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165 Cards in this Set
- Front
- Back
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Levels of Conscious? |
1. Conscious 2. Preconscious 3. Unconscious |
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Refers to mental activities of which we are fully aware |
Conscious |
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refer to feelings, thoughts and ideas of which we are not currently aware but can bring to awareness relatively easily |
Preconscious |
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Refers to feelings, thoughts and ideas of which we are unaware |
Unconscious |
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Pleasure Principle |
ID (Freud Personality) |
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Reality Principle |
Ego (Freud Personality) |
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Morality Principle |
Superego (Freud Personality) |
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-stage represents child's initial ability to distinguish between self & others (uses mouth as a means of investigating the world) |
Stage 1: Oral Stage (birth-1yr. of age) |
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Stages of Freud's Psychosexual Stages of Development |
1. Oral Stage (birth-1 yr) 2. Anal Stage (2-3 yrs) 3. Phallic Stage (3-6 yrs) 4. Latency Period (6-11 yrs) 5. Genital Stage (12-adulthood) |
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-Stage mostly focuses on teaching child control over bowel & urinary function (Area associated with erotic pleasure is the anus) |
Stage 2: Anal Stage (2-3yrs) |
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-During this stage the penis, clitoris, and vulva become sources of erotic pleasure (child begins to associate pleasure derived from self-stimulation with a love object) |
Stage 3: Phallic Stage (3-6 yrs) |
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Founder of Individual Psychology |
Alfred Adler |
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-Service -Social Justice -Dignity & Worth of the Person -Importance of Human Relationships -Integrity -Competence |
Core Values of Social Work |
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(1)ethical responsibilities to clients (2)ethical responsibilities to colleagues (3)ethical responsibilities in practice settings (4)ethical responsibilities as professionals (5)ethical responsibilities to the social work profession (6)ethical responsibilities to the broader society |
Six areas of ethical standards of behavior for social workers |
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-Commitment to clients -self-determination -informed consent -competence -cultural competence & social diversity -conflicts of interest -privacy & confidentiality -access to records -sexual relationships -physical contact -sexual harassment -derogatory language -payment for services -clients who lack decision making capacity -interruption of services -termination of services |
SW ethical responsibilities to Clients |
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-Respect -confidentiality -interdisciplinary collaboration -disputes involving colleagues -consultation -referral for services -sexual relationships -sexual harassment -impairment of colleagues -incompetence of colleagues -unethical conduct of colleagues |
SW ethical responsibilities to Colleagues |
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-Supervision & consultation -education & training -Performance evaluation -client records -billing -client transfer -administration -continuing education & staff development -commitment to employers -labor-management disputes |
SW ethical responsibilities in practice settings |
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-competence -discrimination -private conduct -dishonesty, fraud, and deception -impairment -misrepresentation -solicitations -acknowledging credit |
SW ethical responsibilities as professionals |
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-integrity of the profession -evaluation and research |
SW ethical responsibilities to the Social work profession |
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-social welfare -public participation -public emergencies -social & political action |
SW ethical responsibilities to the boarder society |
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Primary goal is to help people in need and address social problems |
Ethical Principle: Service |
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Challenges social injustice |
Ethical Principle: Social Justice |
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Respect the inherent dignity & worth of the person |
Ethical Principle: Dignity & Worth of the Person |
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Recognize the central importance of human relationships |
Ethical Principle: Importance of Human Relationships |
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Behave in trustworthy manner |
Ethical Principle: Integrity |
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Practice within their areas of competence & develop and enhance their professional expertise |
Ethical Principle: Competence |
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-Empathy -Warmth -Authenticity/genuineness -Trust |
Components of a strong therapeutic relationship |
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-Viewing client as a unique individual -allowing client to express feelings in a purposeful way -interacting with client on a professional emotional level -responding to client in a non-judgmental manner -honoring clients right to self-determination & confidentiality |
Principles of the casework relationship |
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The following are all examples of what: -furthering responses -paraphrasing -seeking concreteness -summarizing -questioning |
Verbal following skills |
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-open-ended questions -seeking concreteness -empathic responding |
Focusing skills |
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method of helping client become more self-aware of components of the thoughts, feelings and behaviors of which client is unaware |
Confrontation |
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-support the goals of therapy and meet the clients needs -specific -appropriately timed -client based |
Components of effective confrontation |
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emotional reaction that an individual has toward another person based on the individuals previous experiences with a different person |
Transference |
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Refers to the range of reaction and responses that the social workers has toward the client |
counter-transference |
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Includes: -ecological systems (systems perspective) -Family systems (systems perspective) |
Systems Theory |
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Focus of theory: How persons interact with their environment. How the family system affects the individual & family functioning across the life span |
Systems theory |
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Suggests that individuals cannot be understood in isolation from one another, but rather as a part of their family, as the family is an emotional unit |
Family systems Perspective |
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Includes: -Cognitive theory -behavioral theory -social learning theory (Social behavior perspective) |
Behaviorism & Social Learning theory |
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Focus of theory: How individuals develop functioning and learn through acting on their environment |
Behaviorism & Social learning theory |
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Includes: -Classical psychodynamic theory -ego-psychology -object-relations theory -self-psychology (psychodynamic perspective) |
Psychodynamic Theory |
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Focus of theory: How inner energies and external forces interact to impact emotional development |
Psychodynamic Theory |
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Focus of theory: How power structures & power disparities impact people's lives |
Conflict theory |
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A victim of incest, no longer remembers the reason for which she has always hated the uncle who molested her. |
Defense mechanism: Repression |
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Unconscious & involuntary forgetting of painful ideas, events and conflicts |
Repression |
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Unconscious refusal to admit an unacceptable idea or behavior |
Denial |
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A student initially refuses to admit that he is flunking a course despite an F on the first test. |
Defense mechanism: Denial |
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Voluntary exclusion from awareness, anxiety-producing feelings, ideas and situations |
Suppression |
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Michelle states to the nurse that she is not ready to talk about her recent divorce |
Defense mechanism: Suppresson |
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attempts to make or prove that one's feelings or behaviors are justifiable |
rationalization |
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A student initially states, "I got a C on the test because the teacher asked stupid questions" |
Defense mechanism: rationalization |
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Using only logical explanations without feelings or an affective component |
Intellectualization |
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A mom talks about her son's death from cancer as being merciful and shows no signs of her sadness and anger |
defense mechanism: Intellectualization |
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Conscious or unconscious attempt to model oneself after a respected person |
Identification |
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when a little girl dresses up as her mother to play house, she tries to talk and act as her mother |
defense mechanism: identification |
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Unconsciously incorporating wishes, values, and attitudes of others as if they were your own |
intojection |
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while her mother is gone, a young girl disciplines her brother exactly as her mother would |
defense mechanism: Introjection |
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Covering up for a weakness by overemphasizing or making up a desirable trait |
compensation |
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an academically weak high school student becomes a start in the school play |
defense mechanism:Compensation |
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a conscious behavior that is exact opposite of an unconscious feeling |
Reaction formation |
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an older brother who dislikes his younger brother still sends him gifts for every holiday |
defense mechanism:reaction formation |
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channeling instinctual drives into acceptable activities |
sublimation |
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an adolescent with developing sexual interests takes a class on sexually transmitted diseases |
defense mechanism:sublimation |
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discharging pent-up feelings to a less-threatening object |
displacement |
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a husband comes home after a bad day at work and yells at his wife |
defense mechanism:Displacement |
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blaming someone else for one's difficulties or placing one's unethical desires on someone else |
Projection |
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an adolescent comes home late from a dance and states that her date would not bring her home on time |
defense mechanism: projection
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the unconscious expression of intrapsychic conflict symbolically through physical symptoms |
Conversion |
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a client suddenly develops impotence after his wife discovers he is having an affair with his secretary |
defense mechanism: conversion
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Doing something to counteract or make up for a transgression or wrongdoing |
Undoing |
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after disciplining her son, a mother bakes his favorite cookies |
defense mechanism: undoing
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the unconscious separation of painful feelings and emotions from an unacceptable idea, situation, or object |
Dissociation |
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during a stressful class about domestic violence, a student finds herself daydreaming about the holidays |
defense mechanism: dissociation
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return to an earlier and more comfortable developmental level |
Regression |
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a 6 year old child wets the bed at night since the birth of his baby sister |
defense mechanism: regression
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(1) Sensorimotor (0-2yr) (2) Preoperational (2-7yr) (3) Concrete Operational (7-11yr) (4) Formal Operational (11+yr) |
Piaget's Cognitive Theory states of Development |
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On the micro level, social workers use this theory to view families in terms of roles, relationships, and family dynamics, and the effect that those factors have on individuals family members |
Systems theory |
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adapting to the events of the environment |
Accommodation |
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the integration of external elements into the evolving structure of the organism |
Assimilation |
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Direct practice |
Micro Practice |
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Indirect practice |
Macro Practice |
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On Macro level, sw use this theory in understanding the interrelated social structure of communities and then use policy advocacy to improve the welfare of society and communities |
Systems theory |
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Refers to working with individuals, couples, families and groups |
Direct practice (Micro) |
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(1) Situational (2) Maturational (3)Type of crises developed due to cultural values or societal factors (homosexuality in a heterosexually-oriented society) |
3 types of Crises |
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defined as program planning and development, policy analysis, administration and program evaluation |
indirect practice (Macro) |
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The following are examples of: Professional therapeutic services include psychotherapy, education, advocacy, referral, mediation and social services |
Direct practice |
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stage 1: Relationship-building, exploration, engagement, assessment and planning stage 2: implementation and goal attainment stage 3: termination, planning maintenance strategies, and evaluation |
The helping process |
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_________ theory refers to the relationship of the parts of a system to one another and the effects of those relationships on the system
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Systems theory |
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_______ theory states that society is actually held together through conflict rather than function |
Conflict theory (Social conflict theory) |
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type of crises developed by a stressful event (seeing someone decapitated) |
situational |
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type of crises developed by a developmentally-based crises (starting school) |
Maturational |
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Social relationships as viewed through this model are about power and explotiation |
Conflict theory or Social Conflict theory |
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1. conduct a thorough biopsychosocial & imminent danger assessment 2. rapidly establish rapport with the client 3. identify the major problems or crisis precipitants 4. deal with the client's feelings and emotions 5. generate and explore alternatives and new coping strategies 6. restore functioning through implementation of an action plan 7. plan a follow-up time to meet with the client |
Seven stage Crisis intervention model |
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_________ incidents are traumatic events that create powerful emotional reactions in the individuals who have been exposed to those events (multiple-casualty, line of duty, workplace violence) |
Critical incident stress management (CISM) |
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Is a specific, 7 phase, small group, crisis intervention process that is conducted 24-72 hours after an incident in which participants talk about their experiences and the positive and negative emotions associated with the incident. (group leader normalizes reactions & teaches stress response strategies) |
Formal Critical Incident Stress Debriefing (CISD) |
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-engagement -problem-centered assessment -the development of problem-solving tasks or planning implementation -performing problem solving tasks -at beginning of each session, reviewing progress in achieving a task -SW and client planning a new task or dealing with obstacles to task completion -evaluation -termination |
Stages of Task-centered treatment |
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goal of _________ therapy is to enable client to take better control of his or her life. Focuses on current behaviors & beliefs rather than past behaviors. Transference is detrimental to the therapy process. |
Reality therapy |
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__________ therapy uses Classical conditioning and systematic desensitization |
Behavioral therapy |
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these types of therapies basic premise is that our thoughts & beliefs control how we feel and behave |
Cognitive Behavior therapies |
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a short-term approach to treatment based on learning and cognitive theories |
Task-centered treatment |
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involves helping the client unlearn maladaptive responses to environmental stimuli (fear of riding in car after accident) |
Classical conditioning |
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a counter-conditioning intervention frequently used in treating phobias that utilizes relaxation training, construction of the anxiety hierarchy, and desensitization in imagination |
Systematic desensitization |
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involves the pairing of relaxation and real-life experience with an anxiety-producing stimulus until the person no longer responds to the experience with anxiety |
In Vivo Desensitization |
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training an individual to communicate his or her feeling sin a direct and honest manner. Behavioral rehearsal is an important component of assertiveness training |
Assertiveness training |
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states that individuals have a number of innate needs, including 4 psychological needs -belonging -power -freedom -fun |
Reality therapy |
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3 ___________ perspectives:1. Cognitive therapy (Beck)2. Rational emotive behavior therapy (REBT) (Ellis)3. Self-management/self instruction (Meichenbaum)
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Cognitive Behavioral therapies |
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Believed that depression was a bias of negative thought and that most mental illnesses were based on pervasive negative thoughts |
Beck |
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the belief that it is either one way or another, bu there is no gray area |
All-or-nothing thinking/ black-and-white (dichotomous) thinking |
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refers to an individual believing that something is true because the individual feels strongly about it and ignores evidence to the contrary |
Emotional reasoning |
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occurs when an individual arrives at broad principles derived from minimal information |
Overgeneralization |
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refers to an individual magnifying the negative and minimizing the positive in evaluations of himself or herself and others |
magnification & minimization |
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is a thinking error that occurs when person "A" erroneously believes that the negative behavior of person "B" is the result of something that person "A" has done |
Personalization |
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Assuming that the worst will happen |
Catastrophizing |
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takes place when an individual assumes that he/she knows another person's thoughts on an issue |
Mind reading |
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-all-or-nothing thinking -emotional reasoning -overgeneralization -magnification & minimization -personalization -catastrophizing -mind reading |
Common thinking errors |
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therapy requires: -formation & maintenance of a good therapeutic alliance -collaborative effort between client & SW -is goal-oriented & problem focused -focus primarily on the present & has a large educational component -time limited and relatively strict structure -emphasizes relapse prevention -client taught how to identify, evaluate and change dysfunctional thoughts & beliefs |
Beck's Cognitive Therapy |
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___________ therapy methods include: -collaborative empiricism -socratic dialogue -guided discovery -decatastrophizing -reattribution training -decentering |
Cognitive |
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Techniques used: -miracle question -exception-finding questions -presuppositional questions - compliments -listening skills -empathy -scaling questions |
Techniques used in Solution Focused therapy |
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is a method during which the client and sw work in tandem to test the validity of the client's beliefs |
Collaborative Empiricism |
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is a technique to help clients see that events are really not the end of the world, even if they are relatively difficult |
decatastrophizing |
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is the use of questions to lead the individual to discover a reality |
Socratic Dialogue |
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involves the identification of cognitive errors & distortions in thinking followed by the consideration of alternative beliefs |
Reattribution training |
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is a process whereby interventions are structured, including the use of progression of questions, to enable clients to discover inaccuracies in their thinking |
Guided Discovery |
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directly attacks the clients belief system and encourages the client to challenge him/her own belief -identifies common irrational beliefs, which are series of demands and absolutes |
Ellis Rational Emotive Behavior Therapy |
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Components of ____________ therapy include: - describing the problem (not the focus of treatment) -develop well-formulated goals -work cooperatively to identify solutions to problems -end of session feedback -evaluation of client progress |
Solution Focused therapy |
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Karen Horney Harry Stack Sullivan Erich Fromm |
Neo-Freudians |
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involves helping the client to break his/her pattern of seeing self as the reference point for all life events |
Decentering |
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-SW educates client about principles -SW challenges the rationality of the client's belief & assists client in learning how to challenge his/her own beliefs -SW & client work together to dispute the irrational beliefs that result in distressing negative consequences -client homework includes reading relevant books & critiquing tapes of his therapy sessions an effort to increase awareness of his irrational beliefs |
Rational Emotive Therapy |
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A= Activating Events B= Belief System of Individual C= Consequent Emotion of A & B D= Disputing Irrational Thoughts & Beliefs E= Emotional & Cognitive effects of revised beliefs |
Ellis Explanation of Personality |
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Focus on the clients self-statement maladaptive self-statments ofern underlie problems |
Self-Instruction Training |
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- a therapeutic approach developed in part from behavioral and cognitive therapy - short-term, strength based treatment model which emphasizes an empowerment strategy to allow the client to take action himself (client is capable of change & growth) |
Solution focused therapy |
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interventions strategies include: -encouraging client to talk about childhood experiences -interpretation of the impact of childhood experiences on present functioning and relationships -dream analysis -analysis of transference or resistance -provision of a therapeutic environment that supports adjustments in the individuals sense of self, in his functioning |
Object Relations therapy |
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used to obtain a quantitative measure from client on different issues and progress at different points in therapy (example: on a scale from 1 to 10) |
scaling questions |
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used to help client start to envision what he wants to be different in life (if you were to wake up tomorrow......) |
Miracle question |
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view of therapy include: -an authentic collaborative & egalitarian relationship between SW & client -belief that to understand a person, one must understand his subjective experience -rejects traditional assessments techniques and disgnostic labels |
Humanistic/existential model |
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helps client conceptualize goal attainment (the who, what, how, why and where) |
Presuppositional questions |
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help client to identify what has previously worked concerning the problem with which he was confronted and to engage in more of the effective action or behavior |
Exception-finding questions |
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typically downplay importance of instinctual forces in personality and emphasize interpersonal and social influences |
Neo-freudians |
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believed that personality consists of the relationships that contributed to its formation along with the dynamisms, or reciprocal patterns, that resulted from these relationships -emphasis on importance of relationships over the lifespan |
Harry Stack Sullivan |
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the first few months of life are related to a discreet series of momentary states |
Prototaxic mode |
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entails seeing causal connections between events that occur at about the same time but that are actually unrelated (maladaptive behavior are thought to attribute to these) |
Parataxic mode |
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occurs at the end of the first year of life and is characterized by logical, sequential, internally-consistent and modifiable thinking |
Syntaxic mode |
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Therapy focuses on early childhood experiences and relationships with significant others in childhood, in particular, Mother, as well as the resulting personality structure |
Object Relations Therapy |
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characteristics of this model include an emphasis on the uniqueness and wholeness of the individual, a belief in the individuals inherent striving for self determination and self-actualization, and a focus on current behavior |
Humanistic/existential model |
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-directed awareness -no questions -I language -enactment -guided fantasy visualization -loosening/integrating -body techniques -dreamwork -stay with it/feel it out |
Focusing techniques |
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theory includes the belief that human beings have an inherent tendency toward self-actualization (achievement of their full potential) |
Person-Centered Therapy |
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-Introjection -projection -retroflection -confluence |
Four Major boundary disturbances |
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is the absence of a boundary between the self and the environment. Causes intolerance of any differences between oneself & others and often underlies feelings of guilt & resentment |
Confluence |
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occurs when a person believes the external perception of whole. difficulty distinguishing between "me" and "not me" |
Introjection |
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described as doing to oneself what one wants to do to others. redirecting anger one has for another person inward |
Retroflection |
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a psychotherapeutic approach developed by Fritz Perls that focuses on insight into gestalts in patients and their relations to the world, and often uses role-playing to aid the resolution of past conflicts.
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Gestalt |
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is a technique that involves the SW use of "I" statements rather than making impersonal interpretations (what the SW sees and hears) |
"I language" |
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a technique whereby the social worker helps the client become aware of his immediate experiences |
Directed awareness |
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a technique which involves asking the client to act out feelings or thoughts to increase awareness (e.g. empty chair, role playing, psychodrama, exaggerating a thought, feeling or motion) |
Enactment |
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a technique which places the focus on increasing one's own awareness of his experiences in the here and now |
"No questions" |
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Goal if therapy is to help the client achieve integration of the various aspects of the self in order to become a unified whole |
Gestalt Therapy |
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is a technique that involves having the client create mental image of an experience |
Guided fantasy visualization |
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techniques used for increasing the clients' awareness of their bodies, and helping them to learn new ways of using their bodies to create additional self awareness |
Body techniques |
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is a technique which focuses on recurring dreams |
Dreamwork |
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techniques involve encouraging the client to think in a new way (asking the client to imagine believing the opposite of what he believes about something) |
Loosening/integrating |
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a technique that involves encouraging the client to allow himself to continue to feel the emotion of the moment. This technique increases the client's capacity to experience his feelings fully |
Stay with it/feel it out |
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Assist members in negotiating developmental stages & adapting to changes in roles or environment (e.g. a group for new immigrants) |
Socialization Groups |
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Provide group members with personal growth opportunities as opposed to remediation (e.g. a marriage enrichment group) |
Growth groups |
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Provide members with remediation and/or rehabilitation (e.g. a group for adults molested as children) |
Therapy group |
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help members learn specific info & skills that will be personally beneficial (e.g. a group to educate adolescents about AIDS) |
Educational groups |
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comprised of members with a common problem or set of circumstances (e.g. a group for single fathers) who provide each other with assistance in dealing effectively with their situation |
Support groups |
