Bruno Final

Front 1

What is communication

Back 1

-Refers to the process in which one person conveys info.
(intentionally or unintentionally)---to another
-communication happens when one person attaches MEANING
to the verbal or nonverbal behavior of another;

Front 2

Who was Gregory Bateson & the Palo Alto Family Communication School?

Back 2

introduced double blind to describe the patterns of disturbed family communication which cause schizophrenia.

Front 3

How are verbal content and emotional processes important in human communication?

Back 3

Verbal= actual word message
Emotional process= emotional message.
These can be misinterpreted by receiver and sender.

Front 4

Warm Up Periods- why are they so important?

Back 4

- tend to increase clt-worker rapport
-tend to decrease clt anxiety

Front 5

Why should worker explain purpose of the meeting to the (new) clt?

Back 5

reduces clt confusion & anxiety;

-helps clt develop realistic expectations toward clt-worker meetings;

Front 6

Why should neo-phyte social worker avoid "why" questions?

Back 6

Clt may get defensive

Front 7

PARTIALIZATION

Back 7

refers to when the worker breaks down a larger clt issue or problem into several smaller more manageable components or steps;

Front 8

WORKER REASSURANCE

Back 8

refers to worker skillfully encouraging a doubting or uncertain clt by the worker linking encouragement with clt’s previous factual behavior;

Front 9

Doorknob communication

Back 9

refers to when clt brings up important issue during the last few minutes of the session.

Front 10

Motivation

Back 10

refers to a driving force or willingness that enables humans to achieve their goals;

Front 11

Theories of Motivation

Back 11

A- drive-reduction theory (for Freud based on UCS drives; cognitive dissonance theory)-
B- self-determination theory (intrinsic and extrinsic motivations);
C-need hierarchy theory (Maslow’s theory);
D-behavioral change theories (based on primary & secondary reinforces);

Front 12

Is motivation a personality trait? Why or why not?

Back 12

It is NOT a personality trait. It varies depending on the clt’s own perceptions, thoughts, mood, and situation;

Front 13

3 Ways Worker can can help motivate client?

Back 13

1) Help client work on goals of their own choosing (in clts own words)
2) Worker affirms clients strengths
3) Worker needs great EMPATHY for clts "resistance" to change

Front 14

5 stages of cycle of change

Back 14

1) pre-contemplation
2) contemplation
3) Preparation
4) Action
5) Maintenance

Front 15

Name defense mechanisms

Back 15

denial, projection, rationalization, regression, identification, repression

Front 16

Defensive maneuver

Back 16

blaming others; avoidance (i.e., I “forgot” about our appt.);
pleading helplessness (i.e., It’s no use trying—nothing can ever change); cursing the worker; ridicule the worker; use of physical environment (i.e., vicious dogs, drawn shades) and styles of dress as a means of intimidation as a method to keep persons at a distance- and to keep social worker at a distance

Front 17

4 ways to respond to defensive types of communication:

Back 17

1-worker needs to UNDERSTAND that clt’s defensive maneuvers/behaviors are an attempt to protect oneself from some real or imagined danger, threat, or embarrassment;
2-worker needs to UNDERSTAND that clt’s defensive maneuvers/behaviors may have served a useful purpose in clt’s past or early family environment (or culture);
3-Joining the resistance---when worker aligns herself with the clt’s feelings; (worker joins client and client then can vent)
4-fogging---technique based on fog analogy –”that rocks thrown into a fog bank have no effect
(just ignoring hurtful comments)

Front 18

2 tasks that workers struggle with at their agencies:

Back 18

#1- time management-
#2-promptness in worker documentation & recordkeeping-

Front 19

WRITTEN REPORTS AND CORRESPONDENCE- Whats important?

Back 19

a- needs to be accurate in accounting for services provided to clt;
b- provides evidence of agency policy and programs strengths & weaknesses;
c- provides data for retrospective and prospective research;
d- provides information for the quality of clt-worker interventions for State and Insurance audits;
e- provides evidence for various legal/court issues regarding our clients or the agency;

Front 20

THE ABSENCE OF PROPER DOCUMENTATION ---typically means there may be ____________ that a social worker’s decision or action was appropriate and/or responsible;

Back 20

NO EVIDENCE

Front 21

how much and what specific information should be included in the clt’s file?

Back 21

it depends on
1- agency mission;
2-the type of service provided to the clt;
3- relevant state and federal laws and regulations;
4- who will have access to the clt’s record;

Front 22

what is a clt record or clt file?

Back 22

-A clt record describes the clt and her or his situation or problem and the social work intervention.

Front 23

Progress Note/Case note

Back 23

Describes the workers contacts with the client, chronologically.
After seeing client, worker writes few sentences or paragraphs about what happened and what they plan to do in the future.

Front 24

SOAP stands for:

Back 24

SUBJECTIVE-worker’s impression of clt’s mood & feelings; derived mostly from clt’s self-report;
OBJECTIVE-worker’s direct observation (can be independently verified);
ASSESSMENT/ANALYSIS-worker’s working hypothesis or tentative conclusion—connects current session with clt’s overall goals;
PLAN-future focus—spells out how clt/worker will continue to work;

Front 25

SOAPIER stands for:

Back 25

SUBJECTIVE-worker’s impression of clt’s mood & feelings; derived mostly from clt’s self-report;
OBJECTIVE-worker’s direct observation (can be independently verified);
ASSESSMENT/ANALYSIS-worker’s working hypothesis or tentative conclusion—connects current session with clt’s overall goals;
PLAN-future focus—spells out how clt/worker will continue to work;
Interventions
Evaluations
Revision

Front 26

Planned Change Process:

Back 26

Intake and Engagement
Data Collection and Assessment
Planning and Contracting
Intervention and Monitoring
Final Evaluation and Termination

Front 27

Referral

Back 27

is a carefully planned intervention—based on an assessment—intended to help a clt address a specific problem;

Front 28

Power continuum

Back 28

Hierarchical/imbalanced- where SW and clients used to be with medical model
Negotiated/Reciprocal-where SW and clients are now
Shared/Balanced- ideal

Front 29

5 aspects for generalist social work:

Back 29

ecosystem perspective
strength perspective
planned change process
diversity
code of ethics

Front 30

Assessment

Back 30

is the thinking process by which the worker reasons from the information or data to arrive at working hypothesis & tentative conclusions.

Front 31

Assessing client social functioning entails what three elements?

Back 31

1) Clts intrapersonal self
2) Clts interpersonal interactions
3) Clts social enviroment

Front 32

General rationale for the social assessment report (i.e., social hx)

Back 32

information about clt’s PAST & PRESENT----does provide informed prediction (i.e., tentative) about clt’s FUTURE

Front 33

genograms & ecomaps can be used by worker at some agencies in order to:

Back 33

A- as a JOINT effort between the social worker and client during the face-to-face interview;

B- as a concise method to document clt information in clt’s file;

Front 34

2 ways worker can make use of scaling questions:

Back 34

1) Baseline scaling
2) Motivation scaling

Front 35

Basic point of miracle question:

Back 35

to identify more clearly the changes clt needs to make

Front 36

Strength

Back 36

is a desirable quality or attribute of self or environment; it can also be---a clt skill; a clt accessibility to an environmental resource; or, a clt aspirations or interests;

Front 37

using a strengths-based approach requires a PARADIGM SHIFT

Back 37

----because of our embeddedness in our competitive culture with
fxly deficit-based;

Front 38

SIX PRINCIPLES OF STRENGTHS PERSPECTIVE

Back 38

1-Every Individual, Group, Family, & Community has Strengths;
2-although illness/abuse may be injurious—it may also be a source of challenge & opportunity;
3-worker must assume NOT to know the upper limits of clt’s capacity to grow & change;
4-we serve clts best by collaborating with them;
5-every environment is full of resources (an “oasis” S & H, p. 190);
6-caring & context are primary (Ann Weick, 2000);

Front 39

Evidence of deficit-based culture

Back 39

1) agency policy and funding
2) Diagnostic labels
3) Lack of Skill
4) Personality and Temperament

Front 40

3 ways worker can expand clts vision of change during assessment

Back 40

1) Exploring exceptions
2) Scaling Questions
3) Miracle Questions

Front 41

EGO DEFENSE MECHANISM-

Back 41

a primarily UCS mental construct that operates to reduce one’s anxiety associated with one’s inner conflicts or unacceptable thoughts/impulses;

Front 42

Symptom Formation Diagram:

Back 42

Instinctual Conflict - Anxiety - Maladaptive Defense Mechanism - Symptom Formation

Front 43

Projection

Back 43

primarily UCS mental construct in which person avoids anxiety/conflict by attributing to others one’s own unacceptable thoughts and behaviours;

e.g., women employee disowns her UCS hatred of her boss---rather person believes that the boss hates her;

e.g., man goes to club disowning his sexual desire for women there—instead man believes the women at this club highly desire him;

Front 44

Intellectualization

Back 44

primarily UCS mental construct in which person avoids anxiety/conflict by using abstractions and theoretical considerations as a means of separating oneself emotionally a troubling situation;

e.g., man doesn’t get a job---he UCSly disowns his feelings of rejection—thinking he didn’t get job because of because of free-trade agreement

Front 45

Reaction formation

Back 45

primarily UCS mental construct in which person avoids anxiety/conflict by adopting behaviours that are the opposite of his desires;
e.g., sports coach works tirelessly to help underprivileged children as an UCS method to ward off lifelong childhood sexual fantasies;

Front 46

Identification

Back 46

primarily UCS mental construct in which person avoids anxiety/conflict by attributing to oneself the characteristics of another person or group;


e.g., male clt has never had a mustache---within three weeks of seeing his mustached social worker for weekly counseling---the male clt grows a mustache;

Front 47

TASK-FOCUSED COPING-

Back 47

person problem-solves and develop
active responses to decrease his or her stress levels;

Front 48

Emotion-focused coping-

Back 48

person CSly deals with uncomfortable feelings by engaging in activities that indirectly comfort their affective discomfort;

Front 49

5 types of child maltreatment

Back 49

1) Physical Abuse
2) Psychological Neglect
3) Psychological Abuse
4) Sexual Abuse
5) Child Neglect

Front 50

6 basic categories that could indicate physical abuse

Back 50

1) Bruises
2) Lacerations
3) Fractures
4) Burns
5) Head Injuries
6) Internal Injuries

Front 51

Mental Status

Back 51

refers to worker’s careful observation and asking several simple questions that assess the clt’s orientation to time & place; STM & LTM, accuracy of perceptions, judgement, and appropriateness of affect;

Front 52

assessing a clt’s mental status

Back 52

2- clt orientation to time, place and person- when worker ask clt what time it is (year, month, date, and day); where they are and with whom are they currently with;

3- STM--- when worker ask clt to remember several objects (e.g, watch, ring, and a pair of glasses)—then several minutes later (within 25 minutes)—worker ask clt to recall these items;

4- abstract thinking – when worker ask clt to interpret several proverbs (e.g., “every cloud has a silver lining”) and similarities in order to assess clt’s possible psychological disorder or intellectual deficits;
7- thought content– worker explores presence of clt delusional thinking (rigid beliefs not congruent with clt’s culture) or obsessions (fixed or repetitive ideas that clt can not get out of their mind);

Front 53

5 Categories of DSM

Back 53

AXIS I- usually the primary psychiatric or other diagnosis—(no mental retardation or personality disorder);

AXIS II- long-standing problems that might be overlooked when a clt has an Axis I dx (e.g., mental retardation, personality disorder);
AXIS III- medical condition;

AXIS IV- psychosocial and environmental problems that may have a bearing on the understanding, tx, & management of a mental disorder (e.g., lack of family support, poverty, no health insurance);

AXIS V- global assessment of function number (0 – 100) that rates clt’s overall psychological, social, and occupational;

Front 54

Primary Reinforcer

Back 54

refers to inherently rewarding and almost universally reinforcing conditions (e.g., food, sex,…etc…);

Front 55

Secondary Reinforcer

Back 55

refers to learned, usually as a result of having been associated with a primary reinforcer (e.g., money, toys, specific privileges);

Front 56

behavior contract-

Back 56

refers to an agreement, usually written, that is designed to encourage a behavior change; it usually involves an exchange of rewards or positive reinforcements between two or more persons;

Front 57

Rogers 6 conditions for therapeutic change (be able to recognize in order)

Back 57

1-TWO PERSONS ARE IN PSYCHOLOGICAL CONTACT.
 
2-THE FIRST, WHOM WE SHALL TERM THE CLIENT, IS IN A STATE OF INCONGRUENT, BEING VULNERABLE OR ANXIOUS.
 
3-THE SECOND, WHOM WE TERM THE COUNSELOR, IS CONGRUENT (CONGRUENT WORKER IS GENUINE) OR INTEGRATED IN THE RELATIONSHIP.
4-THE COUNSELOR EXPERIENCES U.P.R. FOR THE CLIENT.
 
5-THE COUNSELOR EXPERIENCES AN EMPATHIC UNDERSTANDING OF THE CLIENT’S INTERNAL FRAME OF REFERENCE AND ENDEAVORS TO COMMUNICATE THIS EXPERIENCE TO THE CLIENT.
 
6-THE COMMUNICATION TO THE CLIENT OF THE COUNSELOR’S EMPATHIC UNDERSTANDING AND U.P.R. IS TO A MINIMAL DEGREE ACHIEVED. (CLT FEELS UNDERSTOOD BY THE TRUSTED OTHER)

Front 58

Beck's unhelpful 9 cognitions:

Back 58

1- all or nothing- we evaluate experiences in the extremes of either all right or all wrong, all bad or all good; there is no middle ground (e.g., one concludes that a single mistake proves that one is a complete failure);

2- jumping to conclusions- we draw conclusions on the basis on little or no evidence (e.g., one concludes that something is undesirable or unworkable even before we have gathered information);
3- selective attention- we pay attention only to those facts that support our preconceived idea---we dismiss facts that point to different conclusions;

4- catastrophizing- anticipating the worst possible outcome; always expecting something bad to happen;

5- magnification of failure- exaggerating the meaning or importance of a setback or mistake (e.g., one may have ten successes and one failure, but the person only focuses on the one failure);
6- minimization of success- downplaying a positive experience or success
(e.g., one attributes one’s success to dumb luck);

7- negative (or u

Front 59

Epictetus—

Back 59

First century Stoic philosopher who said:

“It is not the things themselves which trouble us, but the opinions we have about these things”

Front 60

**Kanel (2007) defines a CRISIS as a situation where:

Back 60

A-a precipitating event occurs;
B-the perception of this event leads to subjective distress; and,
C- usual COPING methods fail, leading the person experiencing the event to function psychologically, emotionally, or behaviorally at a lower level than before the precipitating event occurred.

Front 61

CRISIS INTERVENTION 6 STEP PROCEDURE:

Back 61

STEP #1: DEFINE THE PROBLEM
STEP #2: ENSURE CLIENT SAFETY
STEP #3: PROVIDE SUPPORT
STEP #4: EXAMINE ALTERNATIVES
STEP #5: MAKE SHORT-TERM PLANS
STEP #6: OBTAIN COMMITMENT

Front 62

Formative Evaluation

Back 62

refers to an ongoing measure of an intervention, so that client feedback can be applied to influencing the intervention (i.e., future oriented).

Front 63

INDEPENDENT VARIABLE-

Back 63

refers to the factor in an intervention or experiment that is postulated to be responsible for causing certain behaviors, reactions, or events.

Front 64

DEPENDENT VARIABLE-

Back 64

refers to the factor in an intervention or experiment that is the end product or response to the intervention.