Human Development, Diversity, and Behavior in the Environment Flashcards
Systems
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.
Conflict
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.
Rational Choice
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.
Social Constructionist
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.
Psychodynamic
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.
Developmental
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.
Social Behavioral
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.
Humanistic Perspective
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.
Erikson’s 8 Stages of Personality Growth
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
Six Levels of Cognition
Knowledge Comprehension Application Analysis Synthesis Evaluation
pgs. 51-52
Cognitive Development Stages (Piaget)
Sensorimotor (0-2 years)
Preoperational (2-7 years)
Concrete Operations (7-11)
Formal Operations (11 - maturity)
pgs. 52-53
Kohlberg’s Three Major Levels (6 stages) of Moral Reasoning Development
Preconventional (Elementary School Level)
Conventional (early adolescence)
Postconventional (Adult, not reached by most)
see pg. 54
Behaviorist Theory of Learning
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.
Cognitive Theory of Learning
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.
Humanistic Theory of Learning
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.
Social/Situational Theory of Learning
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.
Two Fundamental Classes of Behavior
name and define
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.
Respondent or Classical Conditioning
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.
Operant Conditioning
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.
Operant Conditioning Techniques
name and define
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).
Aversion Therapy
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.
Biofeedback
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.
Extinction
Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease.
Flooding
A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high-intensity feared stimuli.
In vivo desensitization
Pairing and movement through a hierarchy of anxiety, from least to most anxiety-provoking situations; takes place in a “real” setting.
Modeling
Method of instruction that involves an individual (the model) demonstrating behavior to be acquired by a client.
Rational Emotive Therapy (RET)
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.
Shaping
A method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.
Systematic Desensitization
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.
Time Out
Removal of something desirable–negative punishment technique.
Token Economy
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.
Ethnicity
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.
Race
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.
Cultural identity
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.
Three-Stage Model for Adolescent Cultural and Ethnic Identity Development
Unexamined cultural, racial, and ethnic identity.
Cultural, racial, and ethnic identity search.
Cultural, racial, and ethnic identity achievement.
Full definitions on page 67
Preencounter
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.
Encounter
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.
Immersion-Emersion
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.
Internalization and Commitment
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.
Maslow’s Hierarchy of Needs (Ascending Order)
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.
Deficiency Needs (D-Needs)
Needs that arise due to deprivation. Satisfaction of these needs helps to “avoid” unpleasant feelings or consequence. Ex. Physiological, safety, social and esteem needs.
Growth Needs or “Being Needs” (B-Needs)
Needs that come from a place of growth rather than from a place of “lacking.” Ex. self-actualization needs.
Physiological Needs
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.
Safety Needs
There is a need to feel safe from harm, danger, or threat of destruction. Clients need regularity and some predictability.
Social Needs
Friendship, intimacy, affection, and love are needed–from one’s work group, family, friends, or romantic relationships.
Esteem Needs
People need a stable, firmly based level of self-respect and respect from others.
Self-Actualization Needs
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.
Attachment Theory (Two Types)
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.
Biological Theory of Personality
Genetics are responsible for personality. Research on heritability suggests that there is a link between genetics and personality traits.
Behavioral Theory of Personality
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.
Psychodynamic Theory of Personality
Emphasizes the influence of the unconscious mind and childhood experiences on personality.
Humanist Theory of Personality
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.
Trait Theory of Personality
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.
Self-Image
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.
Self-Esteem
The extent to which a client accepts or approves of their self-image.
Body Image
The way one perceives and relates to his or her body, and how one thinks he or she is seen.
Factors Associated with Positive Body Image
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
Factors of Negative Body Image
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
Some possible effects of negative body image
Emotional distress
Low self-esteem
Unhealthy dieting habits
Anxiety
Depression
Eating disorders
Social withdrawal or isolation
Authoritarian Parenting
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.
Authoritative Parenting
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.
Permissive Parenting
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.
Uninvolved Parenting
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.
The Family Life Cycle
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
Closed system
uses up its energy and dies
Differentiation
Becoming specialized in structure and function
Entropy
Closed, disorganized, stagnant; using up available energy
Equifinality
Arriving at the same end from different beginnings
Homeostasis
Steady state
Input
Obtaining resources from the environment that are necessary to attain the goals of the system
Negative Entropy
Exchange of energy and resources between systems that promote growth and transformation
Open System
A system with cross-boundary exchange
Output
A product of the system that exports to the environment
Subsystem
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
Suprasystem
An entity that is served by a number of component systems organized in interacting relationships
Throughput
Energy that is integrated into the system so it can be used by the system to accomplish its goals
Five Stages of Grief
Elisabeth Kubler-Ross
Denial and isolation Anger Bargaining Depression Acceptance
- hope is possible at any stage
pg. 84
Person-in-Environment Theory (generally)
Highlights the importance of understanding individual behavior in light of the environment contexts in which a client lives and acts.
Equifinality
The ability of the family system to accomplish the same goals through different routes.
Subsystems
Smaller units within the familial unit driven by the concept of hierarchies.
Genogram
Diagram of family relationship beyond a family tree allowing a social worker and client to visualize hereditary patters and psychological factors.
Physical Abuse
Infliction of physical injury
Sexual Abuse
Inappropriate exposure or sexual contact, activity or behavior without consent
Psychological Abuse
emotional/verbal/mental injury
Neglect
Failing to meet physical, emotional, or other needs
Factors Influencing the Effect of Sexual Abuse
Age Extent and duration of abuse Relationship of offender to victim Reaction of others to the abuse Other life experiences
Effects of Sexual Abuse
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
What is the best predictor of future violence?
A past history of violent behavior.
Static Risk Factors
Factors that cannot be changed by interventions, such as past history of violent behavior or demographic information.
Dynamic Risk Factors
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.
Interventions to reduce dynamic risk factors of violence
Pharmacological intervention Substance use treatment Psychosocial interventions Removal of weapons Increased level of supervision
When are families in crisis?
When more than one of the following occurs:
Stress-producing situation
Difficulty coping
Chronic difficulty meeting basic family responsibilities
Lack sources of support
Crisis (define)
An acute disruption of psychological homeostasis in which a client’s usual coping mechanisms fail and there is evidence of distress and functional impairment.
Stages of Crisis Intervention
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
The Five Basic Social Institutions (list)
Family Religion Government Education Economics
pg. 99-100
Globalization
Interconnectedness of persons across the world
Pro-Punishment Theory of Crime Prevention
Punishment is the means to preventing crime
Positivist Theory of Crime Prevention
Some instances of criminal behavior are determined by factors, such as mental illness, that offenders find difficult to control.
