Social Work License (MSW Exam)
Questions And Answers.
Piaget
(Adaptations, Assimilation and Accommodation) -
\0-1 Sensory-Motor
2-4 Preoperational Period
5-7 "
8-12 Concrete Operations period
13-18 formal Operations period
19-21
21 +
50 +
Freud (Libido) -
\0-1 Oral
2-4 Anal
Oedipal/Phallic
8-12 Latency
13-18 Genital
19-21 "
21+ "
50 + "
Erickson
(Stage conflict) -
\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 -
\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 -
\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 -
\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 -
\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 -
\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.
Intimacy vs. Isolation (stage 6) (early to late 20s) -
\Young adulthood (early to late 20s) brings an end to the years of childhood and youth.
It is now time for choosing a career, socializing with the opposite sex, and eventually
marriage and raising a family. Interpersonal intimacy is the task of this stage,
encompassing both psychological and sexual intimacy. Failure to achieve intimacy
leads to isolation, an inability to develop intimate and meaningful relationship. The
person who cannot be intimate will likely be self-absorbed. Proper resolution of this
stage leads to a lasting ego quality of love, or mutuality of devotion.
Generativity vs. Stagnation (stage 7) (late 20s-50s) -
\During adulthood (last 20s-50s), maturity geniality (in the Freudian sense) leads to
procreation and establishing guidance for the next generation. those who do not apply
this to their own offspring must sublimate and find outlets in altruistic activities.
According to Erikson, simply wanting or having children is insufficient for completion of
this stage. Rather, an active role and a "belief in the species" leads to efforts to make
the world a better place for future generations. Unsuccessful resolution of this stage
results in a sense of stagnation or self-indulgence that reflection interpersonal
impoverishment. Successful resolution of this stage can be seen in the lasting ego
quality of care, or concern for others.
Integrity vs. Despair (after 50) -
\Late adulthood (after 50) is a period of retrospective reflection about one's own life and
acceptance of the eventual end of life. If, at the end of the life cycle, one can accept
responsibility for past choices and find meaning and contentment in the road that was
traveled, a sense of integrity is achieved. Unsuccessful resolution of this stage leads to
a sense of despair. This may be exhibited as disgust and anger at external sources but
is an indication of self-contempt. The lasting ego quality that emerges from proper
resolution of this stage is wisdom.
Sensorimotor (0-2 yrs) (Stage 1) -
\Reflex activity (0-1 months) Learns to suck / tracks moving object but ignores its
disappearance.
, Primary circular reactions (1-4 months) Repetitive movements; opesn and closes fist;
moves thumb to mouth; moves hand and watches it. Looks at spot where object
disappeared.
Secondary circular reactions (4-8 months) Imitates own sounds if made by someone
else; repeats movements that have an effect. Searches for a partly concealed object.
Coordination of secondary schemes (8-12 months) Imitates new sounds; moves objects
that are in the way. Searches for an object in the last place it was found.
Tertiary circular reactions (12-18 months) Drops objects to see effect; reaches a toy by
pulling an extension of it. Searches for and finds objects that are hidden while watching.
Invention through mental combinations (18-24 months) Can evoke memories not linked
to perception; experiments are done internally. Searches for and finds objects that are
hidden out of sight. Object constancy is complete.
Peroperational (2-7 yrs) (Stage 2) -
\Preconceptual (age 2-4) Language; symbolic thought; pretend play; conscious of self
as an object. Can mentally visualize things that are not present.
Intuitive (age 4-7) Centers on one thing at a time; thinking is confined to momentary
perceptions.
Concrete Operations (7-11 yrs) (Stage 3) -
\Reasoning and logical thought begin; is able to perform reverse operations mentally;
exhibits conversation, seriation, classification; transitivity; centers on more than one
thing at a time; remembers changes that have taken place.
Formal operations (11-15 yrs) (Stage 4) -
\Hypothetical deductive reasoning; combinational thought
Kohlberg's stages of MORAL Development -
\Level #1 Pre-conventional - controls are external. Rewards and punishments.
1. Punishment/obedience: Decisions concerning what is good/bad are made to avoid
punishment
2. Naive Instructional Hedonism: Rules are obeyed in order to receive rewards. Often
favors are exchanged.
Level #2 Conventional (role conformity) The opinions of others become important.
Behavior is governed by conforming to social expectations.
3. Good boy/girl morality: Good behavior is considered to be what pleases others. There
is a strong desire to please and gain the approval of others.
4. Authority-Maintaining Morality: The belief in law and order is strong. Behavior
conforms to law and higher authority. Social Order is important.
Questions And Answers.
Piaget
(Adaptations, Assimilation and Accommodation) -
\0-1 Sensory-Motor
2-4 Preoperational Period
5-7 "
8-12 Concrete Operations period
13-18 formal Operations period
19-21
21 +
50 +
Freud (Libido) -
\0-1 Oral
2-4 Anal
Oedipal/Phallic
8-12 Latency
13-18 Genital
19-21 "
21+ "
50 + "
Erickson
(Stage conflict) -
\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 -
\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 -
\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 -
\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 -
\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 -
\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.
Intimacy vs. Isolation (stage 6) (early to late 20s) -
\Young adulthood (early to late 20s) brings an end to the years of childhood and youth.
It is now time for choosing a career, socializing with the opposite sex, and eventually
marriage and raising a family. Interpersonal intimacy is the task of this stage,
encompassing both psychological and sexual intimacy. Failure to achieve intimacy
leads to isolation, an inability to develop intimate and meaningful relationship. The
person who cannot be intimate will likely be self-absorbed. Proper resolution of this
stage leads to a lasting ego quality of love, or mutuality of devotion.
Generativity vs. Stagnation (stage 7) (late 20s-50s) -
\During adulthood (last 20s-50s), maturity geniality (in the Freudian sense) leads to
procreation and establishing guidance for the next generation. those who do not apply
this to their own offspring must sublimate and find outlets in altruistic activities.
According to Erikson, simply wanting or having children is insufficient for completion of
this stage. Rather, an active role and a "belief in the species" leads to efforts to make
the world a better place for future generations. Unsuccessful resolution of this stage
results in a sense of stagnation or self-indulgence that reflection interpersonal
impoverishment. Successful resolution of this stage can be seen in the lasting ego
quality of care, or concern for others.
Integrity vs. Despair (after 50) -
\Late adulthood (after 50) is a period of retrospective reflection about one's own life and
acceptance of the eventual end of life. If, at the end of the life cycle, one can accept
responsibility for past choices and find meaning and contentment in the road that was
traveled, a sense of integrity is achieved. Unsuccessful resolution of this stage leads to
a sense of despair. This may be exhibited as disgust and anger at external sources but
is an indication of self-contempt. The lasting ego quality that emerges from proper
resolution of this stage is wisdom.
Sensorimotor (0-2 yrs) (Stage 1) -
\Reflex activity (0-1 months) Learns to suck / tracks moving object but ignores its
disappearance.
, Primary circular reactions (1-4 months) Repetitive movements; opesn and closes fist;
moves thumb to mouth; moves hand and watches it. Looks at spot where object
disappeared.
Secondary circular reactions (4-8 months) Imitates own sounds if made by someone
else; repeats movements that have an effect. Searches for a partly concealed object.
Coordination of secondary schemes (8-12 months) Imitates new sounds; moves objects
that are in the way. Searches for an object in the last place it was found.
Tertiary circular reactions (12-18 months) Drops objects to see effect; reaches a toy by
pulling an extension of it. Searches for and finds objects that are hidden while watching.
Invention through mental combinations (18-24 months) Can evoke memories not linked
to perception; experiments are done internally. Searches for and finds objects that are
hidden out of sight. Object constancy is complete.
Peroperational (2-7 yrs) (Stage 2) -
\Preconceptual (age 2-4) Language; symbolic thought; pretend play; conscious of self
as an object. Can mentally visualize things that are not present.
Intuitive (age 4-7) Centers on one thing at a time; thinking is confined to momentary
perceptions.
Concrete Operations (7-11 yrs) (Stage 3) -
\Reasoning and logical thought begin; is able to perform reverse operations mentally;
exhibits conversation, seriation, classification; transitivity; centers on more than one
thing at a time; remembers changes that have taken place.
Formal operations (11-15 yrs) (Stage 4) -
\Hypothetical deductive reasoning; combinational thought
Kohlberg's stages of MORAL Development -
\Level #1 Pre-conventional - controls are external. Rewards and punishments.
1. Punishment/obedience: Decisions concerning what is good/bad are made to avoid
punishment
2. Naive Instructional Hedonism: Rules are obeyed in order to receive rewards. Often
favors are exchanged.
Level #2 Conventional (role conformity) The opinions of others become important.
Behavior is governed by conforming to social expectations.
3. Good boy/girl morality: Good behavior is considered to be what pleases others. There
is a strong desire to please and gain the approval of others.
4. Authority-Maintaining Morality: The belief in law and order is strong. Behavior
conforms to law and higher authority. Social Order is important.
