Social Work License (MSW Exam)
Hero - CORRECT ANSWER-oldest child most likely -- very sophisticated child or family
hero. little adult. takes care of the alcoholic, the spouse and the other children. The
responsible child enables the alcoholic by giving her or him mmore time to drink.
Lost child - CORRECT ANSWER-middle or younger child -- follows directions, handles
whatever has to be handled, and adjusts to the circumstances, however dysfunctional
they may be. The lost child outwardly appears to be more flexible, spontaneous and
some what more selfish than others in the home. They don't feel, question, get upset, or
at in anyway to draw attention to themselves. they enable by not being a
'bother'...doesn't take leadership roles and is generally a loner...
family mascot - CORRECT ANSWER-youngest child --- placates and comforts
everybody int he family and makes them feel better. by making tastily members feel
better, he or she can divert attention from the problem and it will subside or go away.
1. the mascot may act the clown and distract the family through humorous antics. life of
the party but have few close friends....trouble with teachers.
2. assume a role of sympathetic counselor to the rest of the family. highly sensitive to
the needs of others, this child may be the apologist for the family's behavior and attempt
to apply psychological balm to the emotional wounds other members of the family
suffer.
FACTS on alcoholism - CORRECT ANSWER-1. runs in families. Rarely is a case seen
in isolation. There may be generational skips, but alcoholism is invariably found in the
extended family of the alcoholic
2. Children of alcoholics run a higher risk of developing alcoholism than do children in
the mainstream of the population.
3. Children of alcoholics tend to marry alcoholics....
Trust vs. Mistrust (stage 1) 0-1 - CORRECT 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 - CORRECT 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 - CORRECT 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 - CORRECT 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 - CORRECT 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.
Intimacy vs. Isolation (stage 6) (early to late 20s) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-Hypothetical deductive
reasoning; combinational thought
Kohlberg's stages of MORAL Development - CORRECT ANSWER-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.
Level #3 Post-conventional Moral decisions are finally internally controlled. MOrality
involves high lever principals beyond law and even beyond self-interest.
5. Morality of Contract: Laws are considered necessary. HOwever, they are subject to
rational thought and interpretation. Community welfare is important.
Hero - CORRECT ANSWER-oldest child most likely -- very sophisticated child or family
hero. little adult. takes care of the alcoholic, the spouse and the other children. The
responsible child enables the alcoholic by giving her or him mmore time to drink.
Lost child - CORRECT ANSWER-middle or younger child -- follows directions, handles
whatever has to be handled, and adjusts to the circumstances, however dysfunctional
they may be. The lost child outwardly appears to be more flexible, spontaneous and
some what more selfish than others in the home. They don't feel, question, get upset, or
at in anyway to draw attention to themselves. they enable by not being a
'bother'...doesn't take leadership roles and is generally a loner...
family mascot - CORRECT ANSWER-youngest child --- placates and comforts
everybody int he family and makes them feel better. by making tastily members feel
better, he or she can divert attention from the problem and it will subside or go away.
1. the mascot may act the clown and distract the family through humorous antics. life of
the party but have few close friends....trouble with teachers.
2. assume a role of sympathetic counselor to the rest of the family. highly sensitive to
the needs of others, this child may be the apologist for the family's behavior and attempt
to apply psychological balm to the emotional wounds other members of the family
suffer.
FACTS on alcoholism - CORRECT ANSWER-1. runs in families. Rarely is a case seen
in isolation. There may be generational skips, but alcoholism is invariably found in the
extended family of the alcoholic
2. Children of alcoholics run a higher risk of developing alcoholism than do children in
the mainstream of the population.
3. Children of alcoholics tend to marry alcoholics....
Trust vs. Mistrust (stage 1) 0-1 - CORRECT 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 - CORRECT 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 - CORRECT 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 - CORRECT 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 - CORRECT 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.
Intimacy vs. Isolation (stage 6) (early to late 20s) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-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) - CORRECT ANSWER-Hypothetical deductive
reasoning; combinational thought
Kohlberg's stages of MORAL Development - CORRECT ANSWER-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.
Level #3 Post-conventional Moral decisions are finally internally controlled. MOrality
involves high lever principals beyond law and even beyond self-interest.
5. Morality of Contract: Laws are considered necessary. HOwever, they are subject to
rational thought and interpretation. Community welfare is important.
