ASWB - LCSW Exam (Master's Level,
Massachusetts)-Graded A
Erik Erikson - ANS-- Known for 8-stage Psychosocial Stages of Development
[Personality develops throughout the life course; Identity crises for each stage of human
development]
Trust vs. Mistrust - Erikson - ANS-- Birth to 1 year
- Learn ability to trust others based on consistency of caregivers
- Confident/secure vs. fear/insecure
Autonomy vs. Shame/Doubt - Erikson - ANS-- Between ages 1-3
- Begin to assert independence
- Confident/secure in own ability to survive vs. lack of self-esteem/inadequate
Initiative vs. Guilt - Erikson - ANS-- Between ages 3-6
- Develop sense of initiative/feel secure in ability to lead/make decisions vs. sense of
guilt/nuisance/follower
Industry vs. Inferiority - Erikson - ANS-- Age 6 - puberty
- Begin to develop sense of pride in accomplishments
- Feel industrious/confident in ability to achieve goals vs. feel inferior/doubt ability/fail to
reach potential
Identity vs. Role Confusion - Erikson - ANS-- Adolescence
- Become more independent
- Explore possibilities/form own identity vs. sense of confusion about self/role in world
Intimacy vs. Isolation - Erikson - ANS-- Young Adulthood
- Begin to share self more intimately
- Lead to comfortable relationships/sense of commitment, safety, care vs. avoid
intimacy/fear commitment/led to isolation/loneliness
Generativity vs. Stagnation - Erikson - ANS-- Middle Adulthood
- Individuals establish careers, settle relationships, develop sense of being part of a
bigger picture
- Give back to society/raise children/productive work vs. fail to achieve
objectives/stagnant/unproductive
Ego Integrity vs. Despair - Erikson - ANS-- Older Adulthood
- Contemplate accomplishments, develop sense of integrity during slowing life
,- Sense of integrity if satisfied w/ life progression vs. despair/dissatisfaction/ hopeless if
sees life as unproductive or failed to accomplish life goals
6 Levels of Cognition - ANS-- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
3 Domains of Development - ANS-- Cognitive: mental skills (knowledge)
- Affective: growth in feelings or emotional areas (attitude or self)
- Psychomotor: manual or physical skills (skills)
Jean Piaget - ANS-- Known for Theory of Cognitive Development
[Sensorimotor, Preoperational, Concrete Operations, Formal Operations]
Sensorimotor Stage - Piaget - ANS-- Between 0-2 years
- Retains image of objects
- Begins intentional actions
- Develops primitive logic in manipulating objects
- Play is imitative
- Signals Meaning (infant invests meaning in event - e.g. babysitter comes, means mom
is leaving)
- Symbol Meaning (language)
Preoperational Stage - Piaget - ANS-- Between 2-7 years
- Progress from concrete to abstract thinking
- Can comprehend past, present, future
- Night terrors
- Acquires words and symbols
- Magical Thinking
- Thinking is not generalized, it is concrete, irreversible, egocentric
- Cannot see another point of view
- Imaginary Friends (normal development)
Concrete Operations - Piaget - ANS-- Between 7-11 years
- Beginnings of abstract thought
- Plays games w/ rules
- Cause and Effect relationship understood
- Logical implications are understood
- Thinking is independent of experience, and is reversible
- Rules of logic are developed
Formal Operations - Piaget - ANS-- Age 11 through Maturity
- Higher level of abstraction
,- Planning for future
- Thinks hypothetically
- Assumes adult roles and responsibilities
Lawrence Kohlberg - ANS-- Known for Theory of Moral Development
(parallels cognitive development; higher stages of moral development provides greater
capacity/ability for decision making, handing complex dilemmas; moral reasoning is
basis for ethical behavior; must past through 6 developmental constructive stages
without skipping)
Preconventional Level - Kohlberg - ANS-- Before age 9, elementary school level
*Stage 1, Obedience/Punishment:* people obey authority figure out of fear of
punishment; learned on larger levels as an infant/child, but can be learned at the adult
level
EX: kid has learned to not talk back to parents because he'll get yelled at, but if he acts
correctly, there are rewards
*Stage 2, Individualism/Exchange:* people act acceptably as it's in their best interests,
start looking out for self
EX: child has homework and must go in for recess to finish it, but child chooses to go
out to recess because they want the instant benefit of going to recess
Conventional Level - Kohlberg - ANS-- Early Adolescence
- Follow stereotypic norms of morality
*Stage 3, Interpersonal Relationships/Conformity:* focuses on living up to certain social
standard and roles; person acts to gain approval/connection from others; conformity
comes about, decisions based on how they'll affect their relationships; 'good boy/good
girl' orientation
EX: person is nice to another person because they fear that they'll ruin the relationship if
they aren't
*Stage 4, Maintaining Social Order:* feelings about society as a whole; obeys laws and
fulfills obligations/duties to maintain social system; rules are rules; avoids censure and
guilt
EX: person is considering stealing something but doesn't because they consider the law
and don't want to ruin anything in their life
Postconventional Level - Kohlberg - ANS-- Adult
- (not reached by most adults)
*Stage 5, Social Contract/Individual Rights:* genuine interest in welfare of others;
concerned with individual rights and being morally right; respect ideas/thoughts of
others; may step outside of social norm IF it can benefit community
EX: 2 people disagree on a subject but respect each other's conflicting opinions anyway
*Stage 6, Universal Principles:* guided by individual/internal principles based on broad,
universal ethical principles; no matter what societal laws say deep down people are
going to want to follow own set of principles concern for larger universal issues of
morality; (ghandi, MLK jr)
, EX: person stays true to himself and chooses not to make a decision because of his
internal principles
Learning Theory - ANS-Conceptual framework describes how information is absorbed,
processed, and retained during learning. Cognitive, emotional, and environmental
influences and prior experience play part in how world view is acquired/changed and
knowledge/skills are retained.
- Behaviorists: Pavlov, Skinner
- Cognitive: Piaget
- Humanistic: Maslow
- Social/Situational: Bandura
Behaviorist: Pavlov, Skinner - ANS-- Learning: change in behavior
- Locus of Learning: stimuli in the external environment
- SW: change the external environment to bring about desired change
Cognitive: Piaget - ANS-- Learning: internal mental processes (insight, memory, info
processing, perception)
- Locus of Learning: internal cognitive structures
- SW: develop opportunities to foster capacity and skills to improve learning
Humanistic: Maslow - ANS-- Learning: a person's activities aimed at reaching their full
potential
- Locus of Learning: meeting cognitive and other needs
- SW: develop the whole person
Social/Situational: Bandura - ANS-- Learning: obtained between people and their
environment, and their interactions/observations in social contexts
- SW: establish opportunities for conversation/participation to occur
Behavioral Development - ANS-- Personality is result of interaction between the
individual and environment
- Studies the observable and measurable behaviors, not internal thoughts/feelings
- Classes of Behavior:
*Respondent*: involuntary behavior (anxiety, sexual response) that is automatically
elicited by certain behavior. A stimulus elicits a response
*Operant*: voluntary behavior (walking, talking) that is controlled by its consequences
in the environment
- Applicants include: sexual dysfunction, phobic disorders, compulsive behaviors,
training for intellectual disabilities, ASD
Respondent or Classical Conditioning - Pavlov - ANS-- Learning occurs when pairing
previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus.
Conditioned stimulus elicits the response normally elicited by the unconditioned
stimulus.
- Unconditioned Stimulus --> Unconditioned Response
Massachusetts)-Graded A
Erik Erikson - ANS-- Known for 8-stage Psychosocial Stages of Development
[Personality develops throughout the life course; Identity crises for each stage of human
development]
Trust vs. Mistrust - Erikson - ANS-- Birth to 1 year
- Learn ability to trust others based on consistency of caregivers
- Confident/secure vs. fear/insecure
Autonomy vs. Shame/Doubt - Erikson - ANS-- Between ages 1-3
- Begin to assert independence
- Confident/secure in own ability to survive vs. lack of self-esteem/inadequate
Initiative vs. Guilt - Erikson - ANS-- Between ages 3-6
- Develop sense of initiative/feel secure in ability to lead/make decisions vs. sense of
guilt/nuisance/follower
Industry vs. Inferiority - Erikson - ANS-- Age 6 - puberty
- Begin to develop sense of pride in accomplishments
- Feel industrious/confident in ability to achieve goals vs. feel inferior/doubt ability/fail to
reach potential
Identity vs. Role Confusion - Erikson - ANS-- Adolescence
- Become more independent
- Explore possibilities/form own identity vs. sense of confusion about self/role in world
Intimacy vs. Isolation - Erikson - ANS-- Young Adulthood
- Begin to share self more intimately
- Lead to comfortable relationships/sense of commitment, safety, care vs. avoid
intimacy/fear commitment/led to isolation/loneliness
Generativity vs. Stagnation - Erikson - ANS-- Middle Adulthood
- Individuals establish careers, settle relationships, develop sense of being part of a
bigger picture
- Give back to society/raise children/productive work vs. fail to achieve
objectives/stagnant/unproductive
Ego Integrity vs. Despair - Erikson - ANS-- Older Adulthood
- Contemplate accomplishments, develop sense of integrity during slowing life
,- Sense of integrity if satisfied w/ life progression vs. despair/dissatisfaction/ hopeless if
sees life as unproductive or failed to accomplish life goals
6 Levels of Cognition - ANS-- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
3 Domains of Development - ANS-- Cognitive: mental skills (knowledge)
- Affective: growth in feelings or emotional areas (attitude or self)
- Psychomotor: manual or physical skills (skills)
Jean Piaget - ANS-- Known for Theory of Cognitive Development
[Sensorimotor, Preoperational, Concrete Operations, Formal Operations]
Sensorimotor Stage - Piaget - ANS-- Between 0-2 years
- Retains image of objects
- Begins intentional actions
- Develops primitive logic in manipulating objects
- Play is imitative
- Signals Meaning (infant invests meaning in event - e.g. babysitter comes, means mom
is leaving)
- Symbol Meaning (language)
Preoperational Stage - Piaget - ANS-- Between 2-7 years
- Progress from concrete to abstract thinking
- Can comprehend past, present, future
- Night terrors
- Acquires words and symbols
- Magical Thinking
- Thinking is not generalized, it is concrete, irreversible, egocentric
- Cannot see another point of view
- Imaginary Friends (normal development)
Concrete Operations - Piaget - ANS-- Between 7-11 years
- Beginnings of abstract thought
- Plays games w/ rules
- Cause and Effect relationship understood
- Logical implications are understood
- Thinking is independent of experience, and is reversible
- Rules of logic are developed
Formal Operations - Piaget - ANS-- Age 11 through Maturity
- Higher level of abstraction
,- Planning for future
- Thinks hypothetically
- Assumes adult roles and responsibilities
Lawrence Kohlberg - ANS-- Known for Theory of Moral Development
(parallels cognitive development; higher stages of moral development provides greater
capacity/ability for decision making, handing complex dilemmas; moral reasoning is
basis for ethical behavior; must past through 6 developmental constructive stages
without skipping)
Preconventional Level - Kohlberg - ANS-- Before age 9, elementary school level
*Stage 1, Obedience/Punishment:* people obey authority figure out of fear of
punishment; learned on larger levels as an infant/child, but can be learned at the adult
level
EX: kid has learned to not talk back to parents because he'll get yelled at, but if he acts
correctly, there are rewards
*Stage 2, Individualism/Exchange:* people act acceptably as it's in their best interests,
start looking out for self
EX: child has homework and must go in for recess to finish it, but child chooses to go
out to recess because they want the instant benefit of going to recess
Conventional Level - Kohlberg - ANS-- Early Adolescence
- Follow stereotypic norms of morality
*Stage 3, Interpersonal Relationships/Conformity:* focuses on living up to certain social
standard and roles; person acts to gain approval/connection from others; conformity
comes about, decisions based on how they'll affect their relationships; 'good boy/good
girl' orientation
EX: person is nice to another person because they fear that they'll ruin the relationship if
they aren't
*Stage 4, Maintaining Social Order:* feelings about society as a whole; obeys laws and
fulfills obligations/duties to maintain social system; rules are rules; avoids censure and
guilt
EX: person is considering stealing something but doesn't because they consider the law
and don't want to ruin anything in their life
Postconventional Level - Kohlberg - ANS-- Adult
- (not reached by most adults)
*Stage 5, Social Contract/Individual Rights:* genuine interest in welfare of others;
concerned with individual rights and being morally right; respect ideas/thoughts of
others; may step outside of social norm IF it can benefit community
EX: 2 people disagree on a subject but respect each other's conflicting opinions anyway
*Stage 6, Universal Principles:* guided by individual/internal principles based on broad,
universal ethical principles; no matter what societal laws say deep down people are
going to want to follow own set of principles concern for larger universal issues of
morality; (ghandi, MLK jr)
, EX: person stays true to himself and chooses not to make a decision because of his
internal principles
Learning Theory - ANS-Conceptual framework describes how information is absorbed,
processed, and retained during learning. Cognitive, emotional, and environmental
influences and prior experience play part in how world view is acquired/changed and
knowledge/skills are retained.
- Behaviorists: Pavlov, Skinner
- Cognitive: Piaget
- Humanistic: Maslow
- Social/Situational: Bandura
Behaviorist: Pavlov, Skinner - ANS-- Learning: change in behavior
- Locus of Learning: stimuli in the external environment
- SW: change the external environment to bring about desired change
Cognitive: Piaget - ANS-- Learning: internal mental processes (insight, memory, info
processing, perception)
- Locus of Learning: internal cognitive structures
- SW: develop opportunities to foster capacity and skills to improve learning
Humanistic: Maslow - ANS-- Learning: a person's activities aimed at reaching their full
potential
- Locus of Learning: meeting cognitive and other needs
- SW: develop the whole person
Social/Situational: Bandura - ANS-- Learning: obtained between people and their
environment, and their interactions/observations in social contexts
- SW: establish opportunities for conversation/participation to occur
Behavioral Development - ANS-- Personality is result of interaction between the
individual and environment
- Studies the observable and measurable behaviors, not internal thoughts/feelings
- Classes of Behavior:
*Respondent*: involuntary behavior (anxiety, sexual response) that is automatically
elicited by certain behavior. A stimulus elicits a response
*Operant*: voluntary behavior (walking, talking) that is controlled by its consequences
in the environment
- Applicants include: sexual dysfunction, phobic disorders, compulsive behaviors,
training for intellectual disabilities, ASD
Respondent or Classical Conditioning - Pavlov - ANS-- Learning occurs when pairing
previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus.
Conditioned stimulus elicits the response normally elicited by the unconditioned
stimulus.
- Unconditioned Stimulus --> Unconditioned Response
