Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
243 Cards in this Set
- Front
- Back
|
helps to reform the healthcare system by giving more Americans access to quality, affordable health insurance, and helps to curb the growth of healthcare spending in the US. All Americans with health insurance will have access to a number of new benefits, rights, and protections, which ensure that they can get treatment when they need it, protecting consumers from some of the worse abuses of the health care and insurance industries |
Affordable care act |
|
|
co-founded the first settlement house in Chicago 1889 called the Hull House. She was also a woman's rights activist. |
Jane Addams |
|
|
moved into the Hull House (which was a model for settlement work among the poor) |
Jane Addams and Ellen Star |
|
|
looked at the macro picture. How the environment affects people. Low wages, lack of resources, person in environment) |
Settlement housing |
|
|
founder of the charity organization movement |
mary richmond |
|
|
this was for case workers and friendly visitors to go house to house to help the poor |
charity organization movement |
|
|
Established residency. Mandated that in order to get help, you need to be permanent. |
elizabethan poor laws |
|
|
who were the worthy poor? |
widows, orphans, elderly, people with disabilities. |
|
|
Why are people viewed as the worthy poor? |
their circumstances are out of their control |
|
|
who are the unworthy poor? |
able-bodied adult men and unmarried women with children born out of wedlock |
|
|
why are people viewed as the unworthy poor? |
they didn't follow the social norms |
|
|
Act for the relief of the poor (1601) |
elizabethan poor laws |
|
|
3 major categories for the Elizabethan Poor Laws: |
1. the vagrant(impotent poor) those who cannot work such as lame, impotent, blind old 2. involuntary unemployed (able bodied poor) those who were set to work in a House of Industry 3. the helpless (ideal poor) sent to the house of corrections or even prison |
|
|
The Elizabethan Poor Laws came in two forms: |
indoor relief, outdoor relief |
|
|
Elizabethan Poor Laws: the poor would be left in their own homes and would be given either a "dole" of money on which to live or be given relief in kind- clothes and food for example this was the norm. |
outdoor relief |
|
|
Elizabethan Poor Laws: the poor would be taken into the local almshouse, the ill would be admitted to the hospital, orphans were taken into the orphanage, the idle poor would be taken into the poor-house or workhouse where they would be set to work |
indoor relief |
|
|
crimes that are categorized as the most serious type of offense, they can either be violent or non-violent. |
felony |
|
|
The main characteristic of a felony: |
being found guilty of a felony will result in incarceration for at least one year |
|
|
Crime where the imprisonment will be served in a prison facility rather than a county or local jail establishment |
felony |
|
|
Criminal fines may also be imposed for ______ charges, often in the amounts of thousands of dollars. |
felony |
|
|
examples of felonies: |
homicide, rape, arson, burglary, robbery, larceny, escaping from a prison, and assisting in a felony. |
|
|
_______, _______, ________ criminal statutes may categorize various other types of crimes as felonies. |
current, state, and federal |
|
|
Is an action that is prohibited only to a certain class of people, and most often applied only to offenses committed by minors (under 18). |
status offenses |
|
|
also refers to an offense such as a traffic violation where motive is not a consideration in determining guilt |
status offense |
|
|
Status offenses include: |
consumption of alcohol, truancy, and running away from home, curfew |
|
|
criminal offenses that lie in between petty citations and more serious felony charges |
misdemeanors |
|
|
in criminal law it is a lesser type of a crime which usually have less punishable penalties. |
misdemeanor |
|
|
according to most state laws, _______ are punishable by some criminal fines and a jail sentence of up to one year maximum |
misdemeanor |
|
|
a misdemeanor sentence is to be served in a _______ rather than a high security prison facility |
local jail facility |
|
|
Examples of misdemeanors: |
theft crimes usually under $500 or +, assault and battery, public drunkenness, failure to appear in court, DUI, resisting arrest, perjury, and other court related violations. |
|
|
one who is required by law to report reasonable suspicion of abuse. If someone reports to you that they are putting them or someone else in danger you are required to report it as a social worker. |
mandated reporter |
|
|
refers to the unjust and discriminatory mistreatment of an individual or group of individuals by society and its institutions as a whole, through unequal selection or bias, intentional or unintentional; as opposed to individuals making a conscious choice to discriminate. On a greater scale, it affects everyone and is imbedded in societal structure |
institutionalized discrimination |
|
|
is a personal act of discrimination caused by certain negative attitudes toward another person. It can occur because of ethnic or racial differences between the affected individuals. It is towards a particular person. |
individual discrimination |
|
|
the use of wide range of professional roles, methods and skills in applying the planned change process in diverse settings. |
generalist practice |
|
|
the foundation of ___________ draws on empirically based knowledge, social systems, and ecological perspectives and strengths orientation in promoting increased empowerment and self-determination for multi-level client systems. |
generalist practice |
|
|
-addresses both private concerns and public problems -grounded in social work values and ethics, seeks to support diversity and social and economic justice with emphasis on populations at risk -have a range of skills -knows a little about a lot -aware of P.I.E -Don't only look at one theory |
generalist practice |
|
|
happens directly with a client of family |
micro practice |
|
|
happens on an intermediate scale involving neighbors, institutions, or smaller groups |
mezzo practice |
|
|
intervention provided on a large scale that affects an entire community and systems of care |
macro practice |
|
|
basic roots and history of the social work profession was born out of ______ and ______ |
religion and churches (remember Elizabethan poor laws and the service component) |
|
|
In 1915 at the National Conference of Charities and Corrections, Dr. Abraham Flexner spoke on the topic "Is Social Work a Profession?" He contended that it was not because.... |
it lacked specialized knowledge and specific application of theoretical and intellectual knowledge to solve human social problems |
|
|
-individual responsibility for dependency -replacing the existing chaos in almsgiving with systematically coordinated private philanthropy -fear of violence among the poor and working classes |
charity organization societies (COS) and the development of micro practice (predecessor of casework) |
|
|
-medical, school, psychiatric, and family social work -in 1905, dr. richard cabot introduced medical social work |
the expansion of social casework |
|
|
founded by jane addams and ellen gates starr promoted the neighborhood ideal; more interested in changing social conditions |
settlement houses and the origins of macro-practice |
|
|
situations where practitioners are confronted with two conflicting duties that, if considered independently, they would ordinarily perform. |
ethical dilemma |
|
|
steps in resolving ethical dilemmas: |
-recognize problem -what ethical values or rules are in conflict? What is the problem? legal or ethical -define and rank in order of importance. Use NASW code -consider consultation -identify all possible options -select best possible option and implement it -document the entire time |
|
|
do no harm |
nonmalfience |
|
|
for the greater good |
beneficence |
|
|
common ethical dilemmas: |
dual relationships, boundaries, confidentiality, informed consent, self-determination, personal vs. professional values |
|
|
the cornerstone of trust |
confidentiality |
|
|
the clients know the risks of social work services or other interventions, limitations imposed by management care, cost of service, alternatives available, and the right to refuse to participate |
informed consent |
|
|
if clients have diminished capacity to make an informed decision (ex. under the influence of alcohol)... |
a third party should be consulted |
|
|
Informed consent: clients that are involuntary should be informed about the..... |
length and type of services, the limits on their right to refuse service and the consequences that come with refusal |
|
|
personal vs. professional values |
right to self-determination |
|
|
one of the major reasons why social workers get in trouble. Dual relationships can set up major issues. |
boundary issues |
|
|
morals good and bad. beliefs. |
values |
|
|
behavior. action. putting values into action |
ethics |
|
|
they guide social work practice, they influence public policy, they provide a "consciousness" for the profession, and they influence service delivery, they affect everything social workers do |
values |
|
|
Human nature is evil but can be overcome by an act of will. Purpose in life is acquisition of material prosperity achieved through hard work. Unsuccessful or deviant people are not deserving of help. Incentive to change is found in economic or physical reward or punishments. Purpose of society is to maintain law and order. People are responsible for own success and failure. |
capitalist-puritan |
|
|
primary purpose of society is to fulfill people's material and emotional needs. if people's needs were fulfilled they would create a state of goodness and productivity. external circumstances keep people from fulfilling their goals. circumstances are subject to manipulation by those in authority or with more technical expertise, use of scientific method. individuals and society are ultimately perfectible. |
humanist-positivist-utopian |
|
|
people are created beings. people are fallible but capable of acts of courage and unselfishness. good and bad are insignificant except in the eyes of the creator, cannot judge others. greatness lies in relationships with others and the creator. people are capable of choice, but need help in making a choice. love conquers all. |
judeo-christian |
|
|
are conceptual frameworks describing how information is absorbed, processed, and retained during learning. |
learning theory |
|
|
is behavior understood in terms of stimulus and response |
respondent conditioning |
|
|
unconditioned stimuli (naturally eliciting stimulus for example; meat powder). Conditioned stimuli (learned behavior- bell). unconditioned stimuli (salivation). Conditioned response (salivation when the bell was rung). |
respondent conditioning |
|
|
stresses the importance of reinforcement/consequences rather than association of one stimulus with another. |
operant conditioning |
|
|
Reinforcement: unconditional stimuli which are not learned to be effective reinforcers (food, water, warmth) |
primary |
|
|
Reinforcement: learned and developed through pairing with primary reinforcers (money, attention, affection). Material reinforcers and non-food consumables; activities; social reinforcer; token reinforcers. |
secondary |
|
|
Reinforcement: event>consequence> behavior> strengthen behavior |
positive |
|
|
Reinforcement: event>removal of something>behavior strengthened |
negative |
|
|
consequences that decrease the likelihood of response |
punishers |
|
|
reinforcement stop>decrease in the frequency |
extinction |
|
|
all human behavior motivated by two primary biological drives present at birth. sex and aggression. he believed that beliefs repressed into their unconscious ind. believed a "cure" required unmasking the repressed memories and bringing them to the conscious level |
freudian theory |
|
|
Freudian Theory: corresponds to the unconscious and is present at birth. it comprises instinctual drives, the most basic of which is sexual (libido). pleasure principle. |
id (ids are kids) |
|
|
Freudian Theory: included the conscious and preconscious. develops out of id from experiences that help the child distinguish self from others. controls the id impulses. rational problem solving, and pleasure delaying (conscious- aware) |
ego |
|
|
Freudian Theory: develops out of the ego and is a special part of the ego that observes and sits in judgement above the rest. critical to the perpetuation of civilized society and the status quo. morals and values voice in your head that don't do that (conscience) |
superego |
|
|
Psychosexual development: |
1. oral (birth to 12-18 months) 2. anal (18 months-3 years) 3. phallic (3-5 years) 4. latency (6-puberty) 5. genital (puberty-death) |
|
|
Defense mechanisms: |
denial repression regression projection |
|
|
Defense mechanism: refusal to accept |
denial |
|
|
Defense mechanism: repressing a thought or desire in oneself so that it remains unconscious |
repression |
|
|
Defense mechanism: regress to earlier behavior (thumb sucking) |
regression |
|
|
Defense mechanism: undesired behavior is projected onto someone else |
projection |
|
|
Erikson's Theory of development: Stage 1 |
Trust vs. Mistrust (birth-18 months) hope/important event feeding/ stability/ nurturing |
|
|
Erikson's Theory of development: Stage 2 |
Autonomy vs. Doubt (18 months-3 years) willpower/ toilet training |
|
|
Erikson's Theory of development: Stage 3 |
Initiative vs. guilt (3-6 years) purpose/walking |
|
|
Erikson's Theory of development: Stage 4 |
Industry vs. inferiority (6-12 years) competence/ school |
|
|
Erikson's Theory of development: Stage 5 |
Identity vs. role confusion (adolescence) peer relations/looking for yourself |
|
|
Erikson's Theory of development: Stage 6 |
intimacy vs. isolation (young adulthood-early to late 20s) love/relationships/ young adulthood |
|
|
Erikson's Theory of development: Stage 7 |
Generativity vs. stagnation (20-50) parenting and creating |
|
|
Erikson's Theory of development: Stage 8 |
integrity vs. despair (after 50) reflection on and accepting one's life |
|
|
(cognitive) observed his own kids/same kind of kids so he was unable to generalize results- able to identify people learn in certain order (somewhat) |
piaget's theory of development |
|
|
Piaget's theory of development: -birth to 2 years -learn about various senses, various sensory information from same object -goal directed behavior -object permanence (representation) |
sensorimotor |
|
|
Piaget's theory of development: -2 to 7 years -symbolic or mental representation of objects -barriers to the development of logical thinking (egocentrism, contraption, irreversibility) -developing cognitive ability (classification, seriation, conservation) |
preoperational
|
|
|
Piaget's theory of development: -7 to 12 years -develop use of symbols, math and language ability improves, memories sharper -think about things instead of ideas |
concrete operations |
|
|
Piaget's theory of development: -12 to 16 years -consider numerous variables -perspectives -effect of one on other -hypothetical deductive reasoning |
formal operations |
|
|
a set of elements that is orderly and interrelated to make a functional whole |
system |
|
|
keeps the balance |
homeostasis |
|
|
in order for a system to be good/healthy, there needs to be... |
input and output (give and take) |
|
|
information coming in |
input |
|
|
information going out |
output |
|
|
constant cycle of information going out and learning about -Help in developing holistic and relational viewof people and their environment -Help in understanding interactions betweenindividuals, groups, organizations, communities, social systems, andenvironments. -Enhance our understanding of contextual natureof human behavior. -Useful in formulating assessment at all levels -People’s involvement with multiple systems inthe social environment: Micro, Mezzo, Macro systems. -Interactions between the three levels of systemslisted above. |
feedback |
|
|
Defense mechanisms: |
substitution inversion somatization dissociation projection rationalization idealization introjection regression intellectualization repression isolation identification displacement spitting denial |
|
|
Defense mechanism: when a person replaces one feeling or emotion for another |
substitution |
|
|
Defense mechanism: refocusing of aggression or emotions evoked from an external force onto one's self |
inversion |
|
|
Defense mechanism: manifestation of emotional anxiety into physical symptoms |
somatization |
|
|
Defense mechanism: separation or postponement of a feeling that normally would accompany a situation or thought |
dissociation |
|
|
Defense mechanism: attributing a painful thought or idea to another person |
projection |
|
|
Defense mechanism: attempting to provide a logical and rational explanation for something to avoid guilt and shame |
rationalization |
|
|
Defense mechanism: form of denial in which the object of attention is presented as all good masking true negative-feelings toward the other |
idealization |
|
|
Defense mechanism: identify with some idea or object so deeply that it becomes a part of that person |
introjection |
|
|
Defense mechanism: losing of some aspect of development already achieved due to undue anxiety causing a person to revert to a previously attained stage or lower level of adaption |
regression |
|
|
Defense mechanism: rationalizing and making generalizations about anxiety provoking issues to minimize pain and anxiety |
intellectualization |
|
|
Defense mechanism: causing a negative or painful mage, thought, or idea out of consciousness to avoid the associated pain. |
repression |
|
|
the primary defense mechanism |
repression |
|
|
Defense mechanism: inability to simultaneously experience the cognitive and affective components of a situation |
isolation |
|
|
Defense mechanism: the unconscious modeling of one's self upon another person's behavior |
identification |
|
|
Defense mechanism: shifting repressed feelings from where they originated to some other object |
displacement |
|
|
Defense mechanism: repressing, dissociating or disconnecting important feelings that are dangerous to psychic well-being. causes a person to get out of touch with her/his feelings and feeling to "fragmented self" |
spitting |
|
|
Defense mechanism: refusing to acknowledge or recognize the reality and implications of painful, anxiety-provoking experiences |
denial |
|
|
How do disabilities affect children's development? |
-education and how you'll educate them -social: low self-esteem/accommodations/easy targets/ psychologically -look at the effect that it has on their family |
|
|
is a central or tendency for a probability distribution |
central tendency |
|
|
central tendency is NOT... |
standard deviation |
|
|
Most common measures of central tendency: |
mean, median, mode |
|
|
Common measure of central tendency: the sum of all measurements divided by the number of observations in the data set |
mean (average) |
|
|
Common measure of central tendency: the middle value that separates the higher half from the lower half in the data set |
median |
|
|
Common measure of central tendency: the most frequent value in the data set |
mode |
|
|
how much things are off |
variance |
|
|
how far from the middle |
standard deviation |
|
|
primarily exploratory research, usually small sample |
qualitative |
|
|
Type of research: -words -narratives -participant observation -in-depth interviews -focus groups |
qualitative |
|
|
Qualitative Research: appropriate for collecting data on naturally occurring behaviors in their usual context |
participant observation |
|
|
Qualitative Research: optimal for collecting data on individual's personal history, perspectives, and experiences, particularly when sensitive topics are being explored |
in-depth interviews |
|
|
Qualitative Research: are effective in eliciting data on cultural norms of a group and generating broad interviews of issues of concern in the cultural groups or subgroups represented |
focus groups |
|
|
Type of research: used to qualify the problem by way of generating numerical data or data that can be transformed into useable statistics. aims at testing a research hypothesis -usually a large sample |
quantitative research |
|
|
Type of research: numbers, statistics |
quantitative research |
|
|
how often something occurs (scatter plot) pictures of data collection |
frequency tables |
|
|
assess whether the means of two groups is statistically different from each other. this analysis is appropriate whenever you want to compare the means of two groups. |
t-test |
|
|
"educated guess". suggested solution for an unexplained occurrence that does not fit into current accepted scientific theory. Variables go into. |
hypothesis |
|
|
a set of assumptions, propositions, or accepted facts that attempt to provide a plausible or rational explanation of cause-and-effect. idea based on evidence/way of thinking/bigger than hypothesis. proven idea or showing promise |
theory |
|
|
is a perceived negative attribute that causes someone to devalue or think less of the whole person |
stigma |
|
|
the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, or sex |
discrimination |
|
|
set of beliefs that affect our outlook of the world. is our most closely held set of values and feelings, and it acts as a filter through which we see everything and everybody. beliefs, ideas |
ideology |
|
|
system of knowledge shared by a relatively large group of people. refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving |
culture |
|
|
a state of mind wherein people feel they have no control over or effect on aspects or occurrences, which impact their wellbeing, personal lives, or the culture wherein they live |
powerlessness |
|
|
an ethical philosophy in which the happiness of the greatest number of people in the society is considered the greatest good. according to this philosophy, an action is morally right if its consequences lead to happiness (absence of pain), and wrong if it ends in the unhappiness (pain). Sum total of happiness- max amount for the greater good |
utilitarianism |
|
|
exercise of authority or power in cruel or unjust manner. the systematic mistreatment of a group of people by the society and/or by another group of people |
oppression |
|
|
application of social work values, principles, and techniques to one or more of the following ends: helping people obtain tangible services; counseling and psychotherapy with individuals, families, and groups; helping communities or groups provide or improve social and health services; and participating in legislative processes. These principles might interfere with interpersonal beliefs for values. |
code of ethics |
|
|
Code of ethics: |
self-determination, dignity and worth, confidentiality, boundary issues, informed consent, nonjudgmental |
|
|
is a pictorial display of a person's family relationships and medical history or a tool for creating a visual display of the client's family tree |
genogram |
|
|
a flow diagram that maps family and community systems' process over time or a display of the informal and formal systems in the client's ecology. |
ecomap |
|
|
the federal health insurance program for people who are 65 or older, certain younger people with disabilities, and people with end-stage renal disease |
medicare (care for the elderly) |
|
|
a joint federal and state program that helps low-income individuals or families pay for the costs associated with long-term medical and custodial care, provided they qualify. although largely funded by the federal government, it is run by the state where coverage may vary. health insurance for the poor. aid the poor |
medicaid |
|
|
Parts A: |
hospital |
|
|
Part B: |
medical insurance |
|
|
Part C: |
private |
|
|
Part D: |
prescription drug |
|
|
Family roles: |
scapegoat, peace maker, enabler, lost child, hero, mascot |
|
|
do they have a plan or means to carry out/how serious are they |
risk assessment |
|
|
dynamics and interventions used in domestic violence situations |
-anger aggression/isolation/control -what does a domestic violence look like? -how many times does it take for the person to leave? -when is the most dangerous time? when are they leaving |
|
|
wanted a way to watch over people to document what resources were needed/cost containment/deinstitutionalize |
case management |
|
|
child protection/keeping the family together (child welfare) coping skills, resources |
family preservation |
|
|
don't want people going from foster home to home; do everything you can to avoid taking the chill-out of the home unless their safety becomes endangered |
permanency planning |
|
|
also called sex equity or pay equity, in economics, the principle that men and women should be compensated equally for work requiring comparable skills, responsibilities, and effort. (primarily financial) |
comparable worth |
|
|
redirection of a client's feelings from a significant person to a therapist |
transference |
|
|
redirection of a therapist's feelings toward a client, or more generally as a therapist's emotional entanglement with a client |
countertransference |
|
|
don't personalize office/ don't give out personal information (disclosure)/ make sure you have easy access out of the office |
worker safety |
|
|
Type of group: goal is to increase the ability of members to meet their socio-economic needs. majority of the work is done inside |
treatment group |
|
|
Type of group: -open communication is encouraged among members -the roles of group members naturally evolve high disclosure -confidentiality expected -success is defined as the achievement of individual and group goals |
treatment group |
|
|
Type of group: goal is to accomplish a specific task. Majority of the work is done outside. |
task group |
|
|
Type of group: -the standard for success is the accomplishment of the task -communication focuses on the task at hand -low self-disclosure |
task group |
|
|
Treatment groups: |
-support group -educational group -growth group -therapy group -socialization group -self help |
|
|
example of support group |
single fathers |
|
|
example of educational group |
group to educate adolescents about AIDs |
|
|
example of a growth group |
marriage enrichment group |
|
|
example of a therapy group |
group for adults molested as children |
|
|
Task groups serve: |
-organizations -community -clients (IEP meeting in a school) |
|
|
group dynamics and their components |
-communication and interaction patterns -group attraction (cohesion) -social control (roles, norms, status) -group culture |
|
|
Type of leadership: Make all of the major group decisions and demand compliance from the group members. Typically make decisions on their own and tell other group members what to do and how to do it. Can be beneficial when a decision needs to be made quickly or when a project or situation is particularly stressful |
authoritarian |
|
|
Type of leadership: encourage group discussion and believe in decision-making through consensus. They still make the final decision, but do so only after carefully considering what other group members have said. usually, their decision goes with the majority. they are generally the most popular. they make members of the group feel included and promote teamwork and creativity. |
democratic |
|
|
Types of leadership: |
authoritarian, democratic, laissez-faire |
|
|
Type of group interventions: |
intrapersonal, interpersonal |
|
|
Type of group intervention: focus on members' cognition and affects (thoughts and feelings) |
intrapersonal |
|
|
Type of group intervention: focus on members' relationships within/outside the group |
interpersonal interventions |
|
|
lay out of the building/ how people get along with each other/ politics in the building (how things occur according to dynamics) |
organizational culture |
|
|
Community organizing: small scale, defined area |
community/locality development |
|
|
Community organizing: community collaboration, interagency exchange |
social planning |
|
|
Community organizing: large scale social change |
social action |
|
|
people move out, new move in - without new resources it will not stay running |
gentrification |
|
|
who has the power? |
wealth, status, informal leaders |
|
|
how to keep yourself safe in practice settings |
-be ethnically aware -follow NASW code of ethics -be aware of interpersonal values |
|
|
sadness or downswings in mood are normal reactions to life's struggles, setbacks, and disappointments |
depression |
|
|
-Feelingsof sadness, tearfulness, emptiness or hopelessness -Angryoutbursts, irritability or frustration, even over small matters -Lossof interest or pleasure in most or all normal activities, such as sex, hobbiesor sports -Sleepdisturbances, including insomnia or sleeping too much (hypersomnia) -Tirednessand lack of energy, so even small tasks take extra effort -Changesin appetite — often reduced appetite and weight loss, but increased cravingsfor food and weight gain in some people |
Depression |
|
|
-Anxiety,agitation or restlessness -Slowedthinking, speaking or body movements -Feelingsof worthlessness or guilt, fixating on past failures or blaming yourself forthings that aren't your responsibility -Troublethinking, concentrating, making decisions and remembering things -Frequentor recurrent thoughts of death, suicidal thoughts, suicide attempts or suicide -Unexplainedphysical problems, such as back pain or headaches |
Depression |
|
|
Dramatic and unpredictable mood swings -highly treatable medical illness -has peaks and valleys |
bipolar disorder |
|
|
a person affected by this disorder has had at least one manic episode in his or her life. characterized by manic episodes and depressive episodes |
bipolar I |
|
|
mood cycling between high and low over time. the "up" moods never reach full-on mania. characterized by depressive episodes and hypomania |
bipolar II |
|
|
involves a range of problems with thinking, behavior, or emotions |
schizophrenia |
|
|
schizophrenia involves: |
-delusions
-hallucinations -disorganized thinking (speech) -extremely disorganized or abnormal motor behavior -negative symptoms |
|
|
Schizophrenia: these are false beliefs that are not based in reality. for example, you're being harmed or harassed; certain gestures or comments are directed at you; you have exceptional ability or fame; another person is in love with you; a major catastrophe is about to occur; or your body is not functioning properly. they occur in as many as 4 out of 5 people |
delusions |
|
|
Schizophrenia: these usually involve seeing or hearing things that don't exist yet they have the full force and impact of a normal experience. they can be in any of the senses, but hearing voices is the most common. |
hallucination |
|
|
Schizophrenia: is inferred. Effectivecommunication can be impaired, and answers to questions may be partially orcompletely unrelated. Rarely, it may include putting together meaninglesswords that can't be understood, sometimes known as word salad. |
disorganized thinking (speech) |
|
|
Schizophrenia:
This may show in a number of ways, ranging from childlike silliness tounpredictable agitation. Behavior is not focused on a goal, which makes it hardto perform tasks. behavior can include resistance to instructions,inappropriate and bizarre posture, a complete lack of response, or useless andexcessive movement. |
extremely disorganized or abnormal motor behavior |
|
|
Schizophrenia: Thisrefers to reduced ability or lack of ability to function normally. For example,the person appears to lack emotion, such as not making eye contact, notchanging facial expressions, speaking without inflection or monotone, or notadding hand or head movements that normally provide the emotional emphasis inspeech. Also, the person may have a reduced ability to plan or carry out activities,such as decreased talking and neglect of personal hygiene, or have a loss ofinterest in everyday activities, social withdrawal or a lack of ability toexperience pleasure. |
negative symptoms |
|
|
a condition with symptoms such as inattentiveness, impulsivity, and hyperactivity. the symptoms differ from person to person |
adhd |
|
|
ADHD Type: -Failsto give close attention to details or makes careless mistakes -Hasdifficulty sustaining attention -Doesnot appear to listen -Strugglesto follow through on instructions -Hasdifficulty with organization -Avoidsor dislikes tasks requiring sustained mental effort -Iseasily distracted -Isforgetful in daily activities |
primarily inattentive type |
|
|
ADHD Type: -Fidgetswith hands or feet or squirms in chair -Hasdifficulty remaining seated -Runsaround or climbs excessively -Hasdifficulty engaging in activities quietly -Acts asif driven by a motor -Talksexcessively -Blurtsout answers before questions have been completed -Has difficultywaiting or taking turns -Interruptsor intrudes upon others |
Primarily hyperactive/ impulsive type |
|
|
Cluster of personality disorder: -odd, bizarre, eccentric -paranoid PD, schizoid PD, schizotypal PD |
A |
|
|
Cluster of personality disorder: -dramatic, erratic -antisocial PD, borderline PD, histrionic PD, narcissistic PD |
b |
|
|
Cluster of personality disorder: -anxious and fearful -avoidant PD, dependent PD, obsessive-compulsive PD |
cluster c |
|
|
-Disregard for right and wrong -Persistent lying or deceit to exploitothers -Using charm or wit to manipulate othersfor personal gain or for sheer personal pleasure -Intense egocentrism, sense ofsuperiority and exhibitionism -Recurring difficulties with the law -Repeatedly violating the rights ofothers by the use of intimidation, dishonesty and misrepresentation -Child abuse or neglect |
Antisocial Personality disorder |
|
|
-Hostility, significant irritability,agitation, impulsiveness, aggression or violence -Lack of empathy for others and lack of remorse about harmingothers -Unnecessary risk-taking or dangerous behaviors -Poor or abusive relationships -Irresponsible work behavior -Failure to learn from the negativeconsequences of behavior |
Antisocial Personality disorder |
|
|
-Easily hurt by criticism or disapproval -Has no close friends -Reluctant to become involved with people -Avoids activities or occupations that involvecontact with others -Shy in social situations out of fear of doingsomething wrong -Exaggerates potential difficulties -Shows excessive restraint in intimate relationships -Hold the view that they are socially inept,inferior, or unappealing to other people |
avoidant personality disorder |
|
|
-Frantic efforts to avoid real or imaginedabandonment -A pattern of unstable and intenseinterpersonal relationships characterized by alternating between extremes ofidealization and devaluation -Identity disturbance, such as a significantand persistent unstable self-image or sense of self -Impulsivity in at least two areas that arepotentially self-damaging (e.g., spending, sex, substance abuse, recklessdriving, binge eating) -Recurrent suicidal behavior, gestures, orthreats, or self-mutilating behavior |
borderline personality disorder |
|
|
-Emotional instability due to significantreactivity of mood (e.g., intense episodic dysphoria, irritability, or anxiety usually lasting a few hours and only rarelymore than a few days) -Chronic feelings of emptiness -Inappropriate, intense anger or difficultycontrolling anger (e.g., frequent displays of temper, constant anger, recurrentphysical fights) -Transient,stress-related paranoid thoughts or severe dissociative symptoms |
borderline personality disorder |
|
|
-more commonly in women than men -may have an extreme fear of being alone; have difficulty making or refuse to make decisions |
dependent personality disorder |
|
|
-constantly seek attention -imagine unrealistic personal success -have difficulty talking about anyone but themselves are manipulative in relationships |
narcissistic personality disorder |
|
|
-are perfectionists -are often very responsible, but can drive others away -are inflexible -have difficulty adapting to change |
obsessive-compulsive personality disorder |
|
|
a form of psychotherapy that was originally designed to treat depression, but is now used for a number of mental disorders. it works to solve current problems and change unhelpful thinking and behavior |
cognitive behavioral therapy (CBT) |
|
|
is an approach to psychotherapy based on solution-building rather than problem-solving. it explores current resources and future hopes rather than present problems and past causes and typically involves only three to five sessions |
solution focused therapy |
|
|
identifies the positive resources and abilities that children and families have (focus on the present and future) |
strengths based approach |
|
|
provides a relevant, conceptual base for understanding how socialization and learning occur. are useful for recognizing why anyone, adult or child behaves the way that they do |
learning based |
|
|
states that the people learn or acquire their behaviors, encompass a vast array of different perspectives and applications - all focusing on behavior and how it is learned; involves people's perceptions about different situations and their ability to distinguish between one and another |
behavior theory |
|
|
cannot be answered with a simple "yes" or "no", or with a specific piece of information |
open ended questions |
|
|
can be answered with yes or no |
closed ended questions |
|
|
is the use of sounds and words to express yourself, especially in contrast to using gestures or mannerisms |
verbal communication |
|
|
communication without words. it includes apparent behaviors such as facial expressions, eyes, touching, and tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people |
nonverbal communication |
|
|
the response may capture both feeling and content, but the emphasis is on the feelings. you validate the client by conveying accurately an understanding of the client's feelings. this process leads to the establishment of rapport and the beginning of a therapeutic relationship |
reflection |
|
|
a skill that focuses on the content and cognitive portion of the client's message rather than on the affecting (feeling) component. the content of the message is emphasized as a way to communicate understanding on the client. you restate the client's message, using your own words |
paraphrase |
|
|
a skill that enables the social worker to point out message discrepancies to the client. it should be non-adversarial. it should only be undertaken when the social worker and client have a therapeutic relationship and trust has been established. identifying consequences of actions, thoughts, and feelings is done with the client's best interest in mind |
confrontation |
|
|
a skill that enables the social worker to seek specificity on what the client is thinking, feeling, and experiencing. asking for examples, specifying the meaning of words, and identifying the frequency and duration of problems are ways to clarify the client's message |
clarification |
|
|
a skill that enables the social worker to go beyond the stated problem and begin to delve more deeply. it can provide the client with an alternative way of viewing the problem |
interpretation |
|
|
social issues>policy goals>legislation/regulation>program |
process |
|
|
the policy, law, or rule |
product |
|
|
is general scarcity, dearth, or the state of one who lacks a certain amount of material possessions or money. it is a multifaceted concept, which includes social, economic, and political elements. may be defined as either absolute or relative |
poverty |
|
|
Type of poverty: below minimum standard |
absolute |
|
|
Type of poverty: relative to the standard of living enjoyed by other members in society |
relative |
|
|
is the ratio of the number of people who fall below the poverty line and the total population; is taken as half the median household income. however, two countries with the same ____ may differ in terms of the income-level of the poor. children and low-income families are the poorest |
poverty rates |
|
|
is a refundable tax credit for low to moderate income working individuals and couples, particularly those with children. the amount of benefit depends on a recipient's income and number of children. working poor (give the working class poor a break, if they have families they don't have as much of a tax burden) |
Earned Income Tax Credit (EITC) |
|
|
states that something is moral, or good, when it produces the greatest amount of good for the greatest number of people. it's a theory in normative ethics, which asks whether a specific action is good or bad, moral or immoral. |
utilitarianism |
|
|
is a systematic evaluation of the technical and political implications of alternatives proposed to solve public problems |
policy analysis |
|
|
steps in policy analysis: |
identify issues analyze the parts pros and cons research effectiveness decide how it should be changed |
|
|
open to new behavior or opinions and willing to discard traditional values. Nuclear family (government is your alliance) people are good but make mistakes |
liberal |
|
|
holding to traditional attitudes and values and cautious about change or innovation, typically in relation to politics or religion, people are bad and need controlled. (don't change if not broken) |
conservative |
|
|
especially of change or action; relating to or affecting the fundamental nature of something; far-reaching or thorough (extremists) |
radical |
