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139 Cards in this Set
- Front
- Back
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Problem solving process |
-engagement -assessment -planning -intervention -evaluating -termination |
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Case management activities |
-assessment -planning -linking -monitoring -advocacy |
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Stages of change |
-precontemplation -contemplation -preparation -action -maintenance/relapse |
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Live modeling |
Watching a real person perform the desired behavior |
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Symbolic meaning |
Filmed or videotaped models demonstrating the desired behavior |
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Symbolic meaning |
Filmed or videotaped models demonstrating the desired behavior |
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Self modeling |
Type of symbolic modeling Clients are videotaped performing the target behavior |
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Participant modeling |
An individual models anxiety evoking behavior for a client and then prompts the client to engage in the behavior |
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Covert modeling |
Visualizing a particular behavior as another describes the imaginary situation in detail |
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Levels of cognition |
Knowledge Comprehension Application Analysis Synthesis Evaluation |
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Knowledge |
Memorization/recall of facts |
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Comprehension |
Understanding what the facts mean |
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Application |
Correct use of the facts/ideas |
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Analysis |
Breaking down information into component parts |
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Synthesis |
Combination of facts/information to make a new whole |
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Synthesis |
Combination of facts/information to make a new whole |
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Evaluation |
Forming an opinion ablution the information or situation |
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Three domains of development |
Cognitive Affective Psychomotor |
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Gottman method |
A couples therapy approach Healthy relationships are when individuals know each other's stresses/worries, share fondness/admiration, maintain positivity, manage conflicts, trust one another, and are committed to one another |
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Integration of services |
Services are combined and provided simultaneously |
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Wrap around services |
Multiple providers and services may overlap in some ways but are not combined to the same degree as integrated services |
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Case management |
Linking a client to needed services |
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Genuineness |
Listening and communication with clients without distorting their messages; clear and concrete in communications |
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Positive regard |
The ability to view a client as being worthy of caring about and as someone who has strengths and achievement potential |
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Manifest content |
Concrete words contained in communication |
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Latent content |
Underlying meaning of words/terms |
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Single subject designs |
Aim to determine whether an intervention has the intended impact on an individual, or on many individuals who form a group |
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Internal validity |
The extent to which causal inferences can be made about the intervention and the targeted behavior |
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External validity |
Addresses how generalizable those inferences are to the general population |
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Formative evaluations |
Examine the process of delivering services |
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Summative evaluations |
Examine the outcomes |
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Independent variable |
I.e. The treatment provided |
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Dependent variable |
I.e. The target behavior that you're trying to change |
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Reliability |
Dependability, stability, consistency; can you get the same answer repeatedly? |
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Validity |
Accuracy; is what is believed to be measured actually being measured or is it something else? |
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Ethnocentrism |
Holding ones own cultural group as superior to others |
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Stratification |
Structured inequality of entire categories of people |
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Pluralism |
A society in which diverse members maintain their own traditions while working together with others |
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Scientific management theory (theory x) |
-finding the best way to perform each task -closely supervising workers -uses reward and punishment -match each worker to each task -managing and controlling behavior |
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Human relations theory (theory y) |
Genuine concern for human needs in order to produce creativity Importance of cohesive work groups Participatory leadership Open communication |
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Bureaucratic theory |
Emphasizes need for hierarchical structure of power Organization behavior = network of human interactions Behavior understood through cause and effect |
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Administrative theory |
Established a universal set of management principles that could be applied to all organizations |
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Systems approach |
An organization is a system made up of subsystems |
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Sociotechnical approach |
Social system + technical system + the environment |
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Contingency/situational approach |
Different environments require different organizational systems |
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Community based decision making process |
Orientation stage Conflict stage Emergence stage Reinforcement stage |
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SW core values |
Service Social justice Dignity and worth of the person Importance of human relationships Integrity Competence |
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Subpoena |
SW should respond and claim privilege but not turn over records unless the court issues a subsequent order to do so |
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Subpoena |
SW should respond and claim privilege but not turn over records unless the court issues a subsequent order to do so |
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Court order |
SW should limit its scope and ask that the records be sealed |
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Role ambiguity |
Lack of clarity of role |
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Role complementarity |
The role is carried out in an expected way |
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Role dis complementarity |
The role expectations of others differs from ones own |
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Role dis complementarity |
The role expectations of others differs from ones own |
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Role reversal |
When two or more individuals switch roles |
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Role conflict |
Conflicting expectations |
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Universalism |
The belief that there is one acceptable norm/standard for everyone |
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Closed system |
Uses up its energy and dies |
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Differentiation |
Becoming specialized in structure and function |
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Entropy |
Closed, disorganized, stagnant; using up available energy; outputs decline when inputs have remained the same |
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Equifinality |
Arriving at the same end from different beginnings |
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Homeostasis |
Steady state |
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Input |
Obtaining resources from the environment that are necessary to attain the goals of the system |
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Negative entropy |
Exchange of energy and resources between systems that promote growth and transformation |
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Open system |
A system with cross-boundary exchange |
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Output |
A product of the system that exports to the environment |
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Supra system |
A larger/highly complex system; an entity that is served by a number of component systems organized in interacting relationships |
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Throughput |
Energy that is integrated into the system so that it can be used by the system to accomplish its goals |
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Negative feedback loops |
Maintain stability; minimize change; more stable |
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Positive feedback loops |
Facilitate change; make system more unstable |
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Differentiation |
Allows a client to think through a situation without being drawn to act by either internal or external emotional pressures |
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Emotional fusion |
Tendency for family members to share an emotional response; little room for emotional autonomy |
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Multigenerational transmission |
Stresses the connection of current generations to past generations as a natural process |
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Emotional triangle |
When anxiety is introduced into the dyad, a third party is recruited into a triangle to reduce the overall anxiety |
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Stages of group development |
-preaffiliation/forming: development of trust -power and control/storming: struggles for individual autonomy and group identification -intimacy/norming; utilizing self in service of the group -differentiation/performing: acceptance of each other as distinct individuals -separation/termination/adjourning: independence |
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Group think |
When a group makes faulty decisions because of group pressures; values group harmony over accurate analysis |
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Illusion of invulnerability |
Creates excessive optimism, encourages taking extreme risks |
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Collective rationalization |
Members discount warnings, do not reconsider assumptions |
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Belief in inherent morality |
Believe in the rightness of their cause, ignore consequences |
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Stereotyped views of those on the out |
Negative views of the enemy make conflict seem unnecessary |
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Direct pressure on dissenters |
Under pressure not to express conflicting views |
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Self censorship |
Doubts/deviations not expressed |
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Illusion of unanimity |
Majority view assumed to be unanimous |
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Self appointed mind guards |
Members protect the group and leader from info that is problematic or contradictory |
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Group polarization |
Occurs during group decision making when discussion strengthens a dominant point of view and results in a shift to a more extreme position than any of the members would adopt on their own |
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Psychodynamic theories |
Explain the origin of personality, emphasize unconscious motives and desires, childhood experiences in shaping personality |
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Psychoanalytic theory |
Client is product of his/her past; involves dealing with the unconscious; personalities arise bc of attempts to resolve conflicts between unconscious impulses and societal demands |
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Id |
Pleasure principle-achieve pleasure, avoid pain |
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Super ego |
Moral principle-conforms to moral standards learned from parents and society, causes guilt when one goes against rules |
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Ego |
Reality principle- manages the conflicts between the Id and constraints of the real world |
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Syntonic |
Behaviors in sync with the ego (no guilt) |
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Dystonic |
Behaviors dis in sync with the ego (guilt) |
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Ego strength |
Ability of the ego to effectively deal with the demands of the Id, superego, and reality |
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Fixation |
An inability to progress normally from one stage into another |
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Individual psychology |
Alfred Adler Main motivation for human behavior is striving for perfection The aim of therapy is to develop a more adaptive lifestyle by overcoming feelings of inferiority/self-centeredness and to contribute more toward the welfare of others |
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Compensation |
The attempt to shed normal feelings of inferiority |
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Self psychology |
The self is the central organizing and motivating force in personality Objective is to help a client develop a greater sense of self cohesion |
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Mirroring |
Validates the child's sense of perfect self |
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Idealization |
Child borrows strength from others and identifies with someone more capable |
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Twinship/twinning |
Child needs an alter ego for a sense of belonging |
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Ego psychology |
Focuses on the rational, conscious processes of the ego; here and now; addresses how one behaves in relation to the situation they are in, reality testing (their perception), coping abilities/ego strengths, capacity for relating to others |
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Objects relations theory |
Margaret Mahler Centered on relationships with others. Lifelong relationship skills are strongly rooted in early attachments with parents. Objects refer to people, parts of people, or physical items that symbolically represent a person or part of a person. |
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Behavioral therapy |
Personality is a result of interaction between the individual and the environment. Study observable and measurable behaviors. The goal is to modify behavior. |
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Behavioral therapy |
Personality is a result of interaction between the individual and the environment. Study observable and measurable behaviors. The goal is to modify behavior. |
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Respondent behavior |
Involuntary behavior that is automatically elicited by certain behavior. A stimulus elicits a response. |
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Operant behavior |
Voluntary behavior that is controlled by its consequences in the environment |
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Classical conditioning |
Pavlov Learning occurs as a result of pairing previously neutral (conditioned) stimulus with an unconditioned (involuntary stimulus) so that the conditioned stimulus eventually elicits the response normally elicited by the unconditioned stimulus. |
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Operant conditioning |
Skinner Reinforcement aims to increase behavior frequency while punishment aims to decrease it |
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Positive reinforcement |
Increases probability that behavior will occur |
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Negative reinforcement |
Behavior increases because a negative/aversive stimulus is removed |
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Positive punishment |
Presentation of undesirable stimulus follows a behavior for the purpose of decreasing/eliminating that behavior |
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Negative punishment |
removal of a desirable stimulus following a behavior for the purpose of decreasing/eliminating that behavior |
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Aversion therapy |
Pairing with an aversive stimulus in order to reduce the attractiveness of a stimulus |
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Biofeedback |
Teaches how to control certain physiological functions |
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Extinction |
Withholding a reinforcer that normally follows a behavior: behavior that fails to produce reinforcement will eventually cease |
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Flooding |
Anxiety is extinguished by prolonged real/imagined exposure to high intensity feared stimuli |
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In Vivo desensitization |
Working through anxiety hierarchy from least to most anxiety provoking situations; takes place in a real setting |
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Modeling |
Demonstrating a behavior to be acquired by the client |
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Rational emotive therapy (EMT) |
Changing clients irrational beliefs by argument, persuasion, and rational reevaluation; teaching client to counter self-defeating thinking with new nondistressing self statements |
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Shaping |
Promoting and reinforcing successive approximations of the desired behavior |
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Systematic desensitization |
Anxiety producing stimulus is paired with relaxation producing response so that eventually an anxiety producing stimulus produces a relaxation response |
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Time out |
Removal of something desirable |
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Token economy |
Client receives tokens as reinforcement for performing specified behaviors |
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Cognitive theory |
Piaget Children learn through interaction with the environment and others |
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Behaviorists |
Pavlov and skinner Learning = change in behavior Locus of learning = stimuli in the external environment |
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Cognitivists |
Piaget and kohlberg Learning = internal mental processes Locus of learning = internal cognitive structures |
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Humanistic |
Maslow Learning = activities aimed at reaching ones full potential Locus of learning = meeting cognitive and other needs |
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Social/situational learning |
Bandura Learning = obtained between people and their environment and their interactions in social contexts |
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Cognitive dissonance |
Arises when a person has to choose between two contradictory attitudes and beliefs |
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Double bind |
Offering two contradictory messages and prohibiting the recipient from noticing the contradiction |
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Metacommunication |
The context within which to interpret the content of the message (I.e. Nonverbal communication, body language, vocalizations) |
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Cycle of violence |
Tension building Bartering incident Loving contrition |
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Maslows hierarchy of needs |
Physiological Safety Social Esteem Self actualization |
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Stages of grief |
Denial Anger Bargaining Depression Acceptance |
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Cultural, racial, and ethnic identity development |
Pre encounter Encounter Immersion-Emersion Internalization & commitment |
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Cultural, racial, and ethnic identity development |
Pre encounter Encounter Immersion-Emersion Internalization & commitment |
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Aphasia |
Difficulty understanding language of using language to speak/write |
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Ataxia |
Difficulty with common motor skills |
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Agnosia |
Inability to recognize familiar objects |
