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147 Cards in this Set
- Front
- Back
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SFAREAFI (First/Next) |
Safety Feelings Assess Refer Educate Advocate Facilitate Intervene |
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SADAM |
Sam And David Are Marvelous Schizophrenia Anxiety disorders Depressive disorders ADHD Mood Disorders |
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Schizophrenia Meds |
Christina Has Two RolexZ
Clozaril Haldol Thorazine Risperdal Zyprexa |
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Depressive disorders meds |
Paige Called Zian Laughing passionately w/ Luv
Prozac Celexa Zoloft Lexapro Paxil Luvox |
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Mood Disorders Meds |
Let’s Dance Like Aaliyah
Lithium Depakote Lamicital Abilify |
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Anxiety meds |
Victor’s Xylophone Ain’t Kickn
Valium Xanax Antiva (Lorazepam) Klonopin |
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ADHD MEDS |
Ryan & Chris are A Disaster
Ritalin/Concerta (Methylphenidate) Adderal Dexedrine |
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Developmental Counseling and Therapy (DCT) |
A BEHAVIORAL INTERVENTION used to assess clients and incorporate human development in intervention plan. Includes 4 cognitive-emotional developmental styles: -sensorimotor -concrete -formal -dialectic system |
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Sensorimotor 4 Cognitive-Emotional Development Styles |
Bodywork, exercise, here&Now emotions, guided imagery, medication, meditation/relaxation training |
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Concrete 4 Cognitive-Emotional Development Styles |
assertiveness training, behavioral therapy (charts and counts), brief therapy, crisis intervention, decision making and problem solving, psychoeducational skills training |
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Formal 4 Cognitive-Emotional Development Styles |
Adlerian therapy, bibliotherapy, cognitive therapy, dream analysis, narratives and reflecting on stories, person-centered therapy, psychodynamic therapies |
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Dialectic Systemic (Understanding how others think) 4 Cognitive-Emotional Development Styles |
advocacy for social justice, community or neighborhood action, consciousness raising groups, multicultural counseling, self help groups |
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Jumping to conclusions |
when clients assume they know how others feel and why they act as they do without being told |
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Polarized Thinking |
If a client falls short of perfect, it is seen as total failure. Things are black or white. It is either failure or perfection, there is no in between. |
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Catastrophizing |
When client expects disaster to strike no matter what. Referred to as "magnifying or minimizing" |
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Blaming |
Holding other people responsible for pain or oneself for every problem |
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Behavioral Family Therapy |
Family Therapy approach center on reinforcing desired behavior to improve communication within a family, rather than focusing on negative acts. Operates on the theory that actions are learned responses acquired from past experiences. SW encourages family to focus on present and not dwell on past. |
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Bowenian Trained SW |
focuses on intergenerational transmisson process. Improvement in overall functioning will improve family member's symptomology. 8 major theoretical constructs are essential to understanding Bowen's approach |
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Strategic Family Therapy |
family therapy is active, directive, and task-centered. It is more interested in creating change in behavior than change in understanding. |
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Structural Family Therapy |
strengths-based , outcome-oriented treatment modality based on ecosystemic principles. Focuses on what is taking place with family members and recurrent patterns of interactions with members. Goal is to locate and mobilize strengths, helping family outgrow constraining patterns. Goal is effectively working through conflict, not absence of conflict |
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Cognitive Behavioral Therapy (CBT) |
Hands on practical approach to problem solving. Goal is to change patterns of thinking or behaviors that are responsible for clients' difficulties, and so change the way they feel. Focuses on thoughts, images, beliefs, and attitudes (cognitive processes). Approach is active, collaborative, structured, time limited, goal-oriented, and problem focused. |
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Triangulation |
Using multiple information sources |
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Problems should always be viewed in the…. |
Person-in-environment perspective and strengths based approach |
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Beck Depression Inventory (BDI) |
21 item test, presented in multiple choice formats, that assesses the presence and degree of Depression in adolescents and adults |
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The Minnesota Multiphasic Personality Inventory (MMPI) |
Objective verbal inventory designed as a personality test for the assessment of psychopathology consisting of 550 statements, 16 of which are repeated |
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Danger to self: Protective Factors |
1. Effective and appropriate clinical care for mental, physical, and substance abuse 2. East access to variety of clinical interventions and supports (medical and MH) 3. Restricted access to firearms or hazards 4. Family and community support 5. Learned coping skills and stress reduction skills 6. Cultural and religious beliefs that discourage suicide and support self preservation |
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Danger to self: Behavioral Warning Signs |
1. Change in eating and sleeping 2. Drug and alcohol use 3. Unusual neglect of personal appearance 4.Marked personality Change 5. Loss of interest in pleasurable activities 6. Not Tolerating praise or rewards 7. Giving away belongings 8. Isolation from others 9. Taking care of legal and other issues 10.dramatic increase in mood 11. Verbalizes threats to commit suicide or feelings of despair and hopelessness |
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Danger to Others: Risk Factors |
1. Youth who become violent before age 13 2. Serious violence is associated with drugs, guns, and other risky behaviors 3. Involvement w/ delinquent peers and gang membership |
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Danger to Others: Protective Factors |
1. Effective programs combine components that address both individual risk and environmental conditions; building individual skills and competencies; changes in peer group 2. Interventions that target change in social context appear more effective, rather than changing individual attitudes 3. Effective and appropriate clinical care for mental, physical, and substance abuse disorders 4. Easy access to variety of clinical interventions and support 5. Restricted access to hazards 6. Family and community support 7.learned coping and stress reduction skills |
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Danger to Others: Behavioral Warning Signs |
1. Drug and alcohol use 2. Marked personality changes 3. Angry outburst 4. Preoccupation with killing, war, violence, weapons, and so on 5. Isolation from others 6. Obtaining guns or other lethal methods
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Myers-Briggs Type Indicator (MBTI) |
Self reported inventory that attempts to classify individuals along four theoretically independent dimensions. 1.General attitude (extraverted or introverted) 2. Perception (sensation or intuition) 3. Processing (Thinking or Feeling) 4.Judging vs perceiving |
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Rorschach Inkblot Test |
Client responses to inkblots are used to assess perceptual reactions and other psychological functioning. |
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Stanford-Binet Intelligence Scale |
Designed for the testing of cognitive abilities. Provides verbal, performance, and full scale scores for children and adults |
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Thematic Apperception Test ( TAT) |
A series of pictures of Ambiguous scenes. Clients are asked to make up stories or fantasies concerning what is happening, has happened, what is going to happen, & their thoughts/feelings. Used to understand client’s current needs, motives, emotions, and conflicts, both unconscious and conscious. |
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Wechsler Intelligence Scale (WISC) |
Designed as a measure of a child’s intellectual and cognitive ability. Has 4 index scales and a full scale score |
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Psychological Test |
Instruments used to measure an assortment of mental abilities and characteristics, such as personality, achievement, intelligence, & Neurological functioning. Often in form of questionnaires. May be written, verbal, or pictorial |
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Educational Test |
Measure cognitive (Thinking) abilities and academic achievement. Provide a profile of strengths and weaknesses that accurately identify areas for academic remediation and insight into the best learning strategies. |
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Social Work Assessment |
More comprehensive process that may utilize the results from educational and psychological test. Can include interviewing client/family, reviewing client’s history, checking existing records, and consulting with previous or concurrent providers. |
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Danger to self: Risk Factors |
1.History of Previous Suicide Attemps 2. Lives alone, Lacks social support 3. Presence of psych disorder 4. Substance abuse 5. Family history of Suicide 6.exposure to suicidal behaviors 7. Losses (relationships,job, financial,social) 8. Presence of firearms or hazards |
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Methods to Identify More about Client’s Strengths, Resources, and Challenges |
Seeking Exceptions- determining when problem does not exist or occur Scaling problem- identifying severity of problem on scale from 1-10 according to client Scaling Motivation- estimating the degree to which client feels hopeful about resolution Miracle question- having client determine what would be different if problem didn’t exist |
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Stages of Change |
Precontemplation Contemplation Preparation Action Maintenance |
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Name dropped sections from DSM-5 |
- Disorders usually first diagnosed at infancy, childhood, & Adolescence - Multiaxial system of diagnosis (Axis I, Axis II, Axis III) |
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Albert Bandura’s Social Learning Theory |
proposes that children learn, grow, and develop by mimicking the behaviors and responses of the behavioral interactions they observe around them.
These mimicked behaviors can come from their mothers and fathers, close family members, caregivers, teachers, and other people they commonly interact with. |
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Accredidation |
-when an individual is recognized in an official capacity as having acquired the qualifications to perform a specific activity or profession. - formal acknowledgement of an educational or training program |
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SW Core Value: Service |
commitment to help individuals, Couples, families, groups, and communities identify their needs, decide how to meet those needs, utilize resources that can assist in resolving those needs, and Assist in having those needs met and resolving the issues. |
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Autism Spectrum Disorder |
-persistent problems in social interaction and communication across wide range of activities - reduced ability to share emotions and interest -poor ability in communication and understanding both verbal and non verbal cues/gestures -fixation on restricted interest -repetitious behaviors and patterns -heightened sensitivity or lack thereof to enviromental sensory stimuli |
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Delusional Disorder |
-enduring delusions accompanied by non-prominent hallucinations pertinent to nature of delusion itself - functioning not significantly affected |
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Brief psychotic disorder |
- hallucinations, delusions, disorganized incoherent speech, grossly disorganized, or catatonic behavior - 1 day to a month/ 30 days or less |
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Schizophreniform Disorder |
- hallucinations -delusions -disorganized incoherent speech -grossly disorganized -catatonic behavior -reduced emotional expressivenesses or avolition - 2 symptoms present b/w 1 to 6 mo |
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Schizophrenia |
- hallucinations -delusions -disorganized incoherent speech -grossly disorganized -catatonic behavior -reduced emotional expressivenesses or avolition - 2 symptoms present at least 6mo |
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Schizoaffective Disorder |
An illness characterized by continuous period wherein the major symptoms of schizophrenia are present and for the majority of duration of the condition major mood (depressive or manic) episodes are present |
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Bi Polar Disorder |
-Current or previous hypomanic episode are met -AND current or previous major depressive disorder must be met |
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Major Depressive Disorder |
- persistent negative mood -diminished satisfaction or pleasure from engaging in nearly all activities -significant weight loss -chronic insomnia or hypersomnia - agitation -fatigue -feelings of worthlessness -difficulty concentrating and focusing - SI - Presence of least five symptoms for sustained 2 weeks |
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Manic Episode |
A period of greatly elevated persistent heightened mood characterized by increased activity, energy, or irritability lasting a week Characterized by at least 3 of the following: - grandiosity -insomnia -garrulousness - incoherent disconnected rapid thoughts -difficulty focusing -agitation -aggression -restlessness -increase in goal-directed activity -impulsiveness
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Bi Polar Disorder |
Characterized by combination of Manic episode, hypomanic episode, and major depressive disorder |
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Active Listening Communication Techniques |
SW sitting up straight and in relaxed/open manner. Attentively listening, commenting on client's statements, asking open-ended questions, and making statements to show listening is occurring |
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Silence Communication Techniques |
shows acceptance of client's feelings and promotes introspection or time to think about what has been learned *effective for client's with high degree in emotion |
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Questioning Communication Techniques |
using open and closed ended formats to get relevant Information is non-judgmental manner |
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Reflecting or Validating Communication Techniques |
show empathetic understanding of client's problems. These techniques can also assist clients in understanding thought patterns |
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Paraphrasing/Clarifying Communication Techniques |
Social workers rephrase what clients are saying in order to join together information. Clarification uses questioning, paraphrasing, and restating to ensure full understanding of clients' ideas and thoughts. |
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Reframing Communication Techniques |
SW shows clients that there are different perspectives and ideas that can help to change negative thinking patterns and promote change. |
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Universalization Communication Techniques |
Places client experiences in the context of other individuals who are experiencing the same or similar challenges, and seeks to help clients grasp that feelings and experiences are not uncommon given circumstances * SW reassure clients of the "normality" of their feelings. |
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Confrontation Communication Techniques |
Occurs when social workers call attention to clients' feelings, attitudes, or behaviors, often when there is inconsistency in them |
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Reasons for Needs Assessments, to determine |
- whether services exist in the community -whether there are enough clients -who uses existing services - What barriers prevent clients from accepting services - the existence of an ongoing social problem |
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Universalism |
Denotes benefits made available to an entire population as a basic right |
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Service Network |
. |
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Social Policy Analysis |
Systemic approach to solving problems through policies. Involves: - identifying problem - developing alternatives -assessing impacts of alternatives - selecting option to solve problem -designing and implementing policy -evaluating outcomes |
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Social Allocation |
determines who shall benefit and eligibility |
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Crisis Intervention Steps |
1.Biopsychosocial/ lethal means assessment 2. Build rapport/ establish collaborative relationship 3. Identify problems 4.encourage exploration of feelings 5. Coping strategies 6. Action plan 7. Plan Follow up |
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Crisis |
Disruption of psychological homeostasis in which using coping mechanisms failed |
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Subjective |
Client’s report of how he or she is doing |
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Objective |
Clinical reports/ documentation, vital signs, physical examinations, disorientation, & more |
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Research process |
1. Identify research problem 2. Review previous literature 3. Specify hypotheses 4. Describe data necessary to test hypotheses 5. Describe the methods of analysis to determine if hypotheses is true or false |
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Experimental (Types of research) |
Randomized and most rigorous |
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Quasi-experimental (types of research) |
- Uses intervention and comparison groups - assignment to groups non- randomized |
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Pre-experimental (Types of Research) |
- contains intervention groups ONLY -NO CONTROL GROUPS |
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Pre-experimental (Types of Research) |
- contains intervention groups ONLY -NO CONTROL GROUPS -weakest type |
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Social Justice |
view that everyone deserves equal economic, political, and social rights & opportunities |
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Action Research |
technique to influence social policy through an interactive inquiry process that balances collaborative problem-solving actions with data driven collaborative analysis or research. |
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Scientific Management Theory |
involves creating multiple levels of workers to improve productivity. levels include: - workers -supervisors - managers |
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Human relations theory |
focuses on individuals in a workplace than rules, procedures, and processes. employees and managers interact w/ one another to help make decisions. |
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Systems Theory |
management helps managers look at organizations from a broader perspective, such as interrelations |
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Contingency Theory |
based on belief that there is no best way to organize, lead, or make decisions, in organizations. flexible approach and dependent upon situations |
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Administrative Functions of supervision |
promotion and maintenance of good standards of work, coordination of practice with policies of administration, and the assurance of an efficient and smooth running office |
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Educational Functions of supervision |
educational development of each social worker in manner calculated to inspire |
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Supportive Functions of Supervision |
the maintenance of harmonious working relationships and the cultivation of positive interactions among colleagues |
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Mental Health Parity |
generally refers to the aim of achieving health insurance plans for treatment of Mental health conditions that is equivalent to coverage for physical conditions |
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Cooptation |
process by which a group subsumes or assimilates another (usually smaller or weaker) with goal of gaining support by adopting views or ideals of the group (s) subsumed |
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Steps to help clients w/ Utilization of Available community resources |
1. identify need or purpose of referral 2.Research Resources 3. Discuss and select options 4. Plan for initial contact 5. Make initial contact 6. Follow up to see if need was met |
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Categorical grant |
used for specific program and usually limited to narrowly defined activities |
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Federal Match |
the share of costs that the federal government contributes to accomplish the purpose of grant |
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Voucher program |
a cross b/w in-kind benefits and cash assistance. Earmarked for a specific service or commodity but clients can use them as desired |
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Block Grants |
grant in which congress determines its objectives |
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Social Welfare legislation |
list grant objectives and oversees administrative accountability for grant implementation and to determine whether grant is achieving its objectives |
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Amicus Briefs |
documents that are filed in court by advocacy groups. can supplement or take place of expert witnesses as method of communicating to court |
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Termination letters |
should include: - clients' name - dates treatment began and ended -reasons for the termination -summary of treatment |
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Social Planning |
the process by which a community decides its goals and strategies relating to societal issues. Reasons for community participation: -more likely policy solutions will be generated -leads to ownership of initiatives/outcomes of social planning -create relationships/partnerships among diverse groups -community members more like to buy into policy created -energizes community to continue positive change |
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Before Termination of services for non-payment |
following criteria must be met: -financial contact arrangements have been made clear, preferably in writing - clients do not pose imminent danger or risk to self or others -clinical and other consequences of non-payment have been made clear |
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Ethical problem solving steps |
1. identifying the ethical standards 2. determining if ethical issue or dilemma exist 3.weighing ethical issues in light of social work values and principles 4. suggesting modifications in light of prioritized ethical values and principles 5.implementation of modifications 6.monitor situation |
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SW Core Vales |
-Service -Social Justice -dignity and worth of person -importance of human relationships -integrity -competence |
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When can SW limit client's right to self Determination |
clients actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others |
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Duty to claim privilege |
States that social workers should protect the confidentiality of Clients during legal proceedings to the extent permitted by law |
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Can Psychotherapy notes be released with request for "ALL" records? |
No, a separate release for psychotherapy notes must be signed |
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Social Care |
concerned primarily with changing the situations or environment of clients. Mainly used to assist those who cannot meet their needs. Ex.public housing |
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Rehabilitation |
focuses on changing individuals and helping them learn new skills or return to prior living function such.Refers to Substance abuse and addictions |
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Habilitation |
focuses on changing individuals and helping them learn new skills or return to prior living function such.Refers to job training to enter work force |
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Social Control |
Is to restrict or monitor client independence for a specific time because of law violations (those in criminal system) |
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How to obtain informed consent |
Social workers must: use clear and understandable language related to service purposes, risk, limits, due to third party payers, time frames, and rights of refusal or withdrawal |
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Professional Objectivity |
Social Worker should not be burdened with emotional investment |
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Transference |
Feelings a client transfers onto a social worker (and other present relationships), occurring usually unconsciously and focusing around unresolved issues or conflicts in past relationships |
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Countertransference |
unconscious feelings or reactions a social worker may have toward a client. |
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Linguistic Competency |
capacity of organization and it's personnel to communicate effectively and convey Information in a manner that is easily understood by diverse audiences, including persons of limited english, low literacy skills, and disabilities |
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Use of self |
refers to social workers reflection and ways their own personality traits, attributes, values, beliefs, life experiences, and culture influence work with clients. |
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Organizational Structure |
Aspect of the agency that involves staff roles and responsibilities, including the process by which case assignments are based |
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Single subject research |
-client is his or her own control group - looks at average effect of intervention b/w groups of people -smaller scale |
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The Helping Process |
Eat Pie Today Engagement Assessment Planning Intervention Evaluation Termination |
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John Bowlby's Attachment Theory |
States the bond created b/w a baby and mother/primary caregiver is by biological desire at birth. Bond that occurs causes infant to learn and grow with sense of security. Bond lays the foundation for healthy bonds and relationships as child grows |
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Empathetic Method |
Social worker and client develop trusting and respectful relationship |
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Post Traumatic Stress Disorder (PTSD) |
- condition last at least 1 month - results from experiencing actual or threatened death, serious injury, or sexual violence -directly experiencing/witnessing traumatic event -becoming aware of close friend or family members suffering traumatic event -repeated exposure to aversive aspects of traumatic events |
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Borderline Personality Disorder |
-Indicated by a pervasive pattern of instability in interpersonal relationships, of self image and affects -accompanied by marked impulsivity with an onset in early adulthood and present in a variety of contexts |
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Narcissistic Personality Disorder |
-Pervasive pattern of grandiosity -need for admiration -lack of empathy, originating in early adulthood -exaggerated sense of importance -displays conceited, boastful, demeanor -overestimates his or hers abilities and accomplishments |
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Obsessive Compulsive Disorder |
-pervasive pre-occupation with orderliness, perfectionism, and control -originates in early adulthood |
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Social Anxiety Disorder |
-Indicated by inordinate fear of situations in which person may be subject to evaluate/be around others |
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Generalized Anxiety Disorder |
-Inordinate worry about variety of scenarios, occurring more days than not and lasting 6 months |
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Separation Anxiety Disorder |
Inordinate anxiety upon separation from parties the individual has formed a close emotional attachment to. including 3 of the following must have 3 of the required characteristics |
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Panic Disorder |
sudden, unexpected, intense fear response during which anxiety rapidly escalates within minutes |
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Acute Stress Disorder |
-Symptoms of this disorder are the same as PTSD disorder -starting immediately after the trauma and lasting 3 days to 1 month |
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Brief Psychotic Disorder |
hallucinations, delusions, disorganized incoherent speech, or grossly disorganized or catatonic behavior. 1day to 1 month |
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Erik Erikson's Psychosocial Development Theory |
Belief that there is an organized outline of growth and development. People are shaped by there experiences in life. -Trust vs. Mistrust (0-1yrs builds trust based on caregiver) -Autonomy vs Shame&doubt(1-3yrs begins independence) - Initiative Vs Guilt (3-6yrs more independence and planning - Industry Vs Inferiority (6-12yrs puberty pride and goal) -Identity Vs Role Confusion (12-18yrs transition to adulthood) -Intimacy Vs Isolation (18-40yrs "me" focused on career and becoming more intimate/open to relationships) -Generativity Vs Stagnation (40-65yrs settle down) -Ego Integrity Vs Despair (65+ retired) |
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Jean Piaget Cognitive Development Theory |
1. Sensorimotor: senses 0-2yrs 2. Preoperational: ego-centric 2-7yrs 3. Concrete Operations: more logical thinking 7-11yrs) 4. Formal Operations: Abstract thinking (11-marurity) |
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Sigma Freud's Psychosexual Development Theory |
Children develop their personalities thorough pleasure seeking behaviors, which include oral, anal, phallic, latency, and genital - stage 1: Oral (0-1yrs) babies associate their mouth w/ feelings and taste -stage 2: Anal ( 1-3yrs) children find pleasure in having control of their waste -stage 3: Phallic (3-6yrs) children notice difference b/w male and female - stage 4: Latency (6-puberty) children focus on new things learned and play -stage 5: Genital (puberty-adulthood) sexual experiments develop |
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Assimilation |
Process through which individuals and groups of differing heritages acquire the basic the basic habits, attitudes, and mode of life of an embracing culture |
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Avoidant Personality Disorder |
Inordinate preoccupation with being disapproved of, socially rejected, or criticized hypersensitive to potential rejection, low self-esteem, socially withdrawn, & generally unwilling to enter social relationships |
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Schizoid Personality Disorder |
Pervasive pattern of detachment from social relationships and a restricted range of emotions Avoids social interactions |
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Antisocial Personality Disorder |
Pervasive pattern of disregard for, and violation of, the rights of others that begins in childhood or early adolescent and continues into adulthood deceit, manipulation, and exploitation are central characteristics of disorder
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Histrionic Personality Disorder |
pervasive and excessive emotionality and attention-seeking behavior, originating in early childhood individuals feels uncomfortable and unappreciated if he/she is not center of attention |
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Dependent Personality Disorder |
inordinate or chronic need to be taken care of, resulting in submissive clinging behavior and a fear of separation, abandonment, or rejection |
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Thought Broadcasting |
The belief the one's thoughts alone can result in the accomplishment of certain wishes |
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Naltrexone |
drug used to decrease cravings of alcohol |
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Insight-Oriented psychotherapy |
client-centered type of talk therapy that guides clients toward developing an improved understanding of self and take a deeper look at issue clients must have a level of motivation to be successful |
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Culturagram |
assess the impact of heritage and belief systems on a family's interactions |
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Partilizations |
Issues broken into manageable components that facilitate further discussion and problem solving |
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What should always be included in case notes? |
Service or treatment provided during session |
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Ombudsperson |
ensures agency's obligations and ethical duties are being fulfilled and it's rules are followed |
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Clarifying |
defining and expressing feelings |
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Informed Consent |
Decisions made by the client after receiving all relevant Information |
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SW Roles |
Broker- SW attempts to link clients to services through finding and establishing the provision of resources Advocate- SW speaks up for client who may not otherwise have a voice or power in a situation Change Agent- SW attempts change at an organizational level Mediator- SW attempts to negotiate differences b/w parties in dispute |
