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96 Cards in this Set
- Front
- Back
profession of social work |
theprofessional activity of helping individuals, groups, or communities to enhanceor restore their capacity for social functioning and to create societalconditions favorable to their goals.
- Allgood social work interventions are based on research and theory |
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The process of social work |
•Assessment•Planof Action•Interventionor implementation•Evaluation•Termination
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Assessment
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Theproblem or situation is scrutinized and understood – assessment of theproblematic situation.
- Assessmentinvolves basic knowledge and assumptions about human behavior. |
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Plan of Action |
Aspecific plan of action is developed in which goals are carefully selected andclearly specified.
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intervention/implementation |
Thisis the “doing” part of the process and may involve providing counseling to anindividual, or it may entail working with a large organization to change itspolicies to better accommodate its clients’ needs. |
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Evaluation
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Progresstoward solving the problem - to whatextent have the goals established with the client been met |
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Termination |
Endingthe process and summarizing what has been accomplished |
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The Strengths Perspective
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-Socialinjustice -Oppression -Empoweringclients to take action for themselves *Dennis Saleebey * |
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System |
A set of elements that areorderly and interrelated to make a functional whole. |
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Boundaries |
The borders or margins that separate one entity from another
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Subsystem |
A secondary or subordinate system that is a component of a larger system
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Homeostasis |
The tendency for a systemto maintain a relatively stable, constant state of balance. |
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Role |
The culturally established socialbehavior and conduct expected of a person in any designated interpersonalrelationship. |
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Relationship |
A reciprocal, dynamicinterpersonal connection characterized by patterns of emotional exchange,communication, and behavioral interaction. |
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input/output |
Input – The energy, information, orcommunication flow received from other systems. Output – The response of a system, afterreceiving and processing input, that affects other systems in the environment. |
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Interface |
The point where two systems of any size come into contact with each other orcommunicate. |
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Differentiation |
A system’s tendency to move from a simpler to a more complex existence. |
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ecosystems theory: Social Environment |
Theconditions, circumstances, and human interactions that encompass human beings
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ecosystems theory: transactions |
Themeans by which people communicate and interact with others in the environment |
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ecosystems theory: energy |
Thenatural power of active involvement between people and their environments |
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ecosystems theory: Adaptation |
Thecapacity to adjust to surrounding environmental conditions
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ecosystems theory: coping |
Aform of adaptation that implies a struggle to overcome problems
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ecosystems theory: interdependence |
The mutual reliance of each person on every other person. |
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levels of systems |
-micro -mezzo -macro |
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levels of systems: micro |
workingwith the individual (other sources include families on the micro level) |
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levels of systems: mezzo |
Familiesand small groups (some sources don’t use ‘mezzo’ at all) |
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levels of systems: macro |
largegroups, communities, organizations |
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Birth defects: Down Syndrome |
adisorder involving an extra chromosome that results in various degrees ofintellectual disability. |
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Birth defects: Spina Bifida |
acondition in which the spinal column has not fused shut and consequently somenerves remain exposed |
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FOUR MAJOR CONCEPTS TO UNDERSTAND HUMANDEVELOPMENT
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1.Growthas a continuous, orderly process 2.Specificcharacteristics of different age levels 3.Theimportance of individual differences
4.Theeffects of both heredity and the social environment. |
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CephalocaudalDevelopment |
Developmentfrom head to toe |
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ProximodistalDevelopment: |
Developmentfrom body/trunk to extremities (first armsand then hands) |
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Nature vs. Nurture |
Aperson develops as the result of a multitude of factors including those thatare inherited (nurtured) and those that are environmental (nature) |
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Developmentis disrupted or slowed by: |
-Abuseor neglect -Medicalconditions -Poverty -Parentalstress |
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Sigmund Freud concept |
-Theconscious
-Thepreconscious -Theunconscious Mostof our thoughts, feelings, instincts, drives and motives were located in thepreconscious and unconsciousTherefore,we might act without really knowing why. |
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ego |
-id= i want chocolate -super ego= your on a diet -ego= ill just eat a little bit Theid operates on the pleasure principal; the ego figures out how to get what theid wants; the superego tells us what to do based on moral and ethical judgmentsand standards. kE:m$zr |
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Repression |
when a person refuses to think about unacceptable thoughts by banishing them tothe unconscious |
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Freud’s stages of psychosexualdevelopment: stage 1 |
Oral:birth to 18 months- the baby’s primary activities revolve around eating, andreceiving nurturing when you want/need it. Fixation here results in severe personality disorders, such asschizophrenia. |
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Freud’s stages of psychosexual development: stage 2 |
Anal-18 months to 3 years- the child’s activities center on elimination, and ongiving and withholding. Toilet trainingis an area of conflict. Fixation hereresults in a person who is messy, stubborn and rebellious, or in total control,meticulous and punctual. |
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Freud’s stages of psychosexual development: stage 3 |
Phallic-3-5 years-Children discover their genitals. They’re interested in discoveringif other people have them, too, and may embarrass their parents by askingquestions of others in public |
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Freud’s stages of psychosexual development: stage 4 (males) |
Oedipus complex- Freud believed that atthis stage, boys fall in love with their mothers and begin to compete withtheir fathers for her attention |
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Freud’s stages of psychosexual development: stage 4 (females) |
Electra complex- Freud believed thatgirls fall in love with their fathers at the same age |
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Freud’s stages of psychosexual development: stage 5 |
Latency-5 years to puberty- the child has few sexual impulses at this stage and thuscan be properly socialized. |
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Freud’s stages of psychosexual development: stage 6 |
Genital-from puberty to death- the mature person is focused on love and work, and isable to establish intimate relationships with others (not necessarily sexual) |
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Cognitive development: Piaget |
Piagetthought that people learned to think in the same way and that there weredevelopmental stages all children went through in the process of learning tothink. |
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Piaget’s stages of cognitive development: stage 1 |
Sensorimotor-birth to age 2- A child progresses from simple reflexes to being able to makesense of sensory input, to be able to control his motion and use sensory datato help him guide his movements, and to comprehend that objects exist, even ifthey’re not present right now (called ‘object permanence’) |
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Piaget’s stages of cognitive development: stage 2 |
Pre-operational- from ages 2-7- childrenare developing the skills they’ll need to think abstractly. They’re starting touse symbols (words) instead of just sensory input when they think. However theyhave several limitations on their abilities to think about the world: |
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Egocentrism |
they can only see thingsfrom their own point of view |
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Centration |
they concentrate on one detailrather than the big picture |
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Irreversibility |
the inability to understand the concept behind ‘vice versa’ or to be able towork backward from the starting point |
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Piaget’s stages of cognitive development: stage 3 |
Concrete operations Ages 7 until 11 or 12 - The child has mastered logical thoughtbut still thinks fairly concretely (not abstractly) - Can see things from others’ point of viewand can have empathy for them |
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Piaget’s stages of cognitive development: stage 4 |
Formaloperations -Ages11-12 to 16 or so - Canthink abstractly, taking multiple variables into account - Cantheorize about why things are the way they are and how one thing affectsanother -Canthink in terms of “if and then” (cause and effect. |
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Rogers’ self theory |
-People naturally want to improve andenhance themselves (self-actualization) -People are basically good -People have an image of who they wouldlike to be, and our work is to help them become more and more like this idealselfWorkers use warmth, empathy andunconditional positive regard to help clients grow. |
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self theory: Self-concept |
a person’s perception of and feelings about him-or herself, including his orher personality, strengths, weaknesses, and relationships with other
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self theory: self-actualization |
the tendency for every person to develop capacities that serve to maintain orenhance the person
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self theory: sense of self-regard |
the learned perception of self-worth that is based on theperceived attention and esteem received from others
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self theory: real self |
the person one actually is. |
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self theory: ideal self |
the person one would like to be. |
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self theory: conditions of worth |
a person’s perception that he or she is only valuable when behavingas others expect and prefer him or her to act (only worthy under certainconditions). |
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self theory: Incongruence |
a discrepancy between a person’s ideal self and real self, or self-concept andexperience, resulting in tension, anxiety, and internal confusion. |
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self theory: psychological maladjustment |
the condition in which a person experiences significantincongruence between self and experiences, resulting in emotional andpsychological problems
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Defense Mechanisms: compensation |
Trying to make up for feelings of inferiority or areas of weakness. |
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Defense Mechanisms: repression |
unacceptable desires, feelings, memories, and thoughts are excluded fromconsciousness by being sent down deep into the unconscious. |
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Defense Mechanisms:Sublimation |
consciously unacceptable instinctual demands are channeled into acceptableforms for gratification. |
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Defense Mechanisms: Denial |
person escapes psychic pain associated with reality by unconsciously rejectingreality
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Defense Mechanisms: identification |
person takes on the attitudes, behavior, or personal attributes of anotherperson whom he or she had idealized |
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Defense Mechanisms: Reaction formation |
Blocking out “threatening impulses or feelings” by acting out an“opposite behavior” |
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Defense Mechanisms: Regression |
person falling back to an earlier phase of development in which he or she feltsecure. |
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Defense Mechanisms: Projection |
person unconsciously attributes his or her own unacceptable ideas or impulsesto another |
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Defense Mechanisms: Rationalization |
individual faced with frustration or with criticism of his or her actions,finds justification for them by disguising from him or herself his or her true motivation |
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Feminist Theory |
¨Feministtheorists seek to overturn strict gender roles, and to look at things fromdifferent perspectives. Eliminate “falsedichotomies”. Both genders havecompetencies.) Feministtheory also supports valuing process as well as product (the journey is asimportant as the destination ) |
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Systems Theory |
Theperson is having trouble interacting with his or her environment, rather thanthere being something ‘wrong’ with them |
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Evaluating theory |
-Doesthe theory apply to the client’s situation? - Doesresearch support the theory? |
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Attachment Theory |
Attachment develops over time, as thebaby learns to distinguish among people and the caregivers learn how to ‘read’and respond to the baby’s needs *John Bowlby* |
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types of attachment |
Typesof attachment -Secure -Anxious-avoidant -Anxious-resistant - Disorganized |
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self-concept |
the impressions one has about oneself, it can be positive or negative, andprobably has some of each |
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Self-esteem |
the positive feelings one has about oneself; also called self-worthndFragment--> |
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IQ score |
IQ scores can be strongly affected by : Learning disabilities (particularlyreading disabilities) Anxiety The conditions present at testing -Groupor individual test -Theenvironment comforts IQ Scores are culturally biased; arbitrary;labels people; does not consider individual motivation |
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Traditional IQ scores |
Mild:IQs of 50-55 to approximately 70 - Canbe educated Moderate-IQ of 35-40 up to 50-55 - Canbe trained to perform self-care and other simple tasks -Severe-IQ of 20-25 up to 35-40 Profound-IQ below 20-25 |
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ADHD |
Theportion of the brain that is necessary for focusing attention and impulsecontrol is less active than normal in these children |
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Autistic disorder (classic autism) |
difficulties in social skills, such as problemscommunicating and lack of normal emotional reactions to others, includingattachment. |
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Asperger syndrome |
a milder form of ASDs where people manifest fewer or less extremesymptoms. May demonstrate difficulties in social interaction or some unusualbehaviors, but generally have no problems with language. |
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Socialization |
the process by which children learn how to be members of their culture andsociety. |
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Socialization factors |
Language Values Manners Socialexpectations Rules Behaviors |
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functions of families |
-Nurturingand socializing children - Providingemotional support to each other -Providingmaterial support (food, shelter, clothing) - Assumingresponsibility for the well-being of each other and for oneself - Practicingappropriate communication skills -Providingprotection from influences outside |
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Learning Theory |
Behaviorsare learned, thus maladaptive behaviors can be unlearned |
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Respondent Conditioning |
Aparticular behavior that follows a particular stimuli – word, sight, sound
unconditioned: feeling hungry after seeing a piece of cake conditioned: learned |
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Operant conditioning |
when theconsequences of the behavior either increase or decrease the likelihood of thebehavior occurring again. |
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Operant Conditioning: ABC |
Antecedent – event before the behaviorBehavior – observable and measurable actConsequence – something given or takenaway |
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Reinforcement |
increases or maintains thefrequency of the behavior |
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Levels of social play |
-onlooker play -Parallel play -associative play -cooperative play |
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Onlooker play |
no activity, but observingwhat’s going on
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Solitary play |
the child is playingindependently without interacting |
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Parallel play |
playing independently, butplaying the same game as other kids in the group (a group of little boys allplaying with cars) l |
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Associative play |
Interacting with eachother but with individual goals |
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Cooperative play |
common goals, working together to achieve goals (building a series of roadsthat everyone can use in driving their cars around) |