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123 Cards in this Set
- Front
- Back
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Professional Purpose |
shaped by three key sources: service user needs/expectations, institutional requirements, professional practice base |
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Critical Reflection |
builds sense of purpose, structured process designed to unsettle the fundamental/dominant thinking implicit in professional practice in order to see other ways of practicing |
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Service User Perspectives |
undervalued in defining needs, often orgs are third party funded so they are prioritized, user may have limited capacity to speak for self, diversity of service user views, compulsory nature of some service provision |
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Service User Defined Needs |
support users in undertaking preferred action with due regard to ethical framework, legal responsibility, and practical limits |
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What Service User's Look for in a Social Worker |
non possessive warmth, genuineness, accurate empathy, punctuality, reliability, courteousness, clear communication, clarify role |
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Institutional Context of Practice |
laws, policies, accepted practice + tension between this and other key influences. reliant on funding, intensely political enviro frames issues individually and and neglects social environment |
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Professional Base |
theory, knowledge, values, skills. much theory developed outside practice so must b adapted. diverse bc ranges of methods. rarely consciously use theory in practice |
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Critical Social Work |
understands that most service users are disadvantaged/oppressed so challenge and change condition in society and shape purpose and cognition through this |
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Systems Theory |
focus on understanding and enhancing interaction between the individual and systems that influence them. enhance prob solving ability, link with resources/services, promo effective system operation, improve social policy |
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Strengths Perspective |
build on individual strengths everyone has |
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Values in Practice |
various codes of ethics, individual values, needs of users over own, sometimes confusion at nature of relationship |
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Integrating Diverse Methods |
communication skills, micro/mezzo/macro, 4 phases: engagement/assessment/intervention/evaluation and termination |
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Listening Skills |
active process, build purposeful relation, gain deep understanding + convey this, empathy, direct convo in certain ways |
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Non Verbal Communication |
highly influential, SOLER: Sitting Squarely, Open body posture, Leaning towards the person, Eye contact, Relaxed |
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Cultural Diversity |
need more cultural competence, key differences: eye contact, level and nature of facial expression, comfort with silence, interpersonal distance, gender interaction norms |
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Appearance |
try to be neutral, uncontroversial, professional, acknowledge concerns and counter respectfully with qualifications and positivity |
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Observation Skills |
active engagement, take notes, analyze, provides info about emotional state, reactions, common understanding, especially watch cultural difs and critically reflect |
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Paraphrase |
demonstrate listening, confirm understanding |
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Parroting |
repeat exact words |
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Clarification |
seek complete understanding |
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Asking Questions |
open ended questions, extended, narrative, limit closed q's, coping/exception/scaling/miracle questions |
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Sympathy/Empathy |
identifying experiences, imagine switching places, put understanding into words, provide chance to further explore problems and strengths |
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Strengths of Sympathy/Empathy |
demonstrate care, build rapport, promote SU insight into how others view experience, help negotiate differences, satisfaction |
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Limits of Sympathy/Empathy |
endorse negative behaviours, invalidate/over identify, can stop us from noticing important problems/danger |
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Communication in Teams |
bring many perspectives (good but challenging), clear objectives/roles and negotiate the elements of this, be aware/responsive to norms, good use of terms |
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Role of Social Worker in Teams |
share relevant info, reliance, listen, willing to argue, willing to revise, compromise, inclusivity, critical reflection |
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Public Speaking |
understand audience and their expectations, visualize message, attention to delivery process, specific question points, panel discussion |
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Social Casework |
a method of interpersonal practice developed by social workers to assist individuals resolve life's problems, emphasis on social environment and changing how SU interacts with it |
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Counselling |
provide client with opportunity to discover, explore, and clarify ways of living more resourcefully and toward greater well being |
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Psychotherapy |
interventions/treatments using verbal/creative techniques to achieve improved mental/emo/behavioural well being |
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Case Management |
connect clients to appropriate services and coordinate use of those services: assess needs/goals and develop plan, coordinate/monitor/evaluate achievement |
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Evidence Based Practice Movement |
casework justified by common use, legitimacy has historically been questioned |
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Radical Critiques of Social Casework |
1) q individual orientation of casework/seek to reform 2) q dominance and legitimacy of it |
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Neoliberalism |
more focus on money and less on actual practice |
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Problem Solving Soc Casework/Counselling |
task centred, clarity of purpose, colab, goals, evaluation |
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Strengths Based Soc Casework/Counselling |
balance between exploration of problems and recognizing strength |
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Critical Swrk Soc Casework/Counselling |
critical reflection, personal change, autonomy, power through awareness of impact of social structures |
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4 Phases of Social Work |
engagement, assessment, intervention, evaluation/termination |
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Engagement Purpose |
establish a purposeful and effective working relationship |
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Statutory Casework |
social workers who are required as a central part of their role to implement statutory law to investigate/assess/intervene in the live of individuals and families |
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Statute |
government developed in the health and welfare fields to allow for state intervention into the lives of vulnerable individuals |
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Problems with Statutory Casework |
put swrkr in a position of state power/authority in conflict with key values, difficulty, danger, low motivation, SU doesn't think there's a prob/thinks swrkr is part of it, resentment, complex challenges, and newly qualified swrkrs assigned here most |
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Risk Assessment |
develop a view of the likelihood of a specific kind of negative event (often mandatory and may require specific tools) |
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Risk Assessment Tools |
list of factors that indicate risk of future harm/likelihood of adverse events, compiled by experts and stats, quantified by weighting degree of risk, enhances accuracy of assessment |
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Problems with Risk Assessment Tools |
undermine professional judgement, neglect complexity of decision making, more intense/harmful interventions, reinforce social inequality |
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Why do Statutory Casework? |
challenge focus on individual pathology, facilitate social support, ethical commitment to making positive dif, commit to work with vulnerable ppl, bring critical understanding of hist power dynamics in working relations |
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Statutory Engagement |
build constructive relation, clarify nature of dual role (legal and helping), active role in determining goals consistent with responsibility, appropriate use of empathy, acknowledge differences and discuss |
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Statutory Assessment |
develop understanding of situation based on risks/dangers/strengths/capacity, involve clear statement of situation, explore SU view, use tools |
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Statutory Assessment Challenges |
reluctance, different views, risk assessment tools creating colab boundaries, legal obligations force swrkr into more active role |
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Statutory Assessment Solutions |
co construct basis for co op, involve SU in defining/developing a plan, build on strengths, come up with shared view of solution if dif views of risk, explore SU view, notes, continually highlight dual role (limit confusion) |
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Statutory Intervention |
develop and implement plan, monitor activities towards achievement, evaluate intervention, relevant/meaningful goals and outcomes with shared understanding to avoid failure |
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Signs of Safety Approach |
series of q's guide development of intervention plan which can involve other professionals and people relevant to SU life |
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Statutory Intervention Cont |
use strategies to make SU voice heard in groups, write down and each have a copy of specific plan (living and evolving doc), break down goals, prob solve, rehearse tasks, model behaviours |
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Statutory Evaluation |
improve practice thru reflection, 3 dimensions to consider: were goals achieved? realize legally defined obligations, contribute to SU satisfaction w/ outcomes/service |
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Statutory Evaluation Collecting Data |
external review bodies, case record reviews over time, collect info from Su about experience (survey/interview), critical incidents technique |
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Critical Incidents Technique |
identify incidents that challenged you and critically review them |
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Why Work with Families? |
multidisciplinary teams, case plans, analysis of fam dynamics, consistent with systems approach, SU challenges + opportunities to respond to these may b shaped by family context |
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Types of Family Work Practice |
family casework, family therapy, family group meetings, and family support work |
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Family Casework |
work with family of Su in order to better welfares, use SU definitions of family to determine who should participate |
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Family Therapy |
family as context of change, probs/challenges faced by a family member, can involve individual, select family members, or whole family |
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Family Group Meeting |
for assessment/decision making purposes, gain shared understanding of concerns and goals |
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Family Group Conference (FGC) |
supports colab decision making between family and professionals |
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Family Support |
services seeking to benefit families by improving capacity to care for family members and strengthen relations |
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Primary Family Support |
widely available services |
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Secondary Family Support |
services available to those with elevated risk |
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Tertiary Family Support |
services available to people who have had adverse outcomes already |
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Challenges in Working with Families |
they have longstanding bonds that you jump into/try to understand quickly, explore fam dynamic/enviro, must engage with everyone, complex sometimes multiple roles |
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Multiple Roles in Family Work |
establish relations, clarify roles, assess risk, build capacity, assess support needs, recognize culturally dif structures, reject patriarchal norms, avoid violence and intro safety precautions |
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Family Engagement |
build relation with multiple SU's, clarify role/nature/scope of work, understand SUs defs of fam, create welcoming/safe/appropriate context/enviro |
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Creating a Good Family Environment |
safeguard rights to talk, manage conflict, diffuse tension, b aware of room layout, refreshments, visual aid, formal intros, ground rules, decide duration/frequency of meetings, acknowledge absent members, decide if sitch warrants individual meetings prior to group one |
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Family Assessment |
develop an understanding of the nature of the challenges facing the family and their capacities to resolve these challenges, genogram |
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Genogram |
pictorial representation of family relations, issues, and dynamics over at least 2 generations |
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Benefits of Genograms |
help develop and communicate a shared understanding of family context/dynamics |
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Limits to Genograms |
difficult, time consuming, confusing with large or multiple families (foster), different interpretations of family/relations |
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Family Intervention |
focus on achievement of shared/agreed goals, be sensitive to pressure on fams to comply and minimize this through useful/realistic goals, specific actions, rehearse tasks, role play/brainstorm solutions, highlight resources, assess progress + observe and address setbacks, maybe keep diary |
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Family Evaluation |
systematically collect/review reliable info ab outcomes/setbacks/progress including perceptions of each fam member and stakeholders (ie schools), age appropriate eval (kids) |
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Research on Family Work |
not enough on medium/longterm outcomes, probably not as effective as we think, room for improvement |
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Ethics |
set of guidelines/principles/values, how you enact these, keep self + SU safe, various codes of ethics |
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Global Definition of Social Work |
social change and development, cohesion, empowerment, liberation, social justice, human rights |
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CASW Code of Ethics |
Value 1: Respect for the Inherent Dignity and Worth of Persons Value 2: Pursuit of Social Justice Value 3: Service to Humanity Value 4: Integrity in Professional Practice Value 5: Confidentiality in Professional Practice Value 6: Competence in Professional Practice (don't need to memorize) |
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OCSWSSW |
http://www.ocswssw.org/professional-practice/code-of-ethics/ |
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4 Levels of Reflection |
habitual action, understanding, reflection, critical reflection |
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Activities Essential to Critical Reflection |
contextual awareness, assumption analysis |
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Levels of Critical Reflection |
micro: face2face, individual, council, previous sessions, goals, strengths, barriers, involve/think of each level mezzo: family/group dynamics macro: systems |
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Reflection Levels |
simple: parroting/paraphrase deeper: make assumptions about emotions complex: steer convo a certain way, create dialogue |
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Exception Questions |
ex: when are times that you feel less depressed? |
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Scaling Questions |
1-10 ratings |
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The Miracle Question |
if you could have anything what would it be? |
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Coping Questions |
ask how they get by if things are so bad |
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Psychotherapy |
more specifically focused on mental health/behavioural issues, register to do this, more specific models of intervention |
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Case Management |
connect SU with relevant services in community and follow up to be sure they're helping |
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Clinical Social Work |
focused primarily on mental/emo/behav/well being |
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19th Century Social Work |
medically based/scientific, find and resolve issue, empirical and analytical |
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Early 20th Century Social Work |
psychodynamic approach, self psych, intersubjective theory, relational theory |
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Late 20th Century |
return to science, evidence based, radical |
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Marxism |
understand the oppressive system of capitalism, equal power amongst the people, how class systems are formed and work |
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Involuntary Social Work |
external pressures have convinced SU to seek treatment |
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Brief Strategic Family Therapy |
fam is a system within a larger one, emphasis on process over content, work in present, reframe, enactments, develop boundaries, restructure family |
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Narrative Family Therapy |
people think of their lives as stories written by others, one way they're constructed is oppressive systems, help develop more complex/therapeutic narratives |
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Engagement Features |
personal warmth, empathy, genuineness, helpfulness, clarity of professional purpose, focus on needs and goals, clarity about limits, recognize and address power imbalance, clear about nature of relation, appropriate and accessible language |
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Assessment Purpose |
develop a shared understanding of service user's situation |
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Assessment Features |
clear statement of problem, explore concerns and capabilities, assess risk, strengths, history of problem, their viewpoint, victories/pride/resources/supports, |
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Externalization |
2 stages: see problem as separate from person, and analysis of the issues as a point of curiosity rather than a problem to be defeated |
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Normalizing |
highlight that the issue is not unique to them and that others experience similar/same situations |
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Narrowing of the Assessment to a Plan of Action |
place a time limit on intervention process, narrow range of problems to be addressed, develop a clear set of outcome goals |
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Intervention Purpose |
actions by the worker and/or service user aimed at achieving the agreed goals of intervention through changes in perception of challenge, behaviour, and social environment made possible by improving access to/use of networks/resources |
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Cognitive Behavioural Techniques |
challenging self limiting and oppressive attitudes held by SU/others in life and providing opportunities to rehearse new behaviours |
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Developing New Skills |
modelling behaviours, providing opportunities for rehearsing behaviours, positive reinforcement of new behaviours |
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Termination and Evaluation |
consolidate work undertaken together, develop plans for action in relation to goals/continuing challenges, evaluate effectiveness of casework process |
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Features of Termination |
anticipated, reflection on achievement and areas of further action, address issues evoked by termination process, marked occasion |
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Features of Evaluation |
occur over the entirety of process, involve SU, range of info, signs of improvement and problem reduction, quantitative and qualitative data, data presented in a range of ways |
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Social Casework |
a method of interpersonal practice developed to assist individuals resolve life's problems through enhancing interface/engagement btwn individual and social environment. as well seek to change social environment |
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Counselling |
provide client with an opportunity to explore, discover, and clarify ways of living more resourcefully and toward greater well being |
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Psychotherapy |
treatments using verbal (therapeutic counselling) or creative (art therapy) techniques to achieve improvements in mental/emo/behavioural well being |
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Case Management |
connect clients to appropriate services and coordinating utilization of those services |
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Minority Sensitive Social Work |
person's commitment to work with marginalized, disenfranchised, and oppressed people |
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Competence in Minority Sensitive Practice |
an ability to provide services that are perceived as legitimate for problems faced by culturally diverse people |
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Characteristics of Minority Sensitive Practice |
1. self awareness 2. enlightened attitude 3. knowledge 4. acquisition of skills 5.cross cultural experience |
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Hypothesis of Research Article |
1. swrk grads will be more aware + willing to confront white privilege than psych grads 2. swrk grads will report greater MCC levels than psych grads 3. females will be more aware than males 4. more exposure to racial/ethnic minorities= greater awareness |
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Measures Used in Research Article |
questionnaires: White Privilege Attitude Scale and Multicultural Counselling Knowledge and Awareness Scale |
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White Privilege Attitude Scale (WPAS) |
4 sub scales: 1) willingness to confront white privilege 2) anticipated costs of dressing white privilege 3) awareness of white privilege 4) white privilege remorse |
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Multicultural Counselling Knowledge and Awareness Scale (MCKAS) |
32 item self report measure (scales) |
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Results of Research on White Privilege |
- swrk students scored higher on willingness to confront, awareness, and remorse - no significant difs btwn swrk and psych on cost of addressing scale - level of exposure had a great impact - females scored higher in awareness of MCC - positive assoc between perceived white privilege attitudes and perceived MCC |
