Midterm Hbse

Front 1

List Erikson's 8 stages of psychosocial development

Back 1

1. Trust vs. Mistrust
2. Autonomy vs. Shame and Doubt
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Role Diffusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Ego Integrity vs. Despair

Front 2

Trust vs. Mistrust

Back 2

Age 0-1
Erikson's 1st Stage
Needs consistently met by caretakers or mistrust develops. Key to personality development.

Front 3

Autonomy vs. Shame and Doubt

Back 3

Age 1-3
Erikson's 2nd Stage
Opportunities for free choice or overly restricted. Shame and doubt in your own abilities (more physically oriented).

Front 4

Initiative vs. Guilt

Back 4

Age 3-6
Erikson's 3rd Stage
Through play, children develop ambition/initiative/responsibility. Too many demands for self-control lead to guilt. Learning about societal roles (more mentally oriented).

Front 5

Industry vs. Inferiority

Back 5

Age 6-puberty
Erikson's 4th Stage
Capacity for productive work/cooperation or incompetency. How to work with others.

Front 6

Identity vs. Role Diffusion

Back 6

Age Adolescence
Erikson's 5th stage
Integrated identity or confusion re: sexual/personal/occupational identity. Marks the transitions between childhood and adulthood. They develop a sense of who they are. Negative outcome – sexual confusion or just confusion.

Front 7

Intimacy vs. Isolation

Back 7

Age Young Adulthood
Erikson's 6th stage
Connectedness or inability to form close relationships, fear of rejection, isolation. Traditionally you resolved the life partner questions. Now you're more focused on the ability to form a relationship

Front 8

Generativity vs. Stagnation

Back 8

Age Middle adulthood
Eriksons 7th stage
Contribute to younger generations/productive work, or stagnation/boredom. Finding meaning out of interacting with others and investing time in other generations, not so self focused.

Front 9

Ego Integrity vs. Despair

Back 9

Age Old age
Erikson's 8th stage
People reflect on own lives, sense of self-worth/integrity or dissatisfaction/regret/despair. They either feel pleased about their life or despair and regret.

Front 10

List Freuds's stages of psychosexual development

Back 10

1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital

Front 11

Freud's Oral Stage

Back 11

Age 0-1
-Sensual pleasure obtained through mouth, tongue, and lips
-focuses on the mouth as a conflicting source of both pleasure and pain and on parents as pivotal actors in gratification or denial of oral needs

Front 12

Freud's Anal Stage

Back 12

Age 1-3
-Pleasure derived from anal and urethral areas of the body (toilet training)
-psychic energy shifts from the mouth to the anus and to control of the elimination of waste and is associated with sexual pleasure, personal power, and control. This struggle is depicted in toilet training and represents issues of independence and self-control.

Front 13

Freud's Phallic Stage

Back 13

Age 3-6
-pleasure derived from genital stimulation (Oedipal, Electra). Children are finding out about their sexuality and then repress it in latency stage
-critical in the development of sexual identity and sex roles. Instinctual energy is focused on the genitals and its conflict is around love/hate relationships with parents.

Front 14

Freud's Latency Stage

Back 14

Age 6-puberty
-sexual instincts repressed
-this stage includes the child's movement out of the family to influences of the larger society, primarily in the company of same-sex peers.

Front 15

Freud's Genital Stage

Back 15

Age post-puberty
-sexual drive reactivated
-the focal conflict of this stage is the establishment of mature heterosexual behavior patterns through which to obtain sexual pleasure and love.

Front 16

List Piaget's stages of cognitive development

Back 16

1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational Thought

Front 17

Piaget's Sensorimotor Stage

Back 17

Age 0-2
-child learns through sensory information/motor activity.
-a. Achievement of object permanence, deferred imitation (pretend, imaginative play), beginning of symbolic thought (red = stop, words are considered symbols, this stands for that).

Front 18

Piaget's Preoperational Stage

Back 18

Age 2-7
-significant increase in symbolic thought resulting in gains in language development and pretend play.

Front 19

Egocentrism

Back 19

-Inability to understand that others do not experience the world the way they do.
-Present in Piaget's Preoperational stage

Front 20

Inability to Conserve

Back 20

-Underlying properties of object don't change when physical appearance changes due to centration (focus on one property of object instead of the whole thing), irreversibility.
-Present in Piaget's Preoperational Stage

Front 21

Piaget's Concrete Operational Stage

Back 21

Age 7-12
-ability to conserve (reversibility, decentration) develops in an organized way.

Front 22

Piaget's Formal Operational Thought Stage

Back 22

Age 12+
-ability to process information in an abstract way, hypothetical-deductive reasoning and propositional thought, egocentric thought reemerges in a different way. Begin to consider "what if" scenarios. Piaget believes that not everyone reaches this stage (50%). Think egocentrically again but not b/c you can't help it but b/c you think that the whole world is looking at you.

Front 23

List Kohlberg's Stages of Moral Development

Back 23

I. Preconventional
1. Punishment-and-obediance orientation
2. Instrumental hedonistic orientation
II. Conventional
3. Good boy, good girl social relations orientation
4. Authority and social order-maintaining
III. Postconventional
5. Social Contract and individual rights orientation
6. Univeral Ethical principles orientation

Front 24

Kohlberg's Punishment-and-obediance orientation

Back 24

The first stage
External orientation – do or not do b/c of external consequence

Front 25

Kohlberg's Good boy, good girl social relations orientation

Back 25

The third stage
-want to be seen or viewed as good

Front 26

Kohlberg's Authority and social order-maintaining

Back 26

The fourth stage
That's wrong and that child should have a consequence. Intention has nothing to do with the behavior that should be consequenced

Front 27

Kohlbergs Social Contract and individual rights orientation

Back 27

The fifth stage
Socially what's considered right and wrong

Front 28

Kohlberg's Univeral Ethical principles orientation

Back 28

The sixth stage
not a lot of people reach this level, more males than females. What is right and what is wrong is derived from the individual’s moral thoughts. I believe that…

Front 29

Cultural Competence

Back 29

-Defined as a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enable that system, agency, or those professionals to work effectively in cross-cultural situations.
-A continual process of striving and learning rather than a clear end product. It is a developmental process that depends on the continual acquisition of knowledge, the development of new and more advanced skills, and an ongoing self-evaluation of progress.

Front 30

Three major principals of Cultural Competency

Back 30

1. The human services provider must be knowledgeable about the group in question
2. The human service provider must be able to be self-reflective and to recognize biases in himself or herself and within the profession
3. The human services provider must be able to integrate this knowledge and reflection with practice skills

Front 31

Why is cultural competence important in social work practice?

Back 31

These definitions and principles reflect the critical need for a culturally competent social worker to have knowledge about the members of the different cultures with which we work; self-awareness of our own culture, biases, and racism; a willingness to continually learn both about others and ourselves a cultural beings; and a willingness to incorporate our knowledge into practice skills.

Front 32

List the five characteristics of Traditional Paradigms

Back 32

1. Positivistic methods
2. Scientific methods
3. Objective methods
4. Quantitative methods
5. Masculinity/Patriarchy

Front 33

List the five characteristics of Alternative Paradigms

Back 33

1. Feminine Attributes and Feminine Perspectives
2. Human diversity
3. Interconnected and Personal
4. Integrative and Complementary
5. Oppressions

Front 34

White Privilege

Back 34

The ability to exert power and control over others is often associated with whiteness.

Front 35

Individual Racism

Back 35

Uses physical traits as determinants of inferior social behavior and moral or intellectual qualities, and ultimately presumes that this inferiority is a legitimate basis for inferior social treatment of people of color in American society.

Front 36

Institutional Racism

Back 36

Those established laws, customs, and practices which systematically reflect and produce racial inequalities in American society…whether or not the individuals maintaining those practices have racist intentions.

Front 37

Cultural Racism

Back 37

The belief in the inferiority of the implements, handicrafts, agriculture, economics, music, art, religious beliefs, traditions, language and story of non-white peoples and the belief that other non-white Americans have no distinctive implements, handicrafts, agriculture, economics, music, art, religious beliefs, traditions, language or story apart from those of mainstream white America.

Front 38

Oedipal Complex

Back 38

Young boys compete for affection from their mothers with their fathers. This moves the boy through fear of castration by the gather in retribution for the boy's desire for the mother, to a compromise in which the boy identifies with the more powerful father and accepts his values, attitudes, behaviors, and habits, resulting in the birth of the superego.

Front 39

Electra Complex

Back 39

This takes the girl through penis envy symbolic of the power of the father and males, blaming the mother for depriving her of a penis, to recognition of the impossibility of attaining a penis and a resulting identification with the mother.

Front 40

List Three Characteristics of Play

Back 40

1. Play is pleasurable (even when there are no signs of enjoyment, it is still gratifying to the players).
2. Play serves no particular purpose (it does not mean that play is unproductive).
3. Play is spontaneous and voluntary rather than obligatory
4. Play actively involves the player

Front 41

Race

Back 41

-most scientists today have concluded that race is primarily about culture and social structure, not biology…and that while it has some relationship to biology…it is primarily a sociopolitical construct.
-biologically defined by
1. Genotype – genetic structure or foundation
2. Phenotype – physical characteristics and appearance

Front 42

Ethinicity

Back 42

socially defined on the basis of cultural criteria…thus customs, traditions, and values rather than physical appearance per se define ethnicity. Also defined as a social identity based on the culture of one's ancestors' national or tribal groups as modified by the demands of the CULTRUE in which one group currently resides.

Front 43

Culture

Back 43

the accumulation of customs, values, and artifacts shared by people. The human-made part of the environment.

Front 44

The Zone of Proximal Development (Vygotsky)

Back 44

• the gap between what a child can do alone and what he/she can do with the help form parents/teachers/caregivers/peers
• learning occurs most rapidly in this zone
• scaffolding: support provided to a child from caregivers or competent peers
• child learns more when there is an environment with others helping
• caregivers bring about cognitive development through their interactions
• child learns the best way in this environment
• Piaget = biology as opposed to Vygotsky = greatly influenced by caregivers
• Critical Periods: times in life when a person is most likely to learn certain things. If that time is missed they may not learn it.

Front 45

Social-ecological Model of Development

Back 45

Development is contingent upon the reciprocal relationship between person and environment. This is changing all of the time. We impact the environment as well as the environment impacting us.

Front 46

Level of Adaptiveness/Level of fit

Back 46

-We seek/drive to be adaptive, we want to be comfortable in our lives; however, it doesn't always happen
-Unfavorable when one set of needs are met but not the other or both sets of needs are not met.

Front 47

Transitional outcomes

Back 47

-level of relatedness – trust vs. mistrust
-level of self competence – someone telling you can or can't
-Level of self-directedness – influence of your env. in important ways
-level of self-esteem – perception of self

Front 48

Carol Gilligan and Moral Development

Back 48

1.Moral problems arise out of conflicting responsibilities rather than competing rights
2.Moral problems require resolution through thinking that is contextual and narrative rather than formal and abstract
3.Morality centers on the activity of care; it centers around responsibilities and relationships in the same way that morality as fairness centers on understanding rights and rules.
-Moral judgments of females focus on concerns about caring for others.
-critiques of Kohlberg's stages of moral development
-"loss of voice": females experience due to internalization of sexist messages
-adolescent females at risk for abandoning selves to conform to cultural expectations