ASWB MSW Exam Questions And
Answers.
Freud Psychosexual Stages -
\1. Anal (0-1)
2. Oral (2-3)
3. Phallic (3-5)
4. Latency (5-11)
5. Genital (12-18)
Freud Psychosexual Stages Fixations -
\
Oral stage -
\-infant's primary interaction with world is through mouth, oral stimulation through
sucking and tasting
Anal stage -
\-primary focus of libido was on controlling bladder and bowel movements
-toilet training is primary issue, too much pressure can result in excessive need for order
or cleanliness later in life, too little pressure from parents can lead to messy or
destructive behavior later in life
Phallic stage -
\-focus of id's energy is on genitals, children become aware of gender identity
Latent stage -
\-focus of id's energy is on genitals, children become aware of gender identity
Genital stage -
\-onset of puberty causing libido to become active
-strong interest in opposite sex, individual will continue to develop into well-balanced
person
Piaget Stages of Development -
\Sensorimotor (0-2)
Preoperational thought (2.5 - 6/7)
Concrete operations (7-11)
Formal Operations (11-18)
Sensorimotor Stage -
\-learn primarily through sensory input and action
-object permanence, causality, symbolic thought
,Preoperational Thought -
\-child is able to use words and images to refer to objects
Concrete operations -
\- think logically but have difficulty with abstracts or hypotheticals
Formal Operations -
\- can think abstractly, use deductive reasoning, and systematically plan
Erikson's Psychosocial Stages -
\1. Trust vs Mistrust
2. Autonomy vs Shame & Doubt
3. Initiative vs Guilt
4. Industry vs Inferiority
5. Identity vs Identity Diffusion
6. Intimacy vs Isolation
7. Generativity vs Self-Absorption
8. Integrity vs Despair
Trust vs Mistrust -
\Children begin to learn the ability to trust others based upon the consistency of their
caregiver(s).
Autonomy vs Shame & Doubt -
\Between the ages of 1 and 3, children begin to assert their independence by walking
away from their mother. If encouraged it fosters independence, if criticized it leads to
feeling unable to survive and over dependence on parent.
Initiative vs Guilt -
\Children assert themselves more frequently, if encouraged they feel secure in their
ability to lead others and make decisions; if discouraged children develop a sense of
guilt and lack self-initiative.
Industry vs Inferiority -
\Children begin to develop a sense of pride in their accomplishments. If encouraged and
they begin to feel industrious and feel confident in their ability to achieve goals. If not
encouraged they feel inferior, doubting their abilities and failing to reach their potential.
Identity vs Role Confusion -
\During adolescence, transition from childhood to adulthood and children become more
independent, looking to their futures.
Intimacy vs Isolation -
, \In young adulthood, individuals begin to share themselves with others and explore
relationships . Successful completion leads to commitment, while unsuccessful
completion leads fear of intimacy & commitment.
Generativity vs Stagnation -
\During middle adulthood, individuals establish careers, settle down within relationships,
begin families, and develop a sense of being a part of the bigger picture. They give back
to society through raising children, being productive at work, and becoming involved in
community activities and organizations.
Ego Integrity vs Despair -
\As individuals grow older and become senior citizens, they tend to slow down and
explore life as retired people. If they view life as unproductive or failed to accomplish
goals it can lead to depression.
Behaviorist Theory -
\(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 Theory -
\(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 Theory -
\(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.
Systems theory -
\- A system is comprised of several parts, and when one thing changes within a system
the whole system is affected
- understanding person in environment is essential to identifying barriers or
opportunities for change
Theory of Moral Development -
\Lawrence Kohlberg
- believes moral development parallels cognitive development
- moral reasoning (basis for ethical behavior) has 6 developmental stages
- a person must pass through each stage without skipping
- stages are grouped as pre conventional (before 9), conventional (early adolescence),
and post conventional (adult)
Individual Psychology -
Answers.
Freud Psychosexual Stages -
\1. Anal (0-1)
2. Oral (2-3)
3. Phallic (3-5)
4. Latency (5-11)
5. Genital (12-18)
Freud Psychosexual Stages Fixations -
\
Oral stage -
\-infant's primary interaction with world is through mouth, oral stimulation through
sucking and tasting
Anal stage -
\-primary focus of libido was on controlling bladder and bowel movements
-toilet training is primary issue, too much pressure can result in excessive need for order
or cleanliness later in life, too little pressure from parents can lead to messy or
destructive behavior later in life
Phallic stage -
\-focus of id's energy is on genitals, children become aware of gender identity
Latent stage -
\-focus of id's energy is on genitals, children become aware of gender identity
Genital stage -
\-onset of puberty causing libido to become active
-strong interest in opposite sex, individual will continue to develop into well-balanced
person
Piaget Stages of Development -
\Sensorimotor (0-2)
Preoperational thought (2.5 - 6/7)
Concrete operations (7-11)
Formal Operations (11-18)
Sensorimotor Stage -
\-learn primarily through sensory input and action
-object permanence, causality, symbolic thought
,Preoperational Thought -
\-child is able to use words and images to refer to objects
Concrete operations -
\- think logically but have difficulty with abstracts or hypotheticals
Formal Operations -
\- can think abstractly, use deductive reasoning, and systematically plan
Erikson's Psychosocial Stages -
\1. Trust vs Mistrust
2. Autonomy vs Shame & Doubt
3. Initiative vs Guilt
4. Industry vs Inferiority
5. Identity vs Identity Diffusion
6. Intimacy vs Isolation
7. Generativity vs Self-Absorption
8. Integrity vs Despair
Trust vs Mistrust -
\Children begin to learn the ability to trust others based upon the consistency of their
caregiver(s).
Autonomy vs Shame & Doubt -
\Between the ages of 1 and 3, children begin to assert their independence by walking
away from their mother. If encouraged it fosters independence, if criticized it leads to
feeling unable to survive and over dependence on parent.
Initiative vs Guilt -
\Children assert themselves more frequently, if encouraged they feel secure in their
ability to lead others and make decisions; if discouraged children develop a sense of
guilt and lack self-initiative.
Industry vs Inferiority -
\Children begin to develop a sense of pride in their accomplishments. If encouraged and
they begin to feel industrious and feel confident in their ability to achieve goals. If not
encouraged they feel inferior, doubting their abilities and failing to reach their potential.
Identity vs Role Confusion -
\During adolescence, transition from childhood to adulthood and children become more
independent, looking to their futures.
Intimacy vs Isolation -
, \In young adulthood, individuals begin to share themselves with others and explore
relationships . Successful completion leads to commitment, while unsuccessful
completion leads fear of intimacy & commitment.
Generativity vs Stagnation -
\During middle adulthood, individuals establish careers, settle down within relationships,
begin families, and develop a sense of being a part of the bigger picture. They give back
to society through raising children, being productive at work, and becoming involved in
community activities and organizations.
Ego Integrity vs Despair -
\As individuals grow older and become senior citizens, they tend to slow down and
explore life as retired people. If they view life as unproductive or failed to accomplish
goals it can lead to depression.
Behaviorist Theory -
\(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 Theory -
\(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 Theory -
\(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.
Systems theory -
\- A system is comprised of several parts, and when one thing changes within a system
the whole system is affected
- understanding person in environment is essential to identifying barriers or
opportunities for change
Theory of Moral Development -
\Lawrence Kohlberg
- believes moral development parallels cognitive development
- moral reasoning (basis for ethical behavior) has 6 developmental stages
- a person must pass through each stage without skipping
- stages are grouped as pre conventional (before 9), conventional (early adolescence),
and post conventional (adult)
Individual Psychology -
