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LCSW Exam > Human Development > Flashcards

Human Development Flashcards

1
Q

Systems Theory

A

Systems are made up of interrelated parts. Each part impacts both other parts and entire system. Interaction between parts produces both stability and change.

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2
Q

Conflict Theory

A

Individuals advance their own interests over the interests of others as they compete for scarce resources. Power is unequally divided. Social change is driven by conflict.

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3
Q

Rational Choice Theory

A

Individuals are rational and goal oriented. Human interaction involves exchange of resources. Individuals have self interest and work to maximize rewards/minimize costs. Power comes from unequal resources.

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4
Q

Social Constructionist Theory

A

Social reality is created through social interaction and development of common understanding. Individuals influenced by social processes grounded in customs and cultural/historical context.

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5
Q

Psychodynamic Theory

A

Unconscious and conscious mental activity is source of human behavior. Early childhood experiences essential. Individuals may become overwhelmed by internal and external demands and use defense mechanisms to avoid being overwhelmed.

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6
Q

Developmental Theory

A

Development occurs in defined, age related stages that build upon one another. Development is complex interaction of biological, psychological, and social factors.

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7
Q

Social Behavioral Theory

A

Behavior is learned when individuals interact with the environment through association, reinforcement, and limitation. Human problems can be formulated as undesirable behavior and can be changed through techniques such as classical and operant conditioning.

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8
Q

Classical Conditioning

A
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9
Q

Operant Conditioning

A
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10
Q

Humanistic Perspective Theory

A

Each individual is unique and responsible for their own choices. Individuals have the capacity to make their own choices because behavior is driven by the desire for growth, personal meaning, and competence. Behaving in ways not consistent with true self causes anxiety.

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11
Q

Who developed the Stages of Psychosocial Development?

A

Erik Erikson

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12
Q

Stages of Psychosocial Development

A

Human beings are inherently social. Right distinct stages of development.

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13
Q

What are the eight stages of Psychosocial Development?

A
  1. Trust vs. Mistrust
  2. Autonomy vs. Shame/Doubt
  3. Initiative vs. Guilt
  4. Industry vs. Inferiority
  5. Identity vs. Role Confusion
  6. Intimacy vs. Isolation
  7. Generativity vs. Stagnation
  8. Ego Integrity vs. Despair
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14
Q

Trust vs. Mistrust

A

1st Stage of Psychosocial Development. From birth to 1. Learn ability to trust based on consistency of caregivers. If trust develops naturally, child gains confidence and security.

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15
Q

Autonomy vs. Shame and Doubt

A

Second stage of psychosocial development. Ages 1 to 3. Children learn to be autonomous and independent. If this is encouraged, they become more confident in their ability to survive. If it is not encouraged or they are overly controlled, they feel inadequate and may become overly dependent on others while lacking self esteem.

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16
Q

Initiative vs. Guilt

A

Third stage of psychosocial development. Age 3 to 6. Assert selves more and develop initiative Either feel secure in ability to lead others or feel guilty and like a nuisance, causing them to remain followers and lack self initiative.

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17
Q

Industry vs. Inferiority

A

Fourth stage of psychosocial development. Age 6 to puberty. Initiate projects and see through to completion. If encouraged, feel confident in their ability to achieve goals. If restricted, feel inferior and doubt their potential.

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18
Q

Identity v Role Confusion

A

Transition from childhood to adulthood. Children becoming independent, looking towards future (house, kids, career, etc.) Form identity based on exploration. Confusion about their role in the world.

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19
Q

Intimacy vs Isolation

A

Explore relationships leading to long term commitments. Successful completion can lead to sense of safety, commitment, and care. Avoiding can lead to isolation, loneliness, depression

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20
Q

Generativity vs stagnation

A

Middle adulthood. Establish careers, settle down. Establish sense or being part of bigger picture and giving back to society. Failing these objectives leads to feelings of stagnation.

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21
Q

Ego integrity vs despair

A

Late adulthood. Explore life as retiree. Contemplate accomplishments. If life seen as unproductive with lack of accomplished goals, dissatisfaction leads to despair.

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22
Q

Social development

A

Learning how to behave and interact with others. Relies on emotional development/learning how to manage feelings.

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23
Q

Social cohesion

A

Occurs when safe environments in communities and neighborhoods created.

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24
Q

Social accountability

A

Exists to the extent individuals voices expressed/heard

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25
Q

Emotional development

A

Reflected in the ability to pay attention, make transitions, and cooperate with others.

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26
Q

Cognitive development

A

Development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development. Nature vs nurture debate.

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27
Q

Six levels of cognition

A

Knowledge, comprehension, application, analysis, synthesis, evaluation

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28
Q

Knowledge

A

Rote memorization, recognition, or recall of facts

29
Q

Comprehension

A

Understanding what facts mean

30
Q

Application

A

Correct use of the facts, rules, or ideas

31
Q

Analysis

A

Breaking down information into component parts

32
Q

Synthesis

A

Combination of facts, ideas, or information to make a new whole

33
Q

Evaluation

A

Judging or forming an opinion about the information or a situation

34
Q

Domains of development

A

Cognitive, affective, psychometer

35
Q

Jean Piaget’s theory of cognitive development

A

Addresses the acquisition of knowledge and how humans come to gradually acquire it. Children learn through interaction with their environment and others

36
Q

Sensorimotor

A

0-2 years
Retains images of objects
Primitive logic in manipulating objects
Begins intentional actions
Play is imitative
Signals meaning (infant invests meaning in event
Symbol meaning (language) begins

37
Q

Preoperational

A

2-7 years old.
Concrete to abstract thinking
Comprehension of past, present, and future
Night terrors
Acquires words and symbols
Magical thinking
Thinking not generalized
Thinking concrete, irreversible, egocentric
Cannot see other POV
Thinking centered on one detail/event
Presence of imaginary friends normal during this stage

38
Q

Concrete operations

A

7-11 years old
Beginning of abstract thought
Plays games with rules
Understanding of cause effect
Understanding of logical implications
Thinking independent of experience
Thinking is reversible
Develop rules of logic

39
Q

Formal operations

A

11 through maturity
Higher level ir abstraction
Planning for future
Hypothetical thinking
Assumption of adult roles and responsibilities

40
Q

Kohlberg theory of moral development

A

Parallels Piaget’s theory of cognitive development
Moral reasoning basis for ethical behavior. Must pass each stage of moral development without skipping a stage

41
Q

Pre conventional stages of moral development

A

Elementary school (before age 9)
Stage 1: child obeys authority figure out of fear of punishment. Obedience/punishment.
Stage 2: child acts acceptably as it’s in their best interest. Conforms to rules to receive rewards.

42
Q

Conventional stages of moral development

A

Follows stereotypic norms of morality.
Early adolescence.
Stage 3: person acts to gain approval. Good boy/good girl orientation.
Stage 4: obeys laws and fulfills obligations and duties to maintain social system. Rules are rules. Avoids censure and guilt.

43
Q

Post conventional

A

Not reached by most adults
Adulthood
Stage 5: genuine interest in welfare or others. Concerned with individual rights and being morally right.
Stage 6; guided by individual principles based on broad universal ethical principles. Concerns for larger universal issues or morality.

44
Q

Learning theory

A

Conceptual framework describing how information absorbed, processed, and retained. Cognitive, emotional, environmental experiences play a role in how worldview is changed and how knowledge/skills retained

45
Q

Behaviorist learning theory
(Pavlov, Skinner)

A

Learning = changed behavior
Stimuli of external environment focus of learning

46
Q

Cognitive learning theory
(Piaget)

A

Learning = infernal mental processes
Focus of learning is internal cognitive structures

47
Q

Humanistic learning theory
(Maslow)

A

Learning = a person’s activities aimed at reaching their full potential. The focus in how learning meets needs.

48
Q

Social/situational learning theory
(Bandura)

A

Learning = interactions with environment and social settings, including interactions and observations.

49
Q

Respondent behavior

A

Involuntary behavior that is automatically elicited by certain behavior. Stimulus —> response
Ex: anxiety, sexual response

50
Q

Operant behavior

A

Voluntary behavior controlled by responses in environment
Ex: walking, talking

51
Q

Classical conditioning

A

Pavlov
Learning occurs as a result of pairing previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus so that the conditioned stimulus elicits the response normally elicited by the unconditioned stimulus

52
Q

Operant Conditioning

A

B.F. Skinner
Antecedent events (stimuli) precede behaviors which are followed by consequences.

53
Q

Operant Conditioning

A

B.F. Skinner
Antecedent events (stimuli) precede behaviors which are followed by consequences.

54
Q

Reinforcing consequences

A

Consequences that increase the occurrence of a behavior

55
Q

Punishing consequences

A

Consequences that decrease the occurrence or a behavior

56
Q

Positive reinforcement

A

Increases probability that behavior will occur. I.e. praising giving tokens or rewarding positive behavior.

57
Q

Negative reinforcement

A

A behavior increases because a negative (aversive) stimulus is removed (i.e. remove shot)

58
Q

Positive punishment

A

Presentation of under desirable stimulus, following a behavior for the purpose of decreasing or eliminating that behavior (i.e. hitting, shocking)

59
Q

Negative punishment

A

Removal of a desirable stimulus following behavior for the purpose of decreasing or eliminating that behavior (i.e. removing something positive such as a token or dessert)

60
Q

Unexamined cultural, racial, and ethnic identity

A

First stage of adolescent cultural and ethnic identity development. Lack of exploration of culture, race, or ethnic identification. Usually reserved for childhood when these concepts are provided by parents. Children usually ready to take on opinions of others.

61
Q

Cultural, racial, and ethnic identity search

A

Second stage of adolescent cultural and ethnic identity development. Characterized by exploration and questioning of culture, race, and ethnicity to learn more about them/understand implications of belonging. Question where beliefs come from and why they are beleaguered. Could be a turning point/emotional time due to growing awareness.

62
Q

Cultural, racial, and ethnic identity achievement

A

Third stage or model for adolescent cultural and ethnic identity development. Clear sense or their identities and able to successfully navigate in contemporary, intercultural world. Acceptance of identities may play significant role in life choices.

63
Q

Pre-encounter status of classic model of cultural, racial, and ethnic identity

A

Client may not be consciously aware of his or her culture, race, or ethnicity, and how it may affect his or her life

64
Q

Encounter status of classic model of cultural, racial, and ethnic identity

A

A client has an encounter that provokes thought about the role of cultural, racial and ethnic identification and their life. May be negative or positive experience. For minorities this experience as often and negative one in which they experienced discrimination for the first time.

65
Q

Immersion-emersiom status of classic model of cultural, racial, and ethnic identity

A

After encounter, a period of exploration follows. A client may search for information and will learn through interaction with others from same identity backgrounds.

66
Q

Internalization and commitment status of classic model of cultural, racial, and ethnic identity

A

Client has developed a secure sense of identity and is comfortable socializing both within and outside of the groups in which they identify

67
Q

Implications of Maslow’s Hierarchy of Needs

A

Empires that plants are motivated to meet certain needs. When one needs is fulfilled a client seeks to fulfill the next one. Divided into basic needs and growth needs.

68
Q

Deficiency needs

A

Physiology, safety, social, esteem. Maslow felt that these needs arose from deprivation.

LCSW Exam (4 decks)

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