense Mechanism)

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19
Q

Dissociation

A

Disturbance or change in the usually integrative functions of memory, identity, perception, or consciousness (often seen in clients with a history of trauma).

(Defense Mechanism)

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20
Q

Entropy

A

Closed, disorganized, stagnant; using up available energy.

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21
Q

Equifinality

A

Arriving at the same end from different beginnings.

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22
Q

Extinction

A

Withholding a reinforcer that normally follows a behavior.

Behavior that fails to produce reinforcement will eventually cease.

(Behavioral Tehcnique)

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23
Q

Flooding

A

A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high intensity feared stimuli.

(Behavioral Technique)

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24
Q

Homeostasis

A

Steady state.

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25
Q

Idealization

A

Overestimation of an admired aspect or attribute of another.

(Defense Mechanism)

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26
Q

Identification

A

Universal mechanism whereby a person pattern themselves after a significant other. Plays a major role in personality development, especially superego development.

(Defense Mechanism)

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27
Q

Identification with the Aggerssor

A

Mastering anxiety by identifying with a powerful aggressor (such as an abusing parent) to counteract feelings of helplessness and to feel powerful oneself.

Usually involves behaving like the aggressor (i.e., abusing others after one has been abused oneself).

(Defense Mechanism)

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28
Q

In-Vivo Desensitization

A

Pairing and movement through a hierarchy of anxiety, from least to most anxiety provoking situations

Takes place in “real” setting.

(Behavioral Technique)

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29
Q

Incorporation

A

Psychic representation of a person is (or parts of a person are) figuratively ingested.

(Defense Mechanism)

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30
Q

Inhibition

A

Loss of motivation to engage in (usually pleasurable) activity avoided because it might stir up conflict over forbidden impulses

(i.e., writing, learning, or work blocks or social shyness).

(Defense Mechanism)

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31
Q

Input

A

Obtaining resources from the environment that are necessary to attain the goals of the system.

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32
Q

Intellectualization

A

Where the person avoids uncomfortable emotions by focusing on facts and logic.

Emotional aspects are completely ignored as being irrelevant.

By using complex terminology, the focus is placed on the words rather than the emotions.

(Defense Mechanism)

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33
Q

Introjection

A

Loved or hated external objects are symbolically absorbed within self

(i.e., in severe depression, unconscious unacceptable hatred is turned toward self).

(Defense Mechanism)

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34
Q

Isolation of Affect

A

Unacceptable impulse, idea, or act is separated from its original memory source, thereby removing the original emotional charge associated with it.

(Defense Mechanism)

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35
Q

Modeling

A

Method of instruction that involves an individual (the model) demonstrating the behavior to be acquired by a client.

(Behavioral Technique)

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36
Q

Negative Entropy

A

Exchange of energy and resources between systems that promote growth and transformation.

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37
Q

Negative Punishment

A

Removal of a DESIRABLE stimulus following a behavior for the purpose of decreasing or eliminating that behavior

(i.e., removing something positive, such as a token, dessert, or favorite toy etc.).

(Operant Technique)

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38
Q

Negative Reinforcement

A

Behavior increases because a negative (aversive) stimulus is removed

(I.e: You unground a child for completing their homework all week)

(Operant Technique)

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39
Q

Time-Out

A

Removal of something desirable—negative punishment technique.

(Behavioral Technique)

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40
Q

Open System

A

A system with cross-boundary exchange.

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41
Q

Output

A

A product of the system that exports to the environment.

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42
Q

Positive Punishment

A

Presentation of UNDESIREABLE stimulus following a behavior for the purpose of decreasing or eliminating that behavior

(i.e.: Spanking a child that is hitting their sibling)

(Operant Technique)

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43
Q

Positive Reinforcement

A

Increases probability that behavior will occur due to and awarding stimulus. ( I.e: praising, giving tokens, or otherwise rewarding positive behavior.)

(Operant Technique)

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44
Q

Projection

A

Attributing one’s disowned attitudes, wishes, feelings, and urges to some external object or person.

(Defense Mechanism)

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45
Q

Projective identification

A

Unconsciously perceiving others’ behavior as a reflection of one’s own identity.

(Defense Mechanism)

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46
Q

Rational Emotive Therapy (RET)

A

A cognitively oriented therapy in which a social worker seeks to change a client’s irrational beliefs by argument, persuasion, and rational reevaluation and by teaching a client to counter self-defeating thinking with new, non-distressing self-statements.

(Behavioral Technique)

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47
Q

Rationalization

A

Giving believable explanation for irrational behavior; motivated by unacceptable unconscious wishes or by defenses used to cope with such wishes.

Not unconscious.

(Defense Mechanism)

48
Q

Reaction Formation

A

Person adopts affects, ideas, attitudes, or behaviors that are opposites of those they harbor consciously or unconsciously

(I.e: Acting excessively nice, when you are angry)

(Defense Mechanism)

49
Q

Regression

A

Partial or symbolic return to more infantile patterns of reacting or thinking.

Can be in service to ego (i.e., as dependency during illness).

(Defense Mechanism)

50
Q

Repression

A

Expressed clinically by amnesia or symptomatic forgetting serving to banish unacceptable ideas, fantasies, affects, or impulses from consciousness.

(Defense Mechanism)

51
Q

Role Ambiguity

A

Lack of clarity of role.

52
Q

Role Complimentarity

A

The role is carried out in an expected way.

(e.g., parent–child; social worker–client).

53
Q

Role Conflict

A

Incompatible or conflicting expectations.

54
Q

Role Discomplimentarity

A

The role expectations of others differ from one’s own.

55
Q

Role Reversal

A

When two or more individuals switch roles.

56
Q

Shaping

A

Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.

(Behavioral Technique)

57
Q

Splitting

A

(Defensive mechanism)

A Person perceives self and others as “all good” or “all bad.” They fail to recognize positive and negative qualities as a cohesive whole

  • “All or nothing” thinking.

-Serves to protect the good

(Defense Mechanism)

58
Q

Sublimation

A

Potentially maladaptive feelings or behaviors are diverted into socially acceptable, adaptive channels

(i.e., a person who has angry feelings channels them into athletics).

(Defense Mechanism)

59
Q

Substitution

A

Unattainable or unacceptable goal, emotion, or object is replaced by one more attainable or acceptable.

60
Q

Subsystem

A

A major component of a system made up of two or more interdependent components that interact in order to attain their own purpose(s) and the purpose(s) of the system in which they are embedded.

61
Q

Supra-System

A

An entity that is served by a number of component systems organized in interacting relationships

62
Q

Symbolization

A

A mental representation stands for some other thing, class of things, or attribute.

This mechanism underlies dream formation and some other symptoms with a link between the latent meaning of the symptom and the symbol; usually unconscious.

63
Q

Systemic Desensitization

A

An anxiety-inhibiting response cannot occur at the same time as the anxiety response.

Anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response.

At each step a client’s reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is reinforced by receiving a reward.

The reward could be a compliment, a gift, or relaxation.

(Behavioral Technique)

64
Q

Token Economy

A

A client receives tokens as reinforcement for performing specified behaviors.

The tokens function as currency within the environment and can be exchanged for desired goods, services, or privileges.

(Behavioral Technique)

65
Q

Throughput

A

Energy that is integrated into the system so it can be used by the system to accomplish its goals.

66
Q

Turning Against Self

A

Defense to deflect hostile aggression or other unacceptable impulses from another to self.

(Defense Mechanism)

67
Q

Undoing

A

A person uses words or actions to symbolically reverse or negate unacceptable thoughts, feelings, or actions

(i.e., a person compulsively washing hands to deal with obsessive thoughts).

(Defense Mechanism)

68
Q

What are the Theories of Human Development?

A

Social
Emotional
Cognitive
Behavioral

69
Q

Social Development Theory

A

Focuses on how children socialize and how these interactions affect their sense of self

70
Q

Emotional Development Theory

A

Focuses on one’s ability to pay attention and make transitions from one activity to another, while cooperating with others.

Emphasizes many skills that increase self awareness and self-regulation

71
Q

Cognitive Development Theory

A

Focuses on development in terms of information processing, conceptual resources, perceptual skills, learning aspects, and other aspects of the brain.

72
Q

Behavioral Development Theory

A

Suggests that personality is a result of interactions between individuals and the environment

This theory rejects thoughts, emotions, and feelings

The goal is to modify behaviors.

73
Q

Sexual Development Theory

A

Humans are sexual beings throughout their life time.

74
Q

Spiritual Development Theory

A

Attempts to explain the impact of spiritual and religious beliefs on behaviors

  • Individuals are unwilling to accept a will greater than their own.
  • Individuals have blind faith in authority figures and see the world as divided into good and evil; right and wrong.
  • Scientific skepticism and questioning are critical, because an individual does not accept things on faith, but only if convinced logically.
  • The individuals start enjoying the mystery and beauty of nature and existence.
75
Q

What are Erik Erickson’s Eight (8) Stages of Psychosocial Development?

A

1) Trust v. Mistrust
(Infants [0-1])
2) Autonomy v. Shame and Doubt
(Early Childhood [1-3])
3) Initiative v. Guilt
(Young Children [3-6])
4) Industry v. Inferiority
(Older Children [6-12])
5) Identity v. Role Confusion
(Adolescence [13-21])
6) Intimacy v. Isolation
(Young Adulthood [21-39])
7) Generativity v. Stagnation
(Middle Adulthood [40-65])
8) Ego Integrity v. Despair
(Elderly Adulthood [66+]

76
Q

What are six (6) Levels of Cognition?

A

1) Knowledge: rote memorization; recognition; recall

2) Comprehension: understanding what the facts mean

3) Application: correct use of the facts, rules, ideas

4) Analysis: breaking down information into
components parts

5) Synthesis: combination of facts or information to make a new whole

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

77
Q

Clients have may have goals to learn in what three (3) domains?

A

a. Cogntive
b. Affective
c. Psychomotor

78
Q

What are the four (4) stages of cognitive development?

A

Developed by Jean Piaget
1. Sensorimotor (0-2): Retains images of objects

  1. Pre-Operational (2-7): Concrete thinking –> abstract thinking. (** Magial Thinking**)
  2. Concrete Operations (7-11): Begins Abstract Thought)
  3. Formal Operations (11-Maturity): Higher level of abstract though
79
Q

What are the six (6) stages of moral development the emerged from Lawrence Kholbergs’ work?

A

Pre-Conventional (1): Obedience/ Fear of Punishment
Pre-Conventional (2): Conforms to ruled to receive rewards.

Conventional (3): Acts to gain approval from others
Conventional (4): Obeys laws and fulfills duties to maintain social system

Post-Conventional (5): Concerned with being morally right/ for welfare of others.
Post-Conventional (6): Guided by individual principles on broad ethical principles. Concern for larger universal issues.

80
Q

Learning Theory

A

A conceptual framework that describes how information is absorbed, processed, and retained.

Four distinctions:
- Behaviorist (Pavlov, Skinner)
- Cognitive (Piaget)
- Humanist (Maslow)
- Social (Bandura)

81
Q

What are (2) fundamental classes of behavior?

A
  1. Respondent: a stimulus elicits a response. Involuntary behavior is automatically elicited by certain behavior. (A.k.a- Classical Conditioning)
  2. Operant: Voluntary behavior that is controlled by its consequences in the environment.
82
Q

Operant Conditioning

A

Antecedent events or stimuli precede behaviors, which, in turn, are followed by consequences

– Positive Consequences: Increases the occurrence of behavior

–Negative Consequences: Decreases the occurrence of behavior.

83
Q

Respondent Conditioning

A

Learning occurs as follows:

Conditioned Stimulus + Unconditioned Stimulus= Conditioned Response.

84
Q

What are the five (5) Stages of sexual development?

A

Infants & Toddlers (Birth-2)
- Explore genitals because it provides pleasure
- Acknowledges differences in male and female genitals and know their own gender

Children (3-7)
- Urinating different positions
- May imitate social and sexual behaviors
- Play “doctor”
- Become more modest/private

Pre-Adolescents Youth (8-12)
- Puberty
- Masturbation
- Self Conscious of body image
- Potential same-sex behaviors

Adolescent Youth (13-19)
- interest in romantic and sexual relationships.

Adults (20+)
- Sexual behaviors varied`

85
Q

Race

A

A social construct in which people are classified according to physical or biological characteristics

86
Q

Ethnicity

A

Refers to the idea that a person may share culture, religions, race, language, or place of origin

87
Q

Cultural Identity

A

Identification with or sense of belonging to a particular or various group based on various categories including nationality, ethnicity, race, gender, and religion. (i.e: British Asian)

88
Q

Maslow’s Hierarchy of Needs

A

Implies that clients needs are motivated to meet specific needs that progress from basic to complex.

Basic Needs: physiological, safety, social, esteem): Needs that are due to deprivation (deficiency need). Satisfaction of these needs helps to avoid unpleasant feelings and consequences.

Growth Needs: (self-actualization): Comes from a place of growth rather than lacking

89
Q

What are the five (5) Stages of Maslow’s Hierarchy of needs?

A
  1. Physiological Needs
  2. Safety Needs
  3. Love and Belonging
  4. Esteem
  5. Self-Actualization
90
Q

Attachment Theory

A

Psychological connections between human beings that can be understood within an evolutionary context in which a caregiver provides safety for the child.

(Derived from John Bowlby who believed that children are innately biologically programmed to form attachment to secure survival.)

91
Q

Conflict Theory

A

Assume’s economy is in a state of perpetual conflict due to social stratified (grouped/separate) society competing for limited resources

(Derived from Karl Marx)

Groups and Individuals advance their own interests in the struggle for societal and economic resources.

Emphasizes social control over consensus and conformity.

Social order is maintained by consensus among those with the greatest resources (political, economical, social)

92
Q

Four (4) Types of Parenting Styles

A

Parenting styles are assumed to have impact on an individuals behavior later in life.

Authoritarian: Parents establish strict rules, with no explanation. Children expected to follow.

Authoritative: Established rules and guidelines (slightly democratic), parents are responsive and open to questions; nurturing and forgiving.

Permissive: Parents have few demands, discipline is rare; nurturing/communicative, parent viewed as friend.

Uninvolved: Low demands; Basic needs provided; Unresponsive/Low communication; Detached

93
Q

Feminist Theory

A

Analyzes and questions the gender gap (race, class, ethnicity, sexuality, nationality, age, intersectionality) between men and women with the purpose of improving women’s lives.

-Aimed at establishing equal rights and legal protection for women.

94
Q

Family Cycle Theory

A

The emotional and intellectual stages from childhood to retirement as a member of a family.

In each stage, clients face challenges in family life that allow the building or gaining of new skills.

Suggests that successful transitioning from one stage to the next may also help to prevent disease and emotional or stress-related disorders

95
Q

(8) Stages of The Family Life Cycle

A
  1. Family of Origin (Foundations of Family)
  2. Leaving Home (Independence)
  3. Pre-Marriage (Developing Relationship/Home)
  4. Childless Couple (Developing Coexistent Living)
  5. Family with Young Children (Developing Parental Roles)
  6. Family with Adolescence (Adjusting Family Relationships
  7. Launching Children (Resolving Midlife Issues)
  8. Later Family (Coping with physiological Decline in Self and Others)
96
Q

(5) Stages of Couples Development

A
  1. Romance (focused on attachment)
  2. Power Struggles (Differentiation)
  3. Stability (Individuality/Autonomy)
  4. Commitment
  5. Co-Creation (Mutual Growth/Respect)
97
Q

Defense Mechanisms

A

Automatic, involuntary, usually unconscious behaviors and psychological activities to exclude unacceptable thoughts, urges, threats, and impulses from awareness for fear of disapproval, punishment, or other negative outcomes.

98
Q

Symptoms of SUD

A
  • Loss of Control
  • Craving
  • Physical Dependence
  • Tolerance
  • Neglect of Activities
  • Failed Attempts to Quit
  • Continued use Despite Consequence
  • Time Spent Obtaining and Using Substances
  • Reduced Social and Recreational Activities
  • Delirium tremens (DTs): symptoms associated with alcohol withdrawal that includes hallucinations, rapid respiration, temperature abnormalities, and body tremors.

-Korsakoff’s Syndrome: memory problems.

98
Q

Causes of SUD

A

Biopsychosocial Model: It incorporates hereditary predisposition, emotional and psychological problems, social influences, and environmental problems.

Medical Model: Addiction is considered a chronic, progressive, relapsing, and potentially fatal medical disease. (Genetic; Brain Reward; Altered Brain Chemistry)

Self-Medication Model: Substances relieve symptoms of a psychiatric disorder and continued use is reinforced by relief of symptoms.

Family & Environmental Model: behaviors shaped by family and peers, personality factors, physical and sexual abuse, disorganized communities, and school factors.

Social Model: Drug use is learned and reinforced from others who serve as role models.

98
Q

Substance Use Disorder (SUD)

A

Characterized by the problematic use of substances such as alcohol, drugs (both legal and illegal), or other addictive substances.

  • Involves a pattern of behaviors in which individuals continue to use the substance despite experiencing negative consequences in various areas of their life

(3 Leves: Mild, Moderate, Severe)

99
Q

Addiction

A

Any behavior that a client feels powerless to control and interferes with the client’s normal daily life.

  • People can become addicted, dependent, or compulsively obsessed with any activity, substance, object, or behavior that gives pleasure.

They will compulsively engage in the activity even if they do not want to do so.

100
Q

Goals Addiction Treatments

A
  • Abstinence from substances
  • Maximizing life functioning
  • Preventing or reducing the frequency and severity of relapse
101
Q

Stages of Addiction/SUD Treatment

A

Stabilization: Focus is on establishing abstinence, accepting a substance abuse problem, and committing oneself to making changes

Rehabilitation/habilitation: Focus is on remaining substance-free by establishing a stable lifestyle, developing coping and living skills, increasing
supports, and grieving loss of substance use.

Maintenance: Focus is on stabilizing gains made in treatment, relapse prevention, and termination

102
Q

Treatment Approaches for Addiction

A

Medication-Assisted Treatment (MAT): interventions assist with interfering with the symptoms associated with use.
(I.e: Antabuse (Alcohol Withdrawal) & Naltrexone (ReduceCravings))

Psycho-social/ psychological:interventions modify maladaptive feelings, attitudes, and behaviors through individual, group, marital, or family therapy.

Behavioral Therapies: ameliorate or extinguish undesirable behaviors and encourage desired ones through behavior modification.

Self-Help Groups: Alcoholics Anonymous, Narcotics Anonymous) provide mutual support and encouragement while becoming abstinent or in remaining abstinent.

103
Q

Systems Theory

A

Views human behavior through larger contexts, such as members of families, communities, and broader society. When one thing changes within a system, the whole system is affected.

104
Q

Group Work

A

A method of social work that helps individuals to enhance their social functioning through purposeful group experiences, as well as to cope more effectively with their personal, group, or community problems.

105
Q

Therapeutic Group

A

Provides a unique microcosm in which members gain more knowledge and insight into themselves for the purpose of making changes in their lives.

106
Q

Different Types of Groups

A

-Groups centered on a shared problem
-Counseling groups
-Activity groups
-Action groups
-Self-help groups
-Natural groups
-Closed versus open groups
-Structured groups
-Crisis groups
-Reference groups (similar values)

107
Q

Stages of Group Development

A

1) Preaffiliation—development of trust (known as forming)

2) Power and control—struggles for individual autonomy and group identification (known as storming)

3) Intimacy—utilizing self in service of the group (known as norming)

4) Differentiation—acceptance of each other as distinct individuals (known as performing).

5) Separation/termination—independence (known as adjourning)

108
Q

Group Think

A

When a group makes faulty decisions because of group pressures.

A group is especially vulnerable to groupthink when its members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules for decision making.

109
Q

Genograms

A

Diagrams that help uncover intergenerational patterns of behavior, marriage choices, family alliances and conflicts, the existence of family secrets, and other information that will shed light on a family’s present situation

Include annotations about the medical history and major personality traits of each family member.

110
Q

Strengths Perspective

A

Based on the assumption that clients have the capacity to grow, change, and adapt (humanistic approach).

Clients also have the knowledge that is important in defining and solving their problems (clients or families are experts about their own lives and situations); they are resilient and survive and thrive despite difficulties

111
Q

Crisis

A

Acute disruption of psychological homeostasis in which a client’s usual coping mechanisms fail and there is evidence of distress and functional impairment.

112
Q

Stages of Crisis Intervention

A
  1. Plan and conduct a thorough biopsychosocial–spiritual–cultural and lethality/imminent danger assessment
  2. Make psychological contact and rapidly establish the collaborative relationship
  3. Identify the major problems, including crisis precipitants
  4. Encourage an 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
113
Q

Trauma Informed Care

A

Based on an understanding of the vulnerabilities or triggers of trauma survivors that traditional service delivery approaches may exacerbate, so that these services and programs can be more supportive and avoid re-traumatization.

114
Q

Communication Theory

A

Involves the ways in which information is transmitted, received, evaluated, and responded to.

Manifest: the concrete words or terms contained in a communication

Latent: That which is not visible, the underlying meaning of words or terms.

115
Q

Critical Communication Concepts

A
  • Acceptance
  • Cognitive dissonance: Arises when a person has to choose between two contradictory attitudes and beliefs. (cognitions & attitudes don’t match).
  • Context
  • Double Bind: Offering two contradictory messages and prohibiting the recipient from noticing the contradiction.
  • Echolalia: Repeating noises and phrases.
    -Information Processing
  • Information Processing Block
  • Metacommunication
  • Nonverbal Communication

ASWB Social Work Masters Exam Prep- Dawn Apgar (5 decks)

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