LMSW EXAM Top Examinable Questions with accurate answers. QuizBank! Graded A
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LMSW EXAM Top Examinable Questions with accurate answers. QuizBank! Graded A
Theories of Human Development--Physical - -How the body grows and develops. Different milestones that should be reached
Theories of Human Development--Social - -Erik Erikson--identity crisis. Different crisis led...
lmsw exam top examinable questions with accurate answers quizbank graded a theories of human development physical how the body grows and develops different milestones that should be reached
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LMSW EXAM Top Examinable Questions
with accurate answers. QuizBank!
Graded A
Theories of Human Development--Physical - ✔✔-How the body grows and develops. Different
milestones that should be reached
Theories of Human Development--Social - ✔✔-Erik Erikson--identity crisis. Different crisis led to different
stages of development. 8 stages and the person needs to have successful completion of the stages in
order to have a healthy personality.
Micro level: Learning how to behave and interact with others.
Macro level: Commitment that development processes need to benefit people (particularly the poor).
This identifies norms that people put in place, and the way society interacts.
Theories of Human Development--Emotional - ✔✔-This emphasizes the different skills that increase self-
awareness and self-regulation. Difficult to see, however can be recognized in how the person can pay
attention, make transitions from one activity to another, and cooperate with others.
Learning that they are fun individuals and nice to be around as kids leads them to have self-confidence
to build loving and supportive relationships all their lives.
Theories of Human Development--Cognitive - ✔✔-Cognitive development deals with the controversy of
"nature vs. nurture" and emphasizes that it is nature and nurture that build up a persons cognition.
6 levels of cognition: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
Theories of Human Development--Behavioral - ✔✔-Personality is a result of interactions with the
environment. Different ways of modifying behavior are through classical conditioning and operant
conditioning.
Trust vs. Mistrust - ✔✔-EE stage 1 (birth-1 year) Are the basic needs met for the child? Where they learn
to trust adults or not based on if their needs were met.
,Autonomy vs. Shame and Doubt - ✔✔-EE stage 2 (1-3 years) Often the potty training stage--kids want to
control their bowels. Self-esteem is what is affected, and if they are criticized or overly controlled, they
develop an sense of inadequacy, causing low self-esteem.
Initiative vs. Guilt - ✔✔-EE stage 3 (3-6 years) Children want to plan activities and play games. If they
feel as though they are a nuisance because of criticism or control from a parental figure, they will
remain followers, and lack initiative.
Industry vs. Inferiority - ✔✔-EE stage 4 (6-puberty) Child initiates projects. If they are encouraged, they
feel confident in achieving goals. If not, they feel inferior and doubt their abilities.
Identity vs. Role Confusion - ✔✔-EE stage 5 (Adolescence) The in-between of childhood and adulthood.
Causes challenges in their understanding of their identity. After exploration, the person begins to
understand themselves, and confusion can onset if they are lost in what to do in their future.
Intimacy vs. Isolation - ✔✔-EE stage 6 (young adulthood) Individuals share themselves with others
during this time. When a person is successful, it leads to comfortable relationships, and a sense of
commitment, safety, and care. Avoiding it can lead to isolation, loneliness, and sometimes depression.
Generatively vs. Stagnation - ✔✔-EE stage 7 (middle adulthood) Individuals establish careers, settle
down within relationships, and establish families. They give back to society through work and raising
families. If not achieved, individuals become stagnant and feel unproductive.
Ego Intensity vs. Despair - ✔✔-EE stage 8 (older adulthood) Senior citizens slow down, and begin to
explore life as retired people. During this time they contemplate accomplishments have a sense of
integrity if they are satisfied with their lives. If they feel they have been unproductive, they develop
despair and that leads to depression and hopelessness.
Level of Cognition: Knowledge - ✔✔-Rote memorization, Recognition, of Recall of facts
Level of Cognition: Comprehension - ✔✔-Understanding what the facts mean
,Level of Cognition: Application - ✔✔-Correct use of the facts, rules, or ideas
Level of Cognition: Analysis - ✔✔-Breaking down the information into component parts
Level of Cognition: Synthesis - ✔✔-Combination of Facts, Ideas, or Information to make a [new whole]
Level of Cognition: Evaluation - ✔✔-Judging or forming an opinion about the information or situation
Piaget Cognitive Development: Sensorimotor - ✔✔-0-2 years, baby can retain image of objects. Can
manipulate objects. Begins intentional actions. Can attach meaning to events. Symbol meaning--
language (develops at end of stage)
Piaget Cognitive Development: Preoperational - ✔✔-2-7 years, Progress from concrete to abstract
thinking. Can comprehend past, present, future. Night terrors. Acquires words and symbols, as well as
magical thinking. Non-generalized thinking, also concrete and irreversible. Thinking is centered on one
detail, and cannot see a different viewpoint
Piaget Cognitive Development: Concrete Operations - ✔✔-7-11 years, Beginnings of abstract thought,
plays games with rules, cause and effect relationship understanding. Logical implications are
understood. Thinking is independent of experience, and is reversible. Rules of logic are developed.
Piaget Cognitive Development: Formal Operations - ✔✔-11 through maturity, higher level of
abstraction, planning for future, thinks hypothetically, assumes adult roles and responsibilities
Kholberg Moral Development: Preconventional - ✔✔-Elementary school level (before age 9)
A: Child obeys authority--Obedience vs. Punishment
B: Child acts acceptable as it is in their best interest--Conforms to rules to receive rewards
Kholberg Moral Development: Conventional - ✔✔-Early Adolescence
A: Person acts to gain approval from others (Good boy/Good girl)
B: Obeys laws and fulfills obligations and duties to maintain the social system (Rules are rules)
, Kholberg Moral Development: Post conventional - ✔✔-Adult (most adults do not reach this level)
A: Gunuine interest in welfare of others; concerned with individual rights and being morally right
B: Guided by individual principles based on broad, universal ethical principles. Concern for larger
universal issues of morality.
Behaviorist--Pavlov, Skinner - ✔✔-Learning is seen through change in behavior and the stimuli in the
external environment are the locus of learning. Social Workers aim to change the external environment
in order to bring about desired change.
Cognitive--Piaget - ✔✔-Learning is viewed through internal mental processes. Locus of learning is
internal cognitive structures
Humanistic--Maslow - ✔✔-Learning is viewed as a persons activities aimed at reaching his or her full
potential. Locus of learning is in meeting cognitive and other needs. Social workers aim to develop the
whole person
Social/Situational--Bandura - ✔✔-Learning is obtain between people and their environment and their
interactions and observations in social contexts.
Respondent behaviors - ✔✔-Involuntary behavior (anxiety, sexual response) that is automatically
elicited by certain behavior. A stimulus elicits a response
Operant behaviors - ✔✔-Voluntary behaviors (walking, talking) that is controlled by its consequences in
the environment.
Respondent or classical conditioning (Pavlov) - ✔✔-Learning occurs as a result of pairing previously
neutral (conditioned) stimulus with and unconditioned (involuntary) stimulus so that the conditioned
stimulus eventually elicits the response normally elicited by the unconditioned stimulus
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