Download Developmental Psychology: Theories of Piaget, Freud, and Erikson and more Exams Social Work in PDF only on Docsity!
Social Work License (MSW Exam) 2025 Latest
Piaget (Adaptations, Assimilation and Accommodation) 0 - 1 Sensory-Motor 2 - 4 Preoperational Period 5 - 7 " 8 - 12 Concrete Operations period 13 - 18 formal Operations period 19 - 21 21 + 50 + Freud (Libido) 0 - 1 Oral 2 - 4 Anal Oedipal/Phallic 8 - 12 Latency 13 - 18 Genital 19 - 21 " 21+ " 50 + " Erickson (Stage conflict) 0 - 1 Trust vs. Mistrust (stage #1) 2 - 4 Autonomy vs. Shame & Doubt (stage #2) 5 - 7 Initiative vs. Guilt (stage #3) 8 - 12 Industry vs. Inferiority (stage #4) 13 - 18 Identity vs. Role Diffusion, confusion (stage #5) 19 - 21 Intimacy Vs. Isolation (stage #6) 21 + Generativity vs. Stagnation (stage #7) 50 + Integrity vs. Despair (stage #8) Trust vs. Mistrust (stage 1) 0- 1 During infancy (0-1) the child is dependent on mother for food and care. As the child incorporates or takes in through sucking and swallowing; there is a receptivity to what is being
offered. The mother is responsible for coordinating the child's experience of getting and hers of giving. At the latter part of this stage the child's eyes begin to focus and incorporation becomes more active as the child bites to "hold onto" things. If the mother provides a predictable environment in which the child's needs are met, a sense of basic trust will develop. This sense of trust implies not only sameness and continuity from the caretaker, but also self-trust in one's capacity to cope with urges. According to Erickson, it is the quality rather than the quantity of maternal care that is critical at this stage. Successful resolution will lead to a lasting ego quality of hope, an enduring belief that wishes can be fulfilled. Unsuccessful resolution will lead to a sense of mistrust in other people and the environment. Autonomy vs. Shame and Doubt (stage 2) 2- 3 During early childhood (2-3) the child learns a sense of autonomy through retention and elimination of urine and feces. As the child's muscles mature to the point that bodily wastes can be retained or expelled at will, the child experiments with two simultaneous social modalities "holding on" and "letting go." Parents must be firm and tolerant so that the child can gradually learn bowel and bladder control and a "sense of self-control without loss of self esteem." From this emerges a sense of autonomy and pride, and the lasting ego quality of WILL POWER, the determination to use free choice and self-restraint. Unsuccessful resolution of this stage will lead to lifelong feelings of shame and doubt. Initiative vs. Guilt (stage 3) 3- 5 During the play age (3-5), increased locomotor mastery (walking and running) gives the child a wider radius of goals. In addition, language skills add to the ability to imagine "so many things he cannot avoid frightening himself with what he himself has created and thought up." The Oedipal wishes and the ambivalent feelings that accompany them must be repressed in order to temporarily mask the initiative toward the opposite sex parent. While this initiative is a prerequisite for masculine and feminine behaviors later in life, it is now repressed of necessity- in order to avoid the guilt that would accompany knowledge of incestuous thoughts. Parents assist the child in learning appropriate roles, including gender roles, as the child diverts the sexual drive into acceptable activities. At this point conscience, or superego, becomes established to govern the initiative. Proper resolution of this stage leads to a lasting ego quality of purpose, the courage to pursue goals. Unsuccessful resolution leads to feeling of shame. Industry vs. Inferiority (stage 4) 6- 12 The child now enters the school age (6-12) and is enmeshed in the "world" of school and opportunities for new types of mastery. As children develop their abilities in new skills and tasks, they desire recognition gained from producing things. Through this, they develop a sense
Integrity vs. Despair (after 50) Late adulthood (after 50) is a period of retrospective reflection about one's own life and acceptance of the eventual end of life. If, at the end of the life cycle, one can accept responsibility for past choices and find meaning and contentment in the road that was traveled, a sense of integrity is achieved. Unsuccessful resolution of this stage leads to a sense of despair. This may be exhibited as disgust and anger at external sources but is an indication of self- contempt. The lasting ego quality that emerges from proper resolution of this stage is wisdom. Sensorimotor (0-2 yrs) (Stage 1) Reflex activity (0-1 months) Learns to suck / tracks moving object but ignores its disappearance. Primary circular reactions (1-4 months) Repetitive movements; opesn and closes fist; moves thumb to mouth; moves hand and watches it. Looks at spot where object disappeared. Secondary circular reactions (4-8 months) Imitates own sounds if made by someone else; repeats movements that have an effect. Searches for a partly concealed object. Coordination of secondary schemes (8-12 months) Imitates new sounds; moves objects that are in the way. Searches for an object in the last place it was found. Tertiary circular reactions (12-18 months) Drops objects to see effect; reaches a toy by pulling an extension of it. Searches for and finds objects that are hidden while watching. Invention through mental combinations (18-24 months) Can evoke memories not linked to perception; experiments are done internally. Searches for and finds objects that are hidden out of sight. Object constancy is complete. Peroperational (2-7 yrs) (Stage 2) Preconceptual (age 2-4) Language; symbolic thought; pretend play; conscious of self as an object. Can mentally visualize things that are not present. Intuitive (age 4-7) Centers on one thing at a time; thinking is confined to momentary perceptions. Concrete Operations (7-11 yrs) (Stage 3) Reasoning and logical thought begin; is able to perform reverse operations mentally; exhibits conversation, seriation, classification; transitivity; centers on more than one thing at a time; remembers changes that have taken place.
Formal operations (11-15 yrs) (Stage 4) Hypothetical deductive reasoning; combinational thought Kohlberg's stages of MORAL Development Level #1 Pre-conventional - controls are external. Rewards and punishments.
- Punishment/obedience: Decisions concerning what is good/bad are made to avoid punishment
- Naive Instructional Hedonism: Rules are obeyed in order to receive rewards. Often favors are exchanged. Level #2 Conventional (role conformity) The opinions of others become important. Behavior is governed by conforming to social expectations.
- Good boy/girl morality: Good behavior is considered to be what pleases others. There is a strong desire to please and gain the approval of others.
- Authority-Maintaining Morality: The belief in law and order is strong. Behavior conforms to law and higher authority. Social Order is important. Level #3 Post-conventional Moral decisions are finally internally controlled. MOrality involves high lever principals beyond law and even beyond self-interest.
- Morality of Contract: Laws are considered necessary. HOwever, they are subject to rational thought and interpretation. Community welfare is important.
- Morality of individual Principles & Conscience: Behavior is based on internal ethical principles. Decisions are made according to what is right rather than what is written into law. Maslow's theory of Self-Actualization Self-actualization means that there is a natural inherent tendency of people to express their innate potentials for love. What is needed for SA to proceed successfully is a nurturing environment that provides adequate sustenance and social support, as well as a personal commitment to growth. SA is like the process of an oak growing from a seed into a full tree. The acorn seed already has within it the potential for the full oak, but adequate sunlight, water, nutrient, and other environmental supports are necessary for growth to occur. Maslow's theory of Self-Transcendence AS self-actualization continues to its fullest potential, it carries one beyond self-preoccupation, narcissism, and finally ego-focused self-identity; self-actualization then becomes self- transcendence. Self-transcendence is not a denial or abandonment of the self. Rather, it is a completion and fulfillment of the self in communion with other beings and the Ground of Being, that is, the ultimate and sacred being or reality, that some call God.
The crisis worker provides information, referral, and direction in regards to clients obtaining assistance from specific external support systems to help generate coping skills and problem solving abilities. Mobilization The crisis worker attempts to activate and marshal both the internal resources of the client and to find and use external support systems to help generate coping skills and problem solving abilities. Ordering The crisis worker methodically helps client classify and categorize problems so as to prioritize and sequentially attack the crisis in a logical and linear manner. Protection The crisis worker safeguards clients from engaging in harmful, destructive, detrimental, and unsafe feelings, behaviors, and thoughts that may be psychologically or physically injurious or lethal to themselves or others. Crisis Intervention Strategy Awareness Catharsis Validation Expansion Focus Guidance Mobilization Ordering Protection RULES of the ROAD Step #1: Defining the Problem Step #2: Ensuring Safety Step #3: Providing Support Step #4: Examining Alternatives Step #5: Making Plans Step #6: Obtaining Commitment Rules of the Road - Step #1 Defining the Problem
- Communicate caring attitude
- Establish contact
- Explore meaning of crisis Rules of the Road - Step #2 Defining the Problem
- Use directive, closed end questions
- Determining degree of lethality
- Take immediate action to ensure safety of oneself, the client, or significant others.
- Reinforce the client's proactive, safe behavior
- Make owning statements about your responsibilities
- Use the Triage Severity Scale as a basis of making decisions on client disposition Rules of the Road - Step #3 Defining the Problem
- Make very clear owning statements that the client really does count for something
- Positively reinforce even the most minimal client movement
- Searching for external supports is critical in providing continuing help to get through the crisis Rules of the Road - Step #4 Defining the Problem
- Use situational support mechanism
- Use previously successful coping mechanisms
- Use environmental resources
- Generate positive and constructive thinking patterns
- Reinforcing taking action Rules of the Road - Step #5 Defining the Problem
- Emphasize short-term goals
- Make concrete plans Rules of the Road - Step #6 Defining the Problem
- review plan
- establish responsibility Core Listening Skills Restatement Reflection Owning Statements Summary recapitulation
used to gather information regarding clients' affective, behavioral, and cognitive reactions to the crisis. Core Listening Skills: Monitoring nonverbal cues involves attending to voice pitch and tone, rate of speech, body movements and so on. These often help in the assessment of clients' reaction as these are being experiences in the current situation Levels of Intervention: Direct Intervention Crisis worker functions as a manager and instructs clients and to a degree promotes dependency on crisis workers. Much of the time direct interventions will begin with "I".... example: "I (crisis worker) want/need you to..... Levels of Intervention: Collaborative Intervention Crisis worker partners with client, helping clients to organize resources and activate coping-skills to resolve the crisis. The pronoun "we" is used or implied: "Together we can work through this problem" and "you and I will be in this together" Levels of Intervention: Indirect Intervention Crisis worker acts as a sounding board. Clients are capable of generating solutions with minimal assistance. The pronoun "you" is used often: "What are you feeling"; "Are there other ways you can think about the situation", and "What can you do to resolve the situation." Acting Step#4: examining alternatives exploring a wide array of appropriate choices available to the client.
- situational supports
- coping mechanisms
- Positive and construction thinking patterns Step#5: Making Plans a plan should identify additional persons, groups, and other referral resources that can be contactd for immediate sup-port, and provide coping mechanisms -- something concrete and positive for the client to do now, definite action steps that the client can own and comprehend. Step#6: Obtaining Commitment the issues of control and autonomy apply equally to the process of obtaining an appropriate commitment Dynamics of Addiction
Defense Mechanisms Denial Displacement Fantasy Projection Rationalization Intellectualization Minimizing Reaction Formation Regression Repression Enabling and Codependency Suppression Dissociation Repression Escape to Therapy Intellectualization Displacement Reaction Formation Passive Aggression Hypochondriasis Children in Alcoholic Families Scapegoat Hero Lost Child Family Mascot Family Rules in Alcoholic Families Don't Talk/ Don't have Problems Don't Trust Don't Feel Don't Behave Differently Don't Blame Chemical Dependency Do Behave as I want Do be better and more responsible Don't have fun
deal with threatening and hurtful events by burying them in unconscious memory. When sober, alcoholics repress the dependency needs and angry feeling s that accompany them, and they remember nothing of the personality behavior change that occur when they are intoxicated. Codependency **has to do with one's relationship to the chemical dependent. the person has some as yet unsubstantiated "disease," "addiction;" or "syndrome" of codependency that probably originated in and was "caught" from a dysfunctional family of origin. Perhaps most insidious is the notion that once "caught" codependents must admit to their low self-esteem, their enmeshment and powerlessness in a pathological relationship, their in-ability to withstand rejection, and their avoidance of issues. Enabler Either out of fear of retribution by a union, threat of legal action, or misplaced compassion, an employer may back off confronting an employee about substance abuse. **has to do with one's BEHAVIOR toward a chemical dependent. Alcoholics can me enablers feel like they are doing them a favor by:
- doing the individual's work
- "covering" for poor work performance
- Accepting excuses or making special arrangements
- Overlooking frequent absenteeism or tardiness
- Overlooking evidence of chemical abuse suppression codependents may suppress the problems that addict brings tot he family by maintaining a "stiff upper lip" and not allowing their emotions to surface. This is a defense of quiet desperation and is based on the hope that some miraculous change will occur in the dependent. Dissociation For those who dissociate themselves from the problem and repress it their perception of events is drastically altered by putting the problem aside. means distancing the problem emotionally and sometimes geographically.... Escape to Therapy Seeking therapeutic assistance may be another form of escape for codependents. Passive Aggression
overspending, implying the threat of suicide, being late, forgetting, starting arguments and then leaving, ....the co-dependent keeps everyone ina state of uproar Hypochondriasis converts anger into physical complaints. This is an extremely effective punishment of others because no matter how much consolation they receive, codependents obtain attention by this defense mechanism, and they don't give it up with-out a struggle. Scapegoat troubled child of al alcoholic family. Acting-out child is the one who comes to the attention of school administrators, police, and social services. have poor self-images and attempt to enhance themselves by rebellious, attention-seeking behavior. Acting-out children use unacceptable forms of behavior to say "care about me" or "I can't cope" socially, these children generally gravitate towards peers who have equally low self-esteem and are prone to engage in delinquent behavior. They fill correctional facilities, mental health institution, and chemical dependency unites in hospitals. they enable the addiction by becoming another stressor that can serve as an excuse for the substance abuse and by focusing the family's anger and energy away from the addict and onto themselves. Hero oldest child most likely -- very sophisticated child or family hero. little adult. takes care of the alcoholic, the spouse and the other children. The responsible child enables the alcoholic by giving her or him mmore time to drink. Lost child middle or younger child -- follows directions, handles whatever has to be handled, and adjusts to the circumstances, however dysfunctional they may be. The lost child outwardly appears to be more flexible, spontaneous and some what more selfish than others in the home. They don't feel, question, get upset, or at in anyway to draw attention to themselves. they enable by not being a 'bother'...doesn't take leadership roles and is generally a loner... family mascot youngest child --- placates and comforts everybody int he family and makes them feel better. by making tastily members feel better, he or she can divert attention from the problem and it will subside or go away.
- the mascot may act the clown and distract the family through humorous antics. life of the party but have few close friends....trouble with teachers.
- assume a role of sympathetic counselor to the rest of the family. highly sensitive to the needs
colicky or illness prone hyperactive demanding, unusual need for attention infant with feeding difficulties premature child exceptionally bright child previously abused child A child who is perceived as difficult: child of wrong gender - child is not the gender for which the parent had strongly hoped. child is seen as bad, ugly, stupid, or willful, even if the appearance or behavior appears normal to others. child whose conception or birth caused particular problems for the parent child who has physical/personality characteristics similar to a person who has caused the caretaker pain or distress physical indicators of physical abuse face, lips and mouth torso, back buttocks, thighs various stages of healing clustered, forming rectangular patterns, reflecting shape of article used to inflict (ex. electric cord, belt buckle) several different surface areas regularly appear after absence, weekend or vacation Unexplained burns: cigar, cigarette burns, especially on soles of feet, palms, back or buttocks immersion burnes (sock-like, glove-like, doughnut shaped on buttocks or genitalia) patterns like electric burner, iron, etc. rope burns on arms, legs, neck or torso infected burns, indicating delay in seeking treatment Internal INjuries Unexplained fractures/dislocations Unexplained lacerations or abrasions Head injuries Other factors to consider when assessing injuries Behavioral/emotional indicators and effects of physical abuse
obvious attempts to hide bruises or injuries inappropriate clothing relative to weather (long-sleeved shirts or dresses in hot weather) excessive school absenteeism fearful of parents or adults appears frightened and apprehensive of caretakers apprehensive when other children cry behavioral extremes extremely aggressive, oppositional, demanding, rageful arriving early at school and leaving late academic and behavioral difficulties at school cognitive and intellectual impairment deficits in speech and language hyperactivity, impulsivity, low frustration tolerance lack of basic trust in others depression, low self-esteem, destructive behavior, suicidal tendencies, consistently tired and unable to stay awake missing PE or complaining that physical activity causes pain or discomfort physical neglect underweight, poor growth pattern consistent hunger, poor hygiene, inappropriate dress consistent lack of supervision, especially in dangerous activities or for long periods wasting of subcutaneous tissue unattended physical problems or medical needs abandonment abdominal distention bald patches on the scalp behavior/emotional indicators and effects of physical neglect serious height and weight abnormalities developmental lags (i.e. toilet training, motor skills, socialization, language development) non-organic failure to thrive: delayed developmentally, listless, apathetic, depressed, non- responsive, fatigued frequent absences from school (i.e. staying home to take care of other children or parents) reports of being left alone, unsupervised or abandoned anti-social tendencies, delinquency, alcohol or drug abuse, streetwise chronically dirty frequent inappropriate dress for the weather conditions
hyperactive/disruptive behavior sallow, empty facial appearance anxiety and unrealistic fears sleep problems, nightmares developmental lags conduct and academic problems at school poor relationships with peers behavioral extremes -- aggressive/passive, inappropriately adult-like/infantile, immature, childish oppositional, defiant of authority/overly compliant over-controlled, rigid/overly impulsive depressed, withdrawn, isolated apathetic, aloof indifferent habit disorder such as biting, rocking, head banging, or thumb sucking in an older child Child Welfare work: Targets of Intervention a substitute parent that does for the disadvantaged, dependent child what the effective family does for the advantaged child. child welfare services supportive services: education, casework counseling, family therapy Supplementary services day-care, and parenting functions while the child remains in the home substitute care services replace the naturla parent(s) permanently or temporarily. respite care (giving parents under stress a "break" from parenting, foster care and adoptions Child protective services focus of intervention and the role of the social worker child protective service functions -- reporting -- investigation -- intervention -- termination current trends in child protective services
HIGH volume of reports and a simultaneous reduction in funding for services, child protective services have become more of a means of identifying cases of maltreatment and less an agent for training and rehabilitating abusive/neglecting families. Family treatment is also in increasingly a multidisciplinary undertaking, including such professional as teachers, doctors, members of the legal profession, child care providers and mental health workers. Many communities have set up multidisciplinary teams that attempt to identify maltreatment, intervene with maltreating families, develop policies and programs and provide community education and consultation services to child protective Characteristics of abusive families unfulfilled needs for nurturance and dependence isolation and fear of relationships lack of support systems marital problems life crisis inability to care for or protect a child the special child lack of nurturing child-rearing practices (assessing client contexts) ADDRESSING A - age and generational influences D - Developmental and acquired disabilities R - Religion and spiritual orientation E - Ethnicity and race S - Socioeconomic status S - sexual orientation I - indigenous heritage N - national origin G - Gender (assessing client contexts) RESPECTFUL R - religious and spiritual identity E - ethnic, cultural, and racial background sexual identity P - psychological maturity E - economic class standing and background chronological-developmental challenges threat to well-being and trauma F - family history, values, and dynamics
