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ASWB Licensing Exam > Human Growth & Development > Flashcards

Human Growth & Development Flashcards

1
Q

Development is integrated meaning…

A

When one area is affected, others are as well.

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2
Q

Child Development refers to what kinds of change and when

A

Physical, mental, and socioemotional changes that occur between birth and the end of adolescence.

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3
Q

True or False: Development is uniform and the same for everyone

A

False. It is a continuous process with a predictable sequence but progress happens at different rates and is influenced by genetic & environmental factors.

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4
Q

Infant & Toddlers development age range

A

0-3

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5
Q

Infants & Toddlers - Healthy Growth & Development

A
  • Physical – grows rapidly, especially brain
    • Mental – learns through sense, exploring, playing, communicates by crying, babbling, then “baby talk” in simple sentence
      Social-Emotional – seeks to build trust in others, dependent, beginning to develop a sense of self
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6
Q

Infants & Toddlers - Key HC Issues

A
  • Communication - provide security, physical closeness; promote health parent-child bonds
    • Health - keep immunizations/checkups on schedule, provide proper nutrition, sleep, skin care, oral health, routine screenings
      Safety - ensure a safe environment for exploring, playing, sleeping
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7
Q

Infants & Toddlers - ex. of age specific care

A
  • Involve child & parents in care during feeding, diapering, and bathing
    • Provide safe toys and opportunities for play
    • Encourage child to communicate - smile, talk softly to them
      Help parents learn about proper child care
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8
Q

Young Children age range

A

4-6

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9
Q

Young Children - Healthy Growth & Development

A
  • Physical – grows at a slower rate, improving motor skills, dresses self, toilet trained
    • Mental – begins to use symbols, improving memory, vivid imagination, fears, likes stories
      Social-Emotional – identifies with parents, becomes more independent, sensitive to others feelings
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10
Q

Young Children - Key Health Care Issues

A
  • Communication – give praise, rewards, clear rules
    • Health – keep immunizations/checkups on schedule; promote healthy habits (good nutrition, personal hygiene, etc.)
      Safety - promote safety habits (use bike helmets, safety belts etc.)
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11
Q

Young Children - Age Specific Care

A
  • Involve parents and child in care - let child make some food choices
    • Use toys and games to teach child and reduce fear
    • Encourage child to ask questions, play with others and talk about feelings
      Help parents teach child safety rules
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12
Q

Older Children age range

A

7-12

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13
Q

Older Children - Healthy Growth & Development

A
  • Physical – grows slowly until a spurt at puberty
    • Mental – understands cause and effect, read, write, do math, eager active learners
      Social-Emotional – develops a greater sense of self, focuses on school activities, negotiates for greater independence
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14
Q

Older Children - Key HC Issues

A
  • Communication - help child to feel competent, useful
    • Health - keep immunizations/checkups on schedule, give information on alcohol, tobacco, other drugs, sexuality
      Safety - promote safety habits (playground safety, resolving conflicts peacefully)
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15
Q

Older Children - Age Specific Care

A
  • Allow child to make some care decisions (which are do you want the vaccine in)
    • Build self esteem - ask child to help you do a task, recognize his or her achievements etc.
    • Guide child in making healthy, safe, lifestyle choices
      Help parents talk with child about peer pressure, sexuality, alcohol, tobacco and other drugs
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16
Q

Adolescent Age Range

A

13-18

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17
Q

Adolescent - Healthy Growth & Development

A
  • Physical – grows in spurts, matures physically, able to reproduce
    • Mental – becomes an abstract thinker (goes beyond simple solutions, can consider many options etc.), chooses own values
      Social-Emotional – develops own identity, builds close relationships, tries to balance peer group with family interests, concerned about appearances, challenges authority
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18
Q

Adolescent - Key Health Care Issues

A
  • Communication – provide acceptance, privacy, build teamwork, respect
    • Health – encourage regular checkups, promote sexual responsibility, advise against substance abuse, update immunizations
      Safety – discourage risk taking (promote safe driving, violence prevention etc)
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19
Q

Adolescent - Age Specific Care

A
  • Treat more as an adult than child - avoid authoritarian approaches
    • Show respect, be considerate of how treatment may affect relationships
    • Guide teen in making positive lifestyle choices (ie correct misinformation from teens peers)
      Encourage open communication between parents, teens and peers
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20
Q

Young Adult age range

A

18-35

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21
Q

Young Adult - Healthy Growth & Development

A
  • Physical - reaches physical and sexual maturity, nutritional needs for maintenance not growth
    • Mental - acquires new skills, information, uses these to solve problems
      Social-Emotional - seeks closeness with others, sets career goals, chooses lifestyle, community, starts own family
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22
Q

Young Adult - Key Health Care Issues

A
  • Communication - be supportive & honest, respect personal values
    • Healthy - encourage regular checkups, promote healthy lifestyle (proper nutrition, exercise, weight etc.) inform about health risks, update immunizations
      Safety – provide information on hazards at home, work
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23
Q

Young Adult - Age Specific Care

A
  • Support making health care decisions
    • Encourage healthy and safe habits at work and home
      Recognize commitments to family, career, community (time, money etc)
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24
Q

Middle Adult age range

A

36-64

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25
Q

Middle Adult - Healthy Growth and Development

A
  • Physical – begins to age, women experience menopause, may develop chronic health problems
    • Mental – uses life experiences to learn, create, solve problems
      Social-Emotional – hopes to contribute to future generations, stays productive, avoids feeling stuck in life, balances dreams with reality, plans retirement, may care for children and parents
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26
Q

Middle Adult - Key Health Issues

A
  • Communication - keep a hopeful attitude, focus on strenghts
    • Health – encourage regular checkups and preventive exams, address age-related changes, monitor health risks, update immunizations
      Safety – address age-related changes (effects on sense, reflexes etc.)
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27
Q

Middle Adult - Age Specific Care

A
  • Address worries about future – encourage talking about plans/future etc.
    • Recognize physical, mental and social abilities/contributions
      Help with plans for a healthy active retirement
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28
Q

Older Adults age range

A

65-79

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29
Q

Older Adults - Healthy Growth & Development

A
  • Physical - ages gradually, natural decline in some physical abilities, sense
    • Mental – continues to be an active learner, thinker, memory skills, may start to decline
      Social-Emotional - takes on new roles (grandparent, widower), balances independence, dependence, reviews life
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30
Q

Older Adults - Key Health care Issues

A
  • Communication - give respect, prevent isolation, encourage acceptance of aging
    • Health – monitor health closely, promote physical, mental, social activity, guard against depression, apathy, update immunizations
      Safety – promote home safety, especially preventing falls
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31
Q

Older Adults - Age Specific Care

A
  • Encourage the person to talk about feelings of loss, grief, and achievements
    • Provide information, materials etc about medication use and home safety
    • Provide support for coping with any impairments (avoid making assumptions about loss of abilities)
      Encourage social activity with peers, as a volunteer etc.
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32
Q

Elders age range

A

80+

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33
Q

Elders - Healthy Growth and Development

A
  • Physical – continues to decline in physical abilities, at increasing risk for chronic illness, major health problems
    • Mental – continues to learn, memory skills and/or speed of learning may decline, confusion often signals illness or medication problem
      Social -emotional - accepts end of life and personal losses, lives as independently as possible
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34
Q

Elders - Key Healthcare Issues

A
  • Communication - encourage the person to express feelings, thoughts, avoid despair, use humour, stay positive
    • Health - monitor health closely, promote self-care, ensure proper nutrition, activity level, rest, reduce stress, update immunizations
      Safety - prevent injury, ensure safe living environment
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35
Q

Elders - Age Specific Care

A
  • Encourage independence - provide physical, mental, social activities
    • Support end of life decisions - provide info, resources etc.
      Assist in self care - promote medication safety, provide safety grips, ramps and so on
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36
Q

6 Levels of Cognition (KCAASE)

A
  1. Knowledge: rote memorization, recognition or recall of facts
    2. Comprehension: Understanding what facts mean
    3. Application: correct use of the facts, rules or ideas
    4. Analysis: breaking down information into component parts
    5. 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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37
Q

What is cognitive development & what does it focus on

A
  • Focuses on development in terms of information processing, conceptual resources, perceptual skill, language learning and other aspects of brain development
  • Emergence of the ability to think and understand
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38
Q

Ideally, in order for a client to learn there should be objectives at each level. Clients have goals to learn in any of the THREE domains of development which are:

A
  1. Cognitive: mental skills (knowledge)
    2. Affective: growth in feelings or emotional areas (attitude or self)
  2. Psychomotor: manual or physical skills (skills)
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39
Q

Piaget stages revolve around ___. He believes Children learn through ___.

A

Piaget developed stages of acquiring knowledge. He believes that children learn through interaction with the environment and others.

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40
Q

Piaget’s theory of learning has 4 stages:

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete Operations
  4. Formal Operations
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41
Q

What is the age range & characteristics of the SENSORIMOTOR stage?

A

0-2 years

  • Retains image of objects
  • Develops primitive logic in manipulating objects
  • Begins intentional actions
  • Play is imitative
  • Signals meaning (meaning in events - babysitter arriving means mother is leaving)
  • Symbol meaning (language) begins in last part of stage (talking starts at age 2)
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42
Q

What is the age range & characteristics of the PREOPERATIONAL stage?

A

2-7 years

  • Progress from concrete to abstract thinking
  • Can comprehend past, present, future
  • Night terrors
  • Acquires words and symbols
  • Magical thinking
  • Thinking is not generalized
  • Thinking is concrete, irreversible, egocentric
  • Cannot see another point of view
  • Thinking is centered on one detail or event

** Imaginary friends often emerge during this stage and may last into elementary school. Although children do interact with them, most know that they are not real and they are only pretending. Does NOT indicate the presence of disorder. It is normal part of development and should be normalized.

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43
Q

What is the age range and characteristics of the CONCRETE OPERATIONS stage?

A

7-11 years

  • Beginnings of abstract thought
  • Plays games with rules
  • Cause and effect relationship understood
  • Logical implications are understood
  • Thinking is independent on experience
  • Thinking is reversible
  • Rules of logic are developed
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44
Q

What is the age range & characteristics of the FORMAL OPERATIONS stage?

A

11 through maturity

  • Higher level of abstraction
  • Planning for future
  • Thinks hypothetically
  • Assumes adult roles and responsibilities
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45
Q

What does Kohlberg’s theory revolve around and what are the key beliefs?

A

Moral development.

  • Believed that moral development parallels cognitive development
  • Believes there are 6 identifiable constructive stages, 3 major stages
  • Higher levels of moral development allow for greater capacity in terms of decision making and allow people to handle increasingly complex dilemmas
  • Must pass through each successive stage WITHOUT SKIPPING
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46
Q

What are the 3 main stages of Kohlberg’s theory of moral development?

A
  1. Preconventional
  2. Conventional
  3. Postconventional (not reached by most adults)
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47
Q

What are the age/stages in the PRE-CONVENTIONAL level (Kohlber)?

A

Elementary (before age 9)

  1. Child obeys an authority figure out of fear of punishment. Obedience/Punishment
  2. Child Acts acceptably as it is in their best interest. Conforms to rules to receive rewards.
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48
Q

What are the age/stages in the CONVENTIONAL level (Kohlberg)?

A

Early Adolescence

  1. Person acts to gain approval from others. Good boy/girl orientation
  2. Obeys laws and fulfills obligations and duties to maintain social system. Rules are rules. Avoids censure and guilt.
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49
Q

What are the age/stages in the POSTCONVENTIONAL level (Kohlberg)?

A

Adult

  1. Genuine interest in welfare of others, concerned with individual rights and being morally right
  2. Guided by individual principles based on broad, universal ethical principles. Concern for larger universal issues of morality.
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50
Q

What is learning theory?

A
  • Learning theory is a conceptual framework describing how information is absorbed, processes, and retained during learning.
  • Cognitive, emotional and environmental influences as well as prior experience play a part in how understanding or worldview is acquired/changed as well as how knowledge/skills are retained
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51
Q

What are the 4 distinct orientations of Learning Theory, and their founders?

A
  1. Behaviourist (Pavlov & Skinner)
  2. Cognitive (Piaget)
  3. Humanistic (Maslow)
  4. Social/Situational (Bandura)
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52
Q

What is the Behaviourist view of Learning?

A

(Pavlov, Skinner) – learning is viewed through change in behaviour and the stimuli in the external environment are the locus of learning. SW’s aim to change the external environment in order to bring about desired change.

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53
Q

What is the Cognitive view of learning?

A

Cognitive (Piaget) – learning is viewed through internal mental processes (insight, info processing, memory, perception) and the locus of learning is internal cognitive structures. SW;s aim to develop opportunities to foster capacity and skills to improve learning.

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54
Q

What is the Humanistic view of learning?

A

Humanistic (Maslow) – learning is viewed as a person’s activities aimed at reaching their full potential. Locus of learning is in meeting cognitive and other needs. SW’s aim to develop the whole person.

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55
Q

What is the Social/Situational view of Learning?

A

Social/Situational (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.

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56
Q

What does social development do?

A

Social competencies enhance mental health, success in work, and ability to achieve in life tasks

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57
Q

What is social development at the micro level?

A
  • Micro level: learning how to behave/interact with others

Relies on emotional development and learning to manage feelings so they are productive and not counterproductive

58
Q

What is social development at the macro level?

A
  • Macro Level: Social development is about a commitment that development processes need to benefit people, particularly the poor.
    ○ Also recognizes the way people interact in groups and society and the norms that facilitates such interaction.
    ○ Implies a change in social institutions - progress towards an inclusive society (each individual treats each other fairly)
    ○ Social cohesion is enhanced when peaceful and safe environments within neighbourhoods & communities are created
    Social accountability exists to the extent that individuals voices are expressed and heard
59
Q

What is Erikson’s developmental stages based on & what are the core ideas?

A

Erikson was interested in how children socialize and how this affects their sense of self
○ Saw personality as developing throughout the life course and looked at identity crises as the focal point for each stage of human development
○ Failure to complete a stage can result in a reduced ability to complete further stages and result in a more unhealthy personality and sense of self
○ These stages can still be resolved at a later time
Institutional change through improving rights and increasing participatory governance.

60
Q

What is the first stage of Erikson’s theory, the age range, and the characteristics?

A

Trust vs. Mistrust

Birth - 1 year

Based on consistency of caregivers. If trust develops, child gains confidence and security in the world. Unsuccessful completion can result in an inability to trust and sense of fear. Can result in anxiety, heightened insecurities and feelings of mistrust.

61
Q

How many stages are in Erikson’s theory and how many outcomes are there for each?

A

8 stages. Each of which have only 2 outcomes. (TAIIIIGE)

62
Q

What is the second stage of Erikson’s theory, age range, & characteristics

A

Autonomy vs. Shame and Doubt

1-3

Children begin to assert their independence, if they are encouraged and supported in this they become more confident and secure. If they are criticized, overly controlled or not given the opportunity, they may become overly dependent upon others while lacking self-esteem and feeling shame or doubt in their own abilities

63
Q

What is the third stage of Erikson’s theory, age range, & characteristics

A

Initiative vs. Guilt

3-6

Children assert themselves more frequently. Begin to plan, make up games/activities and initiate these with others. If opportuntity is given children develop a sense of initiative and feel secure in their ability to lead others and make decisions. If this is overly criticized or controlled they can develop a sense of guilt, feel like a nuisance and remain followers.

64
Q

What is the fourth stage of Erikson’s theory, age range, & characteristics

A

Industry vs. Inferiority

6- Puberty

Beginning to develop a sense of pride. Initiate projects, complete them and feel good about hat they have achieved. If children are encouraged and reinforced they begin to feel industrious and confident in their ability. If they are instead restricted they feel inferior, doubting their abilities and potential.

65
Q

What is the 5th stage of Erikson’s theory, age range, & characteristics

A

Identity vs. Role Confusion

Adolescence

Becoming more independent, beinning to look at the future - career, relationships, family, housing etc. Explore possibilities and begin forming their own identities. Hindering this can result in confusion about themselves and their role in the world.

66
Q

What is the 6th stage of Erikson’s theory, age range, & characteristics

A

Intimacy vs. Isolation

Young adulthood

Sharing more intimately with others and exploring relationships. Successful completion can lead to comfortable relationships and sense of commitment, safety and care. Avoiding intimacy and fearing commitment and relationships can lead to isolation, loneliness and sometimes depression.

67
Q

What is the 7th stage of Erikson’s theory, age range, & characteristics?

A

Generativity vs. Stagnation

Middle Adulthood

Establishing careers, settling down, beginning families, developing a sense of being a part of the bigger picture. Give back to society by raising children, being productive at work, becoming involved in the community. Failing to achieve these leads to feeling stagnant and unproductive.

68
Q

What is the 8th & final stage of Erikson’s theory, the age range, and characteristics?

A

Ego Integrity vs. Despair

Older adulthood

Tending to slow down and explore retired life. Contemplate accomplishments and develop a sense of integrity. If they see their lives as being unproductive and failing they become dissatisfied with life and develop despair often leading to depression and hopelessness.

69
Q

What are the key benefits with emotional development?

A
  • Emphasizes many skills that increase self awareness and self-regulation
    • Social skills & emotional development are reflected in ability to pay attention, transition between activities and cooperate with others.
    • Much of the learning happens in playing, play is the true work of childhood
    • During play children are also learning that they are liked and fun to be around - giving them self confidence that they need to build loving and supportive relationships
70
Q

What does Behavioural Development believe and what does it study?

A
  • Suggests that personality is a result of interaction between the individual and the environment.
    • Studies observable and measurable behaviours - rejecting theories that rely on internal thoughts and feelings. Not aimed at changing clients personalities.
    • These theories represent systematic application of principles of learning to the analysis and treatment of behaviours.
      Behaviours determine feelings, thus, changing behaviours will also change or eliminate undesired feelings – GOAL is to modify behaviour
71
Q

What are the 2 fundamental classes of behaviour?

A

Respondent (Classical, Pavlov) & Operant (Skinner)

72
Q

What is respondent behaviour?

A

Respondent: (classical conditioning involuntary behaviour (anxiety, sexual response) that is automatically elicited by certain behaviour. A stimulus elicits a response.

73
Q

What is operant behaviour?

A

Operant: voluntary behaviour (walking, talking) that is controlled by its consequences in the environment.

74
Q

What are the most common applications of behaviour modification?

A

Best known applications of behaviour modification are sexual dysfunction, phobic disorders, compulsive behaviours (overating, smokeing) and training of persons with intellectual disabilities/autism spectrum disorder.

75
Q

How can behavioural modification be administered/done?

A
  • It is impractical for those using behaviour mod to observe behaviour when clients are not in residential inpatient settings offering 24/hour care
    Thus, SW train clients to observe/monitor their own behaviour which is inexpensive, practical, and therapeutic but can result in clients collecting inaccurate/no information
76
Q

What is Respondent/Classical Conditioning (Pavlov)

A
  • Learning occurs as a result of pairing previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus.
    Therefore the conditioned stimulus eventually elicits the response normally elicited by the involuntary stimulusUnconditioned stimulus –> Unconditioned response
    Unconditioned stimulus + Conditioned stimulus –> Unconditioned response
    Conditioned stimulus –> Conditioned response
77
Q

What is Operant Conditioning (Skinner)

A
  • Antecedent events or stimuli precede behaviours, which, in turn are followed by consequences. Consequences that increase the behaviour are reinforcing. Consequences that decrease occurrence of behaviour are punishing.
    Reinforcement aims to increase behaviour frequency, punishment aims to decrease it.
78
Q

What are the 4 types of Operant Conditioning Techniques?

A
  1. Positive Reinforcement
  2. Negative Reinforcement
  3. Positive Punishment
  4. Negative Punishment

(Positive giving, Negative taking away)

79
Q

What is Positive Reinforcement?

A

Positive Reinforcement: increases probability that behaviour will occur – praising, giving tokens, or otherwise rewarding positive behaviour

80
Q

What is Negative Reinforcement

A

Negative Reinforcement: Behaviour increases because a negative stimulus is removed (removing shock)

81
Q

What is positive punishment?

A

Positive punishment: Presentation of undesirable stimulus following a behaviour for the purpose of decreasing or eliminating that behaviour (hitting, shocking)

82
Q

What is Negative Punishment?

A

Negative Punishment: removal of desirable stimulus following a behaviour for the purpose of decreasing or eliminating that behaviour (removing a token or dessert)

83
Q

What is Aversion Therapy?

A

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.

84
Q

What is Biofeedback?

A

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 Attention-Deficit/Hyperactivity Disorder (ADHD) and Anxiety Disorders.

85
Q

What is Extinction (Behavioural)

A

Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease. (removing the behaviour reinforcement)

86
Q

What is Flooding (Behavioural)?

A

A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high-intensity feared stimuli.

87
Q

What is In vivo desensitization?

A

Pairing and movement through a hierarchy of anxiety, from least to most anxiety-provoking situations; takes place in “real” setting.

88
Q

What is Modeling (Behavioural)?

A

Method of instruction that involves an individual (the model)demonstrating the behavior to be acquired by a client.

89
Q

What is Rational Emotive Therapy?

A

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.

90
Q

What is Shaping (Behavioural)?

A

Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.

91
Q

What is systematic desensitization?

A

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.

92
Q

What is Token Economy?

A

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.

93
Q

Sexuality in Infants & Toddlers

A

○ Children are sexual even before birth - males can have erections wil in utero and some are born with an erection
○ Infants touch and rub their genitals because it provides pleasure
Children can experience orgasm from masturbation although ejaculation will not happen until puberty

94
Q

Sexuality in Children 3-7

A

○ May practice urination in different positions, highly affectionate & enjoy hugging
○ More social and may imitate adult social and sexual behaviour like holding hands and kissing
○ Many young children play dr - looking at other childrens genitals and showing theirs – this is normal curiosity
○ By 5-6 most children are more modest about dressing and bathing
○ Aware of marriage and understand living together may play house and pretend to be married
○ Most talk about marrying/living with someone they love when they get older
Most sex play at this age happens because of curiosity

95
Q

Sexuality in preadolescent youth (8-12)

A

○ Puberty, body maturing begins between 9-12 for most children
○ Girls begin to grow breast buds and pubic hair as early as 9/10
○ Boys development of the penis and testicles begins between 10/11
○ More self-conscious about bodies and often feel uncomfortable undressing in front of others, even same sex parent
○ Masturbation increases during these years, usually have a lot of questions
○ Idea of actually having sexual intercourse though is unpleasant to most preadolescents
○ Same gender sexual behaviour can begin at this age – UNRELATED to sexual orientation
○ Some group dating, dance, kissing games
○ By 12/13 some pair off and begin dating/”making out”
Many very young teens pet to orgasm and oral sex

96
Q

Sexuality in adolescent youth

A

○ Once youth have reached puberty they experience increased interest in romantic and sexual relationships and in genital sex behaviours
○ Begin experiencing strong emotional attachments to romantic partners with maturation
○ Overall, most explore relationships with one another, fall in and out of love and participate in sexual intercourse before 20
However, no way to predict how a teenager will act sexually

97
Q

Adult Sexuality

A

○ Adult sexual behaviours are extremely varied and mostly remain a part of life until death
○ Menopause around 50 affects sexuality - no ovulation or estrogen production, physical changes – vaginal walls thin and intercourse may be painful due to less lubrication
○ Men don’t have as predictable of a change, testicles slow testosterone production after age 25 or so, erections may occur more slowly
○ Less likely to have another or sustain an erection, amount of semen is reduced
Older adults go through changes but do not lose their desire or ability for sexual expression

98
Q

What are the stages of Spiritual Development throughout the lifespan?

A

Ø Individuals are unwilling to accept a will greater than their own
○ Behaviour is chaotic, disorder and reckless. Individuals tend to defy and disobey and are extremely egoistic
○ Lack empathy for others
○ May engage in criminal activity
Ø Individuals have blind faith in authority figures and see the world as simply divided into good/evil right/wrong
○ Children who learn to obey their parents
○ Many ppl who have blind faith in a spiritual being and do not question its existence
Ø Scientific Skepticism and questioning are critical because an individual does not accept things on faith but only if convinced logically
○ Many working in scientific/technical fields
○ Move away from simple, official doctrines
Ø The individual starts enjoying the mystery and beauty of nature and existence
○ A deeper understanding of good and evil, forgiveness and mercy, compassion and love.
○ Does not judge others harshly or seek to inflict punishment
Loving others as loving oneself, losing attachment to ego, and forgiving enemies

99
Q

What is ethnicity?

A

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.
2 people can share the same race but have different ethnicities

100
Q

What is Race?

A

not fixed, relates to a particular social, historical, and geographic context.
Often classified based on skin colour in today’s society

101
Q

What is Cultural Identity?

A

often defined as the identity of a group or culture of an individual who is influenced by his or her self-identification with that group or culture
- Certain identities may bestow privilege

102
Q

Why are Cultural, Racial & Ethnic identities important?

A
  • May instill feelings of shared commitment, values, sense of belonging
    • Passed through generations with customes, traditions, languages, religious practice and cultural values
    • Play a big role with minority youth
      Those in the majority group may not acknolwedge or recognize their cultural, racial and ethnic identities
103
Q

What are the 3 stages of adolescent cultural & ethnic identity development?

A
  1. Unexamined Cultural, Racial & Ethnic identity
  2. Cultural, Racial, and Ethnic identity search
  3. Cultural, Racial and Ethnic identity achievement
104
Q

Characteristics of unexamined C/R/E identity

A
  • Lack of exploration of culture, race, and ethnicity and differences. These are taken for granted without much critical thinking
    Usually childhood stage where cultural, racial, & ethnic ideas are provided by parents, the community, or the media. Generally uninterested and willing to take on the opinions of others
105
Q

Characteristics of C/R/E identity search

A
  • Characterized by the exploration and wuestioning of culture, race and ethnicity
    - Questioning where beliefs come from and why they are held
    - May arise at a turning point or from growing awareness of other c/r/e
    Can be emotional
106
Q

Characteristics of C/R/E identity achievement

A
  • Clear sense of identity and able to successfully navigate it in the contemporary world, very interconnected and intercultural
    - Acceptance may play a signiificant role in important life decisions, attitudes and behaviours
    Usually leads to an increase in self confidence and positive psych development
107
Q

What are the 4 stages in the classic model of identity? (Status rather than stages - not linear)

A
  1. Preencounter - may not be consciously aware about effect on their life
    2. Encounter - an encounter provokes thought, can be positive or negative
    - Often negative for minorities - when they experience discrimination for the first time
    3. Immersion-Emersion - after encounter, a period of exploration follows
    - May search for info & learn through interactions with others from the same groups
  2. Internalization and Commitment - developed a secure sense of identity and is comfortable socializing within and outside of the group they identify with
108
Q

What are the effects of physical/mental/cognitive disabilities throughout the lifespan?

A
  • Impacts are extremely varied depending on the manifestations of the disability and when it occurs during the lifecourse
    • Some disabilities are short term, others are life long
    • Coping skills and formal & informal supports are critical to mitigate negative impacts
    • May also be positive effects - compensation in other areas or increased familial bonds
    • A normal phenomenon - exists in all societies
    • Primarily relies on medical explanations but disability scholars & rights activists argued for social justice, equality of opportunity, and rights as citizens
      ○ Proposed intolerance and rigidity of social institutions rather than medical conditions as the explanation for disability
      ○ “inclusion” “participation” and “nondiscrimination” introduced suggesting that people are disable by stigma, prejudice, marginalization, segregation and exclusion
      Inclusion rather than “fixing”
109
Q

How do Biological, Psychological, Social & Spiritual factors interplay with each other?

A
  • Physical changes largely drive our development as cognitive abilities advance and decline in response to brain growth and decline and psycho-spiritual development as our changing bodies with the environment shape identities and relationships with others
    Physical growth leads to increased cognitive abilities which allows for psychosocial-spirital development
110
Q

What is Maslow’s Hierarchy of Needs

A
  • People are motivated to meet certain needs, when one is fulfilled we move to the next
    • 5 stages
    • Can be divided into basic (deficiency) needs and growth needs (self-actualization)
    • Lower level must be satisfied before moving up
    • Everyone is capable of moving up but progress is often prevented by failure to meet lower level needs
      Life experiences like divorce and loss of job may cause level fluctuation
111
Q

What is a Deficiency need?

A

these needs arise due to deprivation, help avoid unpleasant feelings or consequences

112
Q

What is a Growth need?

A

comes from a place of growth rather than a place of lacking

113
Q

What are the 4 deficiency needs?

A
  • Physiological (1., Bottom)
    - Maintaining the physical organism. Food, water, oxygen, body temperature. Will die without these.
    - Safety 2
    - Need to feel safe from danger, harm, threat of destruction. Need regularity and predictability
    - Social 3
    - Friendship, intimacy, affection, love from friends/family/romantic relationships
    - Esteem 4
    Stable, firmly based level of self-respect and respect from others
114
Q

What is the (1) growth need?

A
  • Self-Actualization 5
    - Need to be oneself, act consistently with who they are.
    - Ongoing process
    - Developing potential, becoming
    - Makes true objectivity possible
    Only 1% of the population operates at this level
115
Q

How can Maslow’s hierarchy be applied?

A

Not explicitly asked about but can be applied to prioritizing problems or issues with a client
Client with an acute medical problem should focus on getting a medical evaluation first, victim of domestic violence should prioritize safety/medical issues, refugees must meet basic survival needs before working on fulfilling higher level needs

116
Q

What is Attachment Theory? (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

117
Q

What are the key characteristics of Attachment Theory?

A
  • Children come into the world biologically preprogrammed to form attachments because it will help them survive
    • Initially form 1 attachment (monotropy) and this figure acts as a secure base for exploring the world
    • Disrupting this process can have severe consequences
    • Critical period for development is first 5 years of life
    • Insecure attachment styles have been linked to psychiatric disorders
118
Q

Another theory suggests that attachment is a set of learned behaviours. How do Attachment theory and Behavioural theory relate?

A
  • Basis for learning of attachments is the provision of food - child will form an attachment to whoever feeds it
    • Associates feeder with the comfort of being fed and through classical conditioning, finds the mother comforting
      Child finds that certain behaviours (crying, smiling) brings desirable responses from others and through operant conditioning learns to repeat these behaviours to get what they want
119
Q

What does Attachment theory not account for?

A

Cultural influences that impact the way children interact with caregivers.

120
Q

What are the effects of aging on BPS functioning?

A
  • Biological aging is characterized by progressive age-changes in metabolism, organ functioning, and so on.
    • Natural and irreversible
    • Affects mood, attitude, social activity
    • SW with older adults is based on comprehensive assessments aimed at gathering information about the quality of their BPSS functioning
    • Evaluate capacity to function effectively in their environments
    • Purpose of BPSS assessments is to gather info on functional capacity, ability to care for themselves, manage affairs, live independent and quality lives
  • May include diagnostic medical & physical evals
121
Q

What is the impact of Aging Parents on Adult Children?

A
  • Adult children may need assistance with maintaining adequate nutrition, decent housing, economic stability, and access to appropriate medical care for their parents & themselves
    • Multitude of psychosocial stressors due to transitioning roles & expectations – blurred familial roles, boundaries
    • Responsibility of caring often falls to adult children - many accept due to expectations, religious beliefs, sense of duty, financial rewards, altruism, respect/love
    • May need assistance due to guilt, fatigue, sadness, anxiety, frustration – compounded when parents don’t appreciate the assistance
    • Forces children to confront feelings about their own mortality – can include denial, hostility, resentment, hatred, helplessness, fear, anger, sadness
122
Q

How can SW assist adult children with aging parents?

A
  • SW can assist in sorting out these feelings, finding their roots, reframing them into empowerment, opportunity and choice.
    • May want assistance in communication, self care (coping skills), resource identification (services to meet needs)
      SW may need to act as a consultant, advocate, case manager, catalyst, broker, mediator, facilitator, instructor, mobilizer/clinician as family dynamics are complex and needs are high
123
Q

Define Aging

A

accumulation of diverse deleterious changes occurring in cells & tissues with advancing age, responsible for an increased risk of disease and death
- Aging does not require treatment - ideas comes from negative stereotypes

124
Q

What are the 5 focuses of Personality Theories and what do they attempt to explain?

A

Biological, Behavioural, Psychodynamic, Humanist, Trait.

Attempt to explain both personality characteristics and the way these develop and impact behaviour/functioning

125
Q

What are the beliefs of the 5 personality theories?

A

Ø Biological
○ Suggest that genetics are responsible for personality
○ Research on Heritability suggests that there is a link between genetics & personality traits
Ø Behavioural
○ Suggest that personality is a result of interaction between the individual & environment
○ Study observable and measurable behaviours, rejecting theories based on internal thoughts and feelings
Ø Psychodynamic
○ Emphasize influence of unconscious mind and childhood experiences on personality
Ø Humanist
○ Emphasize importance of free will & individual experience in development of personality
○ Emphasize concept of self actualization – an innate need for personal growth that motivates behaviour
Ø Trait
○ Personality is made up of a number of broad traits
Trait is basically a relatively stable characteristic that causes an individual to behave in certain ways

126
Q

What are the beliefs of Conflict Theory (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 & social resources
    • Inequality exists because those in control of a disproportionate share of society’s resources actively defend their advantages
    • The masses are bound by coercion by those in power (emphasizes social control)
    • Groups and individuals advance their own interests, struggling over control of societal resources
    • Great attention paid to class, race, and gender since they relate to the most pertinent and enduring struggles in society
    • Conflict theorists challenge the status quo, encourage social change and believe the rich and powerful enforce social order on the poor and weak
      Constant competition leads to the ever-changing nature of society
127
Q

Define Self Image:

A

How a client defines/sees themselves - often tied to physical descriptions, social roles, personal traits, existential beliefs

128
Q

Define Self Esteem:

A

Extent to which a client accepts or approves of this definition. Involves a degree of evaluation that may produce positive or negative feelings
Generally relatively high in childhood, drops during adolescence, rises gradually throughout adulthood and declines sharply in old age

129
Q

What is the general pattern of self-esteem in Childhood?

A

High self esteem that gradually declines over childhood. May be because children’s self views are unrealistically positive
As cognitive development continues, self-evaluations are based on external feedback and social comparisons forming a more balanced and accurate appraisal of academic competence, social skills, attractiveness, and other characteristics

130
Q

What is the general pattern of self-esteem in Adolescence?

A

Self esteem continues to decline, perhaps due to decrease in body image/other things related to puberty and increased ability to think abstractly. Also social and academic challenges.

131
Q

What is the general pattern of self-esteem in Adulthood?

A

Self esteem increases gradually peaking sometime around late 60s.
- Tied to assuming positions of power and status that might promote feelings of self worth
Increasing level of maturity and adjustment & emotional stability

132
Q

What is the general pattern of self-esteem in Older Adulthood?

A

Self esteem declines, dropping around 70.
- Loss of employment & retirement, loss of spouse/friends, health problems

Ø Relatively same course for males & females
- Gender gap emerges in adolescence however, boys having higher SE. Persists throughout adulthood and narrows/disappears in old age  Those who have relatively high self esteem at one point tend to still have high SE later on
133
Q

Define Body Image:

A

The way one perceives and relates to their body, how they think they are seen
- Not only influenced by perceptions of others but by media and cultural forces as well
Healthy body image is key to well being mentally and physically

134
Q

What is Positive Body image?

A
  • Positive body image means a client has a realistic perception of and feels comfortable with their looks
    ○ Acceptance and appreciation of natural body shape and body differences
    ○ Self-worth not tied to appearance
    ○ Confidence & comfort
    ○ Not spending an unreasonable amoung ot time worrying about food, weight, calories
    ○ Judgement of others not related to body weight/shape/excersize/eating habits
  • Knowing physical appearance says little about character and value as a person
135
Q

What is Negative Body Image?

A
  • Negative body image:
    ○ Distorted perception of shape/body parts
    ○ Believing only other people are attractive, that body size/shape is a personal factor
    ○ Feeling body doesn’t measure up to family, social media ideals
    ○ Ashamed, self conscious, anxious
    ○ Uncomfortable and awkward
  • Constant negative thoughts and comparisons
136
Q

What are the possible effects of negative body image?

A 
○ Emotional distress
		○ Low SE
		○ Unhealthy diet habits
		○ Anxiety
		○ Depression
		○ Eating disorders
- Social withdrawal/isolation
137
Q

What are the 4 parenting styles?

A
  1. Authoritarian
  2. Authoritative
  3. Permissive
  4. Uninvolved
138
Q

What is Authoritarian parenting?

A
  • Children expected to follow strict rules established by parents
    - Failure to follow rules results in punishment
    - Fails to explain reasoning behind the rules
  • Generally lead to obedient & proficiency but lower happiness, social competency and self-esteem
139
Q

What is Authoritative Parenting?

A
  • Establish rules & guidelines that children are expected to follow
    - Much more democratic - responsive to children and willing to listen to questions
    - When children fail to meet expectations - parents are more nurturing and forgiving rather than punishing
  • Generally results in those who are happy, capable and successful
140
Q

What is permissive parenting?

A
  • Very few demands of children
    - Rarely discipline children, taking on friend status more than parent
  • Often results in low happiness and self-regulation, problems with authority and poor performance in school
141
Q

What is uninvolved parenting?

A
  • Few demands, low responsiveness, little communication
    - Fulfill basic needs but generally detached from childrens lives
    - Children rank lowest across all life domains
    Tend to lack self control, have low self-esteem and are less competent than peers

ASWB Licensing Exam (14 decks)

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