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MSW FINAL EXAM TEST BANK QUESTIONS & CORRECT
ANSWERS A+ GRADES
Systems Theory - CORRECT ANSWER >>> A system is a whole comprising component parts that work together. Applied to social work, systems theory views human behavior through larger contexts, such as members of families, communities, and broader society. Important to this theory is the concept that when one thing changes within a system, the whole system is affected. Systems tend toward equilibrium and can have closed or open boundaries. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 43). Springer Publishing Company. Kindle Edition. Systems Theory Applications to Social Work - CORRECT ANSWER >>> 1. Social workers need to understand interactions between the micro, meso, and macro levels.
- Problems at one part of a system may be manifested at another.
- Ecomaps and genograms can help to understand system dynamics.
- Understanding "person-in-environment" is essential to identifying barriers or opportunities for change.
- Problems and change are viewed within larger contexts. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (pp. 43-44). Springer Publishing Company. Kindle Edition. Some System Theory Terms - CORRECT ANSWER >>> Closed system- uses up its energy and dies Differentiation- becoming specialized in structure and function
Entropy- closed, disorganized, stagnant; using up available energy Equifinality- arriving at the same end from different beginnings homeostasis steady state Input- obtaining resources from the environment that are necessary to attain the goals of the system Negative entropy- exchange of energy and resources between systems that promote growth and transformation Open system a system with cross-boundary exchange Output- product of the system that exports to the environment Subsystem- a major component of a system made up of two or more interdependent components that interact in order to attain their own purpose( s) and the purpose( s) of the system in which they are embedded Suprasystem- an entity that is served by a number of component systems organized in interacting relationships throughput energy that is integrated into the system so it can be used by the system to accomplish its goals Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 44). Springer Publishing Company. Kindle Edition. The eight interlocking concepts of Bowen Theory include: - CORRECT ANSWER >>> 1) Differentiation of Self
- Triangles
- Nuclear Family Emotional Process
- Family Projection Process
- Emotional Cutoff
- Multigenerational Transmission Process
- Sibling Position
- Societal Emotional Process.
feedback loops, in contrast, are patterns of interaction that facilitate change or movement toward either growth or dissolution.
- Families are seen as being goal oriented. The concept of equifinality refers to the ability of the family system to accomplish the same goals through different routes.
- The concept of hierarchies describes how families organize themselves into various smaller units or subsystems that are comprised by the larger family system. When the members or tasks associated with each subsystem become blurred with those of other subsystems, families have been viewed as having difficulties. For example, when a child becomes involved in marital issues, difficulties often emerge that require intervention.
- Boundaries occur at every level of the system and between subsystems. Boundaries influence the movement of people and the flow of information into and out of the system. Some families have very open boundaries where members and others are allowed to freely come and go without much restriction; in other famil The family systems Key clinical issues include: - CORRECT ANSWER >>> - Establishing a contract with the family
- Examining alliances within the family
- Identifying where power resides
- Determining the relationship of each family member to the problem
- Seeing how the family relates to the outside world
- Assessing influence of family history on current family interactions
- Ascertaining communication patterns
- Identifying family rules that regulate patterns of interaction
- Determining meaning of presenting symptom in maintaining family homeostasis
- Examining flexibility of structure and accessibility of alternative action patterns
- Finding out about sources of external stress and support The following are some types of family therapy. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 46). Springer Publishing Company. Kindle Edition.
The stages of group development are: - CORRECT ANSWER >>> 1. Preaffiliation— development of trust (known as forming)
- Power and control— struggles for individual autonomy and group identification (known as storming)
- Intimacy— utilizing self in service of the group (known as norming)
- Differentiation— acceptance of each other as distinct individuals (known as performing) 5. Separation/ termination— independence (known as adjourning) Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 50). Springer Publishing Company. Kindle Edition. Groups help through: Factors affecting group cohesion include: - CORRECT ANSWER >>> Instillation of hope Universality Altruism Interpersonal learning Self-understanding and insight Group size Homogeneity: similarity of group members Participation in goal and norm setting for group Interdependence: dependent on one another for achievement of common goals Member stability: frequent change in membership results in less cohesiveness Contraindications for group: client who is in crisis; suicidal; compulsively needy for attention; actively psychotic; and/ or paranoid Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (pp. 50-51). Springer Publishing Company. Kindle Edition. Group polarization - CORRECT ANSWER >>> occurs during group decision making when discussion strengthens a dominant point of view and results in a shift to a more extreme
Ego: The component that manages the conflict between the id and the constraints of the real world. Some parts of the ego are unconscious, whereas others are preconscious or conscious. The ego operates according to the reality principle— the awareness that gratification of impulses has to be delayed in order to accommodate the demands of the real world. The ego's role is to prevent the id from gratifying its impulses in socially inappropriate ways. Ego-Syntonic/ Ego-Dystonic: syntonic = behaviors "insync" with the ego (no guilt) dystonic = behavior "dis- nsync" with the ego (guilt) Inability of the ego to reconcile the demands of the id, the superego, and reality produces conflict that leads to a state of psychic distress known as anxiety. Ego strength is the ability of the ego to effectively deal with the demands of the id, the superego, and reality. Those with little ego strength may feel torn between these competing demands, whereas those with too much ego strength can become too unyielding and rigid. Ego strength helps maintain emotional stability and cope with internal and external stress. Superego: the moral component of personality. It contains all the moral standards learned from parents and society. The superego forces the ego to conform not only to reality, but also to its ideals of morality. Hence, the superego causes clients to feel guilty when they go against society's rules. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 54). Springer Publishing Company. Psychosexual Stages of Development
. - CORRECT ANSWER >>> The five stages of his psychosexual development theory include the oral, anal, phallic, latency, and genital stages, described below. Oral (0-1 years of age): During this stage, the mouth is the pleasure center for development. Freud believed this is why infants are born with a sucking reflex and desire their mother's breast. If a child's oral needs are not met during infancy, he or she may develop negative habits such as nail biting or thumb sucking to meet this basic need.
Anal (1-3 years of age): During this stage, toddlers and preschool-aged children begin to experiment with urine and feces. The control they learn to exert over their bodily functions is manifested in toilet-training. Improper resolution of this stage, such as parents toilet training their children too early, can result in a child who is uptight and overly obsessed with order. Phallic (3-6 years of age): During this stage, preschoolers take pleasure in their genitals and, according to Freud, begin to struggle with sexual desires toward the opposite sex parent (boys to mothers and girls to fathers). For boys, this is called the Oedipus complex, involving a boy's desire for his mother and his urge to replace his father who is seen as a rival for the mother's attention. At the same time, the boy is afraid his father will punish him for his feelings, so he experiences castration anxiety. The Electra complex, later proposed by Freud's protégé Carl Jung, involves a girl's desire for her father's attention and wish to take her mother's place. Latency (6-12 years of age): During this stage, sexual instincts subside, and children begin to further develop the superego, or conscience. Children begin to behave in morally acceptable ways and adopt the values of their parents and other important adults. Genital (12+ years of age): During this stage, sexual Individual Psychology Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 54). Springer Publishing Company. Kindle Edition. - CORRECT ANSWER >>> Alfred Adler, a follower of Freud and a member of his inner circle, eventually broke away from Freud and developed his own school of thought, which he called individual psychology. Adler believed that the main motivations for human behavior are not sexual or aggressive urges, but striving for perfection. He pointed out that children naturally feel weak and inadequate in comparison to adults. This normal feeling of inferiority drives them to adapt, develop skills, and master challenges.
- Adler used the term compensation to refer to the attempt to shed normal feelings of inferiority. However, some people suffer from an exaggerated sense of inferiority. Such people overcompensate, which means that, rather than try to master challenges, they try to cover up
Initiative Versus Guilt. Around age 3 and continuing to age 6, children assert themselves more frequently. They begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like nuisances to others and will therefore remain followers, lacking self-initiative. Industry Versus Inferiority. From age 6 to puberty, c Erik Erikson's Stages of Psychosocial Development - CORRECT ANSWER >>> Stage 1 - Trust vs. Mistrust Developing trust is the first task of the ego, and it is never complete. The child will let mother out of sight without anxiety and rage because she has become an inner certainty as well as an outer predictability. The balance of trust with mistrust depends largely on the quality of maternal relationship. Stage 2 - Autonomy vs. Shame and Doubt If denied autonomy, the child will turn against him/herself urges to manipulate and discriminate. Shame develops with the child's self-consciousness. Doubt has to do with having a front and back -- a "behind" subject to its own rules. Left over doubt may become paranoia. The sense of autonomy fostered in the child and modified as life progresses serves the preservation in economic and political life of a sense of justice. Stage 3 - Initiative vs. Guilt Initiative adds to autonomy the quality of undertaking, planning, and attacking a task for the sake of being active and on the move. The child feels guilt over the goals contemplated and the acts initiated in exuberant enjoyment of new locomoter and mental powers. The castration complex occuring in this stage is due to
the child's erotic fantasies. A residual conflict over initiative may be expressed as hysterical denial, which may cause the repression of the wish or the abrogation of the child's ego: paralysis and inhibition, or overcompensation and showing off. The Oedipal stage results not only in oppressive establishment of a moral sense restricting the horizon of the permissible, but also sets the direction towards the possible and the tangible which permits dreams of early childhood to be attached to goals of an active adult life. After Stage 3, one may use the whole repetoire of previous modalities, modes, and zones for industrious, identity-maintaining, intimate, legacy-producing, dispair-coun Object Relations Theory - CORRECT ANSWER >>> Object relations theory, which was a focus of Margaret Mahler's work, is centered on relationships with others. According to this theory, lifelong relationship skills are strongly rooted in early attachments with parents, especially mothers. Objects refer to people, parts of people, or physical items that symbolically represent either a person or part of a person. Object relations, then, are relationships to those people or items. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 58). Springer Publishing Company. Kindle Edition. Operant - CORRECT ANSWER >>> voluntary behavior (walking, talking) that is controlled by its consequences in the environment. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 59). Springer Publishing Company. Kindle Edition. Respondent: - CORRECT ANSWER >>> involuntary behavior (anxiety, sexual response) that is automatically elicited by certain behavior. A stimulus elicits a response. RESPONDENT OR CLASSICAL CONDITIONING (Pavlov): - CORRECT ANSWER >>> Learning
- In vivo desensitization: Pairing and movement through a hierarchy of anxiety, from least to most anxiety provoking situations; takes place in "real" setting.
- Modeling: Method of instruction that involves an individual (the model) demonstrating the behavior to be acquired by a client.
- Rational emotive therapy (RET): A cognitively oriented therapy in which a social worker seeks to change a client's irrational beliefs by argument, persuasion, and rational reevaluation and by teaching a client to counter self-defeating thinking with new, nondistressing self- statements.
- Shaping: Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.
- Systematic desensitization: An anxiety-inhibiting response cannot occur at the same time as the anxiety response. Anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response. At each step a client's reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is re Jean Piaget - CORRECT ANSWER >>> He was a developmental psychologist best known for his theory of cognitive development. His stages address the acquisition of knowledge and how humans come to gradually acquire it. Piaget's theory holds that children learn though interaction with the environment and others. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 61). Springer Publishing Company. Kindle Edition. Jean Piaget developmental stages - CORRECT ANSWER >>> 1. Sensorimotor 0- 2 years a. Retains image of objects
b. Develops primitive logic in manipulating objects c. Begins intentional actions d. Play is imitative e. Signals meaning— infant invests meaning in event (i.e., babysitter arrival means mother is leaving) f. Symbol meaning (language) begins in last part of stage
- Preoperational 2- 7 years a. Progress from concrete to abstract thinking b. Can comprehend past, present, future c. Night terrors d. Acquires words and symbols e. Magical thinking f. Thinking is not generalized g. Thinking is concrete, irreversible, egocentric h. Cannot see another point of view i. Thinking is centered on one detail or event Imaginary friends often emerge during this stage and may last into elementary school. Although children do interact with them, most know that their friends are not real and only pretend they are real. Thus, having an imaginary friend in childhood does not indicate the presence of a disorder. It is a normal part of development and social workers should normalize behavior with parents who are distressed about this activity during this developmental stage.
- Concrete Operations 7- 11 years a. Beginnings of abstract thought b. Plays games with rules c. Cause and effect relationship understood d. Logical implications are understood e. Thinking is independent of experience f. Thinking is reversible
Stage 2: Exchange of favors People recognize that others also have needs. They may try to satisfy others' needs if their own needs are also met ("you scratch my back, I'll scratch yours"). They continue to define right and wrong primarily in terms of consequences to themselves. Level II: Conventional Morality Seen in a few older elementary school students, some junior high school students, and many high school students (Stage 4 typically does not appear until the high school years) Stage 3: Good boy/girl People make decisions based on what actions will please others, especially authority figures and other individuals with high status (e.g., teachers, popular peers). They are concerned about maintaining relationships through sharing, trust, and loyalty, and they take other people's perspectives and intentions into account when making decisions. Stage 4: Law and order People look to society as a whole for guidelines about right or wrong. They know rules are necessary for keeping society running smoothly and believe it is their "duty" to obey them. However, they perceive rules to be inflexible; they don't necessarily recognize that as society's needs change, rules should change as well. Level II: Postconventional Morality Rarely seen before college (Stage 6 is extremely rare even in adults) S Stage 5: Social contract- People recognize that ru Learning theory - CORRECT ANSWER >>> is a conceptual framework describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed, as well as how knowledge and skills are retained. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 63). Springer Publishing Company. Kindle Edition. There are many learning theories but all can be conceptualized as fitting into four distinct orientations: - CORRECT ANSWER >>> 1. Behaviorist (Pavlov, Skinner)— learning is viewed 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 (including insight, information processing, memory, and perception) and the locus of learning is internal cognitive structures. Social workers aim to develop opportunities to foster capacity and skills to improve learning.
- Humanistic (Maslow)— learning is viewed as a person's activities aimed at reaching his or her full potential, and the locus of learning is in meeting cognitive and other needs. Social workers aim to develop the whole person.
- Social/ Situational (Bandura)— learning is obtained between people and their environment and their interactions and observations in social contexts. Social workers establish opportunities for conversation and participation to occur. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (pp. 63-64). Springer Publishing Company. Kindle Edition. Acceptance: - CORRECT ANSWER >>> an acknowledgment of "what is." Acceptance does not pass judgment on a circumstance and allows clients to let go of frustration and disappointment, stress and anxiety, regret and false hopes. Acceptance is the practice of recognizing the limits of one's control. Acceptance is not giving up or excusing other people's behavior and allowing it to continue. Acceptance is not about giving in to circumstances that are unhealthy or uncomfortable. The main thing that gets in the way of acceptance is wanting to be in control. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 70). Springer Publishing Company. Kindle Edition. Cognitive dissonance: - CORRECT ANSWER >>> arises when a person has to choose between two contradictory attitudes and beliefs. The most dissonance arises when two options are equally attractive.
Information processing block: - CORRECT ANSWER >>> failure to perceive and evaluate potentially useful new information Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 70). Springer Publishing Company. Kindle Edition. Metacommunication: - CORRECT ANSWER >>> the context within which to interpret the content of the message (i.e., nonverbal communication, body language, vocalizations) Nonverbal communications: - CORRECT ANSWER >>> facial expression, body language, and posture can be potent forms of communication Defense mechanisms are - CORRECT ANSWER >>> behaviors that protect people from anxiety. Defense mechanisms are automatic, involuntary, usually unconscious psychological activities to exclude unacceptable thoughts, urges, threats, and impulses from awareness for fear of disapproval, punishment, or other negative outcomes. Defense mechanisms are sometimes confused with coping strategies, which are voluntary. Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 71). Springer Publishing Company. Kindle Edition.
- Acting Out - CORRECT ANSWER >>> — emotional conflict is dealt with through actions rather than feelings (i.e., instead of talking about feeling neglected, a person will get into trouble to get attention). Apgar PhD LSW ACSW, Dr. Dawn (2015- 05 - 11). Social Work ASWB Masters Exam Guide: A Comprehensive Study Guide for Success (p. 71). Springer Publishing Company. Kindle Edition.
- Compensation - CORRECT ANSWER >>> — enables one to make up for real or fancied deficiencies (i.e., a person who stutters becomes a very expressive writer; a short man assumes a cocky, overbearing manner).
- Conversion - CORRECT ANSWER >>> — repressed urge is expressed disguised as a disturbance of body function, usually of the sensory, voluntary nervous system (as pain, deafness, blindness, paralysis, convulsions, tics). Conversion as a defense mechanism occurs where cognitive tensions manifest themselves in physical symptoms. The symptom may well be symbolic and dramatic and it often acts as a communication about the situation. Extreme symptoms may include paralysis, blindness, deafness, becoming mute or having a seizure.
- Decompensation - CORRECT ANSWER >>> — deterioration of existing defenses.
- Denial - CORRECT ANSWER >>> — primitive defense; inability to acknowledge true significance of thoughts, feelings, wishes, behavior, or external reality factors that are consciously intolerable.
- Devaluation - CORRECT ANSWER >>> — a defense mechanism frequently used by persons with borderline personality organization in which a person attributes exaggerated negative qualities to self or another. It is the split of primitive idealization.
- Dissociation - CORRECT ANSWER >>> — a process that enables a person to split mental functions in a manner that allows him or her to express forbidden or unconscious impulses without taking responsibility for the action, either because he or she is unable to remember the disowned behavior, or because it is not experienced as his or her own (i.e., pathologically expressed as fugue states, amnesia, or dissociative neurosis, or normally expressed as daydreaming).
- Displacement - CORRECT ANSWER >>> — directing an impulse, wish, or feeling toward a person or situation that is not its real object, thus permitting expression in a less threatening situation (i.e., a man angry at his boss kicks his dog).
