MSW ACTUAL TEST PAPER 2026
COMPLETE QUESTIONS AND SOLUTIONS
GRADED A+
●● Freud (Libido).
Answer: 0-1 Oral
2-4 Anal
Oedipal/Phallic
8-12 Latency
13-18 Genital
19-21 "
21+ "
50 + "
●● Erickson
(Stage conflict).
Answer: 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.
Answer: 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.
Answer: 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.
Answer: 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.
Answer: 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 of industry and a lasting ego quality of competence. Unsuccessful
resolution of this stage leads to life long feelings of inferiority and
inadequacy.
●● Identity vs. Role Confusion (stage 5) 12-18.
Answer: As the child approaches adolescence (12-18 or so), physical and
hormonal changes mark the beginning of puberty. Rapid growth and
physical genital maturity disrupt the earlier continuity of childhood. This
stage is perhaps the most important for Erikson, as the adolescent must
now forge a lasting ego identity through aligning his or her basic dries,
endowments, and opportunities. A sense of ego identity is "the accrued
confidence that ones ability to maintain inner sameness and
continuity...is matched by the sameness and continuity of ones meaning
for others. Thus, self-esteem grows to be a conviction that one is
learning effective steps toward a tangible future, that one is developing a
defined personality within a social reality which one understands. As the
adolescent struggles to integrate past and future views of self and begins
to define new appropriate sex roles, an identity crisis may emerge from
this confusion. New expectations from parents may add to this stress.
Tolerance, understanding, and guidance in the home can assist the
adolescent in achieving an integrated identity. Unsuccessful resolution
can result in either role confusion or identity diffusion, a state in which
the individual is left with strong doubts about who he or she "is." This
may lead to delinquency, psychotic incidents, or over-identification with
others. Youths who emerge with a strong sense of identity and
individuality gain a lasting ego quality of fidelity or freely pledges
loyalties.
COMPLETE QUESTIONS AND SOLUTIONS
GRADED A+
●● Freud (Libido).
Answer: 0-1 Oral
2-4 Anal
Oedipal/Phallic
8-12 Latency
13-18 Genital
19-21 "
21+ "
50 + "
●● Erickson
(Stage conflict).
Answer: 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.
Answer: 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.
Answer: 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.
Answer: 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.
Answer: 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 of industry and a lasting ego quality of competence. Unsuccessful
resolution of this stage leads to life long feelings of inferiority and
inadequacy.
●● Identity vs. Role Confusion (stage 5) 12-18.
Answer: As the child approaches adolescence (12-18 or so), physical and
hormonal changes mark the beginning of puberty. Rapid growth and
physical genital maturity disrupt the earlier continuity of childhood. This
stage is perhaps the most important for Erikson, as the adolescent must
now forge a lasting ego identity through aligning his or her basic dries,
endowments, and opportunities. A sense of ego identity is "the accrued
confidence that ones ability to maintain inner sameness and
continuity...is matched by the sameness and continuity of ones meaning
for others. Thus, self-esteem grows to be a conviction that one is
learning effective steps toward a tangible future, that one is developing a
defined personality within a social reality which one understands. As the
adolescent struggles to integrate past and future views of self and begins
to define new appropriate sex roles, an identity crisis may emerge from
this confusion. New expectations from parents may add to this stress.
Tolerance, understanding, and guidance in the home can assist the
adolescent in achieving an integrated identity. Unsuccessful resolution
can result in either role confusion or identity diffusion, a state in which
the individual is left with strong doubts about who he or she "is." This
may lead to delinquency, psychotic incidents, or over-identification with
others. Youths who emerge with a strong sense of identity and
individuality gain a lasting ego quality of fidelity or freely pledges
loyalties.
