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LCSW Exam > Human Development and Behavior in the Environment > Flashcards

Human Development and Behavior in the Environment Flashcards

1
Q

Freud Psychosexual Stages

A

Oral (0-1 years)
Anal (2-3 years)
Phallic/Oedipal (3-6 years)
Latency (6-11 years)
Puberty/genital (12-18 years/adolescence)

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2
Q

Piaget Stages of Cognitive Development

A

Sensorimotor thought (0-2 years)
Preoperational thought (2.5-6/7 years)
Concrete operations (7-11 years)
Formal operations (12-18/adolescence)

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3
Q

Erikson Psychosocial Stages

A

trust vs mistrust (0-1)
autonomy vs shame and doubt (2-3)
initiative vs guilt (3-6)
industry vs inferiority (6-11)
identity vs identity diffusion (adolescence)
intimacy vs isolation (18-mid 20s/young adult)
generativity vs self absorption (adulthood)
integrity vs disgust (maturity)

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4
Q

piaget’s object permanence

A

child recognizes object still exists even when hidden, ability to form schema (mental representation of an object)

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5
Q

Margaret Mahler Object Relations

A

0-3 months-normal/symbiotic-normal autism-alert inactivity
2-6 months–normal symbiosis-no differentiating between self and others, mutual cueing
6-12 months-separation/individuation-differentiation-alert when awake, stranger anxiety (8 months)
7-18 months–practicing-disengage from mom with creeping, freq return to refuel, height of narcissism, run from mom and anticipates she will reengage
15-24 months–rapprochement (integration phase)-disengagement alternating with intense demands for attention, splitting of objects(good/bad), leave mom rather than be left, language development, ind means to solve dilemmas
24-38 months-object constancy-consolidation of individuality and object constancy-can substitute reliable internal image during absence, inception of unified self image

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6
Q

stranger anxiety (Mahler object relations) at age

A

6-8 months

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7
Q

separation anxiety (Mahler object relations) at age

A

12 months

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8
Q

prolonged separation anxiety (Mahler object relations) at age

A

18 months

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9
Q

Freud Structural Theory includes what 3 structures

A

Id
Ego
Superego

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10
Q

Freud Structural Theory: Id

A

seat of primitive drives and instinctual needs; impulses, primary process thinking, unconscious, discharges tension, immediate gratification

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11
Q

Freud Structural Theory: Ego

A

mediator between drives (Id) and external reality, moderates conflict between drives and internalized prohibitions, adaptive capacity in relation to external reality; reality testing, judgement, modulate and control impulses, modulate affect, object relations, regulate self-esteem, master developmental challenges, emerges at 6 months old

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12
Q

Freud Structural Theory: Superego

A

seat of conscience, ego ideal; uses internal/external rewards/punishments to control and regulate id impulses, ages 4-5

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13
Q

Freud 3 levels of the mind

A

unconscious
preconscious
conscious

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14
Q

Freud: unconscious

A

thoughts, feelings, desires, and memories of which we are unaware

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15
Q

Freud: presonscious

A

thoughts/feelings that can be brought easily into consciousness

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16
Q

Freud: conscious

A

mental activities of which we are fully aware

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17
Q

Piaget’s Stages of Cognitive Development: sensorimotor

A

ages 0-2 years
retain images of objects, develops primatice logic in manipulating objects, begin intentional actions, play is imitative, signals meaning (invests meaning in event), symbol meaning (language) begins in end of phase

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18
Q

Piaget’s Stages of Cognitive Development: preoperational

A

2-7 years old
language development enables symbolic funct to occur, progress from concretism to abstract thinking, can comprehend past/present/future, night terrors, acquires words/math and music symbols/other codes, magical thinking, thinking not generalized, (thinking is concrete, irreversible, egocentric, centered on 1 event/detail)

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19
Q

Piaget’s Stages of Cognitive Development: concrete operational

A

7-11 years
beginning of abstract thought, play games with rules, cause and effect relationship is understood, logical explanations understood, thinking is independent of experience, thinking is reversible, rules of logic are developed

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20
Q

Piaget’s Stages of Cognitive Development: formal operational

A

11-maturity
higher levels of abstraction, construction of ideals, planning for the future, thinks hypothetically, de-centers through interactions with peers and elders, assumes adult roles and responsibilities

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21
Q

Erikson’s Theory of Psychosocial Development

A

identifies personality as developing according to steps predetermined in the human organisms readiness to be driven;
stages in psychosocial development and crises encountered in each step, need to get through 1 step to get to the next one

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22
Q

Erikson’s Theory of Psychosocial Development: trust vs mistrust

A

infancy, 0-1 years
task is to develop cornerstone of a healthy personality-base sense of trust in self and the environment; comes from a feeling of inner goodness derived from mutual regulation of receptive capacities with the maternal techniques of provision (quality of care that transmits the sense of trustworthiness and meaning); danger in discontinuities in care(mostly in second year of life) may increase sense of loss (separation from mom) and equals loss with mistrust

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23
Q

Erikson’s Theory of Psychosocial Development: autonomy vs shame and doubt

A

early childhood (2-3)
as muscles develop, experiments with holding on and letting go, start to attach value to his autonomous will; danger is development of shame and doubt if deprive of opportunity to learn to develop will as they learn duty-will learn to expect defeat in a battle of wills

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24
Q

Erikson’s Theory of Psychosocial Development: initiative vs guilt

A

play age (3-6)
imagination expanded because of increased ability to move freely and to communicate; age of intrusive activity, avid curiosity, and consuming fantasies that lead to feelings of guilt and anxiety; establishment of CONSCIENCE; if tendency to feel guilty is overburdened by all too eager adults, child may develop conviction that they’re bad, stifling of initiative/conversion of moralism to vindictiveness

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25
Q

Erikson’s Theory of Psychosocial Development: industry vs inferiority

A

school age (6-11)
period of sexual latency before puberty; wants to learn how to do and make things with others; learns to accept instruction and win recognition by producing “things”-open way for the capacity of work enjoyment; danger–developing a sense of inadequacy and inferiority in a child who doesn’t receive recognition for efforts

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26
Q

Erikson’s Theory of Psychosocial Development: identity vs identity diffusion

A

adolescence (12-18)
physiological revolution that comes with puberty forces to ? the sameness has relied on and refight earlier battles; developmental task-integrate childhood identifications with biological drives, native endowment and opportunities in social role; danger-upheaval can result in inability to take hold, youths tendency toward total commitment-develop permanently fixed negative identity devoted to becoming what others don’t want them to be

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27
Q

Erikson’s Theory of Psychosocial Development: intimacy vs isolation

A

young adulthood (18-mid 20s)
with security in identity, able to build intimacy with inner live and others (friendship, love, sex); fear of losing identity and unable to fully enter intimate relationships, may feel isolated

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28
Q

Erikson’s Theory of Psychosocial Development: generativity vs self-absorption

A

adulthood
from intimacies in adulthood grows generativities (mature persons interest in establish and guiding the next generation); lack of generativity results in self-absorption and in sense of stagnation and interpersonal impoverishment

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29
Q

Erikson’s Theory of Psychosocial Development: identity vs disgust

A

older adulthood
when have been able to build intimacy and adapt to good/bad of generative activities, reach end of life with certain ego integrity (acceptance of responsibility for what life is and was and of place in history); despair exists without accrued ego integration, marked by displeasure and disgust

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30
Q

Kubler Ross Stages of Death and Dying

A

5 stages in psychological response to the awareness of dying
1. denial-its not me
2. anger-why me, rage/resentment
3. bargaining-attempt to avert fate by being amicable/cooperative
4. depression-sense of loss and grief
5. acceptance-neither depressed nor angry, devoid of feeling and higher attachment

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31
Q

Kohlberg Theory of Moral Development

A

believes moral development is parallel with cognitive development; 3 levels each with 2 stages, need to go through each one
1. preconventional
2. conventional
3. post conventional

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32
Q

Kohlberg Theory of Moral Development: preconventional (stages 1 and 2)

A

elementary school (before age 9)
stage 1: child obeys authority figure out of fear of punishment [obedience/punishment]
stage 2: childs acts acceptable as its in best interest, conforms to rules to [receive rewards]

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33
Q

Kohlberg Theory of Moral Development: conventional stages 3 and 4

A

early adolescence, follows stereotypical norms of morality
stage 3: person acts to gain approval from others, [good boy/girl orientation]
stage 4: [obeys laws] and fulfills obligations and duties to maintain social system, [rules are rules] to avoid censure/guilt

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34
Q

Kohlberg Theory of Moral Development: post conventional stages 5 and 6

A

adulthood (*most don’t get to stage 6)
stage 5: genuine interest in welfare of others, concerns with [individual rights] and being morally right
stage 6: guided by [individual principles], based on [broad, universal, ethical principles], concern for larger universal issues of morality

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35
Q

systems theory

A

-based on concept of system interaction as parts within a boundary
-systems are purposeful and have goals/objectives
-basis of open systems model is dynamic interaction of components
-focus in model is on the interaction of parts

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36
Q

concepts of systems theory

A

whole is greater than the sum of it’s parts, what affects 1 part of the system affects the whole system

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37
Q

terms of systems theory: homeostasis

A

stead state order necessary for movement

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38
Q

terms of systems theory: input

A

accept input from environemtn

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39
Q

terms of systems theory: output

A

accept output from environment

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40
Q

terms of systems theory: throughput

A

processing the input/output
input–>throughput–>output

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41
Q

terms of systems theory: entropy

A

closed system, no energy from outside, using own energy and expiring

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42
Q

terms of systems theory: negative entropy

A

counteracting entropy, successful use of available energy

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43
Q

terms of systems theory: equifinality

A

capacity to receive identical results from differential initial condition

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44
Q

terms of systems theory: feedback

A

when output from systems is put back into system

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45
Q

systems theory implications for practice: probs defined in

A

transactional terms; change is not sole responsibility of client

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46
Q

systems theory implications for practice: unit of attention for change

A

client, expands to include the life space and other relevant systems

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47
Q

systems theory implications for practice: views humans as

A

active, purposeful, goal seeking; development and function are outcomes of transactions between genetic potential and environment plus degrees of freedom from the determining influence of either

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48
Q

systems theory implications for practice: interventions focus on

A

reorient interventions toward growth, adaptive transactions, and improved environments

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49
Q

Maslow’s Hierarchy of Needs: assumptions

A

optimism; humans are trustworthy; rational movement toward self fulfillment, full function, personal adequacy, or self actualization

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50
Q

Maslow’s Hierarchy of Needs: basic info about

A

hierarchical and parallels development in temporal sense, all levels are operational at any developmental stage, must satisfy lower level basic needs before you can meet growth needs/self actualization

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51
Q

Maslow’s Hierarchy of Needs: needs and developmental stage

A

neonate–physiological
childhood–safety and love
adolescence–self esteem
adulthood–self actualization

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52
Q

Maslow’s Hierarchy of Needs: pyramid (bottom to top)

A

physiological needs (basic need)
safety needs (basic need)
love and belonging needs (growth need)
esteem needs (growth need)
self-actualization

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53
Q

Maslow’s Hierarchy of Needs: physiological needs

A

maintain organism/biological needs; food, water, oxygen, body temp, life sustaining

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54
Q

Maslow’s Hierarchy of Needs: safety needs

A

safe from harm/danger/threats, regularity, predictability, origin of cognitive needs-to make sense of the world

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55
Q

Maslow’s Hierarchy of Needs: love and belonging needs

A

assurance that loved, worthy, accepted unconditionally

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56
Q

Maslow’s Hierarchy of Needs: esteem needs (ego)

A

self-respect, respect from others, feel satisfied/valued or will feel weak and behavior will be dominated by attempts to gain fame

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57
Q

Maslow’s Hierarchy of Needs: self-actualization (1% people at this level)

A

needs to be oneself, act consistently with self (ongoing process), developing and reaching potential, true objectivity/dealing with the world as it is, peak experience (moments when everything is right)

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58
Q

psychodynamic theories

A

medical model based on premise that behavior/relationships shaped by conscious/unconscious influences
derived from psychoanalysis
goal is symptom relief and personality change

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59
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: general info

A

man seen as product of past; treatment focuses on dealing with repressed memories in unconscious; id/ego/superego are stable structures of personality; ideas of psychosocial development, defense mechanisms, free association method of recall, interpretation, transference, defenses, dreams

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60
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: therapy involves

A
  1. clarification
  2. confrontation
  3. interpretation
  4. working through goal to resolve intrapsychic conflict
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61
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: concepts-unresolved conflict

A

basis for psychopathology

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62
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: concepts-psychic distress (anxiety) caused by

A

inability of ego to reconcile demands of id/superego/reality

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63
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: concepts-fixation

A

failure to resolve conflict at developmental stage

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64
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-determinism

A

function of mind/order of ideas is not random, all thoughts/feelings/behaviors related to prior events and experiences

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65
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-structure model

A

mind has 3 layers of activity: unconscious, preconscious, conscious

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66
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-dynamic principle

A

theory attempts to understand the individual in terms of conflicts between personality structures, unresolved conflict=anxiety

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67
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-genetic principle

A

early years of childhood important in personality development

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68
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-stages of psychosocial development

A

oral
anal
phallic
latency
genital

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69
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: assumptions-stages of psychosocial development–libidinal energy

A

invested in different organ system at each stage
libidinal energy is vital impulse/energy, often sexual desire

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70
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-oral stage

A

birth to 1 year
the mouth-sucking, swallowing, putting stuff in mouth, etc
satisfy libido and id demands using mouth
oral stimulation can lead to oral fixation later in life

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71
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-anal

A

1-3 years
the anus-withholding or expelling feces
ego develops, child aware that they are a person and their wishes can bring them into conflict with outside world
potty training is first conflict with authority and can determine child’s future relationships with all forms of authority
anal retentive personality comes form harsh potty training–hates mess, obsessively tidy, punctual, respectful of authority
anal explosive personality had liberal potty training-oversharing, messy, disorganized, rebellious

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72
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-phallic

A

3-6 years
the penis or clitoris-masturbation
superego develops
becomes aware of sexual differences, sets in motion conflict between attraction, resentment, rivalry, jealousy and fear (Oedipus complex/Electra complex)

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73
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-latent

A

6-puberty
little or no sexual motivation present
Freud thought sexual impulses are being repressed during this stage, sublimating libido toward other things
play becomes largely confined to same gender

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74
Q

Psychodynamic Theories- Freud Psychoanalytic Theory: psychosexual development-genital

A

puberty-adult
penis or vagina-sexual intercourse
time of adolescent experimentation-successful resolution is settling down in loving relationship in adulthood
sexual activity director toward pleasure toward another rather than self

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75
Q

Psychodynamic Theories- Ego Psychology: Anna Freud

A

-focus on rational, conscious processes of the ego and strategies to preserve it
-personality is fixed in childhood
-focus on study of parent-child attachment and deprivation
-based on present (here and now)
-goal is to maintain and enhance the egos control and management of reality’s stresses
-treatment focus on ego functioning; examines behavior in relation to the situation, reality testing (perception of situation), adapting, coping ability (identify and use ego strengths)

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76
Q

Psychodynamic Theories- Object Relations Theory (Melanie Klein)

A

-importance of relationships (mother and child)
-humans are shaped in relation to significant others in their lives
-process of developing a mind as one grows in relation to others in the environment
-objects are real others in the world and internalized images of others
-object relations are initially formed during early interactions with caregivers (can be altered somewhat)
-first to use traditional psychoanalysis with kids (play therapy)

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77
Q

Psychodynamic Theories- Individual Psychology (Alfred Adler): general info

A

-holistic theory of personality development based on premise that behavior is motivated by desire to achieve success/superiority
-everyone has motivation to strive for perfection as as a result a person is drawn to future to reach fulfillment/perfection
-treatment not limited to the past, extends to prevention such as promoting social interest and belonging
-goals of therapy-develop more adaptive lifestyle by overcoming feelings of inferiority/self-centeredness and to contribute more to welfare of others

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78
Q

Psychodynamic Theories- Individual Psychology (Alfred Adler): feelings of inferiority (inferiority complex)

A

lack of self esteem, negative effect on health when experience a real/perceived weakness, develops feelings of inferiority and is adaptive (success elsewhere) or maladaptive (overcompensate with power over others)

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79
Q

Psychodynamic Theories- Individual Psychology (Alfred Adler): lifestyle

A

birth order, nurtured or neglected by parents, democratic structure to raising kids

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80
Q

Psychodynamic Theories- Individual Psychology (Alfred Adler): social interest/community feeling

A

healthy people have broad social concern and care for others, unhealthy people with inferiority strive for power over others and become self-centered

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81
Q

Psychodynamic Theories- Self Psychology (Heinz Kohut): general info

A

-defines self as the central organizing and motivating force in personality
-self-persons perception of experience including self-esteem
-self perceived in relation to presence/absence of boundaries and differentiation of self from others

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82
Q

Psychodynamic Theories- Self Psychology (Heinz Kohut): self-objects

A

empathic responses from early caretakers; needs are met and strong sense of selfhood develops

empathic failures by caretakers result in self disorder or lack of self cohesion

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83
Q

Psychodynamic Theories- Self Psychology (Heinz Kohut): goal of treatment

A

develop self of self cohesion through use of therapeutic regression, re-experiencing frustrated self object needs

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84
Q

Psychodynamic Theories- Self Psychology (Heinz Kohut): mirroring

A

validates child’s sense of perfect self

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85
Q

Psychodynamic Theories- Self Psychology (Heinz Kohut): idealization

A

child borrows strength from others, identifies with someone more capable

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86
Q

Psychodynamic Theories- Self Psychology (Heinz Kohut): twinship/twinning

A

child needs an alter ego for a sense of belonging or numbness

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87
Q

Psychodynamic Theories- Jungian Psychology (Carl Jung): components of self

A

ego
personal unconscious
collective unconscious (made up of archetypes or primordial images)

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88
Q

Psychodynamic Theories- Jungian Psychology (Carl Jung): psyche

A

tends toward wholeness and contains spiritual component

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89
Q

Psychodynamic Theories- Jungian Psychology (Carl Jung): archetypes

A

autonomous energies that give psyche dynamic property and help organize it
inborn tendencies that shape behavior

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90
Q

Psychodynamic Theories- Jungian Psychology (Carl Jung): alchemy

A

symbolic representation of individuation

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91
Q

Psychodynamic Theories- Jungian Psychology (Carl Jung): individuation

A

process of synthesis of the self that consists of union of unconscious with the conscious

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92
Q

Psychodynamic Theories- Jungian Psychology (Carl Jung): synchronicity

A

coincidences which patients receive info about self in extra sensorial ways (dreams) that aren’t generally accessible

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93
Q

Emotional Development: general info

A

-area of human development where emotional capabilities are attained and expanded over time
-allow person to have/handle feelings about who they are/what they do/others/situations etc
-emotions define individuality, motivate approach/withdrawal from situation, communication

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94
Q

Emotional Development: organizational/adaptive view

A

emotions recognized as ongoing/active/adaptive, change involves a transitional/reorganizational period, early adaptive function may differ later

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95
Q

Emotional Development: complexity view

A

emotions seen as processes that have meaningful components/configurations, nonlinear, involve subsystems of appraisal/expectations/arousal/pain/pleasure

96
Q

Emotional Development: relational view

A

emotions involve significant personal/environmental relations context, important emotions are processes to establish/maintain/disrupt relationship between person and environment

97
Q

Group Work and Group Theories- Social Group Work (Grace Coyle): general info

A

-dates to settlement house movement in early 1900s, developed scientific approach to group work and articulated need for democratic value base, identify a leader, benefits of and group morale
-goal to help individuals maximize their social function
-emphasis on conscious components
-group is primary helping agent

98
Q

Group Work and Group Theories- Social Group Work (Grace Coyle): individuals self actualize by

A
  1. releasing feelings that block social performance
  2. receiving support from others in group
  3. checking reality against group
  4. reappraisal of self
99
Q

Group Work and Group Theories- Social Group Work (Grace Coyle): group polarization

A

group decision making, when discussion strengthens to a dominant POV and shifts to a more extreme view than an individual would adopt on their own

100
Q

Group Work and Group Theories- Social Group Work (Grace Coyle): group think

A

high group cohesion and loyalty undermines decision making to maintain sense of we-ness, absence of critical thinking results in poor decisions

101
Q

Group Work and Group Theories- Group psychotherapy

A

-gain knowledge and insight to make life changes through interacting with group members
-goal to make changes in personality structure or change in a specific area
-follows medical model; treat pathology/illness
-contraindications–crisis/SI, need for attention, psychosis/paranoia

102
Q

Group Work and Group Theories- Remedial Model (Robert Vinter)

A

-small social system where influences can be painfully (remediation) guided to modify behavior
-therapist central in providing treatment (plans interventions, structured group process, strong emphasis on outcome evaluation/research)

103
Q

Group Work and Group Theories- Mutual Aid/Reciprocal Group Work Model

A

-multidimensional sharing of data, dialectic process, discussion of taboo topics, mutual support, new skills, individual problem solving
-members have strengths/opinions/perspectives/info that can help others
-helper therapy-helping others helps the helper
-some help (confrontation) comes better from peers

104
Q

Group Work and Group Theories- Cognitive Behavioral Group Work Model

A

-combines CBT with small group strategies
-promotes group discussion and member interaction
-techniques include–cognitive restructuring, exposure, applicable for collective treatment/prevention/social growth and development/personality enhancement
-common needs addressed include coping with transitions, learning skills/info improving social relationships, cope with illness/isolation

105
Q

CBT- Beck and Ellis: general info

A

-human function seen as product of reciprocal interactions between person/environment
-emphasis on cognitive skills for problem solving
-what you tell self (cognitions/perceptions) influences responses (behavior/feelings)
-important to know how a person thinks to understand/influence behavior change

106
Q

cognitive model

A

most emotional/behavioral dysfunction is a result of mistaken beliefs and faulty thought patterns; help clients identify/evaluate/change dysfunctional thought patterns/mistaken beliefs (cognitive restructuring)

107
Q

cognitive model basic tenets

A

-thinking is basic determinant of behavior
-focus of therapy is on the present (present thinking motivates behavior)
-clients need to identify connection between problems and faulty thinking and to take responsibility to change thinking
-approach is active, collaborative, structured, time limited, goal oriented, and problem focused

108
Q

steps in cognitive restructuring

A
  1. accepting-self-statements/assumptions/beliefs determine emotional reaction
  2. identifying-dysfunctional beliefs/thought patterns that underlie problems
  3. identifying situations that evoke dysfunctional cognitions
  4. substituting functional self statements in place of self defeating thoughts
  5. reward self for successful coping
109
Q

CBT general info

A

-combo of different cognitive and behavioral (problem solving, assertiveness/relaxation training, desensitization/exposure)
-versatile approach, high efficacy
-brief treatment, well delineated techniques, goal/problem oriented, empirical support

110
Q

Ellis-Rational Emotive Behavior Therapy (REBT)

A

focuses on irrational beliefs and chain of events
external event (A) –> irrational belief (B) –> emotion/behavior (C)

111
Q

Beck-Cognitive Therapy of Depression: 3 concepts

A
  1. cognitive triad (neg view of self, of ongoing experiences, of future)
  2. schemas (stable, cognitive pattern)
  3. cognitive errors/faulty info processing
112
Q

Person in Environment Perspective: Bronfenbrenner’s Ecological Systems Theory

A
  1. microsystem
  2. mesosystem
  3. exosystem
  4. macrosystem
  5. chronosystem
113
Q

Person in Environment Perspective

A

view client as part of environmental system, reciprocal relationships and other influences from individual/environment

114
Q

Person in Environment Perspective: Bronfenbrenner’s Ecological Systems Theory microsystem

A

things that have direct contact in immediate environment (friends, parents, teachers, siblings, work/school)
bidirectional relationship

115
Q

Person in Environment Perspective: Bronfenbrenner’s Ecological Systems Theory mesosystem

A

interactions between microsystem (communication of friends to each other, parents communicating with teachers, etc), system of microsystems

116
Q

Person in Environment Perspective: Bronfenbrenner’s Ecological Systems Theory exosystem

A

formal and informal social structures, that have indirect influence on one in their microsystem
ex. neighborhood, parents workplace, parents friends, mass media

117
Q

Person in Environment Perspective: Bronfenbrenner’s Ecological Systems Theory macrosystem

A

how cultural elements affect a childs development
ex. socioeconomic status, wealth, poverty, ethnicity

118
Q

Person in Environment Perspective: Bronfenbrenner’s Ecological Systems Theory chronosystem

A

all of the environmental changes that occur over lifetime; major life transitions, and historical events

119
Q

Person in Environment Perspective: ecological model

A
  1. individual
  2. relationship
  3. community
  4. societal
120
Q

Strengths Perspective

A

-people have capacity to grow/change/adapt (humanistic perspective)
-people have the knowledge that important to solve problems (expert of their own lives)
-humans are resilient and thrive despite challenges
-strength: anything that helps deal with stress and use situation for growth
-vary by situation/context
-focus on understanding client’s strengths/resources and collaborate
-collaboration, creation of learning opportunities, environmental modification helps to enhance strengths

121
Q

CBT; Social Cognitive Theory

A

-learning theory based on idea that people learn by watching others
-human though process central to understanding personality
-influence of observed behavior in environment on development, individual just as important in determining moral development
-learn by observing others/environment/behavior/cognition

122
Q

4 models of addiction identified by Margolis and Zweben

A
  1. disease model
  2. learning theory model
  3. psychoanalytic model
  4. family theory model
123
Q

model that was 1st to recognize the importance of treating the whole person not just addiction

A

biopsychosocial

124
Q

addiction disease model

A

-most common model
-addiction is physical/psychological condition that causes one to be incapable of using in moderation
-work with individual to accept the diagnosis and follow abstinence for life
-often blended with other models

125
Q

addiction disease model blended with AA

A

AA basis for disease model, spirituality is the solution

126
Q

addiction disease model blended with moral model

A

emphasizes personal choice is the cause of addiction, pass moral judgements on clients (calling them noncompliant) when struggling

127
Q

addiction disease model blended with biological model

A

advances in research, idea that addiction is hereditary brain disorder that can be treated with meds

128
Q

addiction disease model blended with characterological model

A

addictive personality/addiction is a personality disorder; with this personality shows increased defense mechanisms like denial, model sets up power struggles when trying to break down denial

129
Q

addiction learning theory model

A

-focuses on cognitions and behaviors
-asserts that addictive behavior developed in response to environment
-includes behavior, cognitive, CBT

130
Q

addiction psychoanalytic model

A

-treats addiction as symptom of deeper issue (issues with that)
-critics believe fixation on root cause wastes therapy time on life story rather than safety concerns, avoidance of personal responsibility through denial/blame/rationalization
-assumes that if cause is determined then can return to moderate use
-recalling trauma can be triggering
-recently developed models address some of the criticism (interpersonal psychotherapy, modified dynamic group therapy, supportive expressive psychotherapy

131
Q

addiction family therapy model

A

-individual can’t be understood without understanding relationship with family
-families as a whole tend to resist change-impacts individuals progress
-defining family based on clients definition
-use family systems, family behavioral, family disease models among others

132
Q

addiction biopsychosocial model

A

-complex interaction of intricate relationship between bio, pscyho, social and incorporates those things
-alternative to biomedical model, look at more than just bio
-limited application to assessment and treatment planning

133
Q

theories on alcoholism based on BPS model: biological

A

genetic, neurobiological, neurobehavioral

134
Q

theories on alcoholism based on BPS model: psychological

A

psychoanalytic, personality, classical conditioning, social learning

135
Q

theories on alcoholism based on BPS model: social

A

systems, availability, anthropological, economic

136
Q

for addiction treatment, not one size fits all for treatment so need to

A

use client centered approach

137
Q

fetal alcohol syndrome

A

-if mom drank during pregnancy, can cause physical/learning/behavioral problems (intellectual/learning disabilities, ADHD, impulse control issues, language, memory, social skills), not clinical diagnosis, can range from mild-severe, damage done in first trimester

138
Q

Dynamics of Child Abuse: definition of child

A

under 18, except in sexual abuse-age is specified by the child protection law of the state in which the child lives

139
Q

Dynamics of Child Abuse: definition of child abuse and neglect

A

act or failure to act on part of caretaker that results in death/physical or emotional harm/sexual abuse or exploitation OR an act or failure to act that presents an imminent risk of serious harm
*Federal Child Abuse Prevention and Treatment Act (CAPTA) provides min threshold, states need to make their own definition

140
Q

Dynamics of Child Abuse: definition of mandated reporter

A

those required by law to report suspected child abuse including people who come in contact with kids through job, professional practice, volunteers in child serving programs

141
Q

Dynamics of Child Abuse: definition of mandated reporting

A

immediate report when reasonable cause to suspect abuse, follow state regulations

142
Q

Dynamics of Child Abuse: definition of CPS

A

local authority mandated by law to assess/investigate allegations of abuse/neglect, goal to protect kids from harm/rehabilitate and reunify families, coordinates agencies that are involved in protecting kids

143
Q

Dynamics of Child Abuse: types of abuse- physical abuse

A

nonaccidental physical injury

144
Q

Dynamics of Child Abuse: types of abuse- child neglect

A

failure to meet basic needs, abandonment

145
Q

Dynamics of Child Abuse: types of abuse- sexual abuse

A

inappropriate exposure/subjecting a child to sexual contact/activity/behavior, including sexual exploitation (prostitution, porn)

146
Q

Dynamics of Child Abuse: types of abuse- emotional abuse

A

psychological, verbal, mental injury impairing emotional development and self-worth

147
Q

Dynamics of Child Abuse: types of abuse- substance abuse

A

prenatal drug exposure, manufacturing meth around kids, providing drugs

148
Q

Dynamics of Child Abuse: types of abuse- witnessing domestic violence

A

DV committed in presence of child (recently added to some states)

149
Q

Dynamics of Child Abuse: Risk Factors– child factors

A

-under age 4
-sickly, colicky, unwanted
-special needs that increase caregiver burden
-product of abusive relationship
-lack of attachment between kid and parent

150
Q

Dynamics of Child Abuse: Risk Factors– family factors

A

-social isolation
-abuse between parents, marital discord
-poor parent child relations

151
Q

Dynamics of Child Abuse: Risk Factors– environmental factors

A

-chronic poverty
-presence of family violence
-non-biological adult living in the home

152
Q

Dynamics of Child Abuse: Risk Factors– parental factors

A

-history of abusing kids
-history of abuse in family of origin
-unwanted pregnancy
-marginal parenting skills/lack of knowledge in child development/child rearing practices
-impaired judgement of perpetrator from low IQ, drug use, behavioral health issues
-insufficient social/family support

153
Q

Dynamics of Child Abuse: Signs of Abuse– physical abuse

A

-unexplained burns/bites/bruises/bald spots
-fading bruises/marks in different stages of healing
-inconsistent explanations for broken bones/black eyes
-abuse of animals/pets
-frightened of adults approaching
-fear of going home
-overreact to accidents (spilling milk)
-extreme attachment to parent
-parent describes kid negatively, calls them a liar/story teller/not believable
-use of harsh physical discipline

154
Q

Dynamics of Child Abuse: Signs of Abuse– emotional maltreatment

A

-extremes in behavior
-acts inappropriately as an adult or infant
-delayed physical/emotional development
-suicide attempt
-lack of attachment to parent
-parental lack of concern for kids probs
-overt rejection of child
-constant blaming/belittling child

155
Q

Dynamics of Child Abuse: Signs of Abuse– neglect

A

-freq school absenteeism
-stealing/begging for food/money
-poor hygiene, lack of medical/dental care
-lack of sufficient/appropriate clothing
-absence of care providing adult
-irrational/bizarre parent behavior, indifference or rejection from parent
-lack of adult supervision, placing kid in dangerous situations

156
Q

Dynamics of Child Abuse: Signs of Abuse– sexual abuse

A

-pain/itching in genital area
-torn/stained/bloody underwear
-bedwetting/nightmares
-sudden changes in appetite
-inappropriate sexual knowledge for age
-pregnancy/STD at early age
-runaway
-quick attachment to adult strangers
-parent limits contact with other kids and overly protective
-frequent changes of adults in household
-parents relates to child on adult level

157
Q

Dynamics of Child Abuse: Effects of Abuse– physical

A

-injuries
-sprains/fractures
-lacerations/abrasions, burns
-STDs
-poor hygiene

158
Q

Dynamics of Child Abuse: Effects of Abuse– psychological

A

-anxiety, depression
-dissociation
-difficulty concentrating
-academic problems
-withdrawn, difficulty connecting with others
-overly compliant/passive
-PTSD symptoms

159
Q

Dynamics of Child Abuse: Effects of Abuse– emotional/behavioral

A

-eating disorder
-drug use
-risky sex choices
-self harm
-sleep disturbance
-discomfort with touch
-physically abusive
-reluctant to be around that person

160
Q

Dynamics of Child Abuse: Effects of Abuse– healing from abuse possible

A

kids are resilient and can heal, support from nonoffending parent indicator of successful ability to heal

161
Q

Elder Abuse: general info

A

-most victims are frail, rely on abuse for basic needs
-mostly women victims, occurs where they live
-most common is financial, physical abuse/neglect, emotional abuse

162
Q

Elder Abuse: definitions– elder adult

A

60 plus

163
Q

Elder Abuse: definitions–elder abuse

A

form of mistreatment that results in harm/loss to an older person, intentional act or failure to act by caregiver or another in a relationship involving expectation of trust that casues/creates risk of harm to an other adult

164
Q

Elder Abuse: definitions– mandated reporting

A

laws vary by state, report to Area Agency on Aging

165
Q

Elder Abuse: types of abuse– physical

A

nonaccidental physical force resulting in bodily injury, pain, impairment (includes inappropriate use of drugs and confinement/restraints

166
Q

Elder Abuse: types of abuse– psychological/emotional

A

willful infliction of mental/emotional anguish by threat, intimidation, ridicule, humiliation, blaming, etc

167
Q

Elder Abuse: types of abuse– financial

A

illegal/unauthorized use of funds, property, or resources

168
Q

Elder Abuse: types of abuse– neglect

A

intentional/unintentional failure to fulfill caregiving responsibilities

169
Q

Elder Abuse: types of abuse– self-neglect

A

failure to provide own’s own essential needs

170
Q

Elder Abuse: types of abuse– sexual

A

nonconsensual sexual contact

171
Q

Elder Abuse: types of abuse– domestic

A

pattern of violence for power and control

172
Q

Elder Abuse: risk factors for victimization

A

-isolation/lack of social support
-loneliness
-recent losses
-physical/mental/cognitive disabilities
-lack of familiarity with financial matters
-unemployed/addicted family members
-older women who have entered marriage later in life
-intensity of illness/dementia
-history of domestic violence in relationships
-victims own tendency toward verbal/physical aggression

173
Q

Elder Abuse: risk factors for caregivers

A

-inability to cope with stress
-lack of resilience
-depression
-lack of support from other potential caregivers
-perception that caregiving is burdensome and without reward
-substance abuse

174
Q

Elder Abuse: signs of abuse– physical abuse

A

-physical injuries
-drug overdoses
-broken glasses
-inconsistent explanations for what happened
-caregiver won’t leave them alone for appts/with others

175
Q

Elder Abuse: signs of abuse– psychological/emotional

A

-stress related conditions
-insomnia
-depression
-emotional, agitated
-unusual behavior
-caregiver withholds contact

176
Q

Elder Abuse: signs of abuse– financial

A

-unpaid bills, eviction/utility notices
-unexplained withdrawals, unauthorized credit card charges
-care not commiserative with estate size
-missing cash/property/belongings
-elder doesn’t understand financial arrangements
-doesn’t understand legal docs
-caregiver excessively interested in amount of $$ spent on elder

177
Q

Elder Abuse: signs of abuse– neglect

A

-poor condition of home
-poor hygiene, improperly clothed
-dehydrated, weight loss
-untreated medical conditions
-isolation
-inadequate caregiving skills, refusal to apply for other services
-dissatisfied with providers, changes doctors often
-disorientation/confusion
-fear of caregiver

178
Q

Elder Abuse: why elder victims stay

A

-abuse is close family member and don’t want to turn them in
-abuser is lifeline to remaining in the home and don’t want to be institutionalized
-fear of retribution

179
Q

Elder Abuse: types of neglect

A

-active-willful failure to provide care
-passive-inadequate knowledge/infirmity of caregiver, nonwillful failure to provide care
-self neglect-fail to care for self

180
Q

definition of domestic violence

A

the willful intimidation, assault, battery, SA perpetrated by 1 family member, household member, or intimate partner against another

181
Q

DV perpetrators aren’t sick/deranged

A

have learned abusive, manipulative behavior and techniques that allow them to dominate and control others and obtain the responses they desire; ALWAYS THE ABUSERS FAULT

182
Q

domestic violence key points; DV is about

A

power and control; abuse wants to have power and control over victim to dominate

183
Q

DV key points; safety of victim

A

is the priority; autonomy and self-determination but empower client to address safety

184
Q

DV key points; to identify needs of victim, use

A

Maslow’s hierarchy

185
Q

DV key points; maritial counseling/anger management for abuser

A

not intervention of choice, abuser uses info from counseling against the victim later; anger management for abuser doesn’t help as they don’t have anger problem they can control it when they want to, give them more tools to do this and harm victim more

186
Q

types of DV abuse: physical

A

use of force that causes pain/injury, includes use of weapons, denying partner medical care, forcing substance use

187
Q

types of DV abuse: sexual

A

coercing or attempting to coerce sexual contact or behavior without consent; attacks on sexual parts, forcing sex, sexually demeaning behavior

188
Q

types of DV abuse: emotional

A

pattern of behavior that causes emotional pain (infidelity, damaging relationship with kids)

189
Q

types of DV abuse: economic

A

making victim financial dependent, controlling finances, blocking school/work attendance, forcing them to accrue debt

190
Q

types of DV abuse: psychological

A

cause fear by intimidation, threats to harm self or others

191
Q

common signs of abusive partner

A

-preventing contact with others
-controlling $ or identification
-view partner as possession
-put down/criticize partner, attempts to control appearance
-unrealistic expectations of partner
-threaten to hurt/take away kids
-gaslighting, minimizing abuse, mind games
-destroy/threaten property/pets
-intimidation with weapons
-threats to commit SI/HI

192
Q

DV risk factors

A

-socioeconomic-poverty, unemployment
-age-youth increases risk
-relationship status-higher risk for cohabitating vs married couples
-childhood experience-seeing/experiencing abuse as a kid increases incidence
-alcohol-correlation

193
Q

cycle of violence

A

-tension building
-incident/explosion
-reconciliation/respite
-calm

194
Q

why DV victims stay

A

hope for a better future outcome, fear of leaving, shame

195
Q

DV intervention guidelines

A

-safety/medical needs are priorities
-utilize crisis intervention strategies
-victim at increased risk when trying to leave
-trust/validation critical for building therapeutic relationship
-*no legal obligation to report DV, but ethically need to help client safety plan and address needs

196
Q

social exchange theory for why DV victims don’t leave

A

idea of totaling potential benefits/losses to determine behavior/choice. stays because high cost of leaving outweighs potential rewards, leaves when the best alternative is promise of a better life

197
Q

Effects of Divorce on Kids

A

-anger affects family in negative way
-if attachment bond with primary caretaker broken at young age can disrupt social/emotional development
-characteristics of kids important factor
-divorce increases kids of long term psychological/behavioral problems
-parenting style impacts impact, way parents model conflict resolution and problem solving
-if joint custody/effective coparenting
-explaining divorce appropriately (emphasize that kid not at fault, be clear about living arrangements, ASAP convo)

198
Q

long term effects of divorce on kids

A

-fear of own unhappy marriage, conflict between parents creates risk whether parents divorce or not, mom’s parenting skills deteriorate 1 year after divorce, becomes more punitive, kids react with disobedience

199
Q

Authoritarian Parenting Pattern

A

-restrictive, adults set all rules and expect strict obedience
-don’t explain the rules
-rely on forceful, punitive discipline to force compliance

200
Q

Authoritarian Parenting Pattern-child behavior

A

-conflicted and irritable
-fearful and apprehensive, unfriendly
-moody, unhappy, sulky
-passively hostile
-vulnerable to stress
-aimless

201
Q

Authoritative Parenting Pattern

A

-flexible style
-allow kids autonomy but explain restrictions
-responsible to kids needs and POV
-expect compliance with restrictions and use power and reason if needed for compliance

202
Q

Authoritative Parenting Pattern-childs behavior

A

-energetic/friendly
-self-reliant
-cheerful
-self-controlled
-copes with stress
-cooperates with adults
-curious
-purposeful, achievement oriented

203
Q

Permissive Parenting Pattern

A

-lax
-makes few demands
-lets kids freely express feelings/impulses
-doesn’t closely monitor kids
-rarely exerts firm control

204
Q

Permissive Parenting Pattern-kids behavior

A

-impulsive, aggressive
-rebellious, aimless
-low achievement, low self-reliance and self-control
-domineering

205
Q

cultural competence: general info

A

recognize that at minimum people are at least bicultural, impact of cultural forces on individual and decision making, incorporate cultural knowledge into sessions

206
Q

Cultural Competence: Definitions– cultural knowledge

A

familiarize with cultural characteristics, history, values, beliefs, behaviors

207
Q

Cultural Competence: Definitions– cultural awareness

A

develop sensitivity and understanding of another ethnic group, internal changes (attitudes and values), supplement with cultural knowledge, be open and flexible in relations to others

208
Q

Cultural Competence: Definitions– cultural sensitivitiy

A

know that difference and similarities exist without assigning value

209
Q

Cultural Competence: Definitions– cultural competence

A

integration and transformation of knowledge about cultures into standards/policies/practice/attitudes to increase quality of care, effective operation in different cultures

210
Q

Cultural Competence: Definitions– counselor competency

A

knowing what makes us different and takes that into account when providing care; self-awareness, use of self

211
Q

multicultural counseling competencies: attitudes and beliefs of culturally skilled counselors

A

-cultural self awareness and sensitivity to own culture and background and experience
-able to recognize own limits of cultural competence and experience, aware of biases
-recognize comfort with differences

212
Q

multicultural counseling competencies: knowledge of culturally skills counselors

A

-of own race/cultural heritage and how it impacts biases and counseling
-of oppression/racism/discrimination and how it affects you personally and impact on clients (awareness of own privilege and biases)
-of social impact upon others

213
Q

multicultural counseling competencies: skills of culturally competence counselors

A

-seek education/consultation/experience to increase understanding and effectiveness
-know limits of competence
-actively seeking anti-racist identity

214
Q

cultural competence and counselor awareness of world view: attitudes/beliefs

A

-aware of own positive and negative reactions to other races
-contrast own beliefs and be nonjudgmental
-awareness of own biases

215
Q

cultural competence and counselor awareness of world view: knowledge

A

-have info about group working with-life experiences, history, background
-how race/culture/etc. effects personality formation and choices
-how sociopolitical influences impact minorities

216
Q

cultural competence and counselor awareness of world view: skills

A

-relevant research
-engage with minorities outside counseling

217
Q

cultural competence and culturally appropriate intervention strategies: attitudes and beliefs

A

-respect religious beliefs and taboos, impact on worldview, psychosocial function
-respect helping practices among minorities
-value bilingualism

218
Q

cultural competence and culturally appropriate intervention strategies: knowledge

A

-understand generic characteristics of counseling and how they may clash with cultural values
-of institutional barriers, bias in assessments
-of family hierarchies, structures, values and beliefs from culture of origin
-of discriminatory practices at social and community level

219
Q

cultural competence and culturally appropriate intervention strategies: skills

A

-engage in variety of helping responses, culturally appropriate
-exercise institutional intervention skills on behalf of client, help client identify if its problem from bias/ism or personalizing problem
-seek consultation from minority leaders
-initiative to use language of clients choice
-training in assessments and their biases
-challenge own biases and isms
-educate clients

220
Q

cultural competence-terms that inhibit appreciation of diversity: universalism

A

ours is the norm and standard for everyone vs others have valid standards that have been useful

221
Q

cultural competence-terms that inhibit appreciation of diversity: dichotomous thinking

A

either or, differences are wrong/bad/inferior vs both and thinking, difference are just different and can coexist

222
Q

cultural competence-terms that inhibit appreciation of diversity: heightened ability/value on separating/categorizing/numbering/left brain

A

vs right brain/whole picture/connecting/creating/harmonizing, mental activity more valued to the exclusion of physical/spiritual experiences which are separated as containments, studied in isolation not as part of a group or interrelated with the environment

223
Q

cultural competence-terms that inhibit appreciation of diversity: higher value on control/constraint/restraint

A

vs value on flexibility/emotions/expressiveness/spirituality; what can’t be defined is deemed unimportant, reality defined with assumption of objectivity and subjective is considered invalid, larger quantities deemed worthy

224
Q

cultural competence-terms that inhibit appreciation of diversity: measure of self comes from outside and only in contrast to others

A

vs value comes from within; worth measured by wealth/status, need to be better than others to feel good

225
Q

cultural competence-terms that inhibit appreciation of diversity: power is defined as power over others/mastery over environment

A

vs power through/harmony with others; sharing power can expand power, win-win cooperating; power over thinking limited, win-lose

226
Q

racism and sexism link to social problems in following ways

A

most social problems aggravated by status of particular groups, lack of appropriate services available to minorities/women

227
Q

guidelines for working with diverse clients

A

-cultural awareness, minorities may be sensitive to being treated badly
-trust is key
-establish sense of credibility/competence
-assess level of acculturation/assimilation

228
Q

working with diverse clients: factors that influence degree of bicultural socialization include

A

-how similar cultures are, less dissonance makes it easier
-help accessing other supports
-how majority culture and culture of origin provide feedback regarding adaptation attempts
-language barrier
-physical appearance and personal similarity to majority culture

229
Q

guidelines to empower immigrants/refugees

A

-meet basic needs
-educate and orient to majority culture
-educate on individual rights and skills to assert themselves
-build ingroup and outgroup social networks
-join them in alliances and coalitions whos goals are to break down barriers

230
Q

acculturation

A

process of adopting values, believes attitudes, and language of a new culture, ongoing process, letting go of native culture

231
Q

levels of acculturation

A
  1. assimilation-identify only with majority culture
  2. integration-identify and involved with both cultures
  3. separation-identify only with 1 ethnic/racial group
  4. marginality-don’t identify with either culture
232
Q

guidelines for working with diverse clients; self-awareness of own attitudes/beliefs/vaues about cultural difference and willingness to acknowledge that is key

A

being open with client and being culturally competent

233
Q

prejudice

A

belief about group of people based on aspect of their identity, can be positive or negative, passing judgment on large group

234
Q

prejudice that causes unfair treatment is

A

discrimination

235
Q

institutional discrimination

A

occurs when dominant group imposes negative intolerance/treatment toward subordinate group, can be direct or indirect

LCSW Exam (9 decks)

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