10.4.10_HB_Lecture_Notes_powerpoint_pdf_file.pdf

Georgia State University School of Social Work Human Behavior & the Social Environment Social Environment 10.4.10 Class Psychological/Social Development in Infancy & Childhood Instructor: Lionel Scott AKA Prof Scott Lionel . 10.4.10 Class Agenda 1. Important Items/Announcements 2. Continue Review Psychological Theories fD l t&F ti iof Deve opmen & Function ng a. Learning Disabilities 3 SilD l tiIf &. Socia eve opmen n n ancy Childhood a Learning Theory. b. Parenting Styles 4 Continue Review Psychological Theories. of Development & Functioning a Self-concept/Self-esteem. 5. Exam # 1 Review C. Discussion 1- Ethics: Identify two ethical standards that were violated by individuals and/or organizations in charge of Reggie?scare s care that are evident in his story. How were they violated? Use the Code of Ethics of the National Association of Social Workers. In your opinion, does Reggie bear any responsibility for his final outcome? Why or Why not? On uLearn Course Site Course ?CTW Assignment folder ?Assignment Aids ?NASW Code of Ethics APA Formatting Style ? Ethical Standards Violation Citation Examples According to the ethnical standards of NASW (n.d.), the well being of clients should be the primary responsibility of be the responsibility of social workers. Reggie?s social worker , Karin Ford, violated the ethical code of commitment to clients (1.01) by ?? The NASW (n.d.) ethical principle, commitment to clients (1.01) states that () ?clients? interest are primary.? Karin Ford, Reggie?s social worker violated this ethnical principle. For example, ???? The well being of clients should be the primary responsibility of social workers On uLearn Course Site py (NASW, n.d.). Karin Ford violated the ethnical principle concerning commitment to clients (1.01). This is shown by ??. ?CTW Assignment folder ?Assignment Aids ?NASW Code of Ethics Exemplar Student Examples from Fall 2009 ?The Iowa Department of Human Services specifically the social worker with the Foster Services, specifically social worker with the Care Agency, acted unethically by placing Reggie in the care of foster parents?who eventually adopted him?though they were not equipped to handle a child with an intellectual disability. Standard 1.05 (c) of the Code of Ethics of the National Association of Social Workers (NASW n d ) requires social workers to be educated in the areas of Workers (NASW, . . social workers in the cultural competence and social diversity so they are aware of oppression relating to many areas including mental or physical disabilities. This social worker?s blatant lack of knowledge concerning the care Reggie would necessitate is inexcusable. The social worker should have known that Reggie was a child that needed more than just a home known that was child home long before the Campbells reached their point of exhaustion and abandoned Reggie at a homeless shelter.? ?A thi l i l ti itt d i d t t d d 1 14 th t t t ? h i ln e ca v o ation was committe n regar s o s an ar . a s a es w en soc a workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients?(NASW, n.d.). When the Iowa Department of Human Services took custody of R i KiFdth tt il k i dthi b iblfegg e, Karin Ford, the s a e soc a wor er ass gne o his case, ecame responsible or safeguarding Reggie?s interests and rights. Unfortunately, Ford did not follow through with this responsibility. Regardless of the fact that Ford once wrote ?this writer believes that Reggie will need continuing support as an adult and will pursue a case manager in Ad lt S i ? th i id th t h fil d th k t lid tu erv ces, there s no ev ence a s e e e necessary paperwor o va a e her recommendation? (Shirk & Stangler, 2004, p. 192). APA Citations Crash Course & Student Literature Review Examples On uLearn Course Site ?CTW Assignment folder ?Assignment Aids ?APA Citation Mechanics Crash Course Learning Disabilities Group Exercise Instructions: Get into groups of 4 to 5 and together decipher the statement presented below. One individual from the group should be selected as the scribe (i.e., writer) while everyone participates in decoding what is stated in writing. You have 10-15 minutes. Characteristics of Learning Disabilities 1. The presence of distinct discrepancies between a child?s expected performance based on his or her IQ test results and actual performance. 2. Some central nervous system dysfunction results in a problem in psychological processing. pp 3. Child?s deficits converge to affect how information is processed, which frequently contributes to disorders of listening, thinking, talking, reading, writing, spelling,, or math. 4 Li bl tblltibtdtth. Learning problems can no e c ear y attribu e o other factors ? for example, poor eyesight, hearing problems, cognitive disabilities such as autism. ?Al iA learn ng di bili isa ty s not a emotional disturbance.? Types of Learning Disabilities Adit P i Di dAuditory rocess ng Disor ers Unusual sensitivity to noise; confusing similar sounding words; difficulty staying focused on a person?svoice;s voice; difficulty separating meaningful sounds from background noise. Dli Types of Learning Disabilities Dyslex a Difficulty recognizing letters, matching letters to sounds and blending sounds into speech; frequent reading & spelling errors such as reversing letters or letters moving letters around. Visual Processing Disorders Types of Learning Disabilities Difficulty writing within margins or on lines or aligning numbers in math in math problems; difficulty differentiating colors colors or similarly shaped letters; difficulty reading with precision & speed. AD/HD Types of Learning Disabilities Constant moving and fidgeting; difficulty listening to instructions; often act without te act thinking or anticipating the acpa consequences of their actions. Heredity and/or Genetics Is there a link to Mental Retardation & Developmental Disabilities? Heredity and/or Genetics Is there a link to Mental Retardation & Developmental Disabilities? ? About 50 percent of moderate to profound MR has a genetic cause. ? Distinguishing between causes and risk factors of MR is often difficult. ??Causes are well-defined events or insults to the fetus or child that result in a high probability of MR (e.g., Down syndrome).? ??A risk factor is a characteristic of the mother, family, or child that places the child at a higher than average risk of MR (e.g., a mother?s low level of education and mild MR).? ??Genetic conditions (e.g., Down, Fragile X, Rett) contribute the largest proportion of known causes of MR, accounting for approximately 7? 15% of all MR and 30?40% of MR due to known causes.? ?Other causes of MR include (a) maternal behaviors and exposures during pregnancy (e.g., smoking, alcohol use), (b) intrauterine infections, (e.g., human cytomegalovirus, which is the vernacular name of human herpesvirus 5), (c) perinatal conditions (e.g., Herpes simplex virus, low birth weight), (d) postnatal causes (e.g., exposure to environmental toxins such as lead, methylmercury), (e) infections (e.g., bacterial miningitis), and (f) injury and other causes (e.g. head trauma). ?Like researchers in other fields, disability eseac es ds, sab researchers are increasingly appreciating that one must be concerned with both genes and environment, and on the complex interactions between the two. To date, however, the ,, disability field has not fully exploited advances made in understanding environmental effects.? Hodapp R & Dykens E (2009) Intellectual disabilities and child, ., , . (2009). psychiatry: Looking to the future. Journal of Child Psychology and Psychiatry, 50(1-2), 99-107. doi:10.1111/j.1469-7610.2008.02038.x. ?In the case of neurodevelopmental disorders, it is important to recogni e that the z that the underlying genetic pathology affects not only the behaviors and characteristics that the behaviors and individual ?brings? with him or her into the world (i e the so-called direct effects of (i. ., so direct of genes), but also the environments in which the individual is embedded, which in turn will individual in turn influence his or her development.? Abbeduto, L., Evans, J., & Dolan, T. (2001). Theoretical perspectives on language and communication problems in mental retardation and developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 7(1), 45-55. doi:10.1002/1098- 2779(200102)7:1<45::AID-MRDD1007>3.0.CO;2-H. Social Learning Theory Propositions of Learning Theory: 1. Behavior is shaped by environmental reinforcements and py punishments. 2. Children learn from simply observing other people. 3. Performance of a learned behavior depends on: a the identity of the original model (nurturant and. identity of the powerful models) b. the consequences for the model (was he or she q( rewarded or punished for the behavior?) c. the consequences for the child (punishment or reinforcement) when he or she attempts to emulate. Types of Learning Emission of behavior in response to a stimulus (e.g., sight, sound, word, smell). Respondent Conditioning (AKA Classical or or Pavlovian Conditioning) Electrical hk Rat avoiding bshock (stimulus) ar (response) (paired with) Pressing a bar Video Demonstration ? Classical Conditioning: http://www.youtube.com/watch?v=hhqumfpxuzI&feature=related (becomes) Bar w/o Rat avoiding bar w/o Electrical shock (response) Types of Learning Th l i f b h i i ile earn ng o e av or pr marily by the consequences that follow them. Operant Conditioning Positive Reinforcement Negative Reinforcement Positive events or Removal of a events or consequences that follow a behavior of negative event or consequence to and strengthen it. increase the frequency of bh i Video Demonstration ? Operant Conditioning: http://www.youtube.com/watch?v=I ctJqjlrHA behav or. _ctJqjlrHA Video Demonstration ? Classical Conditioning & Operant Conditioning: http://www.youtube.com/watch?v=wEDJF5u3inY&feature=related Class Exercise Respondent (i e Classical) or Operant Conditioning? . ., Classical) or Operant Every time someone flushes a toilet in the apartment yp building, the shower becomes very hot and causes the person to jump back. Over time, the person fbegins to jump back automatically a ter hearing the flush, before the water temperature changes. Respondent Conditioning Respondent Conditioning (AKA Classical or Pavlovian Conditioning) Hot Water (stimulus) Jumping back (response) (paired with) Toilet Flush Flush (becomes) Toilet Flush w/o Hot Water Rat avoiding bar (response) Class Exercise Respondent (i e Classical) or Operant Conditioning? . ., Classical) or Operant Your father gives you a credit card at the end of your first year in college because you did so well. As a result, your grades continue to get result, your better in your second year. Operant Conditioning The credit card is a positive reinforcement because it is given and it it is given increases the behavior. Class Exercise Respondent (i e Classical) or Operant Conditioning? . ., Classical) or Operant Your car has a red, flashing light that blinks red, annoyingly if you start the car without buckling the seat belt. You become less likely to start seat You the car without buckling the seat belt. Operant Conditioning The flashing light is a negative reinforcement. Class Exercise Respondent (i e Classical) or Operant Conditioning? . ., Classical) or Operant An individual receives frequent injections of drugs, qj which are administered in a small examination room at a clinic. The drug itself causes increased heart frate but a ter several trips to the clinic, simply being in a small room causes an increased heart rate. Respondent Conditioning Class Exercise Respondent (i e Classical) or Operant Conditioning? . ., Classical) or Operant An individual receives frequent injections of drugs, qj which are administered in a small examination room at a clinic. The drug itself causes increased heart frate but a ter several trips to the clinic, simply being in a small room causes an increased heart rate. Respondent Conditioning Types of Learning Scenario: Myron?s mother frequently strikes him and his siblings whenever she gets irritated. Now, when Myron 1. Modeling 2. Operant Conditioning gets irritated. gets mad at one of his siblings, he hits them. 3. Reinforcement 4. Respondent Conditioning 5 Eti ti. Extinction 6. Punishment 1 The learning of behavior by observing . Modeling learning by another individual engaging in that behavior. Types of Learning Scenario: April procrastinated and did not study hard for her math test. After receiving the math test, she panicked, 1. Modeling 2. Operant Conditioning the she and begin glancing at her classmates paper. April?s teacher observed this behavior confiscated her test paper 3. Reinforcement 4. Respondent Conditioning 5 Eti ti , confiscated , assigned her an F, and gave her 2 weeks of detention. . Extinction 6. Punishment 6 The presentation of an aversive event or . Punishment the removal of a positive reinforcer, which results in the decrease in frequency of a particular behavior. Types of Learning Scenario: 21-month year old Sybil throws temper tantrums when she is put to bed. She screams until her parents 1. Modeling 2. Operant Conditioning return to the room to comfort her. The parents have decided to take a different approach This night when putting Sybil 3. Reinforcement 4. Respondent Conditioning 5 Eti ti . This night, to bed, Sybil threw a tantrum, but her parents ignore her screaming. Sybil?s . Extinction 6. Punishment tantrums slowly start to end. 5 Process whereby reinforcement for a . Extinction behavior stops, resulting in the eventual decrease in frequency and possible eradication of that behavior. Types of Learning Scenario: Mrs. Smith, a 2 nd grade teacher hits students knuckles with a ruler when their names are taken for 1. Modeling 2. Operant Conditioning when taken talking in class. As a result of this stimulus, the hitting of knuckles, students fear Mrs Smith Students 3. Reinforcement 4. Respondent Conditioning 5 Et i fear . . Students associate Mrs. Smith with getting their knuckles hit and hence fear her even . Extens on 6. Punishment when she isn?t hitting them. 4. Respondent Conditioning Emission of behavior in response to a stimulus. Types of Learning Scenario: 9-year old Sam receives a weekly allowance of $10 if he straightens up his room and throws his 1. Modeling 2. Operant Conditioning room dirty laundry in the clothes hamper. As long as Sam completes these simple chores he will receive the $10 a week 3. Reinforcement 4. Respondent Conditioning 5 Eti ti , the week allowance. . Extinction 6. Punishment 3. Reinforcement Procedure or consequence that increases the frequency of the behavior immediately preceding it. Positive Reinforcement Positive Reinforcement: Behavior is governed by its consequences. Two types of positive reinforcement: 1. Primary or Conditional Reinforcers ? rewarding in themselves without any association with other reinforcers for example food water sex ? example, , , sex. 2. Secondary Reinforcers ? have values that are values learned through association with other reinforcers ? for example, money. Punishment Punishment: Involves either the application of an aversive consequence or the removal of a positive reinforcer. Potential negative consequences of punishment: 1. Punishment tends to elicit a negative emotional response. 2. Punishment tends to lead to avoidance of either the punishing person or the punitive situation. Illustration of Learning Theory Children and Video Games: Playing with Violence Video gaming (playing video games) has become a popular activity for people of all ages. Many children and adolescents spend large amounts of time playing them. Video gaming is a multibillion-dollar industry ? bringing in more money than movies and DVDs. Video games have become very sophisticated and realistic. Some games connect to the Internet, which can allow children and adolescents to play online with unknown adults and peers. While some games have educational content, many of the most popular games emphasize negative themes and promote: the killing of people or animals, the use and abuse of drugs and alcohol, criminal behavior, disrespect for authority and the law, sexual exploitation and violence toward women, racial, sexual, and gender stereotypes, foul language, obscenities, and obscene gestures. There is growing research on the effects of videogames on children. Studies of children exposed to violence have shown that they can become: ?immune? or numb to the horror of violence, imitate the violence they see, and show more aggressive behavior with greater SSexposure to violence. Some children accept violence as a way to handle problems. Studies have also shown that the more realistic and repeated the exposure to violence, the greater the impact on children. In addition, children with emotional, behavioral and learning problems may be more influenced by violent images. Children and Video Games: Playing with Violence a nonprofit nonpartisan organization we exist to provide parents , organization, to provide with trustworthy information to help manage their kids' media lives. Top Ten Most Violent Video Games http://www.youtub e com/watch?v=p Resident Evil 4--"Player is a Special Forces agent sent to recover the President's kidnapped daughter. During the first minutes of play, it's possible to find the corpse of a woman pinned up on a wall--by a pitchfork through her face." Grand Theft Auto: San Andreas--"Player is a young man .com/watch?v AtUUX4QKtk San working with gangs to gain respect. His mission includes murder, theft, and destruction on every imaginable level. Player recovers his health by visiting prostitutes then recovers funds by beating them to death and taking their Pl k h h h likmoney. ayer can wrea as muc avoc as e es without progressing through the game's storyline." God of War--"Player becomes a ruthless warrior, seeking revenge against the gods who tricked him into murdering his own family. Prisoners are burned alive and player can http://www.youtu be.com/watch?v= gwaUIShOM54 yp use 'finishing moves' to kill opponents, like tearing a victim in half." NARC--"Player can choose between two narcotics agents attempting to take a dangerous drug off the streets and shut down the KRAK cartel while being subject to temptations the to temptations including drugs and money. To enhance abilities, player takes drugs including pot, Quaaludes, ecstasy, LSD, and 'Liquid Soul'--which provides the ability to kick enemies' heads off." Top Ten Most Violent Video Games Children and Video Games: Playing with Violence To Ten Violent Video Killer 7--"Player takes control of seven assassins who must combine skills to defeat a band of suicidal, monstrous terrorists. The game eventually escalates into a global conflict between the US and Japan. Player collects the blood of fallen victims to heal himself and must slit his own wrists to spray blood to find hidden passages." The Warriors--"Based on a '70s action flick that set new standards for 'artistic violence,' a street gang battles its way across arriors on that street gang way NYC in an attempt to reach its home turf. Player issues several commands to his gang, including 'mayhem,' which causes the gang to smash everything in sight." 50 Cent: Bulletproof--"Game is loosely based on the gangster lifestyle of rapper Curtis '50 Cent' Jackson. Player engages in gangster shootouts and loots the bodies of victims to buy new 50 Cent recordings and music videos." Crime Life: Gang Wars--"Player is the leader of a ruthless street gang, spending time fighting, recruiting new gangsters, looting, and of course, more fighting. Player can roam the streets and fight or kill anyone in sight for no apparent reason." Condemned: Criminal Origins--"Player is an FBI serial killer hunter in one of the first titles for the Xbox 360. Game emphasizes the use of melee weapons over firearms, allowing players to use virtually any part of their environment as a weapon. The next- generation graphics provide a new level of detail to various injuries, especially 'finishing moves.'" True Crime: New York City--"Player is a NYC cop looking for information regarding the mysterious death of a friend. Player can plant evidence on civilians and shake them down to earn extra money " on civilians them to extra . AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) CALLS FOR REDUCTION OF VIOLENCE IN INTERACTIVE MEDIA USED BY CHILDREN AND ADOLESCENTS Points ?Research on media violence revealed, that perpetrators go unpunished 73 percent of the time in all violent scenes. ?Showing violent acts without consequences teach youth that violence is gq an effective means of resolving conflict. ?Studies on learning also show that active participation may influence learning more than passive observation. ?Violence in video games appear to have similar negative effects as viewing violence on TV, but may be more harmful because of the interactive nature of g, video games," says Dr. Elizabeth Carll, who is a private practitioner in New York and a past president of the Media Division of APA. ?Playing video games involves practice, repetition, and being rewarded for numerous acts of violence, which may intensify the learning. This may also result in more realistic experiences which may potentially increase aggressive yp g behavior,? added Carl. ?Teaching children how to view television critically helps them to differentiate between fantasy and reality, identify less with aggressive characters and helps children to better understand what they are watching. ?Teaching critical viewing, also referred to as media literacy, can be yg g, y, helpful in reducing the negative effects of interactive media as well,? says Dr. Dorothy Singer, co-chair of the Committee on Violence in Video Games and Interactive media, and a Senior Research Scientist at Yale University and Co-Director of the Yale Family Television Research and Consultation Center. MCk16hihhltdtf SthO N J?Morgan Croo s, 16, a hig -school s u en rom South range, ew ersey. Morgan watches music videos with the devotion most record companies long for. Videos are on while she does her homework, talks on the phone, eats her dinner. ?By her own estimation, some weeks BET and MTV are turned on more than 30 hours. ?Morgan has become an expert on hip-hop videos. ?You have New York-style videos, she says, ?with the high-class, skinny girls who look like models. They just stand there looking good. And there?s the one 50 Cent video with women on leashes. Then you have videos from Down South, with half-naked rump shakers? A lot of videos have girls just backing it up, like little hos.? Deductive Approach Inductive Approach Pediatrics 2006;118;e430-e441 Deductive Approach Theoretical Ud i i f Social Cognitive Theory: People learn how to perform by observing others and will imitate the behaviors they have observed Underp nn ng o Study gy insofar as those behaviors are perceived to have functional value. Based on this theory, it could be hypothesized that listening to musicians sing about having sex with no unfavorable consequences will lead teens to perceive this behavior as appropriate and pp desirable, thereby increasing the likelihood that they will imitate the behavior. Social Learning Theory: What people from media role models are ?scripts? information about what events are likely to occur in a - are to occur in specific scenario, how a person should behave in that scenario, and what the likely outcomes of their behavior will be. Based on this theory, it could be proposed that music may provide young people insights into particular sexual scripts shaping their attitudes and into sexual , attitudes assumptions about sexual relationships and creating a notion of what is expected and normative. E # 1 RiExam # 1 Rev ew Sample Multiple Choice Items (Chapter 3) from  Instructor?s Manual Exam Will Not Be Like This!!! Case #1: When Sara was in the first grade her teacher started teaching the Practice Question (of the kind that will be on Exam 1) (b) Auditory in the , students how to read. Sara's parents were really surprised when Sara had a lot of trouble. She was bright and eager, so they thought that reading would come easily to her. It didn't. She couldn't match the letters to their sounds or combine the letters to create words. Sara's problems continued into second grade. She still Processing Disorders ()P ti l had difficulty finding the right words when trying to talk. The school asked Sara's mom for permission to evaluate Sara to find out what was causing her problems. Sara's mom gave permission for the evaluation. The school conducted an evaluation and learned that Sara has a learning disability. Sara is also at an age where she tended to rely on her visual perceptions For example when shown a (a) re-opera ona (concept of conservation) tended on . example, short and tall container that had the same amount of water, Sara like other children her age said that the taller glass had more water than the shorter container. (1) S? ?( )What learning disability is best represented by Sara?s problems circle a. Dyscalculia b. Auditory Processing Disorder c. Dyslexia d. Visual Processing Disorder (2) Sara?s inability to determine that the short and tall containers held the same amount of water shows that she is still at what stage of cognitive development? (circle) aPreoperationala. Pre- b. Formal operations c. Centration d. Latency Practice Question (of the kind that will be on Exam 1) Case #2: Consider the following case: Mary a 9 year old girl went to the superego following Mary, - girl, went supermarket with her mother. While approaching the check out line, Mary noticed her favorite candy, Starburst. She asked her mother to buy her some, but her mother said no. Mary felt the urge to take one, reasoning that the store wouldn?t miss one little packet of Starburst She slipped the store miss of Starburst. slipped packet of Starburst into her pocket but begin to think that her parents would be upset if they found out what she did. Before leaving the store with her mom, she placed the Starburst back on the candy rack. Based on Psychodynamic Theory what structure of the personality is Mary being , what of the is Mary governed by? _______________ Case #3: Consider the following case of two girls: Mary is often the center self-concept of attention at home. Everybody makes a big fuss over her and tells her how cute she is. Hence, she seems fairly confident in new situations. In Michelle?s home, she is often told how bad she is. Hence, she tends to sulk a lot. When entering kindergarten, Mary very eagerly introduced ff SC has to do with who we think we are, herself to classmates and made friends easily. Her classmates tend to want to play with her. In contrast, Michelle is often left to play by herself. She is considered a ?meanie? by her classmates. From a psychological standpoint, each girl was simply acting out who they thought they were ? MddMihlbdThiidifhih? whereas SE has more to do with how we feel about who Mary, pretty and goo ; Mic elle, a . This is an ndicat on o t e r w at _________________ we are The Kelly family consisted of Angie, a 40-year-old Black schizophrenic woman, Gloria, aged (1) Social Application of Key Concepts (from 8.30.10 class) yy p, 14, William, aged 13, and Verona, aged 9. The family was supported by welfare (AFDC) benefits. The family was referred to a community mental health center by a local child welfare agency because all three children were truant from school, experiencing academic difficulties, and had been repeatedly placed in foster homes over the years. Gloria stated that they lived in a ?hell zone? in which they could not sleep at night. Their apartment had been broken into a Social Environment (2) Input zone they could apartment had number of times. This description of their neighborhood illustrates the system or ecological key concept of (1)_________________. In the family?s first session with a therapist, the therapist was interested in each member?s perspective about their home situation, which illustrates the systems theory concept of (3) Interface (4) Boundary situation, the theory concept (2)_____________. The point at which the therapist and the family came into contact represents what key concept? (3)________________ The therapist felt that the family was very guarded and she wondered if the presence of the child welfare worker might be contributing to their reluctance to discuss their family. Hence, the therapist asked the child welfare worker to wait in the waiting room thereby creating a (4) between the (5) Micro or Mezzo worker to wait in the room, thereby ____________ worker and the family. Future sessions were used to empower Angie, the mother, to take responsibility for her own family. Angie felt that she needed to find a new apartment in a safer neighborhood and explore job opportunities Having referred her to a number of vocational and community programs opportunities. of vocational community , Angie reported that she still was unsuccessful in finding a new apartment and job. Finding that this was a problem of many clients being served by her center, the therapist brought together a number of mothers to share their stories and to provide support to one another. The text identifies three orientations to social work practice that are illustrated in this paragraph. One social work practice orientation illustrated is (5) is ________________. Note: The key concepts will be listed in instructions of ecological systems theory will be listed in instructions. Example of Exam # 1 Instructions for Application of Key Concepts Instructions: A number of cases are presented below. For each case, there are a series of items or questions that require you to complete the sentence, provide a short to complete the answer, or select the correct answer from a list of options (multiple choice). Please clearly print or circle the correct responses Some cases will require you to apply key. to key concepts from System Theory and Ecological Theory. Key Concepts that are applicable might include the following: social environment, homeostasis, role, input, interface, coping, transactions, boundary, subsystem, energy, output, interdependence, adaptation, and/or relationship. interdependence, Please note that a particular key concept might be applicable more than once in a case. Application of Key Concepts (from 8.30.10 class) Mrs. Green contacted the Social Services Department after hearing Jimmy (aged 6) screaming in the apartment next door Mrs Green recalled seeing strange looking (1) Subsystem in the . . Green seeing - bruises on Jimmy?s arms and legs, as well as on his 4-year old sister, Sherry, about a month ago. Ms. Chin, a Protective Services Worker, visited the Horney household the day after Mrs. Green filed the report. Both Mr. Horney (aged 38) and Mrs. Horney (aged 32) were home. Ms. Chin informed the Horney?s that she was there to investigate Subsystem (2) Relationship (3) H t i potential child abuse. After examining the children, Ms. Chin found slash-like bruises on their arms and legs. When Mr. Horney was asked how the children got these bruises, he stated that he strapped them a little similar to how his own father disciplined him. He stated that his neighbors should mind their own business. The Horney family was a (1) of the larger community omeos as s (4) Input _______________ larger . In the course of her assessment, Ms. Chin learned that the Horney?s were experiencing problems in their marriage. Mrs. Horney was very soft-spoken and did not say much during the Protective Services Worker?s visit. It was evident that she did not say thi th t ld i t h h b d ill t ti th t f th iany ng tha wou go aga ns er us an , us rating the na ure o the r (2)_______________. Continuing her assessment, Ms. Chin learned that the Horney?s were also having difficulties keeping up with their rent. Their financial difficulties were causing them a pg significant amount of stress, thereby affecting the (3)_____________ of the family. Mr. Horney admitted that he could use some help in finding a job. Ms. Chin referred him to the local employment agency where he met with a job specialist. The job assistance provided by the employment agency represents (4)______________. Note: ?Application of Systems Concepts to a Case Example of Child Abuse? (pages 25 ? 26 of text) and ?The Application of Systems Theory Principles to Families? (pages 156 ? 160) illustrate how key concepts can be applied. Exam # 1 on October 11 Will C i t f 30 it ons s o ems ?Multiple Choice ?Short Answer Exam will cover Lecture notes dated 8.30.10, 9.27.10, 10.4.10, class notes, and related readings in Chapters 1, 3, & 4 Material Covered ?Chapter 1: Systems Theory & Ecological Perspective Concepts, Basic Types of Systems, Types of Macro Systems ?Chapter 3: Psychodynamic Theory, Phases of Personality Development, Types of Defense Mechanisms, Piaget?s Stages of Cognitive Development Patterns/Qualities of Attachment Self , of Attachment, - Concept/Self-Esteem, Learning Disabilities ?Chapter 4: Socialization Types of Learning , ypes ?Also: Parenting Style (lecture notes dated 10.4.10) L Scott Microsoft PowerPoint - 10.4.10 Class Powerpoint uLearnV [Compatibility Mode]