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ASWB - LCSW Exam (Master's Level, Massachusetts)|422 Questions and Answers
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ASWB - LCSW Exam (Master's Level,Massachusetts)|422 Questions and Answers
Erik Erikson - -- Known for 8-stage Psychosocial Stages of Development
[Personality develops throughout the life course; Identity crises for each
stage of human development]
- Trust vs. Mistrust - Erikson - -- Birth to 1 year
- Learn ability to trust others based on consistency of caregivers
- Confident/secure vs. fear/insecure
- Autonomy vs. Shame/Doubt - Erikson - -- Between ages 1-3
- Begin to assert independence
- Confident/secure in own ability to survive vs. lack of
self-esteem/inadequate
- Initiative vs. Guilt - Erikson - -- Between ages 3-6
- Develop sense of initiative/feel secure in ability to lead/make decisions vs.
sense of guilt/nuisance/follower
- Industry vs. Inferiority - Erikson - -- Age 6 - puberty
- Begin to develop sense of pride in accomplishments
- Feel industrious/confident in ability to achieve goals vs. feel inferior/doubt
ability/fail to reach potential
- Identity vs. Role Confusion - Erikson - -- Adolescence
- Become more independent
- Explore possibilities/form own identity vs. sense of confusion about self/role
in world
- Intimacy vs. Isolation - Erikson - -- Young Adulthood
- Begin to share self more intimately
- Lead to comfortable relationships/sense of commitment, safety, care vs.
avoid intimacy/fear commitment/led to isolation/loneliness
- Generativity vs. Stagnation - Erikson - -- Middle Adulthood
- Individuals establish careers, settle relationships, develop sense of being
part of a bigger picture
- Give back to society/raise children/productive work vs. fail to achieve
objectives/stagnant/unproductive
- Ego Integrity vs. Despair - Erikson - -- Older Adulthood
- Contemplate accomplishments, develop sense of integrity during slowing
life
,- Sense of integrity if satisfied w/ life progression vs. despair/dissatisfaction/
hopeless if sees life as unproductive or failed to accomplish life goals
- 6 Levels of Cognition - -- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
- 3 Domains of Development - -- Cognitive: mental skills (knowledge)
- Affective: growth in feelings or emotional areas (attitude or self)
- Psychomotor: manual or physical skills (skills)
- Jean Piaget - -- Known for Theory of Cognitive Development
[Sensorimotor, Preoperational, Concrete Operations, Formal Operations]
- Sensorimotor Stage - Piaget - -- Between 0-2 years
- Retains image of objects
- Begins intentional actions
- Develops primitive logic in manipulating objects
- Play is imitative
- Signals Meaning (infant invests meaning in event - e.g. babysitter comes,
means mom is leaving)
- Symbol Meaning (language)
- Preoperational Stage - Piaget - -- Between 2-7 years
- Progress from concrete to abstract thinking
- Can comprehend past, present, future
- Night terrors
- Acquires words and symbols
- Magical Thinking
- Thinking is not generalized, it is concrete, irreversible, egocentric
- Cannot see another point of view
- Imaginary Friends (normal development)
- Concrete Operations - Piaget - -- Between 7-11 years
- Beginnings of abstract thought
- Plays games w/ rules
- Cause and Effect relationship understood
- Logical implications are understood
- Thinking is independent of experience, and is reversible
- Rules of logic are developed
- Formal Operations - Piaget - -- Age 11 through Maturity
- Higher level of abstraction
,- Planning for future
- Thinks hypothetically
- Assumes adult roles and responsibilities
- Lawrence Kohlberg - -- Known for Theory of Moral Development
(parallels cognitive development; higher stages of moral development
provides greater capacity/ability for decision making, handing complex
dilemmas; moral reasoning is basis for ethical behavior; must past through 6
developmental constructive stages without skipping)
- Preconventional Level - Kohlberg - -- Before age 9, elementary school level
*Stage 1, Obedience/Punishment:* people obey authority figure out of fear of
punishment; learned on larger levels as an infant/child, but can be learned at
the adult level
EX: kid has learned to not talk back to parents because he'll get yelled at,
but if he acts correctly, there are rewards
*Stage 2, Individualism/Exchange:* people act acceptably as it's in their best
interests, start looking out for self
EX: child has homework and must go in for recess to finish it, but child
chooses to go out to recess because they want the instant benefit of going to
recess
- Conventional Level - Kohlberg - -- Early Adolescence
- Follow stereotypic norms of morality
*Stage 3, Interpersonal Relationships/Conformity:* focuses on living up to
certain social standard and roles; person acts to gain approval/connection
from others; conformity comes about, decisions based on how they'll affect
their relationships; 'good boy/good girl' orientation
EX: person is nice to another person because they fear that they'll ruin the
relationship if they aren't
*Stage 4, Maintaining Social Order:* feelings about society as a whole; obeys
laws and fulfills obligations/duties to maintain social system; rules are rules;
avoids censure and guilt
EX: person is considering stealing something but doesn't because they
consider the law and don't want to ruin anything in their life
- Postconventional Level - Kohlberg - -- Adult
- (not reached by most adults)
*Stage 5, Social Contract/Individual Rights:* genuine interest in welfare of
others; concerned with individual rights and being morally right; respect
ideas/thoughts of others; may step outside of social norm IF it can benefit
community
EX: 2 people disagree on a subject but respect each other's conflicting
opinions anyway
*Stage 6, Universal Principles:* guided by individual/internal principles based
on broad, universal ethical principles; no matter what societal laws say deep
, down people are going to want to follow own set of principles concern for
larger universal issues of morality; (ghandi, MLK jr)
EX: person stays true to himself and chooses not to make a decision because
of his internal principles
- Learning Theory - -Conceptual framework describes how information is
absorbed, processed, and retained during learning. Cognitive, emotional, and
environmental influences and prior experience play part in how world view is
acquired/changed and knowledge/skills are retained.
- Behaviorists: Pavlov, Skinner
- Cognitive: Piaget
- Humanistic: Maslow
- Social/Situational: Bandura
- Behaviorist: Pavlov, Skinner - -- Learning: change in behavior
- Locus of Learning: stimuli in the external environment
- SW: change the external environment to bring about desired change
- Cognitive: Piaget - -- Learning: internal mental processes (insight,
memory, info processing, perception)
- Locus of Learning: internal cognitive structures
- SW: develop opportunities to foster capacity and skills to improve learning
- Humanistic: Maslow - -- Learning: a person's activities aimed at reaching
their full potential
- Locus of Learning: meeting cognitive and other needs
- SW: develop the whole person
- Social/Situational: Bandura - -- Learning: obtained between people and
their environment, and their interactions/observations in social contexts
- SW: establish opportunities for conversation/participation to occur
- Behavioral Development - -- Personality is result of interaction between
the individual and environment
- Studies the observable and measurable behaviors, not internal
thoughts/feelings
- Classes of Behavior:
*Respondent*: involuntary behavior (anxiety, sexual response) that is
automatically elicited by certain behavior. A stimulus elicits a response
*Operant*: voluntary behavior (walking, talking) that is controlled by its
consequences in the environment
- Applicants include: sexual dysfunction, phobic disorders, compulsive
behaviors, training for intellectual disabilities, ASD
- Respondent or Classical Conditioning - Pavlov - -- Learning occurs when
pairing previously neutral (conditioned) stimulus with an unconditioned
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