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SWRK 2004 Theories (Jordyn & Laura) > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Traditional Paradigm Attributes

A
  • Dominant and normative
  • Positivistic, scientific, objective, quantitative
  • Masculinity and patriarchy
  • Whiteness
  • Separate, impersonal and competitive
  • Privilege
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2
Q

Alternative Paradigm Attributes

A
  • Non dominant but inclusive
  • Interpretive, intuitive, subjective and qualitative
  • Feminism
  • African American feminism, standpoint theory, global feminism
  • Diversities
  • Interrelatedness
  • Oppressions
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3
Q

Functional Theory (Traditional)

A

central idea as the belief that “society is a whole unit, made of interrelated parts that work together.”

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4
Q

Conflict Theory (Traditional)

A

theorists see society as composed of groups fiercely competing for scarce resources (Founded by Karl Marx)

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5
Q

Interactionist Theory (Traditional)

A

focuses on the nature and meaning of the interactions among humans (three variations: symbolic interaction theory, exchange theory, and dramaturgical theory)

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6
Q

Role Theory (Traditional)

A

seeks to explain behaviour as an action taken in accordance with agreed-upon rules of behaviour for persons occupying given positions

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7
Q

Psychoanalytic Theory (Traditional)

A

one of the most influential in explaining human behaviour.
main goal of psychoanalytic therapy is to bring unconscious material into consciousness and enhance the functioning of the ego, helping the individual become less controlled by biological drives or demands of the superego

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8
Q

Behavioural / Learning Theory (Traditional)

A

believes reinforcement or modelling is necessary for learning behaviours, and comes exclusively from the environment.

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9
Q

Solution-Focused Brief Therapy (SFBT) (Traditional)

A

defined by its emphasis on constructing solutions rather than resolving problems. Assumes the patient wants to change and has the capacity to envision change.

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10
Q

Human Development Theory (Mid-Range)

A

founded by Bergen.
Highlights changes in the structure, function, or behaviour of the human, that are due to an interactive combination of maturation and learning.

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11
Q

Life-Span Perspective (Mid-Range)

A

founded by Newman.
Argues that:
(1) growth occurs at every stage of life.
(2) individual lives show continuity and change as they progress.
(3) every person’s behaviour must be analyzed in context of relevant settings and personal relationships.

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12
Q

Life-Course Theory (Mid-Range)

A

a contextual, process-oriented, dynamic approach. Focuses on the intersection of social and historical factors.

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13
Q

Strengths-Based Perspective (Mid-Range)

A

assumptions are grounded in the postmodern notion that social workers must respect and engage client’s ways of viewing themselves.

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14
Q

Standpoint Theory (Mid-Range)

A

emphasizes the strengths and potential contributions of marginalized groups, because of their lived experiences.

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15
Q

Multi-Systems Life Course Perspective (Alternative)

A

incorporates Life-Course Theory, Social/Ecological Perspectives, Intersectionality, Symbolic Interactionalism, etc

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16
Q

Intersectionality (Alternative)

A

three central tenets:

(1) no social group is homogenous.
(2) people must be located in terms of social structures that capture the power relations implied. (3) there are unique, non-additive effects of identifying with more than one social group.

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17
Q

Critical Race Theory (Alternative)

A

five central tenets:

(1) the intercentricity of race and racism with other forms of subordination
(2) the challenge to dominant ideology (CRT challenges white priv)
(3) the commitment to social justice
(4) the centrality of experiential knowledge
(5) the transdisciplinary perspective

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18
Q

Differential Vulnerability Model (Alternative)

A

founded by Schiele.

Provides a model to prioritize the various forms of oppression important to social work education.

19
Q

Freud (Individual - Traditional)

A

Psychoanalysis theory

20
Q

Piaget (Individual - Traditional)

A

Cognitive Development Model:

  • Sensorimotor Period
  • Concrete Operational Thought Period
  • Formal Operations Period
21
Q

Kohlberg (Individual - Traditional)

A

Moral Judgement Levels:

  • Pre-conventional (concrete individual perspective)
  • Conventional (member-of-society perspective)
  • Post-conventional (prior-to-society perspective)
22
Q

Erikson (Individual - Traditional)

A

Psychosocial Stages of Development:

  • Trust vs Mistrust (infant)
  • Autonomy vs Shame & Doubt (toddler)
  • Initiative vs Guilt (preschool)
  • Industry vs Inferiority (elementary)
  • Identity vs Role Confusion (adolescence)
  • Intimacy vs Isolation (early adulthood)
  • Generativity vs Stagnation (midle adulthood)
  • Ego Integrity vs Despair (late adulthood)
23
Q

Levinson (Individual - Traditional)

A

Seasons of Life Theory:

  • Pre-Adulthood Stage (age 0-22)
  • Early Adulthood Stage (age 17-45)
  • Middle Adulthood Stage (age 40-65)
  • Late Adulthood Stage (age 60-85)
24
Q

African American Identity Development Model (Individual - Alternative)

A 
Conceptualized by Cross
Four Stages:
-Pre-Encounter
-Encounter
-Immersion-Emersion 
-Internalization
25
Q

Africentric/African-Centred Models (Individual - Alternative)

A

The Principles Guiding This Perspective:

  • Fundamental Goodness
  • Self-Knowledge
  • Communalism
  • Interconnectedness
  • Spirituality
  • Self-Reliance
  • Language/Oral Tradition
  • Thought and Practice
26
Q

Multidimensional Model of Racial Identity (Individual - Alternative)

A

Four Assumptions of MMRI:

(1) Identities are environmentally influenced
(2) Individuals have a number of different identities, hierarchially ordered
(3) Individuals perception of racial identity is the most valid indicator of their identity
(4) MMRI is concerned with the status of an individual’s racial identity, as opposed to development

27
Q

Biracial and Multiracial Identity Development (Individual - Alternative)

A

(1) Preschool Stage
(2) Entry to School
(3) Preadolescence
(4) Adolescence
(5) Young Adulthood
(6) Adulthood

28
Q

Women and Moral Development (Individual - Alternative)

A

Founded by Gilligan, integrates three themes:

(1) moral problems arise out of conflicting responsibilities rather than competing rights
(2) moral problems require resolution through contextual thinking rather than abstract
(3) morality centres on the activity of care

29
Q

Perspectives on LGBTQ Development (Individual - Alternative)

A 
Discovered by D'Augelli.
Phases of the model:
(1) Exiting Heterosexual Identity
(2) Developing a Personal LGB Identity
(3) Developing a LGB Social Identity
(4) Becoming a LGB Offspring
(5) Developing a LGB Intimacy Status 
(6) Entering a LGB Community
30
Q

Multiple Intelligence Perspective (Individual - Alternative)

A

Founded by Gardner

Linguistic, Logical, Spatial, Musical, Interpersonal, Intrapersonal intelligences

31
Q

Cass’s Model of Homosexual Identity Formation (Individual - Alternative)

A

Focuses on the homosexual situation as experienced by homosexuals themselves.

(1) Identity Confusion
(2) Identity Comparison
(3) Identity Tolerance
(4) Identity Acceptance
(5) Identity Pride
(6) Identity Synthesis

32
Q

Traditional Family Perspective Attributes

A

Child centered
Chronological
Use structure to define
Pathologize and exclude many other families

33
Q

Alternative Family Perspective Attributes

A

Inclusive
Validating
Flexible and dynamic
Use relationship to define

34
Q

Family Life Model (Family - Traditional)

A

Duvall and Hill
three criteria (major change in family size, developmental age of the oldest child, change in work status of the father), 8 stages
Establishment (newly married, no children)
New parents (infant-3)
Preschool family (3-6, possible younger siblings)
School-age family (oldest 6-12, possible younger siblings)
Family with adolescent (oldest 13-19, possible younger siblings)
Family with young adult (20, first child leaves home)
Family as launching center (departure of first to last child)
Post-parental family, the middle years (all children left home)

35
Q

Life Course Theory & Familiness (Family - Alternative)

A 
looks at change in individual and family unite over times but tracing individual paths in the context of the development of family
temporal context (multiple time clocks that affect family life), sociocultural context (understanding the social ecology of families), families influenced by both stability and change, advocates diversity among families.
36
Q

Sequential-Stage Theories (Group - Traditional)

A

(1) Forming - stage of uncertainty as members come together
(2) Storming - members raise questions, period of conflict
(3) Norming - order is established
(4) Performing - carrying out of necessary tasks
(5) Adjourning - members prep to end their work together

37
Q

Recurring-Stage Theories (Group - Alternative)

A

Accept that change and movement are ongoing and necessary in groups
Accept that for groups to progress they must go back to previous stages and revisit past issues

38
Q

Theory X (Organization - Traditional)

A

Founded by Mcgregor

Assumes people are lazy and will avoid work, lack self-motivation, do not like to take risks

39
Q

Theory Y (Organization - Traditional)

A

Founded by Mcgregor

Assumes that people are inherently good, self-directed, self-controlled, seek responsibility

40
Q

Contingency Theory (Organization - Traditional)

A

Suggests that the effectiveness of any organizational action is determined in the context of all other elements/conditions in the Org.
Determines that everything is situational.

41
Q

Theory Z (Organization - Alternative)

A

Emphasizes job security, collective decision-making and collective responsibility for decisions.
Group or team approach is central

42
Q

Community as Place (Community - Traditional)

A

Reiss - “a community arises through sharing a limited territorial space for residence and function, to meet common needs generated in the shared space.”

43
Q

Community as non-place (Community - Alternative)

A

Focuses on ethnic and religious ties rather than geographical aspects

44
Q

Social Capital (Community - Alternative)

A

Describes resources that are neither traditional or human capital.
Refers to resources that are stored in human relationships/networks

SWRK 2004 Theories (Jordyn & Laura) (1 decks)

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