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ASWB LMSW EXAM STUDY TEST
WITH COMPLETE SOLUTIONS
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 Preconventional Morality (Kohlberg) - ANSWER obeys authority out of fear of punishment; acts in own best interests; conforms to receive rewards (childhood) Conventional Morality (Kohlberg) - ANSWER acts to gain approval from others; obeys laws and fulfills obligations to maintain social system; avoids censure and guilt (adolescents & most adults)
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 mitigated with lubricant and estrogen therapy); men are less able to achieve erections and have less ejaculate; men should have prostate exams for cancer; even among the very old, the need for touch and intimacy remains Ethnicity - ANSWER the idea that one is a member of a particular cultural, national, or racial group that may share culture, religion, race, language, or place or origin Race - ANSWER a term of cultural classification (today based mainly on skin color and other physiological markers) that has changed over time; related to a particular social, historical, and geographic context; race used to be based on ethnicity or nationality, religion, or minority language groups
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 Adolescence - continued decline Adulthood - gradual increase Older Adulthood - sharp decline body image - ANSWER the way we perceive and relates to our body, and how we think we are seen (this is influenced by parents, peers, media, and culture) Authoritarian Parenting - ANSWER strict rules given without reasoning and enforced by harsh punishment; generally leads to people being obedient and proficient, but unhappy and with poor self-esteem Authoritative Parenting - ANSWER guidelines are responsive to children's questioning and input; when expectations are not met, parents remain nurturing and supportive, emphasizing forgiveness; leads to people being happy and capable Permissive Parenting - ANSWER very few limits or demands; generally nurturing and communicative; a friend rather than a parent; leads to people being unhappy and unable to self-regulate, problems with authority and low performance
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) dissociation (defense mechanism) - ANSWER a defense mechanism in which conflicting impulses are kept apart or threatening ideas and feelings are separated from the rest of the psyche (amnesia, fugue) compartmentalization - ANSWER a defense mechanism in which thoughts and feelings that seem to conflict or to be incompatible (cognitive dissonance) are isolated from each other in separate and apparently impermeable psychic compartments displacement - ANSWER a defense mechanism in which one directs unacceptable feelings or behavior at a less threatening recipient idealization - ANSWER a defense mechanism that protects the individual from conscious feelings of ambivalence toward the idealized object identification with the aggressor - ANSWER mastering anxiety by identifying with a powerful aggressor (usually an abusive parent) to counteract feelings of helplessness incorporation - ANSWER "ingesting" objects or aspects of objects into the psyche; an early form of identification and introjection that originates in the oral stage identification - ANSWER defense mechanism in which the individual incorporates aspects of others into the ego (important for superego development) introjection - ANSWER defense mechanism in which loved or hated objects are absorbed into the self
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 consequences associated with substance use without requiring a client to discontinue use Stage 1 of Addiction Treatment - ANSWER stabilization Stabilization (addiction) - ANSWER focus is on establishing abstinence, accepting a substance abuse problem, and committing to making changes Stage 2 of Addiction Treatment - ANSWER rehabilitation/habilitation Rehabilitation/Habilitation (addiction) - ANSWER focus is on remaining substance-free by establishing a stable lifestyle, developing coping & living skills, increasing supports, and grieving loss of substance use Stage 3 of Addiction Treatment - ANSWER maintenance Maintenance (addiction) - ANSWER focus is on stabilizing gains made, relapse prevention, and termination of services delirium tremens - ANSWER a psychotic condition typical of withdrawal in chronic alcohol use; involves tremors, hallucinations, anxiety, rapid breathing, temperature abnormalities, and disorientation Wernicke-Korsakoff syndrome - ANSWER chronic mental impairments and memory loss produced by heavy alcohol use over a long period of time; caused by a vitamin B deficiency Medication Assisted Treatment (MAT) - ANSWER medication used to suppress withdrawals, decrease cravings (prevent relapse) and treat co-occurring conditions Psychosocial interventions (addiction) - ANSWER these interventions seek to modify maladaptive feelings, attitudes, and behaviors through individual, group, and family therapy; often examine family roles Antabuse (Disulfiram) - ANSWER a medication that produces highly unpleasant side effects if a client drinks alcohol; a form of aversion therapy
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 Differentiation (Groups) - ANSWER acceptance of each other as distinct individuals; also known as "performing" Stage 5 of Group Development - ANSWER Separation/Termination Separation/Termination (Groups) - ANSWER independence; also known as "adjourning" Groups help through... - ANSWER - instilling hope
- universality
- altruism
- interpersonal learning
- self-understanding and insight Factors affecting group cohesion include... - ANSWER - group size
- homogeneity (similarity of members)
- participation in goal and norm setting for group
- interdependence (for achieving goals)
- member stability (infrequent member change is best) Groupthink - ANSWER the tendency of group members to conform due to group pressures; results in narrow views, faulty decisions, and dehumanization of other groups Eight causes of groupthink - ANSWER - 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 "mindguards" illusion of invulnerability (groupthink) - ANSWER excessive optimism is created that encourages taking extreme risks collective rationalization (groupthink) - ANSWER members discount warnings and do not reconsider their assumptions belief in inherent morality (groupthink) - ANSWER members believe in the rightness of their cause and ignore the ethical or moral consequences of their decisions
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
providing reassurance prematurely - ANSWER it is better to explore all feelings with clients, including painful ones; social workers should also avoid assuming that they understand the client's situation better than the client interrupting - ANSWER disrupts the interview process and annoys clients; interruptions should be purposeful, well-timed, and contribute to the flow of communication socializing - ANSWER some socializing is appropriate at the beginning of sessions, but clients must disclose about problematic issues in order to benefit from the helping relationship being passive or inactive - ANSWER social workers must provide structure and direction to the therapeutic process; clients will lose confidence in social workers who are not actively involved Acceptance - ANSWER an acknowledgment of what is; does not pass judgment; recognizing the limits of one's control; acceptance is not giving up or excusing people's behavior and allowing it to continue; acceptance is not giving in to unhealthy or uncomfortable circumstances Cognitive dissonance - ANSWER arises when a person has to choose between two contradictory attitudes and beliefs Ways to reduce cognitive dissonance - ANSWER 1. Reduce the importance of the beliefs
- Acquire new beliefs that change the balance
- Remove the conflicting attitude or behavior Context - ANSWER the circumstances surrounding human exchanges of information Double bind - ANSWER offering two contradictory messages and prohibiting the recipient from noticing the contradiction Echolalia - ANSWER repeating noises and phrases; associated with catatonia, autism, schizophrenia, etc. conscious (psychoanalysis) - ANSWER all the information a person pays attention to at a given time preconscious (psychoanalysis) - ANSWER all the information that is outside of awareness, but that can be brought into awareness if needed unconscious (psychoanalysis) - ANSWER all the information that is totally outside of awareness, but that influences every aspect of life
