ILLINOIS SUPPLEMENTAL EXAM FINAL STUDY
GUIDE 2026 PRACTICE QUESTIONS ANSWERS
◉ Adolescence. Answer: Risk taking behaviors; heightened desire
for independence; egocentrism; puberty & growth spurt; Piaget's
formal operations - able to think in new and novel ways; moral
development - ability to imagine a variety of outcomes for an event;
development of emotional intelligence, self-awareness, self-
management, social awareness, & relational management
◉ Early Adulthood. Answer: Erikson's identity exploration; finding
one's niche in society (relationships, vocation, love, work,
residence); more autonomy than adolescence, less responsibilities
than adulthood; defined by possibilities & optimism; striving
towards independence (financially, making decisions, accepting self-
responsibility); exploring spirituality and/or religion
◉ Culture & Human Development. Answer: most cultures begin
schooling at ages 5 or 6; race, socioeconomic status, & ethnicity
greatly shape a way a child develops their sense of self (in
comparison with the dominant majority) & language acquisition
(how many languages are they learning & are they conducive to the
language used at school/larger context); foster youth more likely to
experience homelessness & have much less privilege & exploration
at adolescence & emerging adulthood; context & cultural also
influences resilience
,◉ Object Relations Theory. Answer: the psychodynamic theory that
views the desire for relationships as the key motivating force in
human behavior; explores the process whereby people come to
experience themselves as separate and independent from others,
while at the same time needing profound attachment to others
◉ Systems Theory. Answer: Factors at each level (micro, mezzo,
macro) & how they interact with one another to shape the lived
experience; from which risk & protective factors derive; when
conducting an assessment (bio-psycho-social-spiritual)
Micro - IQ, age, gender, income, health, language, spirituality,
recreation, emotion, cognition, self-esteem
Mezzo - local economy & resource, coworkers, work, family, church,
neighborhood
Macro - government, discrimination & oppression, history, services
& resources, cultural values, community, economics, politics
◉ Feminist Theory. Answer: a theoretical approach that looks at
gender inequities in society and the way that gender structures the
social world; emphasizes how social, political, & economic
structures should be considered based on the effects of oppression
& domination, power & powerlessness; intersectionality
◉ strengths-based approach. Answer: an approach to interventions
that focuses on the positive attributes of the client and the client's
,environment; client knows best about problem/issue & has the
strengths within themselves to be built upon; advocating and
mobilizing resources for individuals, families, or communities;
empowerment (helping create influence to increase strengths
towards improving own circumstances)
◉ Person-in-Environment. Answer: A practice-guiding principle in
social work that highlights the importance of understanding an
individual and individual behavior in light of the environmental
contexts in which that person lives and acts.
Biological level - diet, health, sexual functioning, medication and
substance use, family health & genetic history
Psychological level - self-esteem, coping skills, mental health (past &
present); personality traits, family history of mental illness, spiritual
development, cognitive & emotional development
Social level - work stability; engagement with social activities &
recreation; relationships with family, friends, and co-workers
Behavior may be understood by understanding its context, as it
relates to other settings, and as these settings related to one
another; attending to the complexities of the environment as we
would the individual; engaging the progressive forces in people and
situational assets, and effecting the removal or environmental
obstacles to growth and adaptive functioning
, ◉ psychodynamic theory. Answer: Any theory of behavior that
emphasizes internal conflicts, motives, and unconscious forces
◉ Common Issues in a School SW Setting. Answer: (1) social
interpersonal or family problems (2) aggression/disruptive
behavior/bullying (3) behavior problems associated with
neurological disorders like ADHD (4) adjustment issues (5) anxiety,
stress, school phobia (6) depression and grief reactions
◉ NASW Stance on School SW. Answer: School social workers seek
to ensure equitable education opportunities; ensure that all students
are mentally, physically, and emotionally present in the classroom;
promote the respect and dignity for all students
◉ Purpose of Social and Emotional Learning. Answer: Common
elements of programs to implement (1) learning environments are
safe, caring, well-managed, and participatory (2) social and
emotional competency instruction in self-awareness, social
awareness, self-management, relationship skills, & responsible
decision-making
◉ Structural
Family Theory. Answer: Salvador Minuchin; goal = shift the family
hierarchy to influence change (need effective authority & hierarchy);
families need clear boundaries, power, & alignment; families need
stable relationship alliances and communication skills; families
GUIDE 2026 PRACTICE QUESTIONS ANSWERS
◉ Adolescence. Answer: Risk taking behaviors; heightened desire
for independence; egocentrism; puberty & growth spurt; Piaget's
formal operations - able to think in new and novel ways; moral
development - ability to imagine a variety of outcomes for an event;
development of emotional intelligence, self-awareness, self-
management, social awareness, & relational management
◉ Early Adulthood. Answer: Erikson's identity exploration; finding
one's niche in society (relationships, vocation, love, work,
residence); more autonomy than adolescence, less responsibilities
than adulthood; defined by possibilities & optimism; striving
towards independence (financially, making decisions, accepting self-
responsibility); exploring spirituality and/or religion
◉ Culture & Human Development. Answer: most cultures begin
schooling at ages 5 or 6; race, socioeconomic status, & ethnicity
greatly shape a way a child develops their sense of self (in
comparison with the dominant majority) & language acquisition
(how many languages are they learning & are they conducive to the
language used at school/larger context); foster youth more likely to
experience homelessness & have much less privilege & exploration
at adolescence & emerging adulthood; context & cultural also
influences resilience
,◉ Object Relations Theory. Answer: the psychodynamic theory that
views the desire for relationships as the key motivating force in
human behavior; explores the process whereby people come to
experience themselves as separate and independent from others,
while at the same time needing profound attachment to others
◉ Systems Theory. Answer: Factors at each level (micro, mezzo,
macro) & how they interact with one another to shape the lived
experience; from which risk & protective factors derive; when
conducting an assessment (bio-psycho-social-spiritual)
Micro - IQ, age, gender, income, health, language, spirituality,
recreation, emotion, cognition, self-esteem
Mezzo - local economy & resource, coworkers, work, family, church,
neighborhood
Macro - government, discrimination & oppression, history, services
& resources, cultural values, community, economics, politics
◉ Feminist Theory. Answer: a theoretical approach that looks at
gender inequities in society and the way that gender structures the
social world; emphasizes how social, political, & economic
structures should be considered based on the effects of oppression
& domination, power & powerlessness; intersectionality
◉ strengths-based approach. Answer: an approach to interventions
that focuses on the positive attributes of the client and the client's
,environment; client knows best about problem/issue & has the
strengths within themselves to be built upon; advocating and
mobilizing resources for individuals, families, or communities;
empowerment (helping create influence to increase strengths
towards improving own circumstances)
◉ Person-in-Environment. Answer: A practice-guiding principle in
social work that highlights the importance of understanding an
individual and individual behavior in light of the environmental
contexts in which that person lives and acts.
Biological level - diet, health, sexual functioning, medication and
substance use, family health & genetic history
Psychological level - self-esteem, coping skills, mental health (past &
present); personality traits, family history of mental illness, spiritual
development, cognitive & emotional development
Social level - work stability; engagement with social activities &
recreation; relationships with family, friends, and co-workers
Behavior may be understood by understanding its context, as it
relates to other settings, and as these settings related to one
another; attending to the complexities of the environment as we
would the individual; engaging the progressive forces in people and
situational assets, and effecting the removal or environmental
obstacles to growth and adaptive functioning
, ◉ psychodynamic theory. Answer: Any theory of behavior that
emphasizes internal conflicts, motives, and unconscious forces
◉ Common Issues in a School SW Setting. Answer: (1) social
interpersonal or family problems (2) aggression/disruptive
behavior/bullying (3) behavior problems associated with
neurological disorders like ADHD (4) adjustment issues (5) anxiety,
stress, school phobia (6) depression and grief reactions
◉ NASW Stance on School SW. Answer: School social workers seek
to ensure equitable education opportunities; ensure that all students
are mentally, physically, and emotionally present in the classroom;
promote the respect and dignity for all students
◉ Purpose of Social and Emotional Learning. Answer: Common
elements of programs to implement (1) learning environments are
safe, caring, well-managed, and participatory (2) social and
emotional competency instruction in self-awareness, social
awareness, self-management, relationship skills, & responsible
decision-making
◉ Structural
Family Theory. Answer: Salvador Minuchin; goal = shift the family
hierarchy to influence change (need effective authority & hierarchy);
families need clear boundaries, power, & alignment; families need
stable relationship alliances and communication skills; families
