Human Growth and Development Flashcards
Systems
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.
Conflict
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.
Rational choice
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.
Social constructionist
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.
Psychodynamic
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.
Developmental
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.
Social behavioral
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.
Humanistic perspective
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.
Social development, Erik Erikson
Interested in how children’s socialize and how this affects your sense of self. There are eight distinct stages.
Trust vs. Mistrust (Infancy, 0-1 year)
Developing trust when caregiver needs are met; mistrust emerges when needs are not consistently fulfilled.
Autonomy vs. Shame and Doubt (Early Childhood, 1-3 years):
Fostering autonomy through independence; failure may lead to feelings of shame and doubt.
Initiative vs. Guilt (Preschool Age, 3-6 years):
Encouraging initiative by exploring and taking on new tasks; guilt may arise from overstepping boundaries.
Industry vs. Inferiority (School Age, 6-12 years):
Mastering new skills and tasks; feelings of inferiority may occur if one struggles with competence.
Identity vs. Role Confusion (Adolescence, 12-18 years):
Exploring personal identity and forming a sense of self; confusion may arise from lacking a clear direction.
Intimacy vs. Isolation (Young Adulthood, 18-40 years):
Forming intimate relationships with others; isolation may result from inability to connect deeply.
Generativity vs. Stagnation (Middle Adulthood, 40-65 years):
Contributing to society and helping the next generation; stagnation may occur if one feels unproductive.
Ego Integrity vs. Despair (Maturity, 65+ years):
Reflecting on life with a sense of fulfillment or regret; integrity leads to wisdom, while despair leads to bitterness.
Piaget -Moral Development
Stage1: Sensorimotor, age 0-2,
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.
Piaget-Moral Development
Preoperational Ages 2-7 Years
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
Piaget-Moral Development
Stage 3: Concrete Operational 7-11 years
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.
Piaget- Moral Development
Stage 4: Formal Operations Ages 11 through Maturity
Higher level abstraction, planning for future, things, hypothetically, assumes adult roles and responsibilities.
Kohlberg
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.
Kohlberg -Six moral stages of development
Preconventional
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.
Kohlberg -Six moral stages of development
Conventional follow stereotypic norms of morality, early adolescence
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.
Kohlberg -Six moral stages of development
Postconventional this level is not reached by most adults. -Adults
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.
Behaviorist (Pavlov, Skinner)
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.
Cognitive (Piaget)
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.
Humanistic (Maslow)
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.
Social/Situational (Bandura)
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.
Two fundamental classes of behavior
Respondent an operant
Respondent
Involuntary behavior, (anxiety, sexual response,) that is automatically listed by certain behavior. A stimulus elicits a 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 condition stimulus with an unconditioned involuntary stimulus, so the condition stimulus eventually elicits the response, normally elicited by the unconditioned stimulus.
Operant conditioning B.F.Skinner
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
Positive reinforcement
Increases probability that behavior will occur, praising giving tokens or otherwise rewarding positive behavior
Negative reinforcement
Behavior increases because of negative adversive stimulus is removed
Positive punishment
Presentation of undesirable stimulus following behavior for the purpose of decreasing or eliminating that behavior example hitting, shocking
Negative punishment
Removal of desirable stimulus following behavior for the purpose of decrease, eliminating that behavior example removing something positive such as a token or dessert
Aversion therapy
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.
Bio feedback
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.
Extinction
Withholding a reinforce so that normally follows a behavior behavior that fails to produce reinforced and will eventually cease
Flooding
A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagine exposure to high intensity fear stimuli
In vivi desensitization
Pairing and movement through a hierarchy of anxiety from lead to most anxiety provoking situations takes place in real setting
Modeling
Met of instruction that involves individual the model demonstrating the behavior to be acquired by a client
Rational emotive therapy (RET)
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
Shaping
Method used to train a new behavior by prompting and reinforcing successful approximations of desired behavior
Systemic desensitization
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.
Time out
Removal of something desirable negative punishment technique
Token economy
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.
Three stage model for adolescent, cultural, and ethnic identity development
Stage one unexamined, cultural, racial, and ethic identity
Stage two cultural racial and ethic identity search
Stage three cultural racial, ethnic identity, achievement
Cultural, Racial, and Ethnic Identity Stage 1: unexamined
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
Cultural, Racial, and Ethnic Identity Stage 2: Identity Search
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
Cultural, Racial, and Ethnic Identity Stage 3: Identity Achievement
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.
(Culture) Preencounter
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
(Culture) Encounter
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.
(Culture) Immersion-Emersion
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
(Culture) Internalization and Commitment
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
Maslow’s Hierarchy Of Needs
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.
Maslow’s hierarchy of needs
Psychological needs,
Safety needs, Social love and belonging needs, Esteem needs
Then self-actualization
Attachment Theory (Bowlby)
Secure attachment
Anxious attachment
Avoidant style
Disorganized style
Parenting styles
Authoritarian parenting
Authoritative parenting
Permissive parenting
Uninvolved parenting
Authoritarian parenting
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
Authoritative parent
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
Permissive parenting
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
Uninvolved parenting
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
Stages of Grief
- Denial and isolation, shock is replaced with the feeling of this can’t be happening to me
- Anger, the emotional confusion that results from the loss may lead to anger and finding someone or something to blame, why me?
- Bargaining, the next stage may result in trying to negotiate with oneself or a higher power to attempt to change what has occurred.
- Depression. A period of sadness and school then occur in which person reflects on his or her grief and loss.
- 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.