ASWB 1 (Okay pass)

Trust vs. Mistrust (Erikson)

Birth-1 year: Learning to trust based in consistency of the caregiver.
Successful: Gain confidence and security, even in times of threat or stress
Unsuccessful: Develop fear, anxiety, and insecurities of the world around them

Autonomy vs. Shame and Doubt (Erikson)

1-3 years: Working to establish independence
Success: Become confident and secure in their abilities
Unsuccessful: Feel inadequacy, shame, and develop low self-esteem

Initiative vs. Guilt (Erikson)

3-6 years: Plan activities, make up games, initiate activities with others
Successful: Develop initiative, feel secure in their abilities to lead others and in decision making
Unsuccessful: Develop a sense of guilt, as if they are a nuisance

Industry vs. Inferiority (Erikson)

6-12 years: Initiate projects and complete them, feel proud of their accomplishments
Successful: Feel confident in their abilities to achieve their goals
Unsuccessful: Feelings of inferiority, doubtful of their abilities, and fail to reach their potential

Identity vs. Role Confusion (Erikson)

12-18 years: Explore possibilties and begin to form an identity. "Who am I?" "What do I want to do with my life?"
Successful: Develop a strong sense of identity and remain true to their belief and values
Unsuccessful: Sense of confusion about themselves and their role in life "I don't know what I want to be when I grow up"

Intimacy vs. Isolation (Erikson)

20s-early 40s: Share oneself with others and explore intimate relationships
Successful: Comfortable relationships and a sense of commitment, safety, and care
Unsuccessful: Avoiding intimacy and fearing commitment. Isolation, loneliness, and depression

Generatively vs. Stagnation (Erikson)

40s-Mid 60s: Establish careers, settle down, begin families; develop sense of begin part of bigger picture
Successful: Give back to society through raising children and being productive in their work and communities
Unsuccessful: Becomes stagnant and feels unproductive

Ego Integrity vs. Despair (Erikson)

Mid 60s-Death: Contemplate life accomplishments.
Successful: Satisfaction of the development of their life leads to the development of integrity
Unsuccessful: No satisfaction leads to feeling unproductive, and the development of depression, despair, and hopelessness

Domains of Development (3 of them)

Cognitive: Mental skills (knowledge)
Affective: Growth in feelings or emotional areas (attitude or self)
Psychomotor: Manual or physical skills (skills)

Sensorimotor (Piaget)

Birth-2 years: Primitive logic in manipulating objects; begins intentional actions; play is imitative; *object permanence*; schemas (mental representations) of objects

Preoperational (Piaget)

2-7 years: Symbolic thinking; magical thinking; thinking is concrete/irreversible; *egocentric* (can't see the viewpoints of others); imaginary friends

Concrete Operations (Piaget)

7-11 years: Beginning of logical thought; understands cause and effect relationships; thinking is reversibly' develop rules of logic; *logical thinking

Formal Operations (Piaget)

11-Maturity: *Abstract thinking*, hypothetical thinking; assume adult roles/responsibilities

Preconventional (Kohlberg)

Elementary school level- before age 9
Stage 1: Obedience/punishment: Child obeys authority out of fear of punishment
Stage 2: Self-interest: Child acts acceptably as it is in their best interest, conforms to rules to receive rewards

Conventional (Kohlberg)

Early adolescence- school age
Stage 3: "Good boy/ Good girl": Acts to gain the approval from others
Stage 4: Authority and social order: Obeys laws/fulfills obligations to maintain social systems
*Follows stereotypic terms of morality*

Postconventional (Kohlberg)

Teens/Adults
Stage 5: Social contract- genuine interest in the welfare of others; concerned with individuals being morally right
Stage 6: Concern for larger issues of morality
*This level is not reached by most adults*

Behaviorist (Learning Theories)

Pavlov and Skinner
Learning is viewed through change in behavior and the stimuli in the external environment in order to bring about desired change

Cognitive (Learning Theories)

Piaget
Learning is viewed through internal mental processes (insight, information processing, memory, and perception) and the locus of learning is internal cognitive structures.

Humanistic (Learning Theories)

Maslow
Learning is viewed as a persons' activities aimed at reaching his or her full potential, and the locus of learning is in meeting cognitive and other needs.

Social/Situational

Bandura
Learning is obtained between people and their environment and their interactions and observations in social contexts

Classical Conditioning (Pavlov)

Unconditioned Stimulus \= Unconditioned Response
Unconditioned Stimulus + Conditioned Stimulus \= Unconditioned Response
Conditioned Stimulus \= Conditioned Response

Operant Conditioning (Skinner)

Antecedent \= Response/Behavior \= Consequence
Reinforcement (positive and negative)
Punishment (positive and negative)

Aversion Therapy

Any treatment aimed at reducing the attractiveness of a stimulus/behavior by pairing it with an aversive stimulus

Biofeedback

Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension (often used for ADHD and anxiety disorders)

Extinction

Withholding a reinforcer that normally follows a behavior; behavior that fails to produce reinforcement will eventually cease

Flooding

Treatment procedure in which client's anxiety is extinguished by prolonged real or imagined exposure to high-intensity feared stimuli

In Vivo Desensitization

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

Rational Emotive Therapy

A cognitively oriented therapy in which Social Workers seek to change a client's irrational beliefs by argument, persuasion, and rational reevaluations and by teaching clients to counter self-defeating thinking with new, non-distressing self-statements

Shaping

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

Systematic Desensitization

Anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response

Time Out

Removal of something desirable (negative punishment)

Token Economy

Client receives tokens as reinforcement for performing specified behaviors

Ethnicity

Shared cultural characteristics (language, religion, culture, place of origin)

Race

Physical characters (skin color)

Cultural Identity

The identity if a group or culture of an individual who is influenced by their self-identification with that group or culture

Three Stage Model for Adolescent Cultural and Ethnic Identity Development

Unexamined identity (no awareness or real curiosity)
Search for cultural, racial, and ethnic identity
Achievement of identity

Classic Model of Cultural, Racial, and Ethnic Identity Development

Pre-encounter
Encounter
Immersion-Emersion
Internalization and Commitment

Pre-Encounter

Not consciously aware of culture/race/ethnicity and how it affects life

Encounter

Has an encounter that provokes thought about the role of cultural, racial, and ethnic identification (this can be both positive or negative)

Immersion-Emersion

After encounter forces a client to confront identity, a period of exploration follows; search for info and learn through interaction with others from same groups

Internalization and Commitment

Client has developed a secure sense of identity and is comfortable socializing both within and outside of their group

Maslow's Hierarchy of Needs (bottom to top)

(Phyllis Safely Socializes Each Sunday)
P- Physical needs: Food, water, shelter, sleep
S- Safety needs: Protection from elements and danger
S- Social needs: Love and belonging, friendship, intimacy, affection
E- Esteem needs: Self-respect and respect from others
S- Self Actualization: realizing personal potential

Biological (Personality Theories)

*Genetics* are responsible for personality

Behavioral (Personality Theories)

Personality is a result of interaction between the *individual and their environment*

Psychodynamic (Personality Theories)

Influence of *unconscious and childhood* experiences

Humanist (Personality Theories)

Importance of *free will and individual experience*; *self actualization*: innate need for personal growth that motivates behavior

Trait (Personality Theories)

Personality is made up of a number of broad *traits*

Self-Esteem in Childhood

High self-esteem in young children; as they develop cognitively, they get a more accurate self-evaluation based on social comparison and external feedback

Self-Esteem in Adolescence

Continues to decline (body image, puberty, etc.)

Self-Esteem in Adulthood

Increases gradually through adulthood; peaks in late 60s

Self-Esteem in Older Adulthood

Declines; begins to drop around 70

Authoritative (Parenting Styles)

Strict and warm

Authoritarian (Parenting Styles)

Strict and cold

Permissive (Parenting Styles)

Undemanding and supportive

Uninvolved (Parenting Styles)

Undemanding and unsupportive

Family Life Cycle (1 to 8)

1. Family origin experience
2. Leaving home
3. Pre-marriage stage
4. Childless couple stage
5. Family with young children
6. Family with adolescents
7. Launching children
8. Later family life

Romance (Couples Development)

Individuals are introduced and learn that they have common interests/attraction; conversations and dates; passion, nurturing, and selfless attention. *Focus is on attachment; symbiotic/mutualistic relationship*: put needs of others before your own; differences are minimized

Power Struggle (Couples Development)

Begin to notice differences that were once overlooked; *Focus on differences rather than similarities*; may need time apart; must learn to share power, forfeit fantasies of complete harmony, and accept partner without changing them

Stability (Couples Development)

Redirection of personal attraction, time and activities away from partners and towards oneself; *autonomy and individuality*
Practicing- Partners learn to live independent lives while still identifying/ seeing the value of being part of an intimate relationship
Rapprochement- Reestablishing of intimacy

Commitment (Couples Development)

Able to embrace reality that both partners are human/ have shortcomings; partners acknowledge that they want to be with each other and that the *good outweighs the bad; ideal time for marriage*

Co-Creation (Couples Development)

*Consistency; mutual growth*; often work on projects togethers (business, families, etc.)

Adolescence (Early, Middle, and Late)

Early: Thoughts are mostly limited to present rather than future; deeper moral thinking; moodiness; increased desire for privacy and independence; tendency to return to childish behavior when stressed
Middle: Increased capacity for setting goals and thinking about the meaning of life; continued adjustment to changing bodies and worrying about being "normal"; continued drive for independence
Late: Increased concern for future; ability to delay gratification; development of serious relationships; increased focus on cultural and ethnic identity

Compensation (Defense Mechanisms)

Enables one to make up for real or fancied deficiencies (i.e. short man assumes a cocky, overbearing demeanor)

Conversion (Defense Mechanisms)

Repressed urge is expressed disguised as a disturbance of body function

Decompensation (Defense Mechanisms)

Deterioration of existing defenses

Devaluation (Defense Mechanisms)

Often with BPD; person attributes exaggerated negative qualities to self or another

Intellectualization (Defense Mechanisms)

Person avoids uncomfortable emotions by focusing on facts and logic; emotional aspects completely ignored being irrelevant

Reaction Formation (Defense Mechanisms)

Person adopts affect, ideas, attitudes, or behaviors that are opposites of those they harbor

Sublimation (Defense Mechanisms)

Potentially maladaptive feelings or behaviors are diverted into socially acceptable, adaptive channels (i.e. person with angry feelings channels them through exercise)

Substitution (Defense Mechanisms)

Unattainable or unacceptable goal, emotion, or object is replaced by one more attainable/acceptable

Undoing (Defense Mechanisms)

Person uses words or actions to symbolically reverse or negate unacceptable thoughts, feelings, or actions (i.e. person compulsively washing hands to deal with obsessive thoughts

Stages of Treatment for Substance Abuse (3)

1. Stabilization
2. Rehabilitation/Habilitation
3. Maintenance

Systems Theory

Views human behavior through larger contexts, such as family members, communities, and the broader society- when one thing changes, the whole system is affected
Micro, mezzo, and macro
Person-in-environment

Closed System (Systems Theory)

Uses up it's energy and dies

Open System (Systems Theory)

System with cross-boundary exchange

Differentiation (Systems Theory)

Becoming specialized in structure and function

Entropy (Systems Theory)

Closed, disorganized, stagnant; uses up available energy

Negative Entropy (Systems Theory)

Exchange of energy and resources between systems that promote growth and transfer

Equifinality (Systems Theory)

Arriving at the same end from different beginnings
In family systems theory, refers to the ability of the family system to accomplish the same goals through different routes

Input (Systems Theory)

Obtaining resources from the environment that are necessary to attain the goals of the system

Output

A product of the system that exports to the environment

Throughout (Systems Theory)

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

Subsystem (Systems Theory)

A major component of a system made up of 2 or more interdependent components that interact in order to attain their own purposes

Suprasystem (Systems Theory)

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

Role Theory

Clients have multiple roles in their lives and each role carries its own expectations about appropriate behavior
Examines how these roles influence a wide array of psychological outcomes, including, behavior, attitudes, and social interaction

Role Ambiguity (Role Theory)

Lack of clarity of role

Role Complementarity (Role Theory)

The role is carried out in an unexpected way

Role Discomplementarity (Role Theory)

The role expectations of others differ from one's own

Role Reversal (Role Theory)

When two or more individuals switch roles

Role Conflict (Role Theory)

Incompatible or conflicting expectations

Stages of Group Development (5 of them)

1. Preaffiliation
2. Power and Control
3. Intimacy
4. Differentiation
5. Separation/Termination

Preaffiliation (Group Development)

Development of trust
*Forming*

Power and Control (Group Development)

Struggles for individual autonomy and group identification
*Storming*

Intimacy (Group Development)

Utilizing self in service of the group
*Norming*

Differentiation (Group Development)

Acceptance of each other as distinct individuals
*Performing*

Separation/Termination

Independence
*Adjourning*

Groupthink

When a group makes faulty decisions because of group pressures; group affected by groupthink tend to ignore alternatives and tend to take irrational actions that dehumanize other groups

Vulnerabilities to Groupthink

Members are similar in background
The group is insulated from outside opinions
There are no clear rules for decision making

Causes of Groupthink

Illusion of invulnerability
Collective rationalization
Belief in inherent morality
Stereotyped views of those "on the out"
Direct pressure on dissenters
Self-censorship
Illusion of unanimity
Self-appointed "mind guards"

Person in Environment Theory (PIE)

Highlights the importance of understanding individual behavior in light of the environmental contexts in which a client lives and acts
Client-centered, not agency-centered
Examines social role functioning, the environment, mental health, and physical health