HBSE Midterm

Council on Social Work Education (CSWE)

is the national accrediting organization for social work education programs in the United States. (SETS THE STANDARDS)

The 2022 Educational Policy and Accreditation Standards (EPAS)

establish the expectations for curriculum design and define the competencies social work students must demonstrate upon graduation. (DEFINES THE SKILLS)

EPA competency KNOWLEDGE

Understanding theories, frameworks, and social systems.

EPA competency VALUES

Upholding ethics and principles of the profession.

EPA competency SKILLS

Applying knowledge in practice effectively.

EPA competency COGNITIVE AND AFFECTIVE PROCCESSES

Using critical thinking, self-reflection, and emotional intelligence in professional decision-making.

Purpose of EPAS

ensures that accredited programs prepare graduates to practice ethically, competently, and effectively with individuals, families, groups, organizations, and communities.

Core social work value SERVICE

Helping people in need and addressing social problems.

Core social work value SOCIAL JUSTICE

Confronting and challenging injustice.

Core social work value DIGNITY AND WORTH OF THE PERSON

Respecting the inherent value of every individual.

Core social work value IMPORTANCE OF HUMAN RELATIONSHIPS

Recognizing relationships as essential to change and well-being.

Core social work value INTEGRITY

Behaving honestly and ethically.

Core social work value COMPETENCE

Practicing within one’s professional abilities and continuing growth.

Person-in-Environment (PIE) Framework

emphasizes understanding human behavior as the result of continuous interaction between individuals and their multiple environmental systems.

Multi-Dimensional Approach

Human behavior is influenced by multiple dimensions: Biological, psychological, social, spiritual, cultural, economic, and physical factors.

Dimension

a feature that can be studied separately but is always connected to other factors. Example: biological and psychological dimensions interact closely — a person’s health can affect their emotional well-being, and vice versa.

Heterogeneity

Differences at the individual level (unique traits, experiences, or personalities).

Diversity

Differences at the group level (race, gender, ethnicity, class, etc.).

Intersectionality

A framework that recognizes that multiple aspects of identity (race, gender, class, sexuality, etc.) intersect to shape an individual’s experiences of privilege and oppression.
This helps social workers understand overlapping systems of inequality.

Concept

A single abstract idea or building block of theory.

Theory

A set of interrelated concepts used to explain or predict human behavior, relationships, and environmental influences.

Ecological Systems Theory (Bronfenbrenner)

Explains human development within layers of environmental influence

Microsystem

Immediate surroundings (family, school, peers)

Mesosystem

Connections between microsystems (e.g., home–school link)

Exosystem

Indirect influences (parent’s workplace, neighborhood conditions)

Macrosystem

Broader cultural values, laws, and ideologies.

Critical Perspective

highlights power, inequality, and systemic oppression.
Social workers use it to challenge social injustices and advocate for equity.

Microagressions

Every day, verbal or nonverbal slights that communicate negative messages about one’s identity.

Classical Conditioning (Pavlov)

Learning through association (stimulus response) — a neutral stimulus becomes linked with a meaningful one, leading to a conditioned response.

Example: Pavlov’s dogs learned to salivate at a bell associated with food.

Operant Conditioning (Skinner)

Behavior learned through consequences (reinforcement or punishment).

Positive reinforcement

Adds reward to increase behavior (praise).

Negative reinforcement

Removes something unpleasant (taking medicine to relieve a headache).

Cognitive Learning Theory (Bandura)

Learning occurs through observation, imitation, and modeling.

Self-efficacy

Belief in one’s ability to succeed. Belief in their own ability to plan and execute actions required to achieve specific goals. This influences motivation, effort, and persistence.

Agency

Acting intentionally (personal (make their own choices and take direct action), proxy (relying on another person to act on one's behalf to achieve desired outcomes), or collective (act in concert, pooling their resources and skills to achieve a shared goal.)).

Learned Helplessness

Repeated failures lead to the belief that efforts do not matter. (low self efficacy)

Humanistic–Existential Perspective

Focuses on self-awareness, free will, and the search for meaning.
Humans strive for personal growth and fulfillment.

Maslow’s Hierarchy of Needs

1. Physiological: Food, water, shelter.

2. Safety: Stability, security.

3. Love and Belongingness: Relationships, affection.

4. Esteem: Confidence, respect.

5. Self-Actualization: Achieving one’s full potential.

Piaget’s Cognitive Development Stages: Sensorimotor (0–2 yrs)

Learning through senses and movement.

Piaget’s Cognitive Development Stages: Preoperational (2–7 yrs)

Symbolic thought and egocentrism.

Piaget’s Cognitive Development Stages: Concrete Operational (7–11 yrs)

Logical thinking about concrete events.

Piaget’s Cognitive Development Stages: Formal Operational (11+ yrs)

Abstract and hypothetical reasoning.

Piaget’s Cognitive Development Stages: Key Process- Schemas

Categories of knowledge.

Piaget’s Cognitive Development Stages: Key Process- Assimilation

Fitting new info into existing schemas.

Piaget’s Cognitive Development Stages: Key Process- Accommodation

Adjusting schemas to fit new info.

Social Learning Theory (Bandura)

• Behavior, environment, and cognition influence each other (reciprocal determinism).

• Four mediational processes:

  1. Attention

  2. Retention

  3. Reproduction

  4. Motivation

Vicarious Learning

Learning by observing others.

Emotion vs. Affect vs. Mood: Emotion

Short-term, specific response.

Emotion vs. Affect vs. Mood: Affect

Broad, observable expression of emotion.

Emotion vs. Affect vs. Mood: Mood

Long-lasting emotional state.

Primary Emotions

Universal (anger, fear, sadness, joy, disgust, surprise).

Secondary Emotions

Socially learned (guilt, pride, jealousy, shame).

Emotional Style Components

• Resilience – Ability to recover from stress.

• Outlook – Optimism or pessimism.

• Context – Awareness of surroundings.

• Social Intuition – Sensitivity to others’ cues.

• Self-awareness – Recognizing own emotions.

• Attention – Ability to focus.

Attribution Theory

• Emotions result from how we interpret events.
  Emotions depend on interpretation (the meaning we assign), not the event itself.

  1. Causal attribution – Why did it happen?

  2. Responsibility – Who’s to blame?

  3. Future expectancy – Will it happen again?

Emotional Intelligence (Salovey & Mayer)

• Ability to recognize, understand, and manage emotions.

• Four abilities:

  • Perceive/express emotions.

  • Use emotions to facilitate thinking.

  • Understand emotions.

  • Manage emotions (self & others).

Attachment Theory (Bowlby & Ainsworth)

Attachment patterns formed in early life influence later emotional and social relationships:

• Secure – Trust and comfort with others.

• Avoidant – Avoids closeness.

• Ambivalent – Clingy, anxious.

• Disorganized – Fearful or confused attachment.

Feminist Relational Theory –

KEY FEATURES:

1. Focus on oppression and power.

2. Relational ethics and care-centered values.

3. Challenge individualism and promote interdependence.

4. Encourage empirical investigation and reflection.

5. Non-ideal theory – Recognizes real-world imperfection.

6. Emancipatory goals – Promote liberation.

7. Epistemology – Knowledge shaped by relationships and context.

8. Integrates multiple frameworks (intersectional, cultural, systemic).

Social Identity Development

1. Naïveté - Unawareness of social differences.

2. Acceptance- Belief in dominant norms.

3. Resistance- Recognizing and rejecting prejudice.

4. Redefinition- Positive self-identification.

5. Internalization- Integrating personal and social identity.

Ethnic–Racial Identity

Sense of belonging and understanding of one’s ethnic or racial group.

Crisis Definition:

A period of psychological disequilibrium when usual coping fails.

Crisis Stages:

1. Exposure to a stressor.

2. Failure of coping.

3. Acute crisis.

4. Resolution/adaptation.

Crisis types

• Situational: Sudden, unexpected events.

• Developmental: Life changes or transitions.

• Existential: Search for purpose.

• Environmental: Natural or social crises.

Traumatic Stress

1. Acute – Single traumatic event.

2. Chronic – Repeated/prolonged exposure to trauma.

3. Complex – Multiple traumas, often interpersonal trauma.

Coping

Short-term management of stress.

Adaptation

Long-term adjustment to stressors.

Three Realms of Coping

1. Biological – Physical responses (sleep, nutrition, exercise).

2. Psychological – Cognitive and emotional processes (defense mechanisms, reframing).

3. Social – Interpersonal support (Support networks and communication).

Social Support

• Emotional: Care, empathy, and reassurance.

• Instrumental: Tangible aid (money, tasks).

• Informational: Advice or guidance.

• Appraisal: Constructive feedback and validation.

Relational Regulation:

Emotional well-being maintained through regular, everyday interactions — not just during crises.

Normal vs. Abnormal Coping

Flexible, solution-oriented, healthy adaptation.

Normal vs. Abnormal Coping

Avoidant, rigid, or harmful (e.g., denial, substance use).

Spirituality:

Individual search for meaning, purpose, and connection beyond oneself.

Religion:

Institutionalized systems of faith and organized worship.

Spirituality vs. Religion

Both can support resilience, coping, and healing.
Social workers respect both as sources of client strength and identity.

Defense Mechanisms

Definition: Unconscious strategies people use to protect themselves from anxiety or distress by distorting reality.
Example: A client denies having a substance use issue despite clear signs.
Social Work Connection: Recognizing defense mechanisms helps social workers interpret client behaviors empathetically and address root causes rather than surface reactions.

Heterogeneity vs. Diversity

Definition:

• Heterogeneity = individual differences within a group.

• Diversity = differences among groups (race, gender, class, etc.).
  Example: Students in the same class differ in experiences (heterogeneity), and the class includes multiple ethnicities (diversity).
  Social Work Connection: Encourages cultural competence and helps avoid stereotypes by acknowledging both individual uniqueness and group identity.

Maslow’s Hierarchy of Needs

Definition: Theory that people must meet basic needs (food, safety) before higher-level needs (belonging, esteem, self-actualization).
Example: A client needs stable housing before focusing on career goals.
Social Work Connection: Guides assessment and prioritization—address survival needs before emotional or developmental goals.

Learned Helplessness

Definition: When repeated failure or trauma leads a person to believe their actions no longer matter, resulting in passivity or hopelessness.
Example: A client in an abusive relationship stops trying to seek help after failed attempts.
Social Work Connection: Practitioners work to rebuild self-efficacy through empowerment, achievable goals, and consistent support.