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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

The process of social work

•Assessment•Planof Action•Interventionor implementation•Evaluation•Termination
Assessment
Theproblem or situation is scrutinized and understood – assessment of theproblematic situation.



- Assessmentinvolves basic knowledge and assumptions about human behavior.



Plan of Action

Aspecific plan of action is developed in which goals are carefully selected andclearly specified.

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.

Evaluation

Progresstoward solving the problem - to whatextent have the goals established with the client been met

Termination

Endingthe process and summarizing what has been accomplished

The Strengths Perspective

-Socialinjustice


-Oppression


-Empoweringclients to take action for themselves




*Dennis Saleebey *

System

A set of elements that areorderly and interrelated to make a functional whole.

Boundaries

The borders or margins that separate one entity from another

Subsystem

A secondary or subordinate system that is a component of a larger system

Homeostasis

The tendency for a systemto maintain a relatively stable, constant state of balance.

Role

The culturally established socialbehavior and conduct expected of a person in any designated interpersonalrelationship.

Relationship

A reciprocal, dynamicinterpersonal connection characterized by patterns of emotional exchange,communication, and behavioral interaction.

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.

Interface

The point where two systems of any size come into contact with each other orcommunicate.

Differentiation

A system’s tendency to move from a simpler to a more complex existence.

ecosystems theory: Social Environment

Theconditions, circumstances, and human interactions that encompass human beings

ecosystems theory: transactions

Themeans by which people communicate and interact with others in the environment

ecosystems theory: energy

Thenatural power of active involvement between people and their environments

ecosystems theory: Adaptation

Thecapacity to adjust to surrounding environmental conditions

ecosystems theory: coping

Aform of adaptation that implies a struggle to overcome problems

ecosystems theory: interdependence

The mutual reliance of each person on every other person.

levels of systems

-micro


-mezzo


-macro

levels of systems: micro

workingwith the individual (other sources include families on the micro level)

levels of systems: mezzo

Familiesand small groups (some sources don’t use ‘mezzo’ at all)

levels of systems: macro

largegroups, communities, organizations

Birth defects: Down Syndrome

adisorder involving an extra chromosome that results in various degrees ofintellectual disability.

Birth defects: Spina Bifida

acondition in which the spinal column has not fused shut and consequently somenerves remain exposed

FOUR MAJOR CONCEPTS TO UNDERSTAND HUMANDEVELOPMENT

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.

CephalocaudalDevelopment

Developmentfrom head to toe

ProximodistalDevelopment:

Developmentfrom body/trunk to extremities (first armsand then hands)

Nature vs. Nurture

Aperson develops as the result of a multitude of factors including those thatare inherited (nurtured) and those that are environmental (nature)

Developmentis disrupted or slowed by:

-Abuseor neglect


-Medicalconditions


-Poverty


-Parentalstress

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.

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

Repression

when a person refuses to think about unacceptable thoughts by banishing them tothe unconscious

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.

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.

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

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

Freud’s stages of psychosexual development: stage 4 (females)

Electra complex- Freud believed thatgirls fall in love with their fathers at the same age

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.

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)

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.

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’)

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:

Egocentrism

they can only see thingsfrom their own point of view

Centration

they concentrate on one detailrather than the big picture

Irreversibility

the inability to understand the concept behind ‘vice versa’ or to be able towork backward from the starting point

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

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.

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.

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

self theory: self-actualization

the tendency for every person to develop capacities that serve to maintain orenhance the person

self theory: sense of self-regard

the learned perception of self-worth that is based on theperceived attention and esteem received from others

self theory: real self

the person one actually is.

self theory: ideal self

the person one would like to be.

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).

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.

self theory: psychological maladjustment

the condition in which a person experiences significantincongruence between self and experiences, resulting in emotional andpsychological problems

Defense Mechanisms: compensation

Trying to make up for feelings of inferiority or areas of weakness.

Defense Mechanisms: repression

unacceptable desires, feelings, memories, and thoughts are excluded fromconsciousness by being sent down deep into the unconscious.

Defense Mechanisms:Sublimation

consciously unacceptable instinctual demands are channeled into acceptableforms for gratification.

Defense Mechanisms: Denial

person escapes psychic pain associated with reality by unconsciously rejectingreality

Defense Mechanisms: identification

person takes on the attitudes, behavior, or personal attributes of anotherperson whom he or she had idealized

Defense Mechanisms: Reaction formation

Blocking out “threatening impulses or feelings” by acting out an“opposite behavior”

Defense Mechanisms: Regression

person falling back to an earlier phase of development in which he or she feltsecure.

Defense Mechanisms: Projection

person unconsciously attributes his or her own unacceptable ideas or impulsesto another

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

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 )

Systems Theory

Theperson is having trouble interacting with his or her environment, rather thanthere being something ‘wrong’ with them

Evaluating theory

-Doesthe theory apply to the client’s situation?


- Doesresearch support the theory?

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*

types of attachment

Typesof attachment


-Secure


-Anxious-avoidant


-Anxious-resistant


- Disorganized

self-concept

the impressions one has about oneself, it can be positive or negative, andprobably has some of each

Self-esteem

the positive feelings one has about oneself; also called self-worthndFragment-->

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

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

ADHD

Theportion of the brain that is necessary for focusing attention and impulsecontrol is less active than normal in these children

Autistic disorder (classic autism)

difficulties in social skills, such as problemscommunicating and lack of normal emotional reactions to others, includingattachment.

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.

Socialization

the process by which children learn how to be members of their culture andsociety.

Socialization factors

Language


Values


Manners


Socialexpectations


Rules


Behaviors

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

Learning Theory

Behaviorsare learned, thus maladaptive behaviors can be unlearned

Respondent Conditioning

Aparticular behavior that follows a particular stimuli – word, sight, sound



unconditioned: feeling hungry after seeing a piece of cake




conditioned: learned

Operant conditioning

when theconsequences of the behavior either increase or decrease the likelihood of thebehavior occurring again.

Operant Conditioning: ABC

Antecedent – event before the behaviorBehavior – observable and measurable actConsequence – something given or takenaway

Reinforcement

increases or maintains thefrequency of the behavior

Levels of social play

-onlooker play


-Parallel play


-associative play


-cooperative play

Onlooker play

no activity, but observingwhat’s going on

Solitary play

the child is playingindependently without interacting

Parallel play

playing independently, butplaying the same game as other kids in the group (a group of little boys allplaying with cars) l

Associative play

Interacting with eachother but with individual goals

Cooperative play

common goals, working together to achieve goals (building a series of roadsthat everyone can use in driving their cars around)