Human Development, Diversity, and Behavior in the Environment

Question 1

Systems

Answer 1

Systems are made up of interrelated parts; each part impacts all other parts as well as the system as a whole. The dynamic interaction within, between, and among systems produce stability and change.

Question 2

Conflict

Answer 2

Clients try to advance their own interests over the interests of others as they compete for scarce resources. Power is unequally divided and some social groups dominate others. Members of non-dominant groups become alienated from society. Social change is driven by conflict.

Question 3

Rational Choice

Answer 3

Clients are rational and goal directed and human interaction involves exchange of social resources such as love, approval, information, money, and physical labor. Clients have self-interest and try to maximize rewards and minimize costs. Power comes from unequal resources in changes.

Question 4

Social Constructionist

Answer 4

Social reality is created when clients, in social interaction, develop a common understanding of their world. Clients are influenced by social processes that are grounded in customs, as well as cultural and historical contexts.

Question 5

Psychodynamic

Answer 5

Unconscious, as well as conscious, mental activity serves as the motivating force in human behavior. Early childhood experiences are central and clients may become overwhelmed by internal or external demands. Defense mechanisms are used to avoid becoming overwhelmed.

Question 6

Developmental

Answer 6

Human development occurs in defined, age-related stages that build upon one another and are distinct. Human development is a complex interaction of biological, psychological, and social factors.

Question 7

Social Behavioral

Answer 7

Human behavior is learned when clients interact with the environment through association, reinforcement, and imitation. All human problems can be formulated as undesirable behavior and can be changed through techniques such as classical and operant conditioning.

Question 8

Humanistic Perspective

Answer 8

Each client is unique and is responsible for the choices he or she makes. Clients have the capacity to change themselves because human behavior is driven by a desire for growth, personal meaning, and competence. Behaving in ways that are not consistent with the true self causes clients anxiety.

Question 9

Erikson’s 8 Stages of Personality Growth

Answer 9

Trust versus Mistrust
Autonomy versus Shame and Doubt
Initiative versus Guilt
Industry versus Inferiority
Identity versus Role Confusion
Intimacy versus Isolation
Generativity versus Stagnation
Ego Integrity versus Despair

pgs. 49-50

Question 10

Six Levels of Cognition

Answer 10

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

pgs. 51-52

Question 11

Cognitive Development Stages (Piaget)

Answer 11

Sensorimotor (0-2 years)
Preoperational (2-7 years)
Concrete Operations (7-11)
Formal Operations (11 - maturity)

pgs. 52-53

Question 12

Kohlberg’s Three Major Levels (6 stages) of Moral Reasoning Development

Answer 12

Preconventional (Elementary School Level)
Conventional (early adolescence)
Postconventional (Adult, not reached by most)

see pg. 54

Question 13

Behaviorist Theory of Learning

Answer 13

Pavlov, Skinner

Learning is viewed through change in behavior and the stimuli in the external environment are the locus of learning. Social workers aim to change the external environment in order to bring about desired change.

Question 14

Cognitive Theory of Learning

Answer 14

Piaget

Learning is viewed through internal mental processes (including insight, information processing, memory, and perception) and the locus of learning is internal cognitive structures. Social workers aim to develop opportunities to foster capacity and skills to improve learning.

Question 15

Humanistic Theory of Learning

Answer 15

Maslow

Learning is viewed as a person’s activities aimed at reaching his or her full potential, and the locus of learning is in meeting cognitive and other needs. Social workers aim to develop the whole person.

Question 16

Social/Situational Theory of Learning

Answer 16

Bandura

Learning is obtained between people and their environment and their interactions and observations in social contexts. Social workers establish opportunities for conversation and participation to occur.

Question 17

Two Fundamental Classes of Behavior

name and define

Answer 17

Respondent: involuntary behavior (anxiety, sexual response) that is automatically elicited by certain behavior. A stimulus elicits response.

Operant: voluntary behavior (walking, talking) that is controlled by its consequences in the environment.

Question 18

Respondent or Classical Conditioning

Answer 18

Pavlov

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

Question 19

Operant Conditioning

Answer 19

B.F. Skinner

Antecedent events or stimuli precede behaviors, which, in turn, are followed by consequences. Consequences that increase the occurrence of the behavior are referred to as reinforcing consequences; consequences that decrease the occurrence of the behavior are referred to as punishing consequences. Reinforcement aims to increase behavior frequency whereas punishment aims to decrease it.

Question 20

Operant Conditioning Techniques

name and define

Answer 20

Positive Reinforcement: Increases probability that behavior will occur–praising, giving tokens, or otherwise rewarding positive behavior.

Negative Reinforcement: Behavior increases because a negative (aversive) stimulus is removed (i.e., remove shock).

Positive Punishment: Presentation of undesirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e. hitting, shocking).

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

Question 21

Aversion Therapy

Answer 21

Any treatment aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus. An example of this is treating alcoholism with Antabuse.

Question 22

Biofeedback

Answer 22

Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension. Biofeedback is often used for ADHD and anxiety disorders.

Question 23

Extinction

Answer 23

Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease.

Question 24

Flooding

Answer 24

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

Question 25

In vivo desensitization

Answer 25

Pairing and movement through a hierarchy of anxiety, from least to most anxiety-provoking situations; takes place in a "real" setting.

Question 26

Modeling

Answer 26

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

Question 27

Rational Emotive Therapy (RET)

Answer 27

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

Question 28

Shaping

Answer 28

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

Question 29

Systematic Desensitization

Answer 29

An anxiety-inhibiting response cannot occur at the same time as the anxiety response. Anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response. At each step a client's reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is reinforced by receiving a reward. The reward could be a compliment, a gift, or relaxation.

Question 30

Time Out

Answer 30

Removal of something desirable--negative punishment technique.

Question 31

Token Economy

Answer 31

A client receives tokens as reinforcement for performing specified behaviors. The tokens function as currency within the environment and can be exchanged for desired goods, services, or privileges.

Question 32

Ethnicity

Answer 32

Refers to the idea that one is a member of a particular cultural, national, or racial group that may share culture, religion, race, language, or place of origin. Two people can share the same race but have different ethnicities.

Question 33

Race

Answer 33

Related to a particular social, historical, and geographic context. It is unfixed. Definition has evolved over time with the modern definition centering on skin color.

Question 34

Cultural identity

Answer 34

Identity of a group or culture of an individual who is influenced by his or her self-identification with that group or culture. Certain ethnic and racial identities may also bestow privilege.

Question 35

Three-Stage Model for Adolescent Cultural and Ethnic Identity Development

Answer 35

Unexamined cultural, racial, and ethnic identity. Cultural, racial, and ethnic identity search. Cultural, racial, and ethnic identity achievement. Full definitions on page 67

Question 36

Preencounter

Answer 36

A this point, the client may not be consciously aware of his or her culture, race, or ethnicity and how it may affect his or her life.

Question 37

Encounter

Answer 37

A client has an encounter that provokes thought about the role of cultural, racial, and ethnic identification in his or her life. This may be a negative or positive experience related to culture, race, and ethnicity. For minorities, this experience is often a negative one in which they experience discrimination for the first time.

Question 38

Immersion-Emersion

Answer 38

After an encounter that forces a client to confront cultural, racial, and ethnic identity, a period of exploration follows. A client may search for information and will also learn through interaction with others from the same cultural, racial, or ethnic groups.

Question 39

Internalization and Commitment

Answer 39

At this point, a client has developed a secure sense of identity and is comfortable socializing both within and outside the group with which he or she identifies.

Question 40

Maslow's Hierarchy of Needs (Ascending Order)

Answer 40

Physiological Needs => Safety Needs => Social (love and belonging) Needs => Esteem Needs => Self-Actualization *Note* On the examination, Maslow's hierarchy of needs is often not explicitly asked about, but it can be applied when asked about the order of prioritizing problems or issues with a client.

Question 41

Deficiency Needs (D-Needs)

Answer 41

Needs that arise due to deprivation. Satisfaction of these needs helps to "avoid" unpleasant feelings or consequence. Ex. Physiological, safety, social and esteem needs.

Question 42

Growth Needs or "Being Needs" (B-Needs)

Answer 42

Needs that come from a place of growth rather than from a place of "lacking." Ex. self-actualization needs.

Question 43

Physiological Needs

Answer 43

These needs maintain the physical organism. These are biological needs such as food, water, oxygen, and constant body temperature. If a person is deprived of these needs, he or she will die.

Question 44

Safety Needs

Answer 44

There is a need to feel safe from harm, danger, or threat of destruction. Clients need regularity and some predictability.

Question 45

Social Needs

Answer 45

Friendship, intimacy, affection, and love are needed--from one's work group, family, friends, or romantic relationships.

Question 46

Esteem Needs

Answer 46

People need a stable, firmly based level of self-respect and respect from others.

Question 47

Self-Actualization Needs

Answer 47

There is a need to be oneself, to act consistently with whom one is. It is an ongoing process. It involves developing potential, becoming, and being what one is capable of being. It makes possible true objectivity--dealing with the world as it is, rather than as one needs it to be.

Question 48

Attachment Theory (Two Types)

Answer 48

John Bowlby A lasting psychological connectedness between human beings that can be understood within an evolutionary context in which a caregiver provides safety and security for a child. In other words, children are biologically programmed to form attachments with others. Another theory of attachment suggests that attachment is a set of learned behaviors and that the basis for the learning of attachments is the provision of food. A child will initially form attachment to whoever feeds it. Child associates feeder with the comfort of being fed.

Question 49

Biological Theory of Personality

Answer 49

Genetics are responsible for personality. Research on heritability suggests that there is a link between genetics and personality traits.

Question 50

Behavioral Theory of Personality

Answer 50

Personality is the result of interaction between the individual and the environment. Behavioral theorists study observable and measurable behaviors, rejecting theories that take internal thoughts and feelings into account.

Question 51

Psychodynamic Theory of Personality

Answer 51

Emphasizes the influence of the unconscious mind and childhood experiences on personality.

Question 52

Humanist Theory of Personality

Answer 52

Emphasizes the importance of free will and individual experience in the development of personality. Humanist theories emphasized the concept of self-actualization, which is an innate need for personal growth that motivates behavior.

Question 53

Trait Theory of Personality

Answer 53

Trait theories posit that the personality is made up of a number of broad traits. A trait is basically a relatively stable characteristic that causes an individual to behave in certain ways.

Question 54

Self-Image

Answer 54

How a client defines his or her self, which is often tied to physical description, social roles, personal traits, and/or existential beliefs. It is how a client sees his or her self.

Question 55

Self-Esteem

Answer 55

The extent to which a client accepts or approves of their self-image.

Question 56

Body Image

Answer 56

The way one perceives and relates to his or her body, and how one thinks he or she is seen.

Question 57

Factors Associated with Positive Body Image

Answer 57

Acceptance and appreciation of natural body shape and body differences Self-worth not tied to appearance Confidence in and comfort with body Unreasonable amount of time is not spent worrying about food, weight, or calories Judgment of others is not made related to their body weight, shape, and/or eating or exercise habits Knowing physical appearance says very little about character and value as a person

Question 58

Factors of Negative Body Image

Answer 58

Distorted perception of shape or body parts, unlike what they really are Believing only other people are attractive and that body size or shape is a sign of personal failure Feeling body doesn't measure up to family, social, or media ideals Ashamed, self-conscious, and anxious about body Uncomfortable and awkward in body Constant negative thoughts about body and comparisons to others

Question 59

Some possible effects of negative body image

Answer 59

Emotional distress Low self-esteem Unhealthy dieting habits Anxiety Depression Eating disorders Social withdrawal or isolation

Question 60

Authoritarian Parenting

Answer 60

Children are expected to follow the strict rules established by the parents. Failure to follow such rules usually results in punishment. Authoritarian parents fail to explain the reasoning behind these rules. Authoritarian parenting styles generally lead to those who are obedient and proficient, but are lower in happiness, social competence, and self-esteem.

Question 61

Authoritative Parenting

Answer 61

Like authoritarian parents, those with an authoritative parenting style establish rules and guidelines that their children are expected to follow. However, this parenting style is much more democratic. Authoritative parents are responsive to their children and willing to listen to questions. When children fail to meet the expectations, these parents are more nurturing and forgiving rather than punishing. Authoritative parenting styles generally tend to result in those who are happy, capable, and successful.

Question 62

Permissive Parenting

Answer 62

Permissive parents have very few demands on their children. These parents rarely discipline their children and are generally nurturing and communicative with their children, often taking on the status of a friend more than that of a parent. Permissive parenting often results in children who rank low in happiness and self-regulation, experiencing problems with authority and tending to perform poorly in school.

Question 63

Uninvolved Parenting

Answer 63

An uninvolved parenting style is characterized by few demands, low responsiveness, and little communication. Although these parents fulfill basic needs, they are generally detached from their children's lives. Those who have experienced uninvolved parenting styles rank lowest across all life domains. They tend to lack self-control, have low self-esteem, and are less competent than their peers.

Question 64

The Family Life Cycle

Answer 64

``` Stage 1: Family of origin experiences Stage 2: Leaving Home Stage 3: Premarriage stage Stage 4: Childless couple stage Stage 5: Family with young children Stage 6: Family with adolescents Stage 7: Launching children Stage 8: Later family life ``` pgs. 78-79

Question 65

Closed system

Answer 65

uses up its energy and dies

Question 66

Differentiation

Answer 66

Becoming specialized in structure and function

Question 67

Entropy

Answer 67

Closed, disorganized, stagnant; using up available energy

Question 68

Equifinality

Answer 68

Arriving at the same end from different beginnings

Question 69

Homeostasis

Answer 69

Steady state

Question 70

Input

Answer 70

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

Question 71

Negative Entropy

Answer 71

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

Question 72

Open System

Answer 72

A system with cross-boundary exchange

Question 73

Output

Answer 73

A product of the system that exports to the environment

Question 74

Subsystem

Answer 74

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

Question 75

Suprasystem

Answer 75

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

Question 76

Throughput

Answer 76

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

Question 77

Five Stages of Grief

Answer 77

Elisabeth Kubler-Ross ``` Denial and isolation Anger Bargaining Depression Acceptance ``` * hope is possible at any stage pg. 84

Question 78

Person-in-Environment Theory (generally)

Answer 78

Highlights the importance of understanding individual behavior in light of the environment contexts in which a client lives and acts.

Question 79

Equifinality

Answer 79

The ability of the family system to accomplish the same goals through different routes.

Question 80

Subsystems

Answer 80

Smaller units within the familial unit driven by the concept of hierarchies.

Question 81

Genogram

Answer 81

Diagram of family relationship beyond a family tree allowing a social worker and client to visualize hereditary patters and psychological factors.

Question 82

Physical Abuse

Answer 82

Infliction of physical injury

Question 83

Sexual Abuse

Answer 83

Inappropriate exposure or sexual contact, activity or behavior without consent

Question 84

Psychological Abuse

Answer 84

emotional/verbal/mental injury

Question 85

Neglect

Answer 85

Failing to meet physical, emotional, or other needs

Question 86

Factors Influencing the Effect of Sexual Abuse

Answer 86

``` Age Extent and duration of abuse Relationship of offender to victim Reaction of others to the abuse Other life experiences ```

Question 87

Effects of Sexual Abuse

Answer 87

Aversive feelings about sex; overvaluing sex; sexual identity problems; and/or hypersexual behaviors Shame or guilt Lack of trust in others Perceived vulnerability and victimization pg. 89

Question 88

What is the best predictor of future violence?

Answer 88

A past history of violent behavior.

Question 89

Static Risk Factors

Answer 89

Factors that cannot be changed by interventions, such as past history of violent behavior or demographic information.

Question 90

Dynamic Risk Factors

Answer 90

Factors that can be changed by interventions such as change in living situation, treatment of psychiatric symptoms, abstaining from drug and alcohol use, access to weapons etc.

Question 91

Interventions to reduce dynamic risk factors of violence

Answer 91

``` Pharmacological intervention Substance use treatment Psychosocial interventions Removal of weapons Increased level of supervision ```

Question 92

When are families in crisis?

Answer 92

When more than one of the following occurs: Stress-producing situation Difficulty coping Chronic difficulty meeting basic family responsibilities Lack sources of support

Question 93

Crisis (define)

Answer 93

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

Question 94

Stages of Crisis Intervention

Answer 94

Plan and conduct a thorough biopsychosocial-spiritual-cultural and lethality/imminent danger assessment Make psychological contact and rapidly establish the collaborative relationship Identify the major problems, including crisis precipitants Encourage an explanation of feelings and emotions Generate and explore alternatives and new coping strategies Restore functioning through implementation of an action plan Plan follow-up pg. 96

Question 95

The Five Basic Social Institutions (list)

Answer 95

``` Family Religion Government Education Economics ``` pg. 99-100

Question 96

Globalization

Answer 96

Interconnectedness of persons across the world

Question 97

Pro-Punishment Theory of Crime Prevention

Answer 97

Punishment is the means to preventing crime

Question 98

Positivist Theory of Crime Prevention

Answer 98

Some instances of criminal behavior are determined by factors, such as mental illness, that offenders find difficult to control.