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ASWB Exam > Human Growth & Development > Flashcards

Human Growth & Development Flashcards

1
Q

Conversion

A

(defense mechanism)
Repressed urge is expressed in physical symptom to relieve anxiety

*pain, deafness, convulsions, tics

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2
Q

Incorporation

A

(defense mechanism)
psychic representation of a person is (or parts of a person are) figuratively ingested

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3
Q

Devaluation

A

(defense mechanism)
Person attributes negative qualities to self or others

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4
Q

Isolation of Affect

A

You “think” a feeling but don’t really feel is

*I guess I’m angry with him, sort of

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5
Q

Undoing

A

a person uses words or actions to symbolically reverse or negate unacceptable thoughts, feelings, or actions

*a person compulsively washing hands to deal with obsessive thoughts

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6
Q

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.

A

A client with an acute medical problem should focus on getting a medical evaluation first; a victim of domestic violence should prioritize medical and safety issues; and a refugee must initially meet basic survival needs (shelter, food, income, clothing, etc.) before working on fulfilling higher level needs.

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7
Q

Displacement

A

(defense mechanism)
Directing an impulse or feeling toward another person or object

*man angry at boss kicks dog

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8
Q

Identification

A

(defense mechanism)
Person identifies with another person

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9
Q

Idealization

A

(defense mechanism)
overestimation of an admired aspect or attribute of another

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10
Q

Inhibition

A

(defense mechanism)
Loss of motivation to engage in pleasurable activity bc it might stir up conflict over forbidden impulses

*writing, learning, social shyness

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11
Q

Introjection

A

(defense mechanism)

when a person internalizes the ideas or voices of other people

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12
Q

Intellectualization

A

(defense mechanism)
Avoiding uncomfortable emotions by focusing on facts & logic.

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13
Q

Decompensation

A

deterioration of existing defenses

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14
Q

Cognitive Dissonance

A

mind wants to eliminate dissonance whenever possible and does so by justifying or changing attitude & beliefs

*girl in financial trouble justifies purchase of new car by saying: “it will save money in the long run bc it won’t break down as much”

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15
Q

Protective Identification

A

(defense mechanism)
Accepting others’ projections as part of one’s own identity

*utilized by people with Borderline Personality Disorder

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16
Q

Reaction Formation

A

(defense mechanism)
Person adopts opposite attitude or behavior of their actual attitude or behavior

*being really sweet to mask anger
*pretending you love someone when you really hate them

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17
Q

Splitting

A

(defense mechanism)
-A person perceives self or others as “all good” or “all bad”
-Black & white thinking

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18
Q

Sublimation

A

(defense mechanism)
-Bad feelings or behaviors are diverted to socially acceptable channels

*person with anger issues channels them into athletics

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19
Q

Substitution

A

(defense mechanism)
- Person replaces unattainable goal with a more attainable one

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20
Q

Classic Model of Cultural, Racial, and Ethnic Identity

A

Preencounter
Encounter
Immersion-Emersion
Internalization & Commintment

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21
Q

Preencounter

A

May not be aware of his/her culture, race or ethnicity or how it effects his/her life

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22
Q

Encounter

A

Ind. has negative or positive encounter that provokes thought about role of cultural, racial, & ethnic identification in their life

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23
Q

Immersion-Emersion

A

After an encounter, a period of exploration follows

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24
Q

Internalization & Commitment

A

Ind. has developed secure sense of identity & is comfortable socializing outside of group they identify with.

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25
Q

3 Stage model for Adolescent Cultural & Ethnic Identity Development

A

1st Stage: Unexamined cultural, racial, and ethnic identity
-lack of exploration, not interested
2nd Stage: Identity search
-exploration & questioning
3rd Stage: Identity achievement
-clear sense of identity
-increase in self-confidence & positive psychological development

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26
Q

Maslow’s Hierchy of Needs

A

Physiological, Safety, Social, Esteem, Self-Actualization

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27
Q

Deficiency Needs

A

Arise due to deprivation; help to avoid unpleasant feelings

*Physiological, Safety, Social, Esteem

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28
Q

Growth-Needs

A

Must meet lower level basic needs to move on to meeting higher-level growth needs

*Self-actualization

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29
Q

Learning Theory

A

How information is absorbed, processed, and retained during learning

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30
Q

4 Learning Theories

A

Behaviorist
Cognitive
Humanistic
Social/Situational

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31
Q

Behaviorist

A
  • Learning is viewed through change in behavior and the stimuli in the external environment are the focus of learning.
  • Social workers aim to change the external environment in order to bring about desired change.
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32
Q

Cognitive

A
  • Learning is viewed through internal mental processes
  • SWs aim to develop opportunities to foster capacity & skills to improve learning
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33
Q

Humanistic

A
  • Learning is viewed as a person’s activities aimed at reaching his or her full potential, and the focus of learning is in meeting cognitive and other needs.
  • Social workers aim to develop the whole person.
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34
Q

Social/Situational

A
  • 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.

*observing & imitating others

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35
Q

Erickson’s 8 Stages of Psychosocial Development

A

In each stage, people experience a conflict
- If they successfully deal with the conflict, they succeed in life
- If they fail, they may not develop the essential skills needed for a strong sense of self

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36
Q

Trust vs. Mistrust

A

(Birth to 1 yr)
Children learn ability to trust others based on consistency of caregiver
- If successful: child gains confidence & security in the world
- If unsuccessful: inability to trust & sense of fear of inconsistent world, anxiety, & heightened insecurities

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37
Q

Autonomy vs. Shame & Doubt

A

(1 to 3 yr)
Children begin to assert independence
- If supported they become more confident & secure in their abilities to survive in the world
- If criticized and controlled they begin to feel inadequate, lack self-esteem & become dependent on others

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38
Q

Initiative vs. Guilt

A

(3 to 6yrs)
Children start to assert themselves more frequently (plan activities, initiate activities with others, make up games)
- If given this opportunity: develop a sense of initiative & feel secure in ability to lead others & make decisions
- If criticized or controlled: develop a sense of guilt, remain followers, & lack self-initiative

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39
Q

Industry vs. Inferiority

A

(6 to Puberty)
Children begin to develop a sense of pride in their accomplishments
- If encouraged & reinforced: children begin to feel industrious & confident
- If initiative is restricted: feel inferior, doubting their abilities & failing to reach their full potential

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40
Q

Identity vs. Role Confusion

A

(Adolescents)
Explore possibilities of career, housing, relationships, & begin to form their ow identities
- If sense of who they are is hindered: can result in confusion about themselves and their role in the world

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41
Q

Intimacy vs. Isolation

A

(Young Adulthood)
Individuals begin to share themselves more intimately with others
-Successful completion: comfortable relationships, sense of safety & commitment within a relationship
-Failure: avoiding intimacy & fearing commitment. Can lead to isolation, loneliness, or depression

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42
Q

Generativity vs. Stagnation

A

(Middle Adulthood)
Individuals give back to society by raising children, being productive at work & becoming involved in community
-Failure to achieve these objectives, inds. become stagnant & feel unproductive

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43
Q

Ego Integrity vs. Despair

A

(Older Adults, Senior Citizens)
Individuals contemplate accomplishments
-Success: able to develop a sense of integrity if they are satisfied with the progression of their lives
-Failure: See their lives as unproductive & failing to accomplish life goals they develop despair- leading to depression & hopelessness

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44
Q

Cognitive Development

A

Cognitive development focuses on development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development. It is the emergence of the ability to think and understand.

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45
Q

6 Levels of Cognition

A

Knowledge: rote memorization, recognition, or recall of facts
Comprehension: understanding what the facts mean
Application: correct use of the facts, rules, or ideas
Analysis: breaking down information into component parts
Synthesis: combination of facts, ideas, or information to make a new whole
Evaluation: judging or forming an opinion about the information or situation

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46
Q

Piaget’s 4 Stages of Cognitive Development

A

-Understanding how children acquire knowledge

Sensorimotor (0-2yrs)
Preoperational (2-7yrs)
Concrete Operations (7-11yrs)
Formal Operations (11-Maturity)

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47
Q

Sensorimotor Stage

A

(0-2yrs)
- Object permanence
- Begins intentional actions
- Language begins
- Learn about world through basic actions: sucking, grasping, looking, listening

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48
Q

Preoperational Stage

A

(2-7yrs)
-Progress from concrete to abstract thinking
-Night terrors
-Magical thinking
-Thinking is concrete, egocentric, & irreversible
-Cannot see others point of view
-Can comprehend past, present, future

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49
Q

Concrete Operations

A

(7-11yrs)
-Beginning of abstract thought
-Begins to think logically
-Thinking is reversible
-Cause & Effect

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50
Q

Formal Operations

A

(11-Maturity)
-Higher level of abstract thought
-Thinks hypothetically
-Assumes adult roles & responsibilities

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51
Q

Kohlberg’s Theory of Moral Development

A

Kohlberg suggested that the higher stages of moral development provide the person with greater capacities or abilities in terms of decision making and that these stages allow people to handle increasingly complex dilemmas

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52
Q

Kohlberg’s Stages of Moral Development

A

Preconventional (Elementary School Age)

Conventional (Early Adolescence)

Postconventional (Adult)

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53
Q

Preconventional

A

(Elementary School Age)

Stage 1: Obedience & Punishment
Stage 2: Follows rules to receive rewards

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54
Q

Conventional

A

(Early Adolescence)
*Follows stereotypical norms

Stage 3: Acts to gain approval from others; “good girl” “good boy”
Stage 4: Obeys laws & rules to avoid guilt

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55
Q

Post Conventional

A

(Adult)
*level not reached by most adults

Stage 5: Genuine interest in welfare of others
Stage 6: Concern for larger universal issues of morality

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56
Q

Behavioral Theories suggest:

A

-personality is a 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.

-behaviors determine feelings. Thus, changing behaviors will also change or eliminate undesired feelings. The goal is to modify behavior.

57
Q

2 Classes of Behavior:

A

Respondent & Operent

58
Q

Respondent Behavior

A

involuntary behavior
-anxiety
-sexual response

59
Q

Operant Behavior

A

voluntary behavior
-walking
-talking

60
Q

Best applications of Behavior Modification:

A

-Sexual Dysfunction
-Phobic Disorders
-Compulsive Behaviors
-Training w persons w intellectual disabilities

61
Q

Classical Conditioning (Pavlov)

A

Dog drooling from whistle

62
Q

Operant Conditioning

A

Consequences increase or decrease a behavior
Rewards —-> Increase behavior
Punishments —-> Decrease behavior

63
Q

Aversion Therapy

A

Reducing attractiveness of behavior by pairing it with something bad

*Antabuse for alcoholism

64
Q

Biofeedback

A

behavior training program that teaches person how to control certain functions
-heart rate
-blood pressure

65
Q

Extinction

A

Withholding a reinforcer that normally follows a behavior

66
Q

Flooding

A

Prolonged exposure to real or imagined high-intensity feared stimuli

67
Q

In Vivo Desensitization

A

-from least to most anxiety provoking situations
-takes place in “real” setting

68
Q

Token economy

A

giving person token that can be exchanged for desired goods

69
Q

Systematic desensitization

A
  • anxiety stimulus is paired with relaxation-producing response
  • both cannot occur at same time
70
Q

Rational Emotive Therapy (RET)

A
  • SW seeks to change clients beliefs by argument, & persuasion
  • teaches client to challenge self-defeating thinking
71
Q

Time Out

A

-Removal of something desirable
-Negative punishment technique

72
Q

Shaping

A
  • Reinforcing behavior that is close to the desired behavior
  • Used to train a new behavior

*baby learning to walk- crawls, stands, then finally takes steps

73
Q

Role Ambiguity

A

Lack of clarity of role

74
Q

Role Conflict

A

a conflict between 2 or more statuses fulfilled by the individual; incompatible or conflicting expectations

75
Q

Role Reversal

A

when 2 or more individuals switch roles

  • 10 yo daughter comforts mothers
76
Q

Role Complimentarity

A

the role is carried out in an expected way

77
Q

Role Discomplimentarity

A

role expectations of others differs from one’s own

78
Q

Entropy

A

Closed system

*husband & wife feel disconnected and don’t provide each other with support

79
Q

Negative Entropy

A

an exchange of energy & resources to promote growth.

*husband & wife provide each other with support

80
Q

Latent content

A

not visible; underlying meaning

*themes found in a journal such as feeling lonely

81
Q

Manifest content

A

Actual words or terms

*words or terms in a journal

82
Q

Explicit & Overt Communication

A

actual statements made by client in journal

83
Q

Ego-alien

A

not consistent with a person’s interests; conflicting with the rest of their view of themselves

*girl who is attracted to girls is upset from these feelings and wants to get rid of them

84
Q

Closed system

A

family attempts to prevent outside sources from entering the system

85
Q

Equifinality

A

arriving at the same end from different beginnings

86
Q

Input

A

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

87
Q

Subsystem

A

a secondary system that is a component of a larger system

*parental and sibling subsystems within a family

88
Q

Suprasystem

A

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

89
Q

Ethnocentrism

A

an orientation that holds one’s own culture, ethnic, or racial group as superior to others

90
Q

Stratification

A

structured inequality of entire categories of people who have unequal access to social rewards

91
Q

Pluralism

A

a society in which diverse members maintain their own traditions while cooperatively working together and seeing others’ traits as valuable

*respecting & encouraging cultural differences

92
Q

Contraindicated

A

not recommended or safe to use

93
Q

Delusion

A

false, fixed belief despite evidence to the contrary (believing something that is not true)

94
Q

Disorientation

A

confusion with regard to person, time, or place

95
Q

Dissociation

A

disturbance or change in the usually integrative functions of memory, identity, perception, or consciousness (often seen in clients with a history of trauma)

96
Q

Folie á deux

A

shared delusion

97
Q

Hallucinations

A

hearing, seeing, smelling, or feeling something that is not real (auditory most common)

98
Q

Theory of Spiritual Development

A

1.) Egocentric: Individuals are unwilling to accept a will greater than their own.
2.) Conformist: Individuals have blind faith in authority figures and see the world as divided simply into good and evil and right and wrong.
3.) Integration: Scientific skepticism and questioning are critical, because an individual does not accept things on faith, but only if convinced logically.
4.) Universal: The individual starts enjoying the mystery and beauty of nature and existence.

99
Q

Ethnicity

A

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.

100
Q

Attachment Theory

A

Bowlby suggests that children come into the world biologically preprogrammed to form attachments with others, because this will help them to survive. They initially form only one primary attachment (monotropy) and this attachment figure acts as a secure base for exploring the world. Disrupting this attachment process can have severe consequences because the critical period for developing attachment is within the first 5 years of life.

101
Q

Personality Theories

A

Personality theories attempt to explain both personality characteristics and the way these characteristics develop and impact behavior/functioning.

-biological
-behavioral
-psychodynamic
-humanist
-trait focused.

102
Q

Biological Personality Theories

A

suggest that genetics are responsible for personality.

103
Q

Behavioral Personality Theories

A

suggest that personality is a 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.

104
Q

Psychodynamic Personality Theories

A

emphasize the influence of the unconscious mind and childhood experiences on personality

105
Q

Humanist Personality Theories

A

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

106
Q

Trait Personality Theories

A

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.

107
Q

Conflict Theory
(Karl Marx)

A
  • society is fragmented into groups that compete for social and economic resources. Social order is maintained by consensus among those with the greatest political, economic, and social resources.
  • inequality exists because those in control of a disproportionate share of society’s resources actively defend their advantages.
108
Q

Authoritarian Parenting

A
  • Children are expected to follow the strict rules. Failure to follow such rules usually results in punishment. Authoritarian parents fail to explain the reasoning behind these rules.
  • generally lead to those who are obedient and proficient, but are lower in happiness, social competence, and self-esteem.
109
Q

Authoritative Parenting

A
  • establish rules and guidelines that their children are expected to follow. 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.
  • result in those who are happy, capable, and successful.
110
Q

Permissive Parenting

A
  • have very few demands on their children. 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.
111
Q

Uninvolved Parenting

A
  • few demands, low responsiveness, and little communication. Although these parents fulfill basic needs, they are generally detached from their children’s lives.
  • rank lowest across all life domains. They tend to lack self-control, have low self-esteem, and are less competent than their peers.
112
Q

The Family Life Cycle

A
  • The emotional and intellectual stages from childhood to retirement as a member of a family. In each stage, clients face challenges in family life that allow the building or gaining of new skills.
  • Mastering the skills and milestones of each stage allows successful movement from one stage of development to the next. If not mastered, clients are more likely to have difficulty with relationships and future transitions. Family life cycle theory suggests that successful transitioning may also help to prevent disease and emotional or stress-related disorders.
113
Q

The Family Life Cycle Stages

A

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

114
Q

Theories of couple development

A

Stage 1: Romance
Stage 2: Power Struggle
Stage 3: Stability
Stage 4: Commitment
Stage 5: Co-Creation

115
Q

Romance stage

A

-couples learn about each other
-focus of this stage is attachment
-differences are minimized & partners place few demands on each other
-symbiotic or mutualistic relationships

116
Q

symbiotic or mutualistic relationship

A

often putting the needs of others before their own. Individuals who are coupling do not see themselves as unique—much like babies identifying themselves as part of their mothers or caregivers

117
Q

Theories/stages of couples development

A

Romance, Power struggle, Stability, Commitment, Co-creation

118
Q

Romance

A

Stage 1:

119
Q

Power Struggle

A

Stage 2:
-individuals focus on differences rather than similarities
-to survive stage, inds. must acknowledge differences, learn to share power, forfeit complete harmony, & accept partners w/o the need to change them

120
Q

Stability

A

Stage 3:
-autonomy & individuality are key
-differences are accepted
-power struggles are avoided

121
Q

Commitment

A

Stage 4:
-marriage is ideal during this stage
-partners acknowledge they want to be with each other & good outweighs bad

122
Q

Co-Creation

A

Stage 5:
-foundation of relationship is the appreciation and love of the other & support & respect for mutual growth
-make contributions beyond the relationship itself

123
Q

Stability Stage Subphases

A

-Practicing: partners learn to live ind. lives while still being part of relationship
-Rapprochement: couples will have a crisis that threatens their identities or separateness and they will revert back

124
Q

Couples interactions follow a ___________ model.

A

developmental

125
Q

Causes of Substance Abuse Models (5)

A
  1. Biopsychosocial model
  2. Medical Model
  3. Self-medication model
  4. Family & environmental model
  5. Social model
126
Q

Biopsychosocial Model (SA)

A

-provides the most comprehensive explanation for the complex nature of substance abuse.
-incorporates heredity predisposition, emotional & psychological problems, social influences, & environmental problems

127
Q

Medical Model (SA)

A

Addiction is considered a chronic and potentially fatal medical disease

128
Q

A SW should rule out symptoms related to ______________ before attributing them to a psychiatric issue.

A

substance abuse problem

129
Q

What problem must be addressed before other psychiatric issues?

A

Substance abuse problem

130
Q

Stages of SUD Treatment

A
  1. Stabilization
  2. Rehabilitation
  3. Maintenance
131
Q

Stabilization

A

-establishing abstinence
-accepting substance abuse problem
-committing oneself to making change

132
Q

Rehabilitation

A

-focus is on remaining substance free by establishing stable lifestyle
-developing coping & living skills
-increasing support

133
Q

Maintenance

A

-stabilizing gains made in treatment
-relapse prevention
-termination

134
Q

Goals of SUD treatment

A
  1. Abstinence from substance
  2. Maximizing life function
  3. Preventing or reducing the frequency or severity of relapse
135
Q

Delirium Tremens (DT)

A

-associated with alcohol withdrawal
+hallucinations
+rapid respiration
+temperature abnormalities
+body tremors

136
Q

Wernicke’s Encephalopathy & Korsakoff’s Syndrome

A

-disorders associated with chronic alcohol abuse
-cause by thiamine (B1) deficiency
-memory problems

137
Q

4 Treatment approaches

A
  1. Medicated-assisted treatment
  2. Psychosocial or psychological interventions
  3. Behavioral Therapies
  4. Self-help groups
138
Q

Methadone

A

-synthetic narcotic
-used to detox from opiates or on daily basis for heroine substitute

ASWB Exam (1 decks)

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