Quiz 1 (Chapters 1-3)

Social Work

• the professional activity of helping individuals, groups, or communities to enhance or restore their capacity for social functioning and to create societal conditions favorable to their goals.

• It consists of the professional application of values, principles, and techniques to one or more of the following ends: helping people obtain tangible services; providing counseling and psychotherapy for individuals, families, and groups; helping communities or groups provide or improve social and health services; and participating in relevant legislative processes

The lifespan stages

is divided up into four main phases:

• infancy & childhood (birth-12 yrs)

• adolescence (13-18 yrs)

• young & middle adulthood (18-65 yrs)

• and later adulthood (65 & up)

Biological development and theories

concern the physical aspects of a person’s life.

• (concern the physical changes that normally occur as people age)

• For ex: for children, it includes when they begin to walk and develop coordination. For adolescents, it includes puberty and the physical changes related to it.

Psychological development and theories

concern how people think about themselves, others, and the environment around them.

• For ex: as life progresses, people may make great intellectual contributions involving scientific discovery or artistic expression. They may also experience issues concerning mental health, such as depression or eating disorders.

social development and theories

address people’s interaction with others around them in the social environment

• For ex: Children live within the social context of their family. They develop their social lives as they start interacting and playing with other children.

• As people continue through life, it include interaction with friends and participation in work groups. They may find significant others as partners and/or start families of their own. Many join organizations for political, social, recreational, or professional reasons

Systems Theory

States behavior is influenced by a result of factors that work together as a system and are interconnected as each part plays an important role in the function of the whole, and the whole in turn supports and sustains the parts.

• For ex: A person’s family, friends, school, work, economic class, home environment, and other factors all influence how a person thinks and acts

Ecosystems Theory

Describe & analyze people and other living systems and their transactions

• Framework for viewing

human behavior

• People are involved with

multiple systems ( mezzo,micro & macro)

Person-In-Environment

This approach is the concept that people can be heavily influenced by their environment.

• It highlights the importance of understanding an individual and their behavior through their environment.

• A person’s environment, along with their experiences, will help shape the way they view the world, how they think, and why they respond the way they do.

Assessment

the identification and exploration of variables affecting people’s behavior, functioning, and well-being.

Critical thinking

The careful examination and evaluation of beliefs and actions to establish an independent decision about what is true and what is not.

Ethical dilemmas

Situations in which ethical principles conflict and all solutions are imperfect.

Feedback

is a special form of input in which a system receives information about its own performance

Human diversity

The vast range of human differences and the effects they have on human behavior.

strengths perspective

this orientation focuses on client resources, capabilities, knowledge, abilities, motivations, experience, intelligence, and other positive qualities that can be put to use to solve problems and pursue positive changes

Input

involves the energy, information, or communication flow received from other systems.

• For Ex: A parent may receive input from a child’s grade school principal, noting that the child is doing poorly in physical education.

Output

the response of a system, after receiving and processing input, that affects other systems in the environment.

• For Ex: for a social services agency for people who are substance abusers might be 150 hours of individual counseling, 40 hours of group counseling, 30 hours of family counseling, 10 hours of drug education at local schools, and 50 hours of liaison work with other agencies involved with clients

Prenatal Influences

Numerous factors can influence the health and development of the fetus. These include the expectant mother’s nutrition, drugs and medication, alcohol consumption, smoking habits, age, stress, and several other factors.

Drugs of Abuse

Illegal drugs, such as cocaine (a powerful stimulant) and heroin (an opioid), can cause significant problems during a pregnancy. Can cause infertility, problems with the placenta resulting in the fetus not receiving enough food or oxygen, preterm labor, or death of the fetus via miscarriage or stillborn birth.

Prenatal Assessment

Tests are available to determine whether a developing fetus has any of a variety of defects. These tests include ultrasound sonography, fetal MRI, amniocentesis, chorionic villus sampling, and maternal blood tests.

Problem Pregnancies

Other problems can develop under certain circumstances. These problems include ectopic pregnancies, toxemia, and Rh incompatibility. Spontaneous abortions also happen periodically

The Birth Process

Early labor and active labor, the birth of the baby, and delivery of the placenta

4 Months Key Milestones

Motor: infants typically can bal ance their heads at a 90-degree angle. They can also lift their heads and chests when placed on their stomachs in a prone position. They begin to discover themselves. They frequently watch their hands, keep their fingers busy, and place objects in their mouths.

Adaptive: Infants are able to recognize their bottles. The sight of a bottle often stimulates bodily activity. Sometimes teething begins tins early, although the average age is closer to 6 or 7 months.

Social: These infants are able to recognize their mothers and other familiar faces. They imitate smiles and often respond to familiar people by reaching, smiling, laughing, or squirming.

Language: will turn his or her head when a sound is heard. Verbalizations include gurgling, babbling, and cooing.

8 Months Key Milestones

Motor: babies are able to sit alone without being supported. They usually are able to assist themselves into a standing position by pulling themselves up on a chair or crib. They can reach for an object and pick it up with all their fingers and a thumb. Crawling efforts have begun. These babies can usually begin creeping on all fours, displaying greater strength in one leg than the other.

Play: The baby is capable of banging two toys together. Many can also pass an object from one hand to the other. These babies can imitate arm movements such as splashing in a tub, shaking a rattle, or crumpling paper.

Adaptive: Babies of this age can feed themselves pieces of toast or crackers. They will be able to munch instead of being limited to sucking.

Social: Babies of this age can begin imitating facial expressions and gestures. They can play pat-a-cake and peekaboo, and wave bye-bye.

Language: Babbling becomes frequent and complex. Most babies will be able to attempt copying the verbal sounds they hear. Many can say a few words or sounds such as mama or dada. However, they don’t yet understand the meaning of words.

1 Year Old Key Milestones

Motor: most babies can crawl well, which makes them highly mobile. Although they usually require support to walk, they can stand alone without holding onto anything. They eagerly reach out into their environments and explore things. They can open drawers, undo latches, and pull on electrical cords.

Play: they like to examine toys and objects both visually and by touching them. They typically like to handle objects by feeling them, poking them, and turning them around in their hands. Objects are frequently dropped and picked up again one time after another. Babies of this age like to put objects in and take them out of containers. Favorite toys include large balls, bottles, bright dangling toys, clothespins, and large blocks.

Adaptive: Because of their mobility, they need careful supervision. Because of their interest in exploration, falling down stairs, sticking forks in electric sockets, and eating dead insects are constant possibilities. Parents need to scrutinize their homes and make them as safe as possible. Babies are able to drink from a cup. They can also run their spoon across their plate and place the spoon in their mouths. They can feed themselves with their fingers. They begin to cooperate while being dressed by holding still or by extending an arm or a leg to facilitate putting the clothes on. Regularity of both bowel and bladder control begins.

Social: They are becoming more aware of the reactions of those around them. They often vary their behavior in response to these reactions. They enjoy having an audience. For example, they tend to repeat behaviors that are laughed at. They also seek attention by squealing or making noises.

Language: babies begin to pay careful attention to the sounds they hear. They can understand simple commands. For instance, on request they often can hand you the appropriate toy. They begin to express choices about the type of food they will accept or about whether it is time to go to bed. They imitate sounds more frequently and can meaningfully use a few other words in addition to mama and dada.

18 Months Key milestones

Motor: a baby can walk. Although these children are beginning to run, their movements are still awkward and result in frequent falls. Walking up stairs can be accomplished by a caregiver holding the baby’s hand. These babies can often descend stairs by themselves but only by crawling down backward or by sliding down by sitting first on one step and then another. They are also able to push large objects and pull toys.

Play: Babies of this age like to scribble with crayons and build with blocks. However, it is difficult for them to place even three or four blocks on top of each other. These children like to move toys and other objects from one place to another. Dolls or stuffed animals frequently are carried about as regular companions. These toys are also often shown affection such as hugging. Babies begin to imitate some of the simple things that adults do such as turning pages of a book.

Adaptive: Ability to feed themselves is much improved. These babies can hold their own glasses to drink from, usually using both hands. They are able to use a spoon sufficiently to feed themselves. By this age, children can cooperate in dressing. They can unfasten zippers by themselves and remove their own socks or hats. Some regularity has also been established in toilet training. These babies often can indicate to their parents when they are wet and sometimes wake up at night in order to be changed.

Social: Children function at the solitary level of play. It is normal for them to be aware of other children and even enjoy having them around; however, they don’t play with other children.

Language: Children’s vocabularies consist of more than 3 but less than 50 words. These words usually refer to people, objects, or activities with which they are familiar. They frequently chatter using meaningless sounds as if they were really talking like adults. They can understand language to some extent. For instance, children will often be able to respond to directives or questions such as “Give Mommy a kiss,”or “Would you like a cookie?”

2 Years Key Milestones

Motor: children can walk and run quite well. They also can often master balancing briefly on one foot and throwing a ball in an overhead manner. They can use the stairs themselves by taking one step at a time and by placing both feet on each step. They are also capable of turning pages of a book and stringing large beads.

Play: They are very interested in exploring their world. They like to play with small objects such as toy animals and can stack up to six or seven blocks. They like to play with and push large objects such as wagons and walkers. They also enjoy exploring the texture and form of materials such as sand, water, and clay. Adults’ daily activities such as cooking, carpentry, or cleaning are frequently imitated. They also enjoy looking at books and can name common pictures.

Adaptive: They begin to be capable of listening to and following directions. They can assist in dressing rather than merely cooperating. For example, they may at least try to button their clothes, although they are unlikely to be successful. They attempt washing their hands. A small glass can be held and used with one hand. They use spoons to feed themselves fairly well. They have usually attained daytime bowel and bladder control with only occasional accidents. Nighttime control is improving but still not complete.

Social: These children play alongside each other,

but not with each other in a cooperative fashion.

They are becoming more and more aware of the

feelings and reactions of adults. They begin to seek

adult approval for correct behavior. They also begin

to show their emotions in the forms of affection,

guilt, or pity. They tend to have mastered the con-

cept of saying no, and use it frequently.

Language: They can usually put two or three words together to express an idea. For instance, they might say, “Daddy gone,” or “Want milk.” Their vocabulary usually includes more than 50 words. Over the next few months, new vocabulary will steadily increase into hundreds of words. They can identify common facial features such as eyes, ears, and nose. Simple directions and requests are usually understood. Although they cannot yet carry on conversations with other people, they frequently talk to themselves or to their toys. It’s common to hear them ask, “What’s this?” in their eagerness to learn the names of things. They also like to listen to simple stories, especially those with which they are very familiar

3 Years Key Milestones

Motor: children can walk well and also

run at a steady gait. They can stop quickly and turn corners without falling. They can go up and down stairs using alternating feet. They can begin to ride a tricycle. They participate in a lot of physically active activities such as swinging, climbing, and sliding.

Play: children begin to develop their imagination. They use books creatively such as making them into fences or streets. They like to push toys such as trains or cars in make-believe activities. When given the opportunity and interesting toys and materials, they can initiate their own play activities. They also like to imitate the activities of others, especially those of adults. They can cut with scissors and can make some controlled markings with crayons.

Adaptive: They can actively help in dressing. They can put on simple items of clothing such as pants or a sweater, although their clothes may be on backward or inside out. They begin to try buttoning and unbuttoning their own clothes. They eat well by using a spoon and have little spilling. They also begin to use a fork. They can get their own glass of water from a faucet and pour liquid from a small pitcher. They can wash their hands and face by themselves with minor help. Children can use the toilet by themselves, although they frequently ask someone to go with them. They need only minor help with wiping. Accidents are rare, usually happening only occasionally at night.

Social: They tend to pay close attention to the adults around them and are eager to please. They attempt to follow directions and are responsive to approval or disapproval. They also can be reasoned with at this age. Children begin to develop their capacity to relate to and communicate with others. They show an interest in the family and in family activities. Their play is still focused on the parallel level where their interest is concentrated primarily on their own activities. However, they are beginning to notice what other children are doing. Some cooperation is initiated in the form of taking turns or verbally settling arguments.

Language: They can use sentences that are longer and more complex. Plurals, personal pronouns such as I, and prepositions such as above or on are used appropriately. Children are able to express their feelings and ideas fairly well. They are capable of relating a story. They listen fairly well and are very interested in longer, more complicated stories than they were at an earlier age. They also have mastered a substantial amount of information including their last name, their gender, and a few rhymes.

4 Years Key Milestones

Motor: They tend to be very active physically. They enjoy running, skipping, jumping, and performing stunts. They are capable of racing up and down stairs. Their balance is very good, and they can carry a glass of liquid without spilling it.

Play: Children have become increasingly creative and imaginative. They like to construct things out of clay, sand, or blocks. They enjoy using costumes and other pretend materials. They can play cooperatively with other children. They can draw simple figures, although they are frequently inaccurate and without much detail. They can also cut or trace along a line fairly accurately.

Adaptive: They tend to be very assertive. They usually can dress themselves. They’ve mastered the use of buttons and zippers. They can put on and lace their own shoes, although they cannot yet tie them. They can wash their hands without supervision. Children demand less attention while eating with their family. They can serve themselves food and eat by themselves using both spoon and fork. They can even assist in setting the table. Four-year-olds can use the bathroom by themselves, although they still alert adults of this and sometimes need assistance in wiping. They usually can sleep through the night without having any accidents.

Social: They are less docile than 3-year-olds. They are less likely to conform, in addition to being less responsive to the pleasure or displeasure of adults. They are in the process of separating from their parents and begin to prefer the company of other children over adults. They are often social and talkative. They are very interested in the world around them and frequently ask “what,” “why,” and “how” questions.

Language: The aggressiveness manifested by them also appears in their language. They frequently brag and boast about themselves. Name calling is common. Their vocabulary has experienced tremendous growth; however, they have a tendency to misuse words and some difficulty with proper grammar. They talk a lot and like to carry on long conversations with others. Their speech is usually very understandable with only a few remnants of earlier, more infantile speech remaining. Their growing imagination also affects their speech. They like to tell stories and frequently mix facts with make-believe.

5 Years Key Milestones

Motor: They are quieter and less active than 4-year-olds. Their activities tend to be more complicated and more directed toward achieving some goal. For example, they are more adept at climbing and at riding a tricycle. They can also use roller skates, jump rope, skip, and succeed at other such complex activities. Their ability to concentrate is also increased. The pictures they draw, although simple, are finally recognizable. Dominance of the left or right hand becomes well established.

Play: Games and play activities have become both more elaborate and competitive. Games include hide-and-seek, tag, and hopscotch. Team playing begins. They enjoy pretend games of a more elaborate nature. They like to build houses and forts with blocks and to participate in more dramatic play such as playing house or being a space invader. Singing songs, dancing, and playing DVDs are usually very enjoyable.

Adaptive: They can dress and undress themselves quite well. Assistance is necessary only for adjusting more complicated fasteners and tying shoes. These children can feed themselves and attend to their own toilet needs. They can even visit the neighborhood by themselves, needing help only in crossing streets.

Social: Children have usually learned to cooperate with others in activities and enjoy group activities. They acknowledge the rights of others and are better able to respond to adult supervision. They have become aware of rules and are interested in conforming to them. They also tend to enjoy family activities such as outings and trips.

Language: Language continues to develop and becomes more complex. Vocabulary continues to increase. Sentence structure becomes more complicated and more accurate. They are very interested in what words mean. They like to look at books and have people read to them. They have begun learning how to count and can recognize colors. Attempts at drawing numbers and letters are begun, although fine motor coordination is not yet well enough developed for great accuracy.

6 to 8 Years Key Milestones

Motor: Children are physically independent. They can run, jump, and balance well.They continue to participate in a variety of activities to help refine their coordination and motor skills. They often enjoy unusual and challenging activities, such as walking on fences, which help to develop such skills.

Play: These children participate in much active play such as kickball. They like activities such as gymnastics and enjoy trying to perform physical stunts. They also begin to develop intense interest in simple games such as marbles or tiddlywinks and collecting items. Playing with dolls is at its height. Acting out dramatizations becomes very important; these children love to pretend they are animals, horseback riders, or jet pilots.

Adaptive: Much more self-sufficient and independent, these children can dress themselves, go to bed alone, and get up by themselves during the night to go to the bathroom. They can begin to be trusted with an allowance. They are able to go to school or to friends’ homes alone. In general, they become increasingly more interested in and understanding of various social situations.

Social: In view of their increasing social skills, they consider playing skills within their peer group increasingly important. They become more and more adept at social skills. Their lives begin to focus around the school and activities with friends. They are becoming more sensitive to reactions of those around them, especially those of their parents. There is some tendency to react negatively when subjected to pressure or criticism. For instance, they may sulk.

Language: The use of language continues to become more refined and sophisticated. Good pronunciation and grammar are developed according to what they’ve been taught. They are learning how to put their feelings and thoughts into words to express themselves more clearly. They begin to understand more abstract words and forms of language. For example, they may begin to understand some puns and jokes. They also begin to develop reading, writing, and numerical skills.

9 to 11 Years Key Milestones

Motor: Children continue to refine and develop their coordination and motor skills. They experience a gradual, steady gain in body measurements and pro-portion. Manual dexterity, posture, strength, and balance improve. This period of late childhood is transitional to the major changes experienced during adolescence.

Play: This period frequently becomes the finale of the games and play of childhood. If it has not already occurred, boys and girls separate into their respective same-gender groups.

Adaptive: Children become more and more aware of themselves and the world around them. They experience a gradual change from identifying primarily with adults to formulating their own self-identity. They become more independent. This is a period of both physical and mental growth. These children push themselves into experiencing new things and new activities. They learn to focus on detail and accomplish increasingly difficult intellectual and academic tasks.

Social: The focus of attention shifts from a family orientation to a peer orientation. They continue developing social competence. Friends become very important.

Language: A tremendous increase in vocabulary occurs. These children become adept at the use of words. They can answer questions with more depth of insight. They understand more abstract concepts and use words more precisely. They are also better able to understand and examine verbal and mathematical relationships no more than close observation may be appropriate. In the event that the child continues to fall further behind, help can be sought and provided

Abortion

The termination of a pregnancy by removing an embryo or fetus from the uterus before it can survive on its own outside the womb.

Personality

The complex cluster of mental, emotional, and behavioral characteristics that distinguish a person as an individual.

Psychoanalytic/Psychodynamic Theories

Examine how unconscious mental forces interplay with thoughts, feelings, & actions

• Early Key Figures: Founding Father--Freud Neo-Freudians--Adler, Jung

Psychoanalytic/Psychodynamic Theories: Levels of Consciousness

• Conscious: thoughts or motives person is currently aware of or remembering

• Preconscious: thoughts, motives, or memories that can be voluntarily brought to mind

• Unconscious: thoughts, motives, or memories blocked from normal awareness

Psychoanalytic/Psychodynamic Theories:

Personality Structures

• Id: instinctual energy (pleasure principle)

• Ego: rational part of psyche (reality principle)

• Superego: the conscience (morality principle)

Psychosexual Stages of Development

Oral Stage: (birth-18 months) primary activities of a child are centered around feeding and the organs (mouth, lips, and tongue) associated with that function. Feeding is considered to be an important area of conflict, and a child’s attention is focused on receiving and taking. People fixated at this stage were thought to have severe personality disorders, such as schizophrenia or psychotic depression

Anal Stage: (18 months-3 yrs) child’s activities are mainly focused on giving and withholding, primarily connected with retaining and passing feces. Bowel training is an important area of conflict. People fixated at this stage may have such character traits as messiness, stubbornness, rebelliousness; or they may have a reaction formation and have such opposite traits as being meticulously clean and excessively punctual.

Phallic Stage: (3-6 yrs) child’s attention shifts to the genitals. Prominent activities are pleasurable sensations from genital stimulation, showing off one’s body, and looking at the bodies of others. Also, a child’s personality becomes more complex during this stage. Although self-centered, the child wants to love and be loved and seeks to be admired. Character traits that are apt to develop from fixation at this stage are pride, promiscuity, and self-hatred.

• During this stage, boys experience the Oedipus complex—they feel attracted to their mother and see their father as a rival, which causes fear of punishment (castration anxiety). They resolve this by pushing down their feelings and identifying with their father. Girls go through the Electra complex, feeling drawn to their father and angry at their mother. They feel inferior for not having a penis (penis envy) and blame their mother, but Freud did not clearly explain how this is resolved.

Latency Stage: (6 yrs-puberty) usually begins at the time when the Oedipus/Electra complexes are resolved and ends with puberty. The sexual instinct is relatively unaroused during this stage. The child can now be socialized and become involved in the education process and in learning skills

Genital Stage: (puberty-adulthood) It involves mature sexuality. The person reaching this stage is fully able to love and to work. Again, we see Freud’s emphasis on the work ethic, the idea that hard work is a very important part of life, in addition to being necessary to attaining one’s life goals. This ethic was highly valued in Freud’s time. Freud theorized that personality development was largely completed by the end of puberty, with few changes thereafter.

Common Defense Mechanisms Postulated

by Psychoanalytic Theory

• Compensation

• Repression

• Sublimation

• Denial

• Identification

• Regression

• Projection

• Rationalization

Compensation

struggling to make up for feelings of inferiority or areas of weakness.

• For Ex: Or a man who was a weakling as a child might work to become a bodybuilder as an adult to compensate for his former weakness.

Repression

mechanism through which unacceptable desires, feelings, memories, and thoughts are excluded from consciousness by being sent down deep into the unconscious.

• For Ex: you might repress an unpleasant incident, such as a fight with your best friend, by blocking it from your conscious memory

Sublimation

mechanism whereby consciously unacceptable instinctual demands are channeled into acceptable forms for gratification.

• For Ex: aggression can be converted into athletic activity.

Denial

mechanism through which a person escapes psychic pain associated with reality by unconsciously rejecting reality.

• For Ex: a mother may persistently deny that her child has died.

Identification

mechanism through which a person takes on the attitudes, behavior, or personal attributes of another person whom he or she had idealized (parent, relative, popular hero, etc.).

Reaction formation: blocking out “threatening impulses or feelings” by acting out an “opposite behavior”

• For Ex: a mother who resents her children might emphasize how much she loves them and could never live without them

Regression

mechanism that involves a person falling back to an earlier phase of development in which he or she felt secure.

• For Ex: some adults when ill, will act more childish and demanding, with the unconscious goal of having others around them give them more care and attention.

Projection

mechanism through which a person unconsciously attributes his or her own unacceptable ideas or impulses to another.

• For Ex: a person who has an urge to hurt others may feel that others are trying to hurt him.

Rationalization

mechanism by which an individual, faced with frustration or with criticism of their actions, finds justification for them by disguising from him- or herself (as he or she hopes to disguise from others) their true motivations. Often, this is accomplished by a series of excuses that are believed by the person.

• For Ex: a student who fails an exam may blame it on poor teaching or having long work hours, rather than consciously acknowledging the real reason, that she had “partied hardy” the night before.

Incongruence

a discrepancy between a person’s ideal self and real self, or self-concept and experience

Aka: when a persons ideal self is NOT consistent with what happens in their life

• resulting in tension, anxiety, and internal confusion.

Congruence

when a person’s ideal self is consistent to their actual experiences

Piaget Theory

All people learn how to think in the same way. As people develop they all go through various stages of how they think.

• In infancy and early childhood, thinking is very basic and concrete.

• As children grow, thinking progresses and becomes more complex and abstract.

• Each stage of cognitive development is characterized by certain principles or ways in which an individual thinks

Piaget’s Theory of Cognitive Development Stages

*add to flashcards*

Schemas

These ways of thinking about and organizing ideas and concepts depending on one’s level of cognitive development.

AKA: cognitive structures that we use to make sense of the world

Equilibrium

a state of mental balance

Adaptation

the capacity to adjust to surrounding environmental conditions. It involves the process of changing in order to fit in and survive in the surrounding environment.

• Piaget would say that it is composed of two processes: assimilation and accommodation

Assimilation

taking in of new information and the resulting integration into the schema or structure of thought. In other words, when a person is exposed to a new situation, event, or piece of information, not only is the information received and thought about at a conscious level, but it is also integrated into a way of thinking.

• The information is stored in such a way that it can be used later in problem-solving situations.

Accommodation

process by which children change their perceptions and actions in order to think using higher, more abstract levels of cognition.

• Children take new information and eventually accommodate it. That is, they build on the schema they already have and use new more complex ways of thinking.

Vygotsky’s Theory

human development is a social journey. children learn and grow best through guideace and interaction with others. learning happens through collaboration, not isolation.

Person-Centered/Humanistic Theory

Originated with Carl Rogers

• Core tendency of humans to

develop innate potential

• Client is active agent of change in

counseling relationship

• When given the freedom to explore

individuals will successfully re-direct

their own lives

Unconditional Positive Regard

• the need to be valued by others

• Positive feelings regardless of behavior

Empathy

• Listening

• Sharing

• Understanding

• Mirroring feelings

• Reflective meaning