LMSW EXAM Top Examinable Questions with accurate answers. QuizBank! Graded A Theories of Hu

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LMSW EXAM Top Examinable Questions with accurate answers. QuizBank! Graded A Theories of Human Development--Physical - ✔✔-How the body grows and develops. Different milestones that should b... e reached Theories of Human Development--Social - ✔✔-Erik Erikson--identity crisis. Different crisis led to different stages of development. 8 stages and the person needs to have successful completion of the stages in order to have a healthy personality. Micro level: Learning how to behave and interact with others. Macro level: Commitment that development processes need to benefit people (particularly the poor). This identifies norms that people put in place, and the way society interacts. Theories of Human Development--Emotional - ✔✔-This emphasizes the different skills that increase selfawareness and self-regulation. Difficult to see, however can be recognized in how the person can pay attention, make transitions from one activity to another, and cooperate with others. Learning that they are fun individuals and nice to be around as kids leads them to have self-confidence to build loving and supportive relationships all their lives. Theories of Human Development--Cognitive - ✔✔-Cognitive development deals with the controversy of "nature vs. nurture" and emphasizes that it is nature and nurture that build up a persons cognition. 6 levels of cognition: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Theories of Human Development--Behavioral - ✔✔-Personality is a result of interactions with the environment. Different ways of modifying behavior are through classical conditioning and operant conditioning. Trust vs. Mistrust - ✔✔-EE stage 1 (birth-1 year) Are the basic needs met for the child? Where they learn to trust adults or not based on if their needs were met. Autonomy vs. Shame and Doubt - ✔✔-EE stage 2 (1-3 years) Often the potty training stage--kids want to control their bowels. Self-esteem is what is affected, and if they are criticized or overly controlled, they develop an sense of inadequacy, causing low self-esteem. Initiative vs. Guilt - ✔✔-EE stage 3 (3-6 years) Children want to plan activities and play games. If they feel as though they are a nuisance because of criticism or control from a parental figure, they will remain followers, and lack initiative. Industry vs. Inferiority - ✔✔-EE stage 4 (6-puberty) Child initiates projects. If they are encouraged, they feel confident in achieving goals. If not, they feel inferior and doubt their abilities. Identity vs. Role Confusion - ✔✔-EE stage 5 (Adolescence) The in-between of childhood and adulthood. Causes challenges in their understanding of their identity. After exploration, the person begins to understand themselves, and confusion can onset if they are lost in what to do in their future. Intimacy vs. Isolation - ✔✔-EE stage 6 (young adulthood) Individuals share themselves with others during this time. When a person is successful, it leads to comfortable relationships, and a sense of commitment, safety, and care. Avoiding it can lead to isolation, loneliness, and sometimes depression. Generatively vs. Stagnation - ✔✔-EE stage 7 (middle adulthood) Individuals establish careers, settle down within relationships, and establish families. They give back to society through work and raising families. If not achieved, individuals become stagnant and feel unproductive. Ego Intensity vs. Despair - ✔✔-EE stage 8 (older adulthood) Senior citizens slow down, and begin to explore life as retired people. During this time they contemplate accomplishments have a sense of integrity if they are satisfied with their lives. If they feel they have been unproductive, they develop despair and that leads to depression and hopelessness. Level of Cognition: Knowledge - ✔✔-Rote memorization, Recognition, of Recall of facts Level of Cognition: Comprehension - ✔✔-Understanding what the facts mean Level of Cognition: Application - ✔✔-Correct use of the facts, rules, or ideas Level of Cognition: Analysis - ✔✔-Breaking down the information into component parts Level of Cognition: Synthesis - ✔✔-Combination of Facts, Ideas, or Information to make a [new whole] Level of Cognition: Evaluation - ✔✔-Judging or forming an opinion about the information or situation Piaget Cognitive Development: Sensorimotor - ✔✔-0-2 years, baby can retain image of objects. Can manipulate objects. Begins intentional actions. Can attach meaning to events. Symbol meaning-- language (develops at end of stage) Piaget Cognitive Development: Preoperational - ✔✔-2-7 years, Progress from concrete to abstract thinking. Can comprehend past, present, future. Night terrors. Acquires words and symbols, as well as magical thinking. Non-generalized thinking, also concrete and irreversible. Thinking is centered on one detail, and cannot see a different viewpoint Piaget Cognitive Development: Concrete Operations - ✔✔-7-11 years, Beginnings of abstract thought, plays games with rules, cause and effect relationship understanding. Logical implications are understood. Thinking is independent of experience, and is reversible. Rules of logic are developed. Piaget Cognitive Development: Formal Operations - ✔✔-11 through maturity, higher level of abstraction, planning for future, thinks hypothetically, assumes adult roles and responsibilities Kholberg Moral Development: Preconventional - ✔✔-Elementary school level (before age 9) A: Child obeys authority--Obedience vs. Punishment B: Child acts acceptable as it is in their best interest--Conforms to rules to receive rewards Kholberg Moral Development: Conventional - ✔✔-Early Adolescence A: Person acts to gain approval from others (Good boy/Good girl) B: Obeys laws and fulfills obligations and duties to maintain the social system (Rules are rules) Kholberg Moral Development: Post conventional - ✔✔-Adult (most adults do not reach this level) A: Gunuine interest in welfare of others; concerned with individual rights and being morally right B: Guided by individual principles based on broad, universal ethical principles. Concern for larger universal issues of morality. Behaviorist--Pavlov, Skinner - ✔✔-Learning is seen through change in behavior and the stimuli in the external environment are the locus of learning. Social Workers aim to change the external environment in order to bring about desired change. Cognitive--Piaget - ✔✔-Learning is viewed through internal mental processes. Locus of learning is internal cognitive structures Humanistic--Maslow - ✔✔-Learning is viewed as a persons activities aimed at reaching his or her full potential. Locus of learning is in meeting cognitive and other needs. Social workers aim to develop the whole person Social/Situational--Bandura - ✔✔-Learning is obtain between people and their environment and their interactions and observations in social contexts. Respondent behaviors - ✔✔-Involuntary behavior (anxiety, sexual response) that is automatically elicited by certain behavior. A stimulus elicits a response Operant behaviors - ✔✔-Voluntary behaviors (walking, talking) that is controlled by its consequences in the environment. Respondent or classical conditioning (Pavlov) - ✔✔-Learning occurs as a result of pairing previously neutral (conditioned) stimulus with and unconditioned (involuntary) stimulus so that the conditioned stimulus eventually elicits the response normally elicited by the unconditioned stimulus US=>UR US+CS=>UR CS=>CS Operant conditioning (Skinner) - ✔✔-Antecedent events or stimuli precede behaviors, which, in turn, are followed by consequences. Consequences that increase the behavior are reinforcers. Consequences that decrease the behavior are punishing consequences. Reinforcement aims to increase behavior frequency, while punishment aims to decrease it Positive reinforcement - ✔✔-Add a reward Increases probability that behavior will occur--praising, giving tokens, or otherwise rewarding a behavior Negative reinforcement - ✔✔-Take away discomfort Behavior increases because a negative stimulus is removed (i.e. Remove shock, or bad odor) Positive punishment - ✔✔-Add discomfort Presentation of undesirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (Hitting, shocking) Negative punishment - ✔✔-Take away reward Removal of a desirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e. removing something positive,such as a token or dessert) Aversion therapy - ✔✔-Any tx aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus. I.e. treating alcoholism with antabuse Biofeedback - ✔✔-Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension. Ways to calm self. Often used for ADHD and anxiety Extinction - ✔✔-Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease Flooding - ✔✔-A treatment procedure in which a client's anxiety is extinguished by prolonged real or imagined exposure to high intensity feared stimuli In vivo desensitization - ✔✔-Paring and movement through a hierarchy of anxiety, from least to most anxiety provoking situations; takes place in "real" setting Modeling - ✔✔-Method of instruction that involves an individual (the model) demonstrating the behavior to be acquired by a client. Rational emotive therapy (RET) - ✔✔-a cognitively oriented therapy in which a social worker seeks 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 Shaping - ✔✔-Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior Systematic desenstization - ✔✔-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 receiving a reward. The reward could be a compliment, a gift, or relaxation Time Out - ✔✔-Removal of something desirable--negative punishment technique Token Economy - ✔✔-A client receives tokens as reinforcement for performing specified behaviors. The tokens function as a currency within the environment and can be exchanged for desired goods, services, or privileges. The indicators of normal and abnormal physical, cognitive, emotional, and sexual development throughout the lifespan - ✔✔-Stages of learning are universal, however each persons experience effects how they will go through the stages. Each builds from prior experiences of earlier stages, and if one area is affected, each area is affected Indicators of normal/abnormal development: Child development - ✔✔-The different physical, mental, and socioemotional changes between birth and end of adolescence. Continuous process with a predictable sequence, yet being unique to each individual. Many developmental changes are linked to genetics and prenatal life, and so these are included when looking at the child's development Indicators of normal/abnormal development: Infants and Toddlers (0-3) - ✔✔-Physical: grows rapidly, especially brain size Mental: Learns through senses, exploring, playing, communicates by crying, babbling, then baby talk. Simple sentences Social-Emotional: seeks to build trust in others, dependent, beginning to develop a sense of self Indicators of normal/abnormal development: Infants and Toddlers key health care issues - ✔✔- Communication: provide security, physical closeness; promote healthy 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 Indicators of normal/abnormal development: Young Children (4-6) - ✔✔-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 Indicators of normal/abnormal development: Young Children key health care issues - ✔✔- 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 of bike helmets, safety belts, etc) Indicators of normal/abnormal development: Older Children (7-12) - ✔✔-Physical: Grows slowly until a "spurt" at puberty Mental: understands cause and effect, can read, write, do math; active, eager learner Social-emotional: develops greater sense of self; focuses on school activities, negotiates for greater independence Indicators of normal/abnormal development: Older Children Key health care issues - ✔✔- Communication: help child to feel competent, useful Health: keep immunizations/checkups on schedule; give information on alcohol, tobacco, other drugs, sexuality (and allow child to make decisions about where to get shots) Safety: Promote safety habits (playground safety, resolving conflicts peacefully) Indicators of normal/abnormal development: Adolescent Development - ✔✔-This is a critical time for children to develop wholly. 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 Indicators of normal/abnormal development: Adolescent Development Key health care issues - ✔✔- 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) Indicators of normal/abnormal development: Young Adults (18-35) - ✔✔-Physical: reaches physical and sexual maturity, nutritional needs are 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 Indicators of normal/abnormal development: Young Adults Key Health Care Issues - ✔✔- Communication: be supportive and honest; respect personal values Health: encourage regular checkups; promote healthy lifestyle (proper nutrition, exercise, weight, etc); inform about health risks (heart disease, cancer, etc); update immunizations Safety: provide information on hazards at home, work Indicators of normal/abnormal development: Middle Age Adults (36-64) - ✔✔-Physical: begins to age; experiences menopause (women); 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 Indicators of normal/abnormal development: Middle Age Adult Key Health Care Issues - ✔✔- Communication: keep a hopeful attitude; focus on strengths, not limitations 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) Indicators of normal/abnormal development: Older Adults (65-79) - ✔✔-Physical: ages gradually; natural decline in some physical abilities, senses Mental: continues to be an active learner, thinker; memory skills may start to decline Social-Emotional: takes on new roles (grandparent, widow or widower, etc); balance independence, dependence; reviews life Indicators of normal/abnormal development: Older Adults Key Health Care Issues - ✔✔-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 Indicators of normal/abnormal development: Elders (80 and Up) - ✔✔-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 Indicators of normal/abnormal development: Elders Key Health Care Issues - ✔✔-Communication: encourage the person to express feelings, thoughts, avoid despair; use humor, 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 Theories of sexual development throughout the lifespan: Infants and Toddlers - ✔✔--Children are sexual even before birth. -Males can have erections in utero. -Infants touch and rub their genitals because it provides pleasure. -Can experience orgasm from masturbation, however no ejaculation until puberty. -By age 2, children are aware of differences between male and female genitals and how either urinates Theories of sexual development throughout the lifespan: Children (3-7) - ✔✔--Interested in everything-- even sexuality. -May practice urinating in different positions. -Highly affectionate and enjoy hugging other children and adults. -Begin to be more social and may imitate adult social and sexual behaviors (holding hands, kissing) -Many young children play "doctor" by looking at others genitalia and showing their own. -By 5 or 6 children become more modest and private about dressing and bathing Theories of sexual development throughout the lifespan: Preadolescent youth (8-12) - ✔✔--Puberty begins between 9 and 12 -Girls grow breast buds and pubic hair as early as 9 or 10 -Boys development of the penis and testicles usually begins between 10 and 11 -Feel more self-conscious about their bodies and often uncomfortable undressing in front of others -Masturbation increases -Have heard of sex, rape, homosexuality, and incest; want to know more, but not engage. -Same gender sexual behavior can occur at this age, however is not what leads to their sexual orientation as they get older -Young teens may not do vaginal sex, but will practice other forms of sexual behaviors (petting to orgasm, oral sex) Theories of sexual development throughout the lifespan: Adolescent Youth (13-19) - ✔✔--Experience increased interest in romantic and sexual relationships and in genital sex behaviors -as they mature they experience strong emotional attachments to romantic partners and find it natural to express their feelings within sexual relationships Theories of sexual development throughout the lifespan: Adult - ✔✔--Sexual behaviors are varied, and in most cases, remain a part of an adult's life until death -Age ~50: women experience menopause, which effects their sexuality. Ovaries no longer produce estrogen. Sex can become harder because there is less natural lubrication -Most women can have pleasurable sexual intercourse and experience orgasm for their entire lives. -Mens testicles slow testosterone production after age 25 or so. -Erections may occur more slowly once testosterone productions slows, and may take up to 24 hours to sustain another erection -Men can father a baby when they are in their 80s and 90s, though the amount of semen released decreases as men age -Older men have a higher possibility of having an enflamed prostate gland, and may need it removed -People enjoy sexual behaviors throughout the entire lifespan Theories of Spiritual Development throughout Lifespan: Stage 1 - ✔✔-Individuals are unwilling to accept a will greater than their own -Behavior is chaotic, disordered, and reckless. Individuals tend to disobey and are extremely egotistic. -Lack empathy -Adults who do not move beyond this point in the continuum may engage in criminal activity because they cannot obey rules Theories of Spiritual Development throughout Lifespan: Stage 2 - ✔✔-Individuals have blind faith in authority figures and see the world as divided simply into good and evil and right and wrong -Children who learn to obey their parents and other authority figures move to this point in the continuum. -Many "religious" people who have blind faith in a spiritual being and do not question its existence may also be at this point. -Individuals who are good, law-abiding citizens may never move further in the continuum Theories of Spiritual Development throughout Lifespan: Stage 3 - ✔✔-Scientific skepticism and questioning are critical, because an individual does not accept things on faith, but only if convinced logically -People who are in the STEM field may question it because it is not measurable by science -Those who do engage in this skepticism move away from the simple, official doctrines Theories of Spiritual Development throughout Lifespan: Stage 4 - ✔✔-The individual starts enjoying the mystery and beauty of nature and existence -Individual develops deeper understanding of good and evil, forgiveness and mercy, compassion and love. -Do not accept out of blind faith, but rather have a greater understanding of the world and loving themselves and others around them Theories of Racial, Ethnic, and Cultural Development Throughout the Lifespan: Ethnicity - ✔✔--One is a member of a particular cultural, national, or racial group that may share culture, religion, race, language, or place of origin *Ethnicity ≠ Race* Theories of Racial, Ethnic, and Cultural Development Throughout the Lifespan: Race - ✔✔--Not a fixed definition -Related to a particular social, historical, and geographic context -Race has changed definition over time, and now more commonly relates to skin color, rather than ethnicity, nationality, religion, or minority language groups Theories of Racial, Ethnic, and Cultural Development Throughout the Lifespan: Cultural Identity - ✔✔-- The identity of a group or culture of an individual who self-identifies with that group -Certain racial/ethnic identities may have privilege Theories of Racial, Ethnic, and Cultural Development Throughout the Lifespan: Three Stage Model: 1: Unexamined cultural, racial, and ethnic identity - ✔✔--Lack of exploration, take for granted their identity -Usually in childhood when parents, media, and the community pass on the cultural identity to the child -Children are not yet interested in culture and just take i [Show More]

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