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46 Cards in this Set
- Front
- Back
Systems/Ecological Theory
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* People are composed of subsystems and interact with systems in the environment
*Emphasizes the current situation & current history *Has boundaries *Changes to one part in the system results in changes in other parts of the system. *Focus is on interactions rather than dysfunction, pathology, or problems. |
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Biopsychosocial Assessment
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*All behavior is the product of the interplay between biology, psychological, and social environment.
*Odd or unusual behavior (out of context to the culture) may signal unusual bio, psycho, social experiences. *Therefore, we compare normal human development principles to our clients. |
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FAREAFI
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1. Feelings-acknowledge client's feelings
2. Assessment-collect information 3. Refer-to the most helpful services/providers 4. Educate-teach new skills 5. Advocate-influence others on client's behalf 6. Facilitate-use empathy, positive regard, genuineness to enable client's to make their own changes. 7. Intervene-*Therapy |
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Communication Skills
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*Non-verbal prompt (nod)
*Minimal Prompts ("uh huh") *Paraphrase (I'm mad as hell-"You're mad as hell") *Reflective Listening-reflects emotion *Accurate empathy *Summarization-("Let me see if I've got this right") *Ethnic Note-convey acceptance with/without approval...we validate people as human beings. |
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Motivational Interviewing 5 Steps
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1. Use empathy to establish a connection
2. Note discrepancies between client's behavior & goals 3 Avoid arguments-stay out of power struggles 4. Roll with resistance-acknowledge client's reluctance to change. 5. Support self-efficacy-acknowledge that clients are in charge of their own lives. |
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Problem Solving Model
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1. Problem identification and definition
2. Goal Identification 3. Preliminary Contract 4. Exploration & Investigation 5. Assessment & Evaluation 6. Formulation of a Plan of action 7. Prognosis 8. Carrying out the plan |
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Making a Referral
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*Helps clients get needed services
*Clients generally know best what they need *Are appropriate only when your agency cannot meet the need. *Make sure it fits clients needs *Address clients misgivings *Write down info for client: person's name, contact, statement of purpose etc. *ONLY finished when clients are getting the services they need. |
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Psychosocial (Hollis and Turner)
*Person in Environment* |
*Psychodynamic perspective
*Primarily ego psychology (id, ego, superego) *Conscious vs. Unconscious (conflict between id & superego). *Defense Mechanisms *Every person has a pathology *Role of the SW=Ventilation of feelings & emotions is therapeutic, insight into conflict between conscious & subconscious. *Social History-from birth to present |
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Behavioral (Skinner, Thomas, Gambrill)
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-Classical Conditioning
-Operant Conditioning -Social Learning Theory *Derives from learning theory *Behavior is learned & can be unlearned *Past history not important other than learning hx *Antecendent/Consequences important *Action oriented *Change Environment |
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Cognitive Theory
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-Overt Behavior
-Covert Behavior *Behavior is determined by our cognitions *Life is NOT controlled by unconscious forces *Self-talk about an event determines our feelings about it *Great emphasis on rational thinking *Irrational thinking is destructive *Emotions and motives are NOT unconscious *Treatment focuses on disputing the client's self-defeating & irrational beliefs *Action oriented *ABC's of Personality -A. Activating event -B. Belief C. Consequences |
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CBT (Beck & Ellis)
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Merges cognitive & behavioral theories.
*Short term *Skill building *Thoughts/Emotions/Behaviors all interconnected |
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Task Centered (Reid & Epstein)
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*Breaks down task into manageable parts
*Tasks are large enough to be important but small enough to be achievable/successful *Focuses on short-term treatment *Problem ranges=family & interpersonal relations, carrying out social roles, decision-making, emotional distress reactive to situational problems. |
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Existential Theory
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*Focuses on human beings in their existence.
*Focuses on life themes rather than techniques *Self awareness is primary to looking beyond personal problems, issues... *Emphasis on honest and intimate relationships with others. *Example-Gestalt Therapy. |
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Feminist Theory
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*Focuses on the role of society in creating males & females, i.e. gender roles, power differences...
*Differences in moral decision making, differing in abuse and violence. *Sociological perceptive & considers cultural issues *Techniques focus in gender power awareness. |
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Family Preservation Models
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*Focuses on reducing risk of child placement out of home.
*Short term *Intense *Assumption (ideally)-clients are best cared for by their families |
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Family Therapy
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*Treatment for the whole family
*Clarifies roles & behaviors of family members. *Various techniques-primarily behavioral |
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Family Therapy Models
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Structural
Strategic/Communication Experiential/Humanistic Behavioral/Cognitive |
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Structural Family Model
(Minuchin) |
*Symptoms in an individual are rooted in the context of family transaction patterns, and family restructuring must occur before symptoms are relieved. Hierarchy boundary, subsystem, alignment, coalition.
*Goals-Strengthen parental subsystem, realign coalitions, establish boundaries *Interventions-Joining, action precedes understanding, change interaction patterns, enactments, unbalancing, structure, strengthen etc... |
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Strategic/Communication
(Haley) |
*Redundant communication patterns offer clues to family rules & dysfunction; symptom represents strategy for controlling relationships.
*Goals-symptom relief; resolution of presenting problems. *Interventions-Paradoxical interventions, prescribing the symptom, therapeutic double binds, directives, pretend techniques, relabeling. |
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Experiential/Humanistic
(Satir) |
*Self-concept, communication, family rules, growth of self, growth as an interpersonal process.
*Goals-relieve family pain, genuineness, learning to express one's sens of being, simultaneous sense of togetherness & healthy. *Interventions-Sculpting, acceptance, communication skills, use of self, modeling, confrontation, cotherapy |
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Behavioral/Cognitive
(Patterson, Stuart, Liberman) |
*Personal functioning is determined by the reciprocal interaction of behavior and its controlling social conditions.
*Goals-Modification of behavioral consequences between persons to eliminate maladaptive behavior & symptoms. *Interventions-Reinforcement of desired behaviors; skills training, contingency contracting (if you do...you'll get...), positive reciprocity between marital partners, parents & children. |
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Solution Focused Therapy
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*You don't have to know the cause of a problem to effectively intervene.
*Change takes place when clients focus on their goals and understand what they have to do to get there. *Hope vs. despair (problem-focused) *The clients are the experts about their problems, therefore; 1. Describe the problem 2. Develop goals 3. Asking the miracle question 4. Exploring the exception 5. Supportive feedback to the clients and summarization. |
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Group Roles
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*Scapegoat-Any person who innocently bears the blame for others.
*Deviant member-One whose behavior deviates from the general norm of the group. Can range from mild to extremely inappropriate. *Internal Leader-Indigenous leader (derives authority from the group members). may shift from one member to another. *Gatekeeper-One who feels a strong sense of urgency about a particular issue. Guards the gate through which the group must pass for the work to deepen. *Defensive Member-Denies existence of problems or accepting responsibility for one's own part in the problem or taking any help from group members after a problem has been raised. *Quiet member-remains noticeably quiet over a period of time. *Loquacious member-Talkative. |
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Models of Social Work Group Practice
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*Social-Goals Model
*Remedial Model *Reciprocal Model |
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Social-Goals Model
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*Purpose-social consciousness and social responsibility
*Role of worker-Enabler *Types of Activity-wide range of activities & tasks including those of community organization *Task focused..ex. planning a party: I reserved the room can you handle the party? (when party is over, group is over). |
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Remedial Model
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*Purpose: To remedy social dysfunctioning by specific behavioral change.
*Role of worker: Change Agent *Types of Activity: Use of direct and indirect means of influence, including extra-group means..ex: therapy/intervention group...therapists helps each member with their issue (think therapy=remedy). |
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Reciprocal Model
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*Purpose: To achieve a mutual aid system; initially, no specific goals.
*Role of Worker: mediator or resource person *Types of Activity: Engagement of group members of process of interpersonal relations ex: people help each other...12 step groups (reciprocal=give & take) Typically the worker doesn't even go to meetings...you just make sure they have what they need. |
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Child Abuse-Physical Abuse
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Injury by hitting, slapping, burning, etc. Single episode or repeated..trauma can vary in severity. (Application of force)
Examples -Central patterns of injuries -Injuries suggesting a defensive posture -Inconsistent injuries -Multiple injuries in stages of healing -Substantial delay between injury-treatment -Vague complaint-frequent visits to care -Alcohol or drug usage -Injury during woman's pregnancy |
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Sexual Abuse
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Wide range of actions:
-Fondling -Intercourse -Exploitation -Porn Can be once or recurrent |
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Emotional Abuse
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Act of omission (not saying I love you)
Habitual interactions-name calling, blaming, rejecting, ignoring, corrupting |
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Neglect
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Failure to provide:
-Physical -Educational, or -Emotional needs, -Endangerment |
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Affects of Abuse on Children
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*Lots of trust issues...every child believe mom & dad have all the right answers & believes everything they say...so when they're abused, they think "If I can't trust my parents...who can I trust?"
*Feel worthless & damaged. They are egocentric by nature, therefore it's their fault. Plus they believe what they're told (i.e. "you're no good") :( *They do not learn how to regulate their emotions. They fail to learn when & where its ok to cry, be afraid, angry etc. They don't know when expressing their emotions will be ok... |
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Sexually Abused Clients
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*Demonstrate sexual behavior that is unusual or inappropriate for their ages and setting.
*Dissociation *Child/Adult who is embarrassed or guilty about their bodies *Adult with close, secretive relationship with child *Parent who is extremely protective of the child-even with responsible adults. |
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A Model for Interviewing Children
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*Allow sufficient time to obtain info
*Discuss confidentiality & your obligation to report *Conduct a nonbiased, noncoercive, and nonrepetitive interview *Ask open ended questions, prompts...avoid leading questions *Avoid giving the child other people's info *Listen to everything and follow up *Use art, match the child's words, use "I'm confused, tell me about that". |
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Substance Use
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The ingestion of a substance (alcohol or a drug, legal or illegal) with any regularity (once or repeatedly over a lifetime) that results in little or no significant life consequences.
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Substance Abuse
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The use of drugs (legal or illegal) with some regularity or pattern that results in a person experiencing a pattern of negative life consequences.
DSM IV: -failure to fulfill major role obligations (not going to work) -physically hazardous situations (driving a car) -recurrent substance-use-related legal problems (DUI) -persistent or recurrent social or interpersonal problems caused by the substance (wife/family hates it). |
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Chemical Dependency or Addiction
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Recurrent or chronic use (often daily), that results in a psychological (CD) and/or physiological (Addiction) "need" (real or felt) for the drug as a matter of survival, causing severe and/or chronic negative life consequences. Their life is fully encompassed by the obsession to use drugs and live the accompanying lifestyle.
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Addiction
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physiological effects of certain drugs-characterized by withdrawal smptoms
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Tolerance
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a progressive immunity to the effects of the drug
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Withdrawal Symptoms
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after the body creates a tolerance for a drug (usually heroin, alcohol, benzodiazepine) and a consequent need decreased levels of the drug may result in physical pain and adverse symptoms such as convulsions and death.
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Addiction vs. Chemical Dependence
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Addiction (tolerance & withdrawal)
-stimulants (cocaine, meth) -Opiate (morphine, heroin, oxy/hydro-codone) -Benzodiazepines (valium, xanax) -Alcohol-associated with Wernicke's Encephalopathy (characterized by movement, memory & other neurological problems). Chemical Dependence (psychological dependence) -Marijuana & LSD |
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Abuse vs. Dependence
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*Both contain negative life consequences
*Both clients may look similarly to the casual observer **Abuse can be episodic or continual, but "normal" life continues (can usually keep a job and "manage" the abuse) **Dependency is a lifestyle. The need for the drugs replaces the need for people. Having drugs available becomes a preoccupation (can't manage anything...everything else is secondary). |
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ADHD
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Combination of HD & ADD...impulsivity in at least 2 settings (home, school, outdoor play etc.)
Disorder affects friendships, school work, confidence, self-image etc. |
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ADD
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Inattention issues-persistent pattern of inattention (sits still and watches tv but can't really concentrate on the show)
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HD
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Hyperactivity issues-excessive physical movement (concentrates on the tv but is doing cartwheels while watching).
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Records
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*Case notes can be changed as you write; however, after they are finished and signed, they are finished and unchangeable.
*The change-in-process requires a **single line through the wrong information** and the addition of correct information with your initials above the "change" *Using white-out, erasing, or scribbling over the information appears to be intentionally covering up information. *If subpoena from lawyer you have to show up w/the records but you don't have to produce them. *If subpoena from the court (judge) you have to bring/show everything. |