Human Growth and Development

Question 1

Systems

Answer 1

Systems are made up of interrelated parts, each part impacts all other parts, as well as as a system as a whole. Space the dynamic interactions within, between, and among systems produced, build stability and change.

Question 2

Conflict

Answer 2

Clients try to advance their own interest over the interest of others as a compete for scarce resources. Power is unequally divided in some social groups, Omni others. Members of non-dominant groups become alienated from society. Social changes driven by conflict.

Question 3

Rational choice

Answer 3

Clients are rational and goal directed in 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 cost. Power comes from unequal resources and exchanges.

Question 4

Social constructionist

Answer 4

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

Question 5

Psychodynamic

Answer 5

Unconscious, as well as conscious, mental activity serves as the motivating force and human behavior. Early childhood experiences essential in 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 other artist distinct. Human development is a complex and her action biological, psychological, and social factors.

Question 7

Social behavioral

Answer 7

Human behaviors 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 here she makes clients have a capacity to change themselves because human behavior is driven by a desire for growth, personal meaning, incompetence. Behaving ways are not consistent with the truth of causes clients anxiety.

Question 9

Social development, Erik Erikson

Answer 9

Interested in how children’s socialize and how this affects your sense of self. There are eight distinct stages.

Question 10

Trust vs. Mistrust (Infancy, 0-1 year)

Answer 10

Developing trust when caregiver needs are met; mistrust emerges when needs are not consistently fulfilled.

Question 11

Autonomy vs. Shame and Doubt (Early Childhood, 1-3 years):

Answer 11

Fostering autonomy through independence; failure may lead to feelings of shame and doubt.

Question 12

Initiative vs. Guilt (Preschool Age, 3-6 years):

Answer 12

Encouraging initiative by exploring and taking on new tasks; guilt may arise from overstepping boundaries.

Question 13

Industry vs. Inferiority (School Age, 6-12 years):

Answer 13

Mastering new skills and tasks; feelings of inferiority may occur if one struggles with competence.

Question 14

Identity vs. Role Confusion (Adolescence, 12-18 years):

Answer 14

Exploring personal identity and forming a sense of self; confusion may arise from lacking a clear direction.

Question 15

Intimacy vs. Isolation (Young Adulthood, 18-40 years):

Answer 15

Forming intimate relationships with others; isolation may result from inability to connect deeply.

Question 16

Generativity vs. Stagnation (Middle Adulthood, 40-65 years):

Answer 16

Contributing to society and helping the next generation; stagnation may occur if one feels unproductive.

Question 17

Ego Integrity vs. Despair (Maturity, 65+ years):

Answer 17

Reflecting on life with a sense of fulfillment or regret; integrity leads to wisdom, while despair leads to bitterness.

Question 18

Piaget -Moral Development
Stage1: Sensorimotor, age 0-2,

Answer 18

retains image of objects, develops primitive logic and manipulating objects, begins intentional actions, plays, imitative, singles, meaning, infinite invest, meaning in event, example: babysitter, arriving means mother is leaving, symbol, meaning language begins in last part of stage.

Question 19

Piaget-Moral Development
Preoperational Ages 2-7 Years

Answer 19

Progress from concrete to abstract, thinking, can comprehend pass, present, and future, nighters, acquires words and symbols, magical thinking, thinking is not generalized, thinking is concrete, irreversible, and egocentric. Cannot see another point of view, thinking is centered on one detail our event, imaginary friends, often merge during the stage and may last in elementary school. Although children do interact with them, most know that their friends are not real and only pretend they are real. This having an imaginary friend and childhood design indicate the presence of a disorder. Is a normal part of development and social workers normalized behavior with parents who are distressed about this activity during his developmental Stage

Question 20

Piaget-Moral Development
Stage 3: Concrete Operational 7-11 years

Answer 20

Beginnings of abstract, plays games with rules, cause-and-effect, relationship, understood, logical, implications, are understood, thinking is independent of experience, thinking is reversible, rules of logic are developed.

Question 21

Piaget- Moral Development
Stage 4: Formal Operations Ages 11 through Maturity

Answer 21

Higher level abstraction, planning for future, things, hypothetically, assumes adult roles and responsibilities.

Question 22

Kohlberg

Answer 22

Kohlberg believe that moral development pearls Congress development. Kohlberg‘s theory holds at moral reasoning, which is a basis for ethical behavior, has six identifiable developmental, constructive stages, each more adequate at responding to tomorrow’s llamas in the last.

Question 23

Kohlberg -Six moral stages of development
Preconventional

Answer 23

Preconventional - Elementry school level before age 9.

Stage 1: child obey, and authority figure out of fear of punishment. Obedience/punishment.

Stage 2: child acts acceptably as it is in her or his best interest. Conforms to rules to receive rewards.

Question 24

Kohlberg -Six moral stages of development
Conventional follow stereotypic norms of morality, early adolescence

Answer 24

Stage 3: person asked to gain an approval from others. Good boy/good girl orientation.

Stage 4: obey laws and fulfills, obligations and duties to maintain social system. Rules or rules. Avoids censure and guilt.

Question 25

Kohlberg -Six moral stages of development
Postconventional this level is not reached by most adults. -Adults

Answer 25

Stage 5: genuine interest in welfare of others, concern 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.

Question 26

Behaviorist (Pavlov, Skinner)

Answer 26

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

Question 27

Cognitive (Piaget)

Answer 27

Learning is view 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 28

Humanistic (Maslow)

Answer 28

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

Question 29

Social/Situational (Bandura)

Answer 29

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

Question 30

Two fundamental classes of behavior

Answer 30

Respondent an operant

Question 31

Respondent

Answer 31

Involuntary behavior, (anxiety, sexual response,) that is automatically listed by certain behavior. A stimulus elicits a response.

Question 32

Operant

Answer 32

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

Question 33

Respondent or classical conditioning Pavlov

Answer 33

Learning occurs as a result of pairing previously neutral condition stimulus with an unconditioned involuntary stimulus, so the condition stimulus eventually elicits the response, normally elicited by the unconditioned stimulus.

Question 34

Operant conditioning B.F.Skinner

Answer 34

Antecedent events were stimuli, proceeded behaviors, which in return are followed by consequences consequences and increase the occurrence of the behavior referred to as reinforcing consequences consequences that decrease the occurrence of the behavior. I refer to as punishing consequences reinforcement aim to increase behavior, frequency, whereas punishment aims to decrease it

Question 35

Positive reinforcement

Answer 35

Increases probability that behavior will occur, praising giving tokens or otherwise rewarding positive behavior

Question 36

Negative reinforcement

Answer 36

Behavior increases because of negative adversive stimulus is removed

Question 37

Positive punishment

Answer 37

Presentation of undesirable stimulus following behavior for the purpose of decreasing or eliminating that behavior example hitting, shocking

Question 38

Negative punishment

Answer 38

Removal of desirable stimulus following behavior for the purpose of decrease, eliminating that behavior example removing something positive such as a token or dessert

Question 39

Aversion therapy

Answer 39

Any treatment aims that reducing the attractiveness of a stimulus or a behavior by repeated pairing of of it with an aversive stimulus. An example of this treating alcohol alcoholism with antabuse.

Question 40

Bio feedback

Answer 40

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

Question 41

Extinction

Answer 41

Withholding a reinforce so that normally follows a behavior behavior that fails to produce reinforced and will eventually cease

Question 42

Flooding

Answer 42

A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagine exposure to high intensity fear stimuli

Question 43

In vivi desensitization

Answer 43

Pairing and movement through a hierarchy of anxiety from lead to most anxiety provoking situations takes place in real setting

Question 44

Modeling

Answer 44

Met of instruction that involves individual the model demonstrating the behavior to be acquired by a client

Question 45

Rational emotive therapy (RET)

Answer 45

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

Question 46

Shaping

Answer 46

Method used to train a new behavior by prompting and reinforcing successful approximations of desired behavior

Question 47

Systemic desensitization

Answer 47

An anxiety inhibiting response cannot occur at the same time as anxiety response, anxiety producing stimulus pair with a relaxation producing response that eventually an anxiety producing stimulus produces a relaxation response. I aged up a client‘s reaction of fear or dread is overcome by pleasant feelings engendered as a new behavior is reinforced by receiving a reward. The reward could be a compliment, a gift or relaxation.

Question 48

Time out

Answer 48

Removal of something desirable negative punishment technique

Question 49

Token economy

Answer 49

A client receives tokens as a reinforcement for performing specified behaviors, the token’s function is currency within the environment and can be exchanged for desired. Good services are privileges.

Question 50

Three stage model for adolescent, cultural, and ethnic identity development

Answer 50

Stage one unexamined, cultural, racial, and ethic identity
Stage two cultural racial and ethic identity search
Stage three cultural racial, ethnic identity, achievement

Question 51

Cultural, Racial, and Ethnic Identity Stage 1: unexamined

Answer 51

The first stage unexamined, cultural, racial and ethnic identity is characterized by lack of exploration of culture, race and ethnicity and culture, racial, ethnic differences they are rather taken for granted without much critical thinking. This is usually the stage reserved for childhood and cultural racial, ethnic ideas provided by parents the community or the meteor easily accepted children at this stage 10 to not be interested in culture, race or ethnicity and are generally ready to take on the opinions of others

Question 52

Cultural, Racial, and Ethnic Identity Stage 2: Identity Search

Answer 52

The second stage of the model is referred to as the cultural racial, and I think identity is characterized by the exploration questioning of culture in the city to learn more about them to understand the implications of launching during the stage there is questioning of where beliefs come from and why they are held for some the stage may arise from a turning point in their lives or from a growing awareness of others cultures racism this can also be very emotional time

Question 53

Cultural, Racial, and Ethnic Identity Stage 3: Identity Achievement

Answer 53

Finally, the third stage of the model is cultural, racial, ethnic identity, achievement daily people in this stage, have a clear sense of their cultural identity and are able to successfully navigate in the contemporary world, which is undoubtedly a very interconnected intercultural world acceptance of cultural, racial, ethnic identity may play us in the role and important life, decisions and choices, influencing attitudes and behavior This usually leads to an increase in self-confidence positive psychological development.

Question 54

(Culture) Preencounter

Answer 54

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

Question 55

(Culture) Encounter

Answer 55

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

Question 56

(Culture) Immersion-Emersion

Answer 56

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

Question 57

(Culture) Internalization and Commitment

Answer 57

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

Question 58

Maslow’s Hierarchy Of Needs

Answer 58

Remember: on the examination, Mael hierarchy of needs is often not explicitly ask about, but it can be applied when ask about the order of prioritizing problems or issues with the client.

for example : a client with an acute medical problem to focus on getting a medical evaluation first a victim of domestic violence should prioritize medical and safety issues first, and a refugee must initially made basic survival needs shelter, food, income, clothing, etc. before working on fulfilling higher level needs.

Question 59

Maslow’s hierarchy of needs

Answer 59

Psychological needs,
Safety needs, Social love and belonging needs, Esteem needs
Then self-actualization

Question 60

Attachment Theory (Bowlby)

Answer 60

Secure attachment
Anxious attachment
Avoidant style
Disorganized style

Question 61

Parenting styles

Answer 61

Authoritarian parenting
Authoritative parenting
Permissive parenting
Uninvolved parenting

Question 62

Authoritarian parenting

Answer 62

Children are expected to follow strict rules, established by parents failure to file such rules usually results and punishment authoritarian parents failed to explain the reasoning behind these rules, authoritarian parenting styles during lead to those who are obedient and proficient for lower and happiness, social confidence, and self-esteem

Question 63

Authoritative parent

Answer 63

Like authoritarian parents, those with an authoritative parenting style, establish rules and guidelines that their children are expected to follow however, this parenting styles, democratic authority of parents are responsive to their children, and willing to listen to their questions when children failed to meet the expectations of 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 64

Permissive parenting

Answer 64

Permissive parents have few demands on their children. These parents rarely discipline. Their children are generally nurturing and communicative with their children, often taking on the status of a friend more than an apparent permissive parenting often results and children who drink glow and happiness and self regulation experiencing problems with the authority and tending to perform poorly in school

Question 65

Uninvolved parenting

Answer 65

An uninvolved parenting styles characterized by a 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 experience uninvolved parenting styles in close across all life domains. They tend to lack self control, have a little self-esteem and our less confident in their peers

Question 66

Stages of Grief

Answer 66

1. Denial and isolation, shock is replaced with the feeling of this can’t be happening to me
2. Anger, the emotional confusion that results from the loss may lead to anger and finding someone or something to blame, why me?
3. Bargaining, the next stage may result in trying to negotiate with oneself or a higher power to attempt to change what has occurred.
4. Depression. A period of sadness and school then occur in which person reflects on his or her grief and loss.
5. Acceptance after time feeling depressed about the loss. The person will eventually be at peace of what happened.

Hope is not a separate stage, but as possible at any stage.