LCSW Exam PREP Questions and answers, 100% Accurate, Graded A+

LCSW Exam PREP Questions and answers, 100% Accurate, Graded A+ Conscious (Sigmund Freud's Psychoanalytic Theory of Personality) - -This term refers to the mental activities in which we are fully aware Preconscious (Sigmund Freud's Psychoanalytic Theory of Personality) - -Freud used this term to refer to feelings thoughts and ideas which we are not currently aware of buy can bring into awareness easily. Unconscious (Sigmund Freud's Psychoanalytic Theory of Personality) - -This term refers to feelings, thoughts, memories and desires of which we are unaware. This is the level of consciousness upon which Freud primarily focused Free Association (Sigmund Freud's Psychoanalytic Theory of Personality) - -involves encouraging the patient to express thoughts without editing, the psychoanalytic seeks to identify underlining conflict themes. Dream Interpretation (Sigmund Freud's Psychoanalytic Theory of Personality) - -Freud believed that dreams provided many clues in symbolic form to the unconscious conflicts of patient. Instincts (The structure of personality-Sigmund Freud's Psychoanalytic Theory of Personality) - -inborn factors that give force and direction to psychological activities. Eros (The structure of personality-Sigmund Freud's Psychoanalytic Theory of Personality) - -Life instinct-its influence is seen in constructive, loving and and selfless acts Thanatos (The structure of personality-Sigmund Freud's Psychoanalytic Theory of Personality) - -Death instinct- its influence is seen in destructive, hateful and aggressive acts The id (The structure of personality-Sigmund Freud's Psychoanalytic Theory of Personality) - -Only part of personality that is present at birth. It is unconscious and operates upon the pleasure principle and seeks immediate gratification of instinctual urges with no regards for anything or anyone else. Ex. A newborn is seen in id and only has a desire to be fed, changed and eventually develops a need for objects (it's mother) The ego (The structure of personality-Sigmund Freud's Psychoanalytic Theory of Personality) - -Develops from the id. The development of the ego is intertwined with the psychosexual development of the child. The ego gives the person the power to go beyond being able to keep an image of a need gratifying object in mind to actually getting needs met. The ego uses perceiving, remembering, analyzing and acting. The Superego (The structure of personality-Sigmund Freud's Psychoanalytic Theory of Personality) - -Has two aspects and arises from the go. The infant's only morality is acting to get pleasure and avoid pain. This is also intertwined with the psychosexual development of the child. The Superego takes over the position of the parents (observes, judges, rewards and punishes the child). The Conscious- contains the "should nots" things for which one has been punished The Ego Ideal- contains the "shoulds", feelings of righteousness and pride. Punishment include feelings of guilt and shame. Psychosexual stages of Development (Sigmund Freud's Psychoanalytic Theory of Personality: Psychosexual Stages of Development) - -At each stage of development, a different part of the body is the primary source of erotic pleasure. If there is insufficient or excessive satisfaction of the needs associated with each stage, this results in fixation (arrested development) . The child's experience at each stage will determine adult personalities as well as character of future relationships. Trauma can result in fixation because it is often associated with under-gratification. Stage 1: Oral Stage (birth to 1 year) (Sigmund Freud's Psychoanalytic Theory of Personality: Psychosexual Stages of Development) - -Breastfeeding is the initial object for cathexis (the concentration of mental energy for a person, idea or object) the breast is nourishment. Stimulation of the lips when not eating reveals a need for satisfaction. The growing infant also comes to use the mouth as means of investigating the world Stage 2: Anal Stage (2-3 years) (Sigmund Freud's Psychoanalytic Theory of Personality: Psychosexual Stages of Development) - -During this stage much attention is focused on teaching the child control over bowel/urinary functions. The primary focus area associated with erotic pleasure is the anus. Stage 3: Phallic Stage (3-5 years) (Sigmund Freud's Psychoanalytic Theory of Personality: Psychosexual Stages of Development) - -During this stage the penis/clitoris and vulva become a source of erotic pleasure. The child begins to associate pleasure derived from self-stimulation with a love object (mother for boy; father for girl) Oedipus Complex- the concept of a boy who wants to possess his mother but the presence of his father makes this impossible Electra Complex- the concept of a girl who wants to possess his mother but the presence of this father makes this impossible Stage 4 - Latency Period (6-11 years) (Sigmund Freud's Psychoanalytic Theory of Personality: Psychosexual Stages of Development) - -Although the genital area continues to be the primary zone of gratification, during this stage the sexual feelings typically continue to be repressed, resulting in the resolution of the Oedipus Complex . The boys and girls cease masturbating out of fear of castration and the loss of parental love respectively. Stage 5 (12-Adulthood) (Sigmund Freud's Psychoanalytic Theory of Personality: Psychosexual Stages of Development) - -The primary focus of erotic pleasure if the genitals. The main focus turns to members of the opposite sex. Repression (Ego Defense Mechanisms Anna Freud) - -the unconscious pushing of anxiety-producing thoughts and issues out of the conscious and into the unconscious Compensation (Ego Defense Mechanisms Anna Freud) - -the seeking of success in one area of life as a substitute for success in another area of life in which the individual is barred from excelling because of environmental barriers. Conversion (Ego Defense Mechanisms Anna Freud) - -is a mechanism by which anxiety is transformed into a physical dysfunction such as paralysis or blindness that does not have a physiological basis. Denial (Ego Defense Mechanisms Anna Freud) - -is a refusal to acknowledge an aspect of reality, including one's experience, because to do so would result in overwhelming anxiety. Displacement (Ego Defense Mechanisms Anna Freud) - -is shifting if negative feelings one has about a person or situation onto a different person or situation. Identification (Ego Defense Mechanisms Anna Freud) - -is a mechanism by which anxiety is handled through identifying with the person or thing producing the anxiety, such as "identifying the kidnapper" Isolation of Affect (Ego Defense Mechanisms Anna Freud) - -painful feelings are separated from the incident that triggered them initially Intellectualization (Ego Defense Mechanisms Anna Freud) - -anxiety is handled through talking and thinking about issues rather than dealing with the underlying feelings. Projection (Ego Defense Mechanisms Anna Freud) - -one's own negative characteristics are denied and instead being seen as being characteristics of someone else. Rationalization (Ego Defense Mechanisms Anna Freud) - -when a person substitutes a more socially acceptable reason for an action for an action for the actual reason Reaction Formation (Ego Defense Mechanisms Anna Freud) - -is adopting the behavior that is antithesis of the instinctual urge (acting as if one has deep sympathies for an oppressed group when the individual actually has significant prejudices against that group) Regression (Ego Defense Mechanisms Anna Freud) - -is reverting to more primitive modes of coping associated with earlier and safer developmental periods Sublimation (Ego Defense Mechanisms Anna Freud) - -when intolerable drives or desires are diverted into activities which are acceptable Undoing (Ego Defense Mechanisms Anna Freud) - -when an individual engages in a repetitious ritual in an attempt to reverse an action previously taken Piaget's Developmental Theory (Cognitive Development) - -Children move to increasingly sophisticated thought processes as they progress through the 4 stages Piaget's 4 stages of Cognitive development - -1. Infancy (0-2 yrs) - Sensorimotor 2. Childhood (2-7) Preoperational 3 Preadolescence (7-11) Concrete 4 Adolescence (11 and up) Formal Infancy - Sensorimotor 0-2yrs (Piagets stages of cognitive development) - -0 -2 years- Infants learn through touching (senses) to form language Childhood- Preoperational 2-7yrs Piagets stages of cognitive development - -2-7 years children are not able to converse about problem solving. Children experience the greatest language growth and can classify objects in more than one way. Preadolescence- Concrete 7-11 (Piagets stages of cognitive development) - -7-11 years. Children have developed conversation skills. Reversible thinking is developed. Children move toward logical thought and can distinguish reality from fantasy. Adolescence- Adulthood- Formal 11 & up (Piagets stages of cognitive development) - -Capable of abstract thought and scientific experimentation Gilligan's Theory of Moral reasoning (Dev. Thry) - -People progress in their moral reasoning (ethical behavior) through a series of stages. Stage 1- Obedience and Punishment (Infancy) Stage 2 - Self Interest (Preschool) Stage 3 - Conformity and Interpersonal Accord (School age) Stage 4 - Authority and Social Order (School Age) Stage 5- Social Contract (Teens) Stage 6 - Universal Principles (Adulthood) Stage 1- Obedience and Punishment (Gilligan's Theory of Moral reasoning) - -Infancy- behave according to social acceptable norms Stage 2 - Self Interest (Gilligan's Theory of Moral reasoning) - -Preschool- Interests shift to rewards rather than punishment. Effort is made to secure greatest benefit for oneself. Stage 3 - Conformity and Social Order (Gilligan's Theory of Moral reasoning) - -School Age- The good girl/boy level. Effort is made to secure approval and maintain friendly relations with others. Stage 4- Authority and Social Order (Gilligan's Theory of Moral reasoning) - -School Age- Orientation towards fixed rules. The purpose of morality is maintaining the social order. Interpersonal accord is expanded to include the society. Stage 5 - Social Contract (Gilligan's Theory of Moral reasoning) - -Teens- Mutual benefit, reciprocity and morally right are not always the same utilitarian (practical) rules that make a better life for all. Stage 6 - Universal Principles (Gilligan's Theory of Moral reasoning) - -Adulthood- Morality is based on principals that transcend (go beyond) mutual benefit. Micro level - -Individual level Mezzo - -Focuses on family and groups Macro - -Focuses on community and working with policies. Two views of social welfare - -Institutional view and residual view Institutional view - -Prevention focus that focuses on solving individual difficulties. No stigma is attached to this view. Residual view - -Services provided only when other systems fail (family and market economy). Short term emergency based, the receiver has obligation. Stigma associated with residual view - -Band- aid approach. 1st to ask people to seek help from family, then if that fails go to residual welfare. Example of universal residual program - -FEMA Example universal institutional program - -Education Example of Selective Residual Program - -Food stamps, Fire and police stations. Homeostasis - -need for all systems to balance and maintain functioning. Sustainability - -Environmental term, using resources in a way that benefits the world. Ethnocentrism - -Looking at self and accepting own beliefs, no one else's'. Kohlberg's stages of moral development - -Preconventional - Heteronymous morality Conventional - Interpersonal experiences Post-conventional - Ethics Formal operations (11- adulthood) s. Preconventional - Hetronymous activity (Dev. Therory) Kohlberg's stages of moral development - -Accepting what the world says is right. Defining the good as whatever is agreeable to the self and those in the immediate environment. Conventional - Interpersonal experiences (Dev. Thry) Kohlberg's stages of moral development - -Seeking conformity and consistency in moral action with significant others. The societal point of view - Seeking conformity and consistency with what one perceives to be the opinions of the larger community. Post-conventional - Ethics Kohlberg's stages of moral development - -Observing individual and group (societal) rights. Conscience and logic. Seeking to apply universal principles of right and wrong. Formal Operations Kohlberg's stages of moral development - -The person becomes able to solve real and hypothetical problems using abstract concepts. Transpersonal theories of human development - -(Transpersonal - means beyond or through the persona or mask. Going beyond identity rooted in the individual body or ego to include spiritual experience or higher levels of consciousness.) Erikson's Stages of Psychosocial Development - -Infancy- Trust vs. Mistrust Early childhood - Autonomy vs. Shame and Doubt Preschool- Initiative vs Guilt School age- Industry vs. Inferiority Adolescence- Identity vs. Role confusion Young Adulthood- Intimacy vs. Isolation Middle Age Adulthood- Generativity vs Stagnation Maturity Ego Integrity vs. Despair Infancy Trust vs. Mistrust (birth to 18months) (Erikson's Stages of Psychosocial Development) - -Feeding- Infants develop a sense of hope for parental reliability Early Childhood (18months to 3 years)- Autonomy vs. Shame and Doubt (Erikson's Stages of Psychosocial Development) - -Toilet Training- Toddlers develop a greater will to learn and gain independence. Preschool (3 to 5 years)- Initiative vs. Guilt (Erikson's Stages of Psychosocial Development) - -Exploration-Pre-schoolers question their abilities and measure their purpose School Age (6 to 11 years)- Industry vs. Inferiority (Erikson's Stages of Psychosocial Development) - -School - Grade-schoolers begin to compare their competence to others. Adolescence (12 to 18 years) Identity vs. Role Confusion (Erikson's Stages of Psychosocial Development) - -Social relationships - Teenagers begin to question their fidelity - whether they are conforming to life's standards. Young Adulthood (19 to 35 years) Intimacy vs. Isolation (Erikson's Stages of Psychosocial Development) - -Relationships- Young adults consider when to fall in love and choose a life-long partner Middle Adulthood (35 to 55/65 years) Generativity vs. Stagnation (Erikson's Stages of Psychosocial Development) - -Work and Parenthood- Middle-aged adults begin caring more for others and questioning whether they have made a difference in life. Maturity(65 to death) Ego Integrity vs. Despair (Erikson's Stages of Psychosocial Development) - -Reflection on Life- Older adults ponder their internal wisdom to make a conclusion on whether they are satisfied with the life they lived. Systems theory - -Value Base: Two primary values: 1. socierty has the obligation to ensure that people have access to resources