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ASWB LMSW EXAM (Full) QUESTIONS WITH
CORRECT ANSWERS
Erik Erikson - ANSWER known for his 8-stage theory of psychosocial development focusing on resolving successive identity crises Basic Trust Vs Mistrust (Erikson) - ANSWER infants learn trust and develop a sense of safety through the consistency of the caregiver meeting their needs (birth to one year) Autonomy Vs Shame & Doubt (Erikson) - ANSWER toddlers learn to do things for themselves through encouragement and support (1-3 years) Initiative Vs Guilt (Erikson) - ANSWER preschoolers learn to initiate tasks and carry out plans or they feel guilty about their efforts at independence (3-6 years) Industry Vs Inferiority (Erikson) - ANSWER school-age children learn the pleasure of applying oneself to a task, or they feel inferior (6-12 years) Identity Vs Role Confusion (Erikson) - ANSWER teenagers develop a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are (12-20 years) Intimacy Vs Isolation (Erikson) - ANSWER young adults work on forming and maintaining intimate relationships or they feel socially isolated (20-25 years) Generativity Vs Stagnation (Erikson) - ANSWER middle-aged adults discover a sense of contributing through family or work, or they may feel a lack of purpose (25-65 years) Ego Integrity Vs Despair (Erikson) - ANSWER older adults reflect on satisfaction with their lives or feel a sense of failure (65 years to death) Social Development - Micro - ANSWER learning how to behave and interact well with others; learning how to manage feelings in a way that is productive rather than counterproductive Social Development - Macro - ANSWER learning how people interact in groups and society (family, community), especially in regards to social norms, institutional change, and inclusion
Emotional Development - ANSWER learning self-awareness, self-regulation, social skills, cooperation, attention, transitioning from one activity to another, self-confidence, forming and maintaining relationships Six Levels of Cognition - ANSWER knowledge, comprehension, application, analysis, synthesis, evaluation (KCAASE) Knowledge - ANSWER rote memorization, recognition, recall of facts (1st level of cognition) Comprehension - ANSWER understanding what facts mean (2nd level of cognition) Application - ANSWER correct use of facts, rules, or ideas (3rd level of cognition) Analysis - ANSWER breaking information down into its component parts (4th level of cognition) Synthesis - ANSWER combination of facts, ideas, or information to make a new whole (5th level of cognition) Evaluation - ANSWER judging or forming an opinion about the information or situation (6th level of cognition) Jean Piaget - ANSWER known for his 4-stage theory of cognitive development in children Sensorimotor Stage (Piaget) - ANSWER infants and young toddlers explore using the senses and learn object permanence (birth to 2 years) Preoperational Stage (Piaget) - ANSWER young children engage in symbolic thinking (pretend play and imaginary friends) and concrete, egocentric thinking (2-7 years) Concrete Operations Stage (Piaget) - ANSWER school-age children engage in logical thinking, understanding rules and cause-effect relationships (7-11 years) Formal Operations Stage (Piaget) - ANSWER by puberty, people are able to engage in abstract hypothetical thinking, plan for the future, and test hypotheses (11 years through adulthood) Lawrence Kohlberg - ANSWER known for his theory of stages of moral development
Best known applications of behavior modification - ANSWER sexual dysfunction, phobic disorders, compulsive behaviors (overeating, smoking), and training for people with intellectual disabilities or Autism Spectrum Disorder Behavioral theories suggest that personality is a result of... - ANSWER interaction between the individual and the environment Behavioral theories focus on... - ANSWER observable and measurable behaviors rather than internal thoughts and feelings advantages of client self-monitoring (Behaviorism) - ANSWER inexpensive, practical, therapeutic disadvantages of client self-monitoring (Behaviorism) - ANSWER clients collecting inadequate/inaccurate information or resisting to collect any at all Positive Reinforcement (Operant Technique) - ANSWER increases probability that behavior will occur: praise, giving tokens, or otherwise rewarding positive behavior Negative Reinforcement (Operant Technique) - ANSWER behavior increases because a negative/aversive stimulus is removed (i.e., remove shock) Positive Punishment (Operant Technique) - ANSWER presentation of undesirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., spanking) Negative Punishment (Operant Technique) - ANSWER removal of a desirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., time out) Aversion Therapy - ANSWER behavioral treatment aimed at reducing the attractiveness of a stimulus or behavior by pairing it with an aversive stimulus (i.e., treating alcoholism with Antabuse) Biofeedback - ANSWER behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscle tension; often used for ADHD and Anxiety Disorders Extinction - ANSWER withholding a reinforcer that normally follows a behavior; behavior that fails to produce reinforcement will eventually cease Flooding - ANSWER 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 - ANSWER pairing and movement through a hierarchy of anxiety, from least to most anxiety provoking situations; takes place in "real" settings Modeling (Behaviorism) - ANSWER method of instruction that involves an individual (the model) demonstrating a behavior to be acquired by a client Rational Emotive Therapy (RET) - ANSWER a cognitively-oriented therapy which seeks to change a client's irrational beliefs by argument, persuasion, and rational reevaluation and by teaching them to counter self-defeating thinking with new, nondistressing self-statements Shaping (Behaviorism) - ANSWER method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior Systematic Desensitization - ANSWER pairs anxiety-producing stimulus with a relaxation-producing response (compliment, gift), since an anxiety-inhibiting response cannot occur at the same time as the anxiety response Token Economy - ANSWER a client receives tokens as reinforcement for performing specified behaviors; these function as currency and can be exchanged for goods, services, or privileges Sexuality in infants and toddlers - ANSWER babies are sexual in utero (males can have erections in the uterus) and will rub their genitals before they can walk because it is pleasurable; children can experience orgasm; by age 2, most children understand anatomical sex differences Sexuality in children (age 3-7) - ANSWER preschool children are very curious about bodies and enjoy physical contact; imitating adult behavior (holding hands, kissing, playing house); sex play is normal at this age (looking at genitals, playing doctor) Sexuality in preadolescence (age 8-12) - ANSWER puberty begins and children become more modest and self-conscious about their bodies; masturbation increases but the idea of sexual intercourse remains unpleasant for most; same- gender sexual experiences are normal and not necessarily indicative of sexual orientation; group dating is common; may have experiences of "making out", heavy petting, and oral sex Sexuality in adolescence (age 13-19) - ANSWER increased interest in romantic and sexual relationships, including intercourse; most adolescents explore relationships, fall in and out of love, and have sex before the age of 20 Adult sexuality - ANSWER women experience menopause around age 50; sex may become uncomfortable due to physical changes in the vagina (these can be
Medical vs. Social Model of Disability - ANSWER medical model - disability is abnormal and a problem that should be solved social model - disability is a normal part of the human experience which social institutions and norms should accommodate Maslow's Hierarchy of Needs - ANSWER physiological, safety, social (love and belonging), esteem, self-actualization Physiological Needs (Maslow) - ANSWER food, water, air, body temperature regulation, sleep, elimination, health Safety Needs (Maslow) - ANSWER safety, security, stability, predictability Social Needs (Maslow) - ANSWER affection, belonging, acceptance, love, intimacy, companionship, and friendship Esteem Needs (Maslow) - ANSWER achievement, competence, efficacy, worth, freedom, independence, recognition, and respect Self-Actualization Needs (Maslow) - ANSWER personal growth, creativity, contribution, meaning, meeting one's full potential Deficiency Needs (Maslow) - ANSWER also known as deficiency needs or D- needs; arise due to lack; satisfying these basic needs helps to avoid unpleasant feelings or consequence Growth Needs (Maslow) - ANSWER also known as being needs or B-needs; self actualization; fall highest level on pyramid; come from place of growth rather than lack Attachment Theory (John Bowlby) - ANSWER posits that children are biologically predisposed to develop attachments to caregivers as a means of increasing the chances of their own survival Secure Attachment - ANSWER when caregivers respond quickly and effectively to a child's needs, the child learns to self-soothe by relying on caregiver; as adults, these people are comfortable in relationships and seek support when they need it Ambivalent (Anxious/Preoccupied) Attachment - ANSWER when caregivers provide inconsistent care, some children cry and are difficult to console; as adults, these people are insecure and need reassurance Avoidant Attachment - ANSWER when caregivers provide inconsistent care, some children learn that it is pointless to cry; as adults, these people are emotionally cut off and overly independent
Disorganized Attachment - ANSWER when caregivers are abusive or neglectful, the child is overwhelmed by constantly changing emotions and unmet needs; as adults, these people may have personality disorders where they both crave intimacy and reject it Biological Theory of Personality - ANSWER suggests that genetics are responsible for personality based on heritability research Behavioral Theories of Personality - ANSWER suggests that personality is a result of interaction between the individual and their environment (measurable, observable interaction) Psychodynamic Theory of Personality - ANSWER emphasize the importance of the unconscious mind and early childhood experiences Humanist Theories of Personality - ANSWER emphasize the importance of free will and individual experience, as well as self-actualization Trait Theories of Personality - ANSWER posits that personality are made up of a collection of broad, relatively stable behavioral predispositions Conflict Theories - ANSWER social theories derived from Karl Marx positing that society is fragmented into groups that compete for social and economic resources According to conflict theory, social order is maintained by... - ANSWER consensus among those with the greatest political, economic, and social resources According to conflict theory, inequality exists because... - ANSWER those in control of a disproportionate share of society's resources actively defend their advantages Conflict theorists generally... - ANSWER challenge the status quo, encourage social change, and believe rich and powerful people force social order on the poor and weak; they also tend to pay great attention to class, race, gender, etc. self-image - ANSWER a person's mental picture of him or herself (physical, personal, beliefs, etc.) self-esteem - ANSWER the extent to which a person accepts or approves of his or her self-image Self-esteem through the lifespan - ANSWER Childhood - starts high and gradually declines
Family of Origin - ANSWER first stage in the family life cycle - maintaining relationships with parents, siblings, and peers; completing education, and developing the foundations of a family life Leaving Home (Family Life Cycle) - ANSWER differentiation, developing intimate peer relationships, work, developing work identity, and financial independence Premarriage Stage (Family Life Cycle) - ANSWER selecting partners, developing a relationship, establishing a home with someone Childless Couple Stage (Family Life Cycle) - ANSWER learning to live together practically and emotionally, adjusting family and peer relationships to include one's partner Family with Young Children (Family Life Cycle) - ANSWER realigning family system to make space for children, developing parenting roles, including family such as grandparents, helping children develop peer relationships Family with Adolescents (Family Life Cycle) - ANSWER adjusting relationships to allow adolescents more autonomy, parents focus on career issues, may begin caring for aging parents Launching Children (Family Life Cycle) - ANSWER resolving midlife issues, negotiating adult-to-adult relationships with children, readjusting to living as a couple, adjusting to include in-laws and grandchildren, dealing with disability and death of family members Later Family Life (Family Life Cycle) - ANSWER coping with physical decline, adjusting to children taking on a more central family role, needing one's wisdom and experience valued, loss of spouse and siblings, life review and preparing for own death Healthy family functioning is characterized by... - ANSWER -treating each family member as an individual -having regular routines and structure -being connected to extended family, friends, and the community -having realistic expectations -spending quality time (conflict-free fun and leisure) -ensuring members meet own needs and not just family needs -helping one another through example and direct assistance Stage 1: Romance (Couples Development) - ANSWER -common interests and attraction -conversation, learning about one another -focus is on creating the attachment bond -differences are minimized and few demands are made
-symbiotic and mutualistic, put others' needs first -marriage usually occurs in this stage, leading to high divorce rates or stable- but-unhappy relationships Stage 2: Power Struggle (Couples Development) - ANSWER -realization of differences -managing conflict, which threatens intimacy -loss of romance resulting from self-expression -differentiation occurs, see the self as distinct -must acknowledge differences, share power, give up fantasies of perfect harmony, and accept partner Stage 3: Stability (Couples Development) - ANSWER -redirection of attention and time to the self -autonomy and individuality -disagreements can occur with win-win results -live independently while valuing relationship Stage 4: Commitment (Couples Development) - ANSWER -marriage is ideal in this stage -embrace the reality that both partners are human and have shortcomings (but good outweighs bad) -partners need to and want to work with each other Stage 5: Co-Creation (Couples Development) - ANSWER -foundation of the relationship is no longer meeting personal needs, but appreciation and love for other -characterized by support and deep, mutual respect -the couple unit is able to make contributions beyond the relationship itself acting out - ANSWER a defense mechanism wherein emotional conflict is dealt with through impulsive action compensation - ANSWER a defense mechanism wherein one tries to make up for a real or imagined deficiency conversion - ANSWER a defense mechanism wherein a psychological conflict (stress or trauma) manifests physically, typically as blindness or paralysis denial - ANSWER a primitive defense mechanism in which the ego simply refuses to acknowledge anxiety-producing realities devaluation - ANSWER a defense mechanism where one attributes exaggerated negative qualities to self or other (often seen in borderline individuals)
projective identification - ANSWER a defense mechanism whereby unwanted aspects of the self are attributed to another person and that person is induced to behave in accordance with these projected attributed rationalization - ANSWER defense mechanism where one gives acceptable reasons and justification for irrational, unacceptable behavior reaction formation - ANSWER defense mechanism where a person adopts affects, ideas, attitudes, or behaviors that are the opposite of ones that are consciously or unconsciously harbored regression - ANSWER defense mechanism of partial or symbolic return to infantile patterns repression - ANSWER defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness splitting - ANSWER defense mechanism that involves experiencing the self or others as all good or all bad; commonly seen in borderline personality disorder sublimation - ANSWER a defense mechanism in which unacceptable energies are directed into socially admirable outlets substitution - ANSWER a defense mechanism where something unacceptable or unattainable is replaced by something more acceptable or attainable symbolization - ANSWER a defense mechanism wherein a mental representation stands for something else (dreams, obsessions, compulsions, reaction formation) turning against self - ANSWER defense mechanism to deflect hostile aggression or other unacceptable impulses from another to self (anger at another is turned to self and becomes depression) undoing - ANSWER defense mechanism in which one uses words or actions to negate something unacceptable (hand-washing to deal with obsessive thoughts) Family theory of addiction - ANSWER -parents, siblings, or spouse use substances so this is "normal" in the family ecosystem -family dysfunction promotes substance use as a coping tool (inconsistent discipline, lack of routine or affection) -family trauma (death, divorce) Social theory of addiction - ANSWER -peers use drugs or alcohol -social or cultural norms condone use of substances -positive or enjoyable effects are expected
-drugs and alcohol are available and accessible Psychiatric theory of addiction - ANSWER -depression, anxiety, low self-esteem, low stress tolerance, or other disorders -feelings of desperation and loss of control over one's life Behavioral theory of addiction - ANSWER -use of other substances (gateway drugs) -aggressive or rebellious behavior in childhood -impulsivity and risk-taking -academic and behavioral problems -poor interpersonal relationships Biopsychosocial model of addiction - ANSWER addiction is caused by multiple factors operating in complex interaction: genetic predisposition, brain chemistry, emotional and psychological problems, and social and environmental influences Medical model of addiction - ANSWER addiction is a chronic, progressive, relapsing, and potentially fatal disease caused by genetic predisposition, brain reward mechanisms, and altered brain chemistry from habitual use Self-medication model of addiction - ANSWER substances relieve symptoms of a psychiatric disorder and continued use is reinforced by relief of symptoms Family & environmental model of addiction - ANSWER behaviors that contribute to addiction are shaped by family and peers, personality, history of abuse, and lack of support schools and in the community Social model of addiction - ANSWER substance use is learned and reinforced from others who serve as role models; a potential substance user shares the same values and activities as those who use substances; social, economic, and political factors such as racism and poverty contribute to the cause 3 Goals of Addiction Treatment - ANSWER 1 - Reduction or abstinence from substances 2 - Maximizing life functioning 3 - Preventing or reducing the frequency & severity of relapse Relapse (addiction) - ANSWER return to drug use that occurs when attitudes, behaviors, and values revert to what they were during active use; frequently occurs during early stages of treatment Harm reduction model (addiction) - ANSWER any program, policy, or intervention that seeks to reduce or minimize the adverse health and social
Self-help groups (addiction) - ANSWER groups used in all phases of treatment to provide mutual support and encouragement while becoming abstinent and in remaining abstinent System - ANSWER a group of parts that work together as a whole When one thing changes in a system... - ANSWER the whole system is affected Systems tend toward... - ANSWER equilibrium closed system - ANSWER a system that has minimal exchange with the environment; eventually uses up its energy and dies differentiation (system theory) - ANSWER becoming specialized in structure and function entropy (system theory) - ANSWER a measure of the disorder of a system; entropic systems are closed, disorganized, stagnant, and use up energy equifinality (system theory) - ANSWER the idea that the same result can originate from different beginnings homeostasis (system theory) - ANSWER the tendency to maintain a balanced or constant internal state input (system theory) - ANSWER obtaining resources from the environment to maintain and attain the goals of the system negative entropy (system theory) - ANSWER counter-force of entropy; exchange of energy and resources between systems to promote growth and transformation open system - ANSWER a system with cross-boundary exchange output (system theory) - ANSWER product of the system exported to the environment subsystem - ANSWER a smaller component of a larger system that interacts to attain its own purpose and the purpose of the larger system suprasystem - ANSWER an entity that is served by a number of component systems organized in interacting relationships (i.e., a community)
throughput (system theory) - ANSWER energy that is integrated into the system so it can be used by the system to accomplish its goals (input becomes throughput, becomes output) role - ANSWER the collection of expectations that accompany a particular social position role ambiguity - ANSWER when role expectations are not clearly understood role complementarity - ANSWER role is carried out in an expected way (parent- child, social worker-client) role discomplementarity - ANSWER role expectations of others differ from one's own role reversal - ANSWER when two or more individuals switch roles role conflict - ANSWER the tension that occurs when incompatible or conflicting expectations arise between a single person's different roles Individual self-actualization occurs in a group through... - ANSWER -release of feelings that block social performance -support from others (not being alone) -orientation to reality and check out own reality with others -reappraisal of self psychodrama - ANSWER a treatment approach in which roles are enacted in a group context; members of the group re-create their problems and devote themselves to the role dilemmas of each member Stage 1 of Group Development - ANSWER Preaffiliation Preaffiliation Stage - ANSWER the development of trust between group members; also known as "forming" Stage 2 of Group Development - ANSWER Power & Control Power & Control Stage - ANSWER struggles for individual autonomy and group identification; also known as "storming" Stage 3 of Group Development - ANSWER Intimacy Intimacy Stage - ANSWER utilizing self in the service of the group; also known as "norming" Stage 4 of Group Development - ANSWER Differentiation
direct pressure on dissenters (groupthink) - ANSWER members are under pressure not to express arguments against any of the group's views self-censorship (groupthink) - ANSWER doubts and deviations from the perceived group consensus are not expressed illusion of unanimity (groupthink) - ANSWER the majority view and judgments are assumed to be unanimous self-appointed "mindguards" (groupthink) - ANSWER members protect the group and the leader from information that is problematic or contradictory to the group's cohesiveness, views, or decisions group polarization - ANSWER tendency of groups to move to a more extreme position than any single member would adopt on their own (i.e., relatively cautious group becomes an extremely cautious group over time) community development - ANSWER a process where community members come together to take collective action and generate solutions to common problems Genogram - ANSWER a family diagram that depicts each member of the family, visualizing hereditary patterns and psychological factors Strengths perspective - ANSWER -clients have the capacity to grow, change, and adapt -clients are the experts on their lives; they have the most important knowledge in defining and solving their problems -clients are resilient and can survive & thrive despite difficulties 3 Methods to Enhance Strengths - ANSWER 1. collaboration and partnership between worker & client
- creating opportunities for learning or displaying competencies
- environment as a resource and a target of intervention Trauma - ANSWER any situation that leaves a person feeling overwhelmed and alone, even if it does not involve physical harm; subjective emotional experience determines trauma Childhood trauma - ANSWER can have a severe and long-lasting effect; children learn to see the world as a frightening and dangerous place; if unresolved, this fundamental sense of fear and helplessness carries over into adulthood, setting the stage for future trauma Crisis - ANSWER an acute disruption of psychological homeostasis in which usual coping mechanisms fail and there is distress and impairment
1st stage of crisis intervention - ANSWER Plan and conduct a thorough biopsychosocial assessment and lethality/imminent danger assessment 2nd stage of crisis intervention - ANSWER Make psychological contact and rapidly establish the collaborative relationship 3rd stage of crisis intervention - ANSWER Identify the major problems, including crisis precipitants; what was the "last straw?" 4th stage of crisis intervention - ANSWER Encourage an exploration of feelings and emotions 5th stage of crisis intervention - ANSWER Generate and explore alternatives and new coping strategies 6th stage of crisis intervention - ANSWER Restore functioning through implementation of an action plan 7th stage of crisis intervention - ANSWER Plan follow-up to assess progress Trauma-informed care - ANSWER based on an understanding of the vulnerabilities or triggers of trauma survivors that traditional service approaches may exacerbate, so services can be more supportive and avoid re- traumatization Shoulds, Oughts, Musts - ANSWER may be perceived as moralizing or sermonizing and elicit feelings of resentment, guilt, or obligation; in reaction to feeling judged, clients may refuse to change Offering advice or solutions prematurely - ANSWER problems should be thoroughly explored until a client feels ready to solve them logical arguments, lecturing, arguing - ANSWER trying to convince a client to take a certain viewpoint may result in a power struggle; it is better to explore options so the client can make an informed decision judging, criticizing, blaming - ANSWER detrimental to the therapeutic relationship; client could become defensive or internalize negative view of themselves diagnosing and using jargon - ANSWER may result in a client viewing themselves as sick or broken
