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LCSW Exam > Theories > Flashcards

Theories Flashcards

1
Q

Humanistic Approach

A

The assumption that clients have the capacity to grow, change and adapt. Each client is unique and responsible for the choices they make. Clients have the capacity to change themselves, because human behavior is driven by a desire for growth, personal meaning, and competence. Behaving in ways that are not consistent with the true self will cause anxiety.

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2
Q

Strength

A

Any ability to help an individual/family to confront and deal with a stressful life situation and to use the challenging situation as a stimulus for growth.

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3
Q

Systems Theory

A

Views human behavior through larger contexts, such as members of families/communities/society. WHEN ONE THING CHANGES WITHIN THE SYSTEM, THE WHOLE SYSTEM IS AFFECTED. Systems tend toward equilibrium and have have CLOSED OR OPEN BOUNDARIES.

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4
Q

Strengths Perspective

A

Based on the assumption that clients have the capacity to grow, change and adapt (Humanistic Approach). Clients have the knowledge that is important to define and solve their problems (they are the experts on their own lives), they are resilient, and survive despite difficulties. Focuses on the understanding that clients have a basis of strength and resources (both internal and external), and should mobilize the resources to improve their situations.

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5
Q

System

A

A whole comprising component parts that work together. ADE UP OF INTERRELATED PARTS AND EACH PART IMPACTS ALL OTHER PARTS —> IMPACTS THE SYSTEM AS A WHOLE. These dynamics within systems produce both stability and change.

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6
Q

Closed system

A

Uses up its energy and dies.

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7
Q

Differentiation

A

Becoming specialized in structure and function.

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8
Q

Entropy

A

Closed/disorganized/stagnant; using up avail. energy.

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9
Q

Equifinality

A

Arriving at same end from different beginnings.

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10
Q

Homeostasis

A

Steady state

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11
Q

Negative entropy

A

Exchange of energy and resources b/w systems that promote growth and transformation

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12
Q

Open system

A

A system with cross-boundary exchange

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13
Q

Output

A

A product of the system that exports to the env.

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14
Q

Subsystem

A

A major component of a system made up of two or more interdependent components that interact in order to attain their own purpose and the purpose of the system in which they are embedded

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15
Q

Suprasystem

A

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

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16
Q

Throughput

A

Energy that is integrated into the system so it can be used by the system to accomplish its goals

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17
Q

The Family Life Cycle

Stage 1: Family of Origin Experiences

A

Maintaining relationships with parents/siblings/peers
Completing education
Developing foundations of a family life
i.e. Growing up with Jake

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18
Q

The Family Life Cycle

Stage 2: Leaving Home

A

Differentiation of self from family of origin
Developing adult-to-adult relationships with parent
Developing intimate peer relationships
Beginning work and financial independence
i.e. College

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19
Q

The Family Life Cycle

Stage 3: Premarriage Stage

A

Selecting a partner
Developing relationship
Deciding to establish independent home with somebody
i.e. Moving to White Plains with Eric

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20
Q

The Family Life Cycle

Stage 4: Childless Couple Stage

A

Learning to live together practically and emotionally
Adjusting relationships with family of origin and peers to include partner
i.e. Now

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21
Q

The Family Life Cycle

Stage 5: Family with Young Children

A

Realigning family system to make space for children
Adopting parenting roles
Realigning relationships with families of origin to include parenting/grandparenting roles
Facilitating children to develop their own peer relationships
i.e. Craig and Laura

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22
Q

The Family Life Cycle

Stage 6: Family with Adolescents

A

Adjusting parent-child relationship to allow for adolescent to have more autonomy
Adjusting family relationships to focus on midlife relationship and career issues
Taking on responsibility of caring for families of origin
i.e. When Eric and I have teenagers

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23
Q

The Family Life Cycle

Stage 7: Launching Children

A

Resolving midlife issues
Negotiating adult-to-adult relationships with children
Adjusting to living as just a couple again
Adjusting to including in-laws and grandchildren within family circle
Dealing with disabilities and death in the family of origin
i.e. Karen and Paul

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24
Q

The Family Life Cycle

Stage 8: Later Family Life

A

Coping with physiological decline in self/others
Adjusting to children taking more central role in family maintenance
Valuing wisdom and experience of elderly
Dealing with loss of spouse/peers
Preparing for death/life review
i.e. Grandma

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25
Q

Authoritarian Parenting

A

Children expected to follow rules. Failure to do so will result in punishment. These parents fail to explain the reasoning behind these rules. This parenting style usually leads to obedient but less happy, lower self-esteemed and less socially competent adults. i.e. Paige’s mom

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26
Q

Authoritative Parenting

A

Similar to Authoritarian, there is an establishment of rules. This parenting style is more democratic. They are willing to listen to questions. Parents are more nurturing and forgiving when there is failure, instead of punishing. The generally leads to adults who are happy and successful. i.e. Lori

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27
Q

Permissive Parenting

A

They have very few demands on children. They rarely discipline, and usually take on the role of a friend. Children will usually rank low in happiness and self-regulation, and will experience problems with authority and potentially perform poorly in school. i.e. Karen

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28
Q

Uninvolved Parenting

A

Few demands, low responsiveness, and little comm. Parents will fulfill basic needs, but are generally detached from their children’s lives. Children will usually have a lack of self-control, low self-esteem and are less competent. i.e. Jay

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29
Q

Biological Personality Theories

A

GENETICS ARE RESPONSIBLE FOR PERSONALITY.

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30
Q

Behavioral Personality Theories

A

Personality is a result of INTERACTION B/W INDIVIDUAL AND ENV. These theorists will study observable/measurable behaviors, rejecting any theories that take internal thoughts into account. NOTHING TO DO WITH THOUGHTS. BEHAVIORS DETERMINE FEELINGS. GOAL IS TO MODIFY BEHAVIOR. Changing behaviors —> change undesired feelings. Focus on OBSERVABLE BEHAVIOR: a target symptom/problem behavior/environmental condition, as opposed to the personality of a client.

  • Well-known applications of BEHAVIOR MODIFICATION are sexual dysfunctions/phobic disorder/compulsive behaviors/training of those with ASD.
  • Clients must monitor their OWN behaviors, as they cannot be monitored 24/7. i.e. how many cigarettes daily
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31
Q

Psychodynamic Personality Theories

A

This emphasizes the influence of the UNCONSCIOUS MIND AND CHILDHOOD EXPERIENCES ON PERSONALITY. CHILDHOOD SHAPES PERSONALITY.

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32
Q

Humanist Personality Theories

A

Emphasize the importance of FREE WILL/INDIVIDUAL EXPERIENCES ON DEVELOPMENT OF PERSONALITY. They emphasize concept of self-actualization (an innate need for personal growth that motivates behavior).

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33
Q

Attachment theory

A

This originated with BOWLBY. He defined attachment as a lasting psychological connectedness b/w human beings that can be understood within an EVOLUTIONARY context in which a caregiver provides safety/security for a child. Children all come into the world biologically preprogrammed to form attachments to others, because this will help the to survive. Disrupting this attachment process can have severe consequences, because the critical period for developing attachment is within the FIRST FIVE YEARS OF LIFE.

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34
Q

Deficiency Needs (D-Needs)

A

physiological, safety, social, esteem

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35
Q

Monotropy

A

The primary initial attachment will make. This attachment figure acts as a secure base for exploring the world.
i.e. Mom (M)

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36
Q

Classic/Respondent Conditioning (Pavlov)

A

Learning occurs as a result of pairing previously

NEUTRAL (CONDITIONED) stimulus with an INVOLUNTARY (UNCONDITIONED) STIMULUS

CONDITIONED STIMULUS ELICITS RESPONSE NORMALLY ELICITED BY UNCONDITIONED STIMULUS

UNCONDITIONED STIMULUS —> UNCONDITIONED RESPONSE

UNCONDITIONED STIMULUS + CONDITIONED STIMULUS —> UNCONDITIONED RESPONSE

CONDITIONED STIMULUS —> CONDITIONED RESPONSE

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37
Q

Operant conditioning (Skinner)

A

Antecedent events or stimuli will precede behavior, which therefore are followed by consequences.

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38
Q

Safety needs

A

Feeling safe from harm. Clients need regularity.

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39
Q

Growth Needs (B-Needs)/Being Needs

A

Self-actualization needs: Be oneself and act within who one is. This is an ONGOING PROCESS. Morality/creativity/spontaneity/acceptance

40
Q

peak experience

A

Moments where “everything is right”

41
Q

Physiological needs

A

Maintain the physical organism. Biological needs such as food/water/oxygen/body temp. If person deprived —> dies.

42
Q

Social needs

A

Friendship/intimacy/affection

43
Q

Esteem needs

A

A stable, firmly based level of self-respect and respect from others

44
Q

Maslow’s Hierarchy

A 
Self-actualization
Esteem needs
Social (love and belonging) needs
Safety needs
Physiological needs
45
Q

Infants and Toddlers (0-3)

A

Grows at a rapid rate, especially in brain size
Learns through senes/exploring/playing/communication through crying/babbling/baby talk of simple sentences
Seeks to build trust in others/dependent/beginning to develop sense of self

Examples of age-specific care: Encouraging child to communicate: smiling/talking softly to them

46
Q

Young Children (4-6)

A

Grows at a slower rate; improving motor skills; dresses self; toilet-trained
Beginning to use symbols; improving memory; vivid imagination/fears; likes stories
Identifies with parent; becoming more independent; sensitive to feelings of others

Examples of age-specific care for young children: letting child make some food decisions

47
Q

Older Children (7-12)

A

Grows in spurts; matures physically; able to respond
Understands cause and effects; can read, write and do math; and active and eager learner, negotiating for greater independence

Examples of age-specific care for young children:
Allows children to make some care decisions (i.e. which arm do you want vaccine in?)

48
Q

Conflict

A

Clients try to advance their own interests over the interests of others, while they are competing for scarce resources. Power is unequally divided, and some social groups will dominate over one another. Those who are parts of non dominant groups become alienated from society. Social change is DRIVEN by conflict.

49
Q

Rational choice

A

Clients are rational and goal-directed, and human interaction involves the inevitable exchange of social resources (love, approval, information, money, physical labor). Client have their own self-interest, and they will try to maximize rewards and minimize any costs. Power comes from UNEQUAL RESOURCES IN EXCHANGES.

50
Q

Social Constructionist

A

Social reality will be created the clients within their social interactions develop a common understanding of their world. Clients are influenced by social processes that are grounded within customs, as well as through cultural and historical contexts.

51
Q

Respondent behavior

A

Involuntary behavior (anxiety/sexual response) that is automatically elicited by a certain behavior. Stimulus elicits —> response

i.e. Kissing —> erection is a respondent response

52
Q

Operant behavior

A

VOLUNTARY BEHAVIOR (walking/talking) that is controlled by its consequences in the environment.

53
Q

Aversion therapy

A

Any treatment that is aimed at REDUCING the attractiveness of a certain stimulus or behavior by repeatedly pairing it with an AVERSIVE stimulus.

i.e. Treating alcoholism with Antabuse

54
Q

Biofeedback

A

A behavior training program that teaches a client how to control certain functions, such as their heart rate/blood pressure/temp./muscular tension. Often used for ADHD and Anxiety.

55
Q

Extinction

A

Withholding of a reinforcer that would normally follow a behavior. Behavior that fails to produce reinforcement will eventually stop.

i.e. imagine thatyou taught your dog to shake hands. Over time, the trick became less interesting. You stop rewarding the behavior and eventually stop asking your dog to shake. Eventually, the response becomes extinct, and your dog no longer displays the behavior.

56
Q

Flooding

A

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

57
Q

In vivo desensitization

A

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

58
Q

Rational emotive therapy (RET)

A

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

59
Q

Systematic desensitization

A

An anxiety-inhibiting response cannot occur at the same time as the anxiety response. Anxiety-producing stimulus is paired with a relaxation-producing response, so eventually, the anxiety-producing stimulus will produce a relaxation response. At each step a client’s reaction of fear is overcome by pleasant feelings as the new behavior is reinforced by receiving a reward, such as a compliment/gift/relaxation.

i.e. Using my essential oil continuously that relaxes me (lavender oil) when I’ve taken something to take the edge off.

60
Q

Kohlberg’s Theory of Moral Development

A

Moral reasoning (the basis for ethical behavior) has six identifiable developmental CONSTRUCTIVE stages.
Each stage makes a person more adequate at responding to moral dilemmas than the prior.
People in higher stages have greater capacities in terms of decision-making.
A person must page through EACH SUCCESSIVE STAGE without skipping any.

61
Q

Kohlberg’s Preconventional Stages elementary school level, before age 9

A
  1. Obedience/Punishment: Child will obey an authority figure out of the fear of punishment
  2. Child will act appropriately as it is in their best interns, and conform to rules in order to receive rewards.
62
Q

Kohlberg’s Conventional Stages: early adolescence

A
  1. Good/Bad: Person acts to gain approval from others
  2. Will obey laws and fulfill obligations to maintain social systems. Rules are rules and want to avoid censure and guilt.
63
Q

Kohlberg’s Postconventional Stages (not reached by most adults)

A
  1. Genuine interest in welfare of others, and concerned with individual rights and being morally correct.
  2. Guided by individual principles based on broad/universal ethical principles, with a concern for larger issues of morality.
64
Q

Piaget Sensorimotor: 0-2 years

A

Retains image of objects
Develops primitive logic in manipulating objects
Begins to initiate intentional actions
Play is very imitative
Signals meaning i.e. babysitter coming means mom is leaving
Symbol meaning (language) beginning at the latter part of this stage

65
Q

Piaget Preoperational: 2-7 years

A

Progress from concrete to abstract thinking

Comprehending past/present/future

Night terrors

Acquires words/symbols

Magical thinking

Thinking not generalized

Thinking concrete/egocentric/irreversible
Cannot see another point of view

Thinking centered on one detail

Imaginary friends common, typically lasting into elementary school.
Most knowing they are not real.

66
Q

Piaget Concrete Operations Stage: 7-11 years

A

Beginning to think abstractly

Playing games with rules

Understanding cause and effect

Understanding logical implications

Thinking can be independent from experience

Thinking IS reversible.

Developing rules of logic

67
Q

Piaget Formal Operations: 11 - maturity

A

Assuming adult roles

68
Q

Erikson

A

Personality develops THROUGHOUT THE LIFE COURSE, and identity crises are the focal point for each stage of human development.
FAILURE TO SUCCESSFULLY COMPLETE A STAGE —> A REDUCED ABILITY TO COMPLETE FURTHER STAGES —> AN UNHEALTHIER PERSONALITY/SENSE OF SELF.
THESE STAGES CAN BE RESOLVED SUCCESSFULLY LATER IN LIFE.

69
Q

Erikson Trust v. Mistrust: birth - 1

A

Children will learn the ability to TRUST OTHERS based upon the consistency of their caregivers.

Positive outcome: Trust develops —> child gains confidence and security, even when feeling threatened

Negative outcome: Unsuccessful completion —> inability to trust —> sense of fear about the inconsistent world

70
Q

Erikson Autonomy V. Shame/Doubt: 1-3

A

Children will learn to begin to assert their independence i.e. WALKING AWAY FROM THEIR MOTHER, choosing with toy to play with, making choices about what they want to eat.

Positive outcome: When encouraged and supported throughout increased independence — more confident in their ability to survive the world.

Negative outcome: When criticized/controlled/not given ample opportunity —> feeling inadequate in ability to survive —> overly dependent on others, lacking self-esteem, sense of SHAME OR DOUBT in their own abilities.

71
Q

Erikson Initiative v. Guilt: 3-6

A

Children assert themselves more, planning activities, etc.

Positive outcome: Given the opportunity —> develop a sense of initiative —> feel secure in their ability to lead others and make decisions.

Negative outcome: Tendency is squelched through either criticism or control —> sense of guilt —> feel like a nuisance to others, lack self-initiative and remain a “follower.”
i.e. Dena

72
Q

Erikson Industry v. Inferiority: 6-puberty

A

Children request a sense of pride in their accomplishments, initiating projects, seeing them to completion and feeling proud.

Positive outcome: When encouraged —> feel industrious in their ability.

Negative outcome: Not encouraged/restricted —> feeling inferior about abilities and failure to reach potential.

73
Q

Erikson Identity v. Role Confusion: adolescence

A

MOST IMPORTANT. Children becoming more independent, looking at the future in terms of career/relationships, etc.

Positive outcome: exploring possibilities/forming sense of identity based on outcome of such explorations.

Negative outcome: Sense of who they are is hindered —> role confusion
i.e. I don’t know what I want to be when I grow up

74
Q

Erikson Intimacy v. Isolation: young adulthood

A

Individuals will begin to share themselves more intimately with others outside of family.

Positive outcome: Successful completion —> comfortable relationships/sense of commitment/safety within relationships.

Negative outcome: Avoiding intimacy/fearing commitment —> isolation/loneliness/depression.

75
Q

Erikson Generativity v. Stagnation: middle adulthood

A

Individuals will establish careers, and settle down, starting their own families.

Positive outcome: Giving back to society with children/being productive members of society.

Negative outcome: Failing to achieve objectives —> becoming stagnant —> feeling unproductive.

76
Q

Erikson Ego Integrity v. Despair: senior citizens

A

Slow down, contemplate accomplishments, exploring life as retiree.

Positive outcome: Develop a sense of integrity if satisfied with life.

Negative outcome: See life as unproductive and failing to accomplish goals —> dissatisfied with life —> despair/hopelessness/depression.

77
Q

Three-Stage Model for Adolescent Cultural and Ethnic Identity Dev.

A

THEY DO NOT CORRESPOND TO SPECIFIC AGES, AND CAN OCCUR AT ANY TIME. SOMEONE MAY SPEND THEIR ENTIRE LIFE IN A PARTICULAR STAGE:
1. Unexamined cultural/racial/ethnic identity: Characterized by a lack of exploration— these are taken for granted. Usually reserved for childhood when this is provided by parents. Children tend to not be interested and are generally ready to take on opinions of others.

  1. Cultural/racial/ethnic identity Search: Characterized by exploration of culture in order to learn more and understand implications of belonging. Questioning of where beliefs come from, why they are held. This stage may arise for some after a turning point in their life or growing awareness of other cultures. This can be a very emotional time.
  2. Cultural/racial/ethnic Identity Achievement: People have a clear sense of their identity, and are able to successfully navigate it in the world. This can play a significant role in life decisions. This USUALLY LEADS TO AN INCREASE IN SELF-CONFIDENCE AND POSITIVE PSYCHOLOGICAL DEVELOPMENT.
78
Q

Precounter Status for Cultural Identity

A

Client may be consciously aware of their culture, and how it affects their life.

79
Q

Encounter Status for Cultural Identity

A

Client has an encounter that provokes thought about the rule of cultural identification. This can be a negative or a positive experience. FOR MINORITIES, THIS IS OFTEN NEGATIVE WHERE THEY EXPERIENCE DISCRIMINATION FOR FIRST TIME.

80
Q

Immersion-Emersion Status for Cultural Identity

A

After encounter, client is forced to confront their identity, and there is a period of exploration.

81
Q

Internalization and Commitment Status for Cultural Identity

A

Client has developed sense securely of identity.

82
Q

Static Risk Factors of abuse

A

Factors that cannot be changed by interventions such as past history of violent behavior OR a demographic background.

83
Q

Dynamic Risk Factors of abuse

A

Factors that CAN be changed through interventions, such as change in a living situation, treatment, etc.

84
Q

Stage 1 of Couples Development: Romance

A

Engage in symbiotic relationships, often putting the needs of others before their own.

85
Q

Stage 2 of Couples Development: Power Struggle

A

Differentiation (seeing oneself as distinct within a relationship) must be managed so that these new feelings do not result in breakups as the illusion of being “one” fades.

86
Q

Stage 3 of Couples Development: Stability

A

Partners are learning to live independent lives while still identifying as being part of an intimate relationship. THE STABILITY STAGE IS A TIME WHEN THERE IS STILL SOME BACK AND FORTH BETWEEN INDEPENDENCE AND INTIMACY WITH ULTIMATE GOAL BEING INTIMACY THAT DOES NOT SACRIFICE OVERALL SEPARATENESS.

87
Q

Stage 4 of Couples Development: Commitment

A

Typically occurs EARLIER in the romance stage. Partners acknowledge that they are both human, and that they want to be with each other; the good outweighs the bad.

88
Q

Stage 5 of Couples Development: Co-Creation

A

CONSTANCY is the hallmark of this last stage. Partners are able to value separateness of the other. Foundation of the relationship is no longer personal need, but appreciation for the other and MUTUAL GROWTH.

89
Q

Negative feedback loop

A

patterns of interactions that maintain stability or constancy while minimizing change. These helps to maintain homeostasis.

90
Q

Positive feedback loop

A

patterns of interaction that facilitate change or movement toward either growth/dissolution.

91
Q

Equifinality

A

refers to ability of the family system to accomplish the same goals through different routes. Families seen as goal-oriented.

92
Q

Open boundaries

A

Members and others are allowed to freely come and go without much restriction.

93
Q

Role complementarity

A

Role is carried out in an expected way i.e. parent-child

94
Q

Role discomplementarity

A

Role expectations of others differ from one’s own

95
Q

Group polarization

A

This occurs during group decision-making when discussion strengthens a dominant point of view, and results in a shift to a more extreme position than any of the members would adopt on their own individually.

96
Q

Groupthink

A

When a group makes a faulty decision because of group pressures.

LCSW Exam (1 decks)

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