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ASWB Licensing Exam > Human Behaviour in the Social Environment > Flashcards

Human Behaviour in the Social Environment Flashcards

1
Q

In the family life cycle, can stages be skipped? What are the implications?

A
  • Skills CAN be learned in later stages if missed in an earlier one … However…
    ○ Mastering skills and milestones of each stage allows successful movement from one stage of development to the next
    ○ If not mastered, more likely to have difficulty with relationships and future transitions
  • Successful transitioning may also help to prevent disease and emotional or stress-related disorders
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2
Q

What can disrupt the normal life cycle?

A

Stress of daily living, ongoing stress, coping with chronic conditions, other life crises (illness, financial problems, death etc.)

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3
Q

What are the EIGHT stages in the Family Life Cycle?

A
  1. Family of Origin Experiences
  2. Leaving Home
  3. Pre-Marriage Stage
  4. Childless Couple Stage
  5. Family with Young Children
  6. Family with Adolescents
  7. Launching Children
  8. Later Family Life
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4
Q

What are the tasks in Stage 1 of the FLC - Family of Origin Experiences?

A
  • Maintaining relationships with parents, siblings & peers
    • Completing education
      • Developing the foundations of a family life
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5
Q

What are the tasks in Stage 2 of the FLC - Leaving Home

A
  • Differentiating self from family of origin and parents and developing adult-to-adult relationships with parents
    • Developing intimate peer relationships
      • Beginning work, developing work identity and financial independence
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6
Q

What are the tasks in Stage 3 of the FLC - Pre Marriage Stage

A
  • Selecting Partners
  • Developing a Relationship
  • Deciding to establish own home with someone
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7
Q

What are the tasks in Stage 4 of the FLC - Childless Couple Stage

A
  • Developing a way to live together both practically and emotionally
    - Adjusting relationships with families of origin and peers to include partner
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8
Q

What are the tasks in Stage 5 of the FLC - Family with Young Children

A
  • Realigning family system to make space for children
    • Adopting/developing parenting roles
    • Realigning relationships with families of origin to include parenting and grandparenting roles
      • Facilitating children to develop peer relationships
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9
Q

What are the tasks in Stage 6 of the FLC - Family With Adolescents

A
  • Adjusting parent-child relationships to allow adolescents more autonomy
    • Adjusting family relationships to focus on midlife relationship and career issues
      • Taking on responsibility of caring for families of origin
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10
Q

What are the tasks in Stage 7 of the FLC - Launching Children

A
  • Resolving midlife issues
    • Negotiating adult-to-adult relationships with children
    • Adjusting to living as a couple again
    • Adjusting to including in-laws and grandchildren within the family circle
      • Dealing with disabilities and death in family of origin
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11
Q

What are the tasks in Stage 8 of the FLC - Later Family Life

A
  • Coping with physiological decline in self and others
    • Adjusting to children taking a more central role in family maintenance
    • Valuing the wisdom and experience of the elderly
    • Dealing with the loss of spouse and peers
      • Preparing for death, life review and reminiscence
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12
Q

What are Family Dynamics and what are their impacts?

A

Family Dynamics: Patterns of relating or interactions between family members.

- Each families dynamics are unique, some common patterns 
- Even with little/no present contact there is still an influence from dynamics from previous years 
- Often have a strong influence on how individuals see themselves, others, the world & influence their relationships, behaviours, and well being 
- Understanding of the impact of family dynamics on a client's self perception may help SW pinpoint and respond to the driving forces behind their current needs 
  - Significantly impact client's biological, psych, social functioning + & -
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13
Q

What is Healthy Functioning in a family characterized by?

A
  • Treating each member as an individual
    - Having regular routines & structure
    - Being connected to extended family, friends, & community
    - Having realistic expectations
    - Spending quality time (fun, relaxed, conflict-free)
    - Ensuring members take care of own needs and not just family needs
    - Helping one another through example & direct assistance
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14
Q

What are the core factors of Theories of Couple Development?

A
  • Significant variability but some predictable stages that characterize intimate relationships
    • Developmental - growth
    • Stages are not linear, can go backwards
    • Homosexual couples go through these stages but have unique challenges
      (Fewer public role models, concerns about acceptance, secrecy, concerns over safety , separation from family)
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15
Q

What are the 5 stages of Couple Development?

A
  1. Romance
  2. Power Struggle
  3. Stability
  4. Commitment
  5. Co-Creation
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16
Q

What are the characteristics of Stage 1 of Couple Development - Romance

A
  • Introduction, common interests, attraction
    • Conversations & dates to learn about partner
    • Focus is attachment
    • Passion, nurturing, selfless attention to needs of others
    • Differences minimized and partners place few demands on each other
    • Romantic bond is foundation & critical to health of the relationship in the future
      • Symbiotic/Mutualistic relationships - not unique
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17
Q

What are the characteristics of Stage 2 of Couple Development - Power Struggle

A
  • Recognizing differences and unique needs
    • Defining oneself and managing conflict
    • Greater separation and loss of romance from self-expression
    • Focus on differences instead of similarities
    • Time away often needed
    • Differentiation (distinction within the relationship) bust be managed
    • Critical effort must be made to balance self-discovery with intimacy
      • To ‘survive’ this stage, individuals must acknowledge differences, learn to share power, forfeit fantasies of harmony and accept partners without needing to change them
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18
Q

What are the characteristics of Stage 3 of Couple Development - Stability

A
  • Redirection of personal attention, time, and activities away from partners and towards one’s self
    • Focus on personal needs while respecting others
    • Autonomy & Individuality are key
    • More mature, compromise
    • Mirrors “practicing” phase of separation-individuation in infant development (exploring independence but still part of a couple)
    • “Rapprochement” - crisis that threaten their identities or separateness, may rely more heavily on companionship and intimacy
      • Still back and forth between intimacy and independence with ultimate goal being intimacy that doesn’t sacrifice separateness
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19
Q

What are the characteristics of Stage 4 of Couple Development - Commitment

A
  • Marriage is ideal at this stage but often occurs earlier - perhaps why divorce rates so high
    - Recognize that they want to be together and the good outweighs the bad
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20
Q

What are the characteristics of Stage 5 of Couple Development - Co-Creation

A
  • Constancy (faithful, dependable)
    • Foundation is no longer personal need but appreciation and love, support and respect for mutual growth
    • Work on projects together (similar to Erikson’s generativity vs. stagnation)
      • Create or nurture things that are enduring, creating positive change that benefits others
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21
Q

What are the Impacts of Physical & Mental Illness on Family Dynamics?

A
  • Places an extra set of demands on family systems
    • Can consume a lot of family resources, time, energy, money – other needs may go unmet
    • Can take up physical & emotional energy - strain, guilt, worry, anger, uncertainty
    • Knowing about available services/resources a major challenge – eligibility & coordination of different services – SW can help
    • Many communities lack services/programs/facilities
    • Burden of stigma, judgement, rejection
    • Impact can be little or profound
    • Affects all aspects of functioning
    • Can require sacrifices from other family members that impact their own well being
    • Desire to put the incident “behind them” - a denial of an ongoing change
      • Some may understand the illness while others do not - causing tension, isolation, loss of meaningful relationships
      • Stigma may make family members reluctant to discuss the illness
      • May believe the condition to be totally disabling which isn’t necessarily true
    • May need info from SW about how to plan and manage the illness
      • If illness is not stable families bounce between crises feeling a lack of control
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22
Q

Define Defense Mechanisms

A

Defense Mechanisms: behaviours that protect people from anxiety – automatic, involuntary, usually unconscious —- NOT THE SAME AS COPING STRATEGIES WHICH ARE VOLUNTARY

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23
Q

Define Acting Out

A

emotional conflict dealt with through actions instead of feelings (getting in trouble to get attention rather than talking about feeling neglected)

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24
Q

Define Compensation

A

Enables one to make up for real/imagined deficiencies (stutter - very expressive writer)

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25
Q

Define Conversion

A

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

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26
Q

Define Decompensation

A

deterioration of existing defenses

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27
Q

Define Devaluation

A

frequently used by those with borderline personality disorder - attributing exaggerated negative qualities to self or another. Split of primitive idealization

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28
Q

Define Dissociation

A

a process that enables a person to split mental functions in a manner that allows them to express forbidden/unconscious impulses without taking responsibility either because they can’t remember or because it is not experienced as their own (pathologically expressed as fugue states, amnesia, or dissociative neurosis, daydreaming)

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29
Q

Define Identification

A

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

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30
Q

Define Identification with the Aggressor

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).

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31
Q

Define Incorporation

A

primitive mechanism in which psychic representation of a person is (or parts of a person are) figuratively ingested.

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32
Q

Define 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).

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33
Q

Define Introjection

A

loved or hated external objects are symbolically absorbed within self (converse of projection; i.e., in severe depression, unconscious unacceptable hatred is turned toward self).

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34
Q

Define 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.

35
Q

Define Projective Identification

A

a form of projection utilized by persons with Borderline Personality Disorder—unconsciously perceiving others’ behavior as a reflection of one’s own identity.

36
Q

Define Reaction Formation

A

person adopts affects, ideas, attitudes, or behaviors that are opposites of those he or she harbors consciously or unconsciously (i.e., excessive moral zeal masking strong, but repressed asocial impulses or being excessively sweet to mask unconscious anger).

37
Q

Define Splitting

A

defensive mechanism associated with Borderline Personality Disorder in which a person perceives self and others as “all good” or “all bad.” Splitting serves to protect the good objects. A person cannot integrate the good and bad in people.

38
Q

Define 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).

39
Q

What are the risk factors for substance abuse?

A
  1. Family: parents, siblings, spouse uses substances, family dysfunction (inconsistent discipline, poor parenting, lack of positive family rituals & routine), family trauma (death, divorce)
    1. Social: Peers use substances, social/cultural norms condone use, expectations about positive effects, availability & accessibility
    2. Psychiatric: Depression, anxiety, low SE, low stress tolerance, MH disorders, desperation, loss of control
      1. Behavioural: Use of other substances, aggressive behaviour in childhood, impulsivity and risk taking, rebelliousness, school/academic problems, poor interpersonal relationships
40
Q

What are the 5 Models that attempt to explain Substance dependency

A
  1. Biopsychosocial Model
  2. Medical Model
  3. Self-Medication Model
  4. Family & Environmental Model
  5. Social Model
41
Q

What is the Biopsychosocial Model about SU based on/believe?

A

most comprehensive, hereditary predisposition, emotional/psychological problems, social influences, environmental problems

42
Q

What is the Medical Model about SU based on/believe?

A

Addiction is chronic, progressive, relapsing, potentially fatal disease

	- Genetic causes - inherited vulnerability to addiction 
	- Brain reward mechanisms - reinforce use through reward pathway/pleasure 
          - Altered brain chemisty - habitual use alters brain chemistry & continued use is required
43
Q

What is the Self-Medication Model about SU based on/believe?

A

Substances relieve symptoms of psychiatric disorder and continued use is reinforced by relief of symptoms

44
Q

What is the Family & Environmental Model about SU based on/believe?

A

family & environmental factors - behaviours shaped by family, peers, personality, physical & sexual abuse, disorganized communities, school

45
Q

What is the Social Model about SU based on/believe?

A

Drug use is learned & reinforced from role models. Share same values, activities, no controls to prevent use. Social, economic, political factors. Racism, poverty, sexism etc.

46
Q

When dealing with medical/mental health conditions/behaviour what should be ruled out first?

A

Whatever the cause, substance abuse MUST BE ADDRESSED before other psychotherapeutic issues. Symptoms should be ruled out as being related to substance abuse before being attributed to psychiatric issues.

47
Q

How does the DSM-5 classify substance use disorder?

A
  • DSM-V combines categories of Substance abuse and dependence into a single disorder
    • Measured on a continuum - mild –> severe
    • Each specific substance (minus caffeine) is addressed separately (ex. Alcohol, Stimulants etc.)
    • Requires 2-3 symptoms from a list of 11
      • Drug craving is a symptom but problems with law enforcement removed because of cultural considerations
48
Q

What are the 3 goals of SU treatment?

A
  1. Abstinence from substances
    2. Maximizing life functioning
    3. Preventing or reducing the frequency/severity of relapse
49
Q

Define Harm Reduction & what it acknowledges

A

Harm Reduction: any program, policy, intervention that seeks to reduce/minimize adverse health & social consequences associated with SU without requiring stopping usage

- Recognizes that many cannot or do not want to stop using 
- Recovery is an ongoing process - relapse occurs when attitudes, behaviours, and values revert to what they were during active drug/alcohol use
- Most frequent at early stages of recovery but can occur at any time
   - Prevention of relapse is a part of treatment
50
Q

What are the 3 stages of Treatment & their focuses

A
  1. Stabilization - focus on abstinence, accepting substance abuse problem, committing to making change
    2. Rehabilitation/habilitation - focus on remaining substance free, establishing stable lifestyle, developing coping & living skills, increasing supports, grieving loss of substance use
    3. Maintenance: Focus on stabilizing gains, relapse prevention, termination
51
Q

What are the 4 different treatment approaches & their methods?

A
  1. Medication-assisted treatment
    • Deals with symptoms of withdrawal (methadone)
    • Reduce cravings, or aversion therapy (Antabuse)
      2. Psychosocial/psychological interventions
    • Modify maladaptive feelings, attitudes, behaviours through individual, group, marital or family therapy
    • Also look at family roles (hero, scapegoat, lost child, mascot)
      3. Behavioural Therapies
    • Get rid of undesirable behaviours and encourage desired ones through behaviour modification
      4. Self Help Groups (AA, NA)
    • Mutual support & encouragement with abstinence
    • 12 step groups through all phases
      • Can continue attendance indefinitely
52
Q

What is the foundation of Systems & Ecological Perspectives & Theories?

A
  • Views human behaviour through larger contexts (systems): families, community, society
    • When one thing changes, the whole system is affected
      • Systems tend toward equilibrium and can have closed or open boundaries
53
Q

What are key takeaways for SW’s about systems/ecological theories

A
  • SW need to understand interactions between the micro, mezzo and macro levels
    • Problems in one area of the system may manifest in another
    • Understanding PIE is essential to identifying barriers & opportunities for change
      • Problems & change are viewed within larger contexts
54
Q

Define Entropy

A

Closed, disorganized, stagnant, using up available energy

55
Q

Define Negative Entropy

A

Exchange of energy & resources between systems that promote growth & transformation

56
Q

Define Subsystem

A

A major component of a system made up of 2+ interdependent components that interact to attain their own purposes and the purposes of the system in which they are embedded

57
Q

Define Suprasystem

A

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

58
Q

Define Throughput

A

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

59
Q

Define Role & its basic characteristics

A

Role: the collection of expectations that accompany a particular social position

- People have multiple roles in different contexts with different people (student, friend, employee, spouse etc.) 
- What might be rewarded in one role would unacceptable in another (competitive behaviour rewarded for an athlete but not a preschool teacher) 
   - Can be specific or apply across a range of situations (gender roles)
60
Q

Define Role Complementarity

A

role is carried out in an expected way (parent-child, sw-client)

61
Q

Define Role Discomplementarity

A

role expectations of others differ from one’s own

Role reversal: when 2 or more individuals switch roles

62
Q

Core characteristics of Group Development

A
  • Humans are small group beings
    • Group work helps individuals enhance their social functioning through purposeful group experiences as well as to cope more effectively with their personal, group, or community problems
    • Individuals help each other to influence and change personal, group, organizational and community problems
      ○ Members help each other change/learn social roles
      ○ Can be major or minor change in personality structure or a specific emotion/behaviour
    • SW focuses on helping each member change their environment or behaviour through interpersonal experience
    • Therapeutic groups are unique microcosm’s in which members through interacting with each other gain more knowledge and insight into themselves for the purpose of making change in their lives
    • SW helps members come to agreements regarding the purpose, function, and structure of a group - the group is the major helping agent
63
Q

How does Individual Self-Actualization occur in groups?

A
  • Release of feelings that block social performance
    • Support from others (not being alone)
    • Orientation to reality and check out own reality with others
      • Reappraisal of self
64
Q

What are the different types of groups?

A
  • Groups centered on a shared problem
    • Counselling groups
    • Activity groups
    • Action groups
    • Self help
    • Natural
    • Closed/open
    • Structured
    • Crisis
      • Reference (similar values)
65
Q

Define Psychodrama

A

treatment approach in which roles are enacted in a group context.
- Members of the group re-create their problems and devote themselves to the role dilemmas of each member

66
Q

What are the 5 stages of group development?

A
  1. Preaffiliation: development of trust (forming)
    2. Power and Control: struggles for individual autonomy and group identification (storming)
    3. Intimacy: Utilizing self in service of the group (norming)
    4. Differentiation: acceptance of each other as distinct individuals (performing)
    5. Separation/Termination: - independence (adjourning)
67
Q

How can groups help individuals?

A
  • Installation of hope
    • Universality
    • Altruism
    • Interpersonal learning
      • Self-understanding and insight
68
Q

What factors affect group cohesion?

A
  • Size
    • Homogeneity: similarity of group members
    • Participation in goal & norm setting for the group
    • Interdependence: dependent on one another for achievement of common goals
      • Member stability: frequent change in membership results in less cohesiveness
69
Q

Define Groupthink

A

when a group makes faulty decisions because of group pressures

- Ignore alternatives and tend to take irrational actions that dehumanize other groups 
   - Especially vulnerable when members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules in decision making
70
Q

What are the 8 Causes of Groupthink?

A
  1. Illusion of Invulnerability: excessive optimism is created that encourages taking extreme risks
    1. Collective Rationalization: members discount warnings and do not reconsider their assumptions
    2. Belief in Inherent Mortality: members believe in the rightness of their cause and ignore the ethical or moral consequences of their decisions
    3. Stereotyped views of those “on the out” – negative views of the “enemy” make conflict seem unnecessary
    4. Direct pressure on dissenters – members are under pressure not to express arguments against any of the groups views
    5. Self-Censorship – doubts & deviations from the perceived group consensus are not expressed
    6. Illusion of unanimity – the majority view and judgements are assumed to be unanimous
      1. Self-appointed “mindguards” – members protect the group and the leader from information that is problematic or contradictory to the group’s cohesiveness, views or decisions
71
Q

Define Group Polarization

A

occurs during group decision making when discussion strengthens a dominant POV and results in a shift to a more extreme position than any of the members would adopt on their own

> These are greater risk if individuals initial tendencies are to be risky and toward greater caution if individuals initial tendencies are to be cautious

72
Q

What are the key theories of Social Change & Community Development?

A
  • Seen as a responsibility of social workers because it is a practical way to make lasting change
    • Many differences but principles, characteristics and values that underpin nearly every def. of community development are: neighbourhood work aimed at improving the quality of community life through the participation of a broad spectrum of people at the local level
    • Long term commitment – not a quick fix or time limited
    • Addresses power imbalances, social justice, equality and inclusion
    • Key purpose is to build communities based on justice, equality, and mutual respect
      • Ultimately about getting community members to work together in collective action to tackle problems that many experience and help achieve a shared dream
73
Q

What are the key concepts of Interpersonal Relationships?

A
  • Family systems approach argues that in order to understand a family system, a SW must look at the family as a whole rather than looking at individual members
    • One of the distinguishing characteristics of humans is that they are social creatures - always interacting with others
      • Social group that seems to be most universal and pervasive in the way it shapes human behaviour is the family
    • Family systems theory searches for the causes of behaviour, not in the individual alone but in interactions among members of a group
      • All parts of the family are interrelated
74
Q

Define Negative feedback loops

A

patterns of interaction that maintain stability while minimizing change (help maintain homeostasis)

75
Q

Define Positive feedback loops

A

are patterns of interaction that facilitate change/movement toward growth/dissolution

76
Q

Define Equifinality

A

ability of family system to accomplish the same goals through different routines

77
Q

How do hierarchies relate to family structure?

A
  • Hierarchies describe how families organize themselves into various smaller units or subsystems that are comprised by the larger family system
    - When members/tasks associated with each subsystem become blurred difficulties may arise (when a child becomes involved in marital issues)
78
Q

Define Interdependence

A
  • mutual influence and dependence

- What happens to one family member/what one does affects the others

79
Q

What are the key concepts of Models of Family Life Education

A
  • Family life education aims to strengthen individual and family life through a family perspective
    • Most delivered through parenting classes, pre marital education, marriage enrichment programs, family financial planning courses
    • All focus on improving client’s quality of life individually and within their family unit
      • Use of strengths, developmental, systems, role, and ecological/PIE influences in family life education
80
Q

What are the 4 key competencies for SW’s working with families?

A
  1. Understand development of as well as historical, conceptual, and contextual issues influencing family functioning
    1. Have awareness of the impact of diversity in working with families (race, class, culture, ethnicity, gender, sexual preference, aging, disabilities)
    2. Understand the impact of a social worker’s family of origin, current family structure, and influence on interventions with families
      1. Be aware of needs of families experiencing unique family problems (DV, blended, trauma & loss, adoption, foster care etc.)
81
Q

What are the Strengths/Humanistic Approach core beliefs?

A
  • Strengths is based on the assumption that clients have the capacity to grow, change, and adapt (humanistic approach)
    • Clients have knowledge that is important in defining and solving their problems (experts of their own lives)
    • Clients are resilient and survive and thrive despite difficulties
      • Strength is any ability that helps and individual/family confront and deal with a stressful situation and use challenges as stimulus for growth
82
Q

What are some examples of Individual Strengths?

A 
○ Cognitive abilities 
	○ Coping mechanisms
	○ Personal attributes 
	○ Interpersonal skills 
         - External resources
83
Q

What are some examples of Family Strengths?

A 
○ Kinship bonds 
	○ Community supports 
	○ Religious connections 
	○ Flexible roles 
         - Strong ethnic traditions
84
Q

What are some methods to enhance strengths?

A
  • Collaboration and partnership between sw & client
    • Creating opportunities for learning or displaying competencies
      • Environmental modification - environment is both a resource and target of intervention

ASWB Licensing Exam (14 decks)

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