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.
