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211 Cards in this Set
- Front
- Back
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Policy Practice |
- Involves efforts to change policies in legislative, agency, and community settings, whether by establishing new policies, improving existing ones, or defeating the policy initiatives of other people - Also concerns advocacy on behalf of “relatively powerless groups, such as women, children poor people, African Americans,Latinos, Native Americans, gay men and lesbians, and people with disabilities to improve their resources and opportunities |
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Generalist Practitioners |
- Need a sound foundation of knowledge concerning social services. This includes a historical perspective about how services have been developed and an analytical perspective concerning how well services advance social well-being. |
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AN ECLECTIC KNOWLEDGEBASE: ENGAGE IN SOCIAL WORK PRACTICE |
- It involves how to form relationships with clients, help to share information with you, define issues ad problems, identify strengths, collect and assess information, identify and evaluate numerous alternatives for action, make specific plans, implement these plans, evaluate progress, terminate your client-worker relationship, and do follow-up to make certain intervention is no longer necessary. - It involves working with individuals, families, groups,organizations (both large and small), and large social and governmental structures. |
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The acquisition of practice skills |
- Is what makes social work useful and practical. Skills provide the muscle to make social work practice effective. |
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Practice Skills Techniques... |
Emphasis is currently placed on client strengths and empowerment, appreciation and diversity, and the use of practice approaches that empirical evidence has proven effective. |
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AN ECLECTIC KNOWLEDGE BASE: INCORPORATE RESEARCH-INFORMED PRACTICE AND PRACTICE-INFORMED RESEARCH |
Research accompanies HBSE, social policy and policy practice, and social work practice as necessary components of the knowledge base for generalist practice. |
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(a) Knowledge about social work research is important for at least three reasons... |
1. It provides a scientific orientation to identifying, evaluating, and choosing intervention approaches that are effective. a. Research-informed practice is social work practice based on empirical evidence. b. Practice-informed research refers to 2. scientific investigation designed to attain results related to successful social work practice |
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(b) Knowledge about social work research is important for at least three reasons... |
3. With this scientific perspective, it can guide social workers to become more effective in their practice. It can help them get better and clearer results. a. Practitioners can monitor their progress during the actual implementation process b. Whole agencies can use research to evaluate their program effectiveness |
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An expectation about how people should behave based on their gender is entitled: |
Gender-role stereotype |
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STEPS IN LEGISLATIVE ADVOCACY |
- Developing and Revising the Draft Bill - Identifying, Obtaining, and Maintaining the Bill’s Supporters - Arranging for Sponsorship of the Bill - Introducing the Bill - Working with Interest Groups to Broaden Support for the Bill - Educating the Public - Influencing Legislative Committee Consideration - Influencing Action on the Floor |
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Engaging in Intervention: Advocacy Strategies and Tactics |
- Clearly state the issue of concern - Allow adequate time for discussing the issue and answering questions - Identify exactly what you want done - Summarize areas of agreement between you and the adversary - Attempt to find a common ground whenever possible - Avoid vague statements and always make you positions, requests, and points clear to the opponent - Be candid about what you will do if the problem is not remedied - Convey your sincerity and determination to resolve the matter - Maintain eye contact and avoid any gestures (such as looking down) that may undercut your firmness - Approach the adversary as if you both have a desire to resolve things - Do not filibuster or monopolize the conversation - Do not lose your cool |
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Oppression |
Is the act and result of putting extreme limitations and constraints on some person, group, or larger system because the involved targets fit into some common category or have some common set of characteristics |
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Sex discrimination |
Is described as differential treatment of people based solely on their gender |
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Sexism |
Is prejudice or discrimination based on sex, especially discrimination against women that involves behavior, conditions, or attitudes that foster stereotypes of social roles based on sex |
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Which of the following is true about women? |
- Women earn 90 percent of what men earn - Approximately 59 percent of all women age 16 and over work outside of the home - Forty-eight percent of married mothers are employed outside the home - Women’s median weekly earnings are about 65 percent of men’s weekly earnings |
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Regarding feminist perspectives on micro, mezzo, and macro aspects of generalist practice, which of the following is true: |
a. Traditional social work practice stresses the importance of individuals’ interactions with their surrounding environments and communities, whereas, feminist social work does not b. Feminist social work practice emphasizes the significance of being concerned with human dignity and the rights of self-determination, whereas, traditional social work does not c. Classifying which aspect of working with women falls clearly within micro practice and which falls within mezzo practice is difficult d. The impediments and hazards women must endure have the same impact on men’s lives |
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Which of the following can you use to help a woman client enhance her self-esteem: |
a. Help your client accept the fact that most aspects of life have only negative sides b. Ask her for positive and negative adjectives that she feels best describe her c. Encourage a female client to take care of herself and worry about her family later d. Help her realize that most of the problems she is having are probably her fault |
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It is estimated that one in _____ U.S. college students has been victimized by rape or attempted rape |
a. Two b. Four c. Six d. Eight |
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The following is (are) true about women and work: |
a. Women assume most of the responsibility for the care of their children b. The father is usually held responsible for the emotional needs of the children c. Men usually perform the necessary daily, repetitive tasks in the home d. All of the above |
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Which of the following is true regarding sexual harassment: |
Studies have shown that ignoring the behavior terminated the harassment in half the cases b. Studies have found that asking the harasser to stop had virtually no effect c. Most victims choose to pursue the formal complaint route d. Corroboration with other victims will strengthen a formal complaint |
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The principle of ______ is defined as equal pay for males and females doing work requiring comparable skill, effort, and responsibility under similar working conditions |
a. Affirmative Action b. Comparable Worth c. Separate but Equal d. Work Comparison |
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Comparable Worth |
Is defined as equal pay for males and females doing work requiring comparable skill, effort, and responsibility under similar working conditions |
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Battered women often stay in their homes because of: |
a. Guilt b. Fear of the abuser c. Love d. All of the above |
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Feminist macro practice espouses a ______ style of decision making |
a. Conclusory b. Ephemeral c. Collaborative d. Parabolic |
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Feminist macro practice espouses a... |
Collaborative style of decision making |
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With the exception of _____, people living in families headed by a single male are somewhat more likely to be poor than those living in families headed by a married couple
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a. African Americans
b. Asian Americans c. Hispanics d. First Nations |
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As cited in the text, Wisconsin law on sexual assault: |
a. Has established six degrees of sexual assault b. Forbids the use of the survivor’s past sexual conduct in court c. Does not allow a wife to prosecute her husband for sexual assault d. All of the above |
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In 2007, _____ of the 100 U.S. Senators were women. |
a. 2 b. 9 c. 17 d. 23 |
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_____ was the first major law enacted in the United States regarding assistance to people with disabilities |
a. National Rehabilitation Act b. Americans with Disabilities Act c. Equal Education for All Handicapped Children d. The National Defense Act |
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Was the first major law enacted in the United States regarding assistance to people with disabilities |
National Rehabilitation Act |
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The language patterns of many African Americans follow a set of rules as complex and understandable as standard English. This is called |
a. Phonics b. Ebonics c. Cryonics d. Silban |
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Reduced importance of time is especially prevalent with which of the following groups: |
a. First Nations People b. Hispanic c. Asian American d. African American |
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Noninterference is very important to which of the following groups: |
a. First Nations b. Hispanic c. Asian American d. African American |
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An attitude of “what will be, will be” is typical of: |
a. Fatalism b. Noninterference c. Self-disclosure d. Caveats |
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Sharing rather than acquiring material goods is more characteristic of: |
a. African Americans b. Asian Americans c. Hispanics d. Nations People |
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According to the text, which of the following is a belief held by Hispanics: |
a. Individualism is always considered an asset
b. Children owe a debt to the family c. Verbal expressions of feeling are much more common than among white clients d. Culture that focuses on efficiency and impersonality |
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Which of the following is true: |
a. African Americans are over-represented in some private outpatient populations b. African Americans are under-represented in inpatient populations c. African Americans are less likely than whites to use the emergency room for mental health treatment d. African Americans receive incorrect diagnoses more frequently than whites |
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Church should be considered a “significant other” when working with which of the following groups: |
a. First Nations b. Hispanic c. Asian American d. African American |
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When working with Asian American clients: |
a. You should attempt to work through the father when planning interventions b. Paraphrasing should be used frequently c. Group situations are the most effective d. They view time as static |
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Curanderos and medicine men are examples of: |
a. Natural helpers b. Target systems c. Professional roles d. All of the above |
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Cognitive approaches are often more helpful in working with: |
a. First Nations People b. Hispanics c. Asian Americans d. All of the above |
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According to Mackelprang and Salsgiver, ______ assumes the superiority of the person who is nondisabled and views persons with disabilities who have different physical and mental characteristics as somehow inferior, as well as assumes a low expectation of performance and responsibility of persons with disabilities |
a. Cultural competence b. Ethnocentrism c. Fatalism d. Ableism |
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Regarding diversity, in the _____ stage of the Generalist Intervention Model, research reported in the literature has limited generalizability |
a. Planning b. Evaluation c. Implementation d. Assessment |
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The text describes pretending that culture and experience have no role in determining behavior as _____. |
a. Color-blindness b. Ethnocentrism c. Racism d. All of the above |
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Policies, practices, or procedures that systematically lead to unequal outcomes for people of color is called: |
a. Individual racism b. Ethnocentrism c. Institutional racism d. Evidentiary exclusion |
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Micro practice |
practice with individuals |
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Micro/Mezzo practice |
practice with families |
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Mezzo practice |
practice with groups |
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Macro practice |
practice with large systems, including organizations & communities |
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What are the 6 core values in the NASW Code of Ethics? |
Service Social Justice Dignity and worth of the person Importance of human relationships Integrity Competence |
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National Association of Social Workers (NASW) Code of Ethics - Code's Mission: |
To enhance human well-being and help meet basic human needs and empowerment of people who are vulnerable, oppressed, and living in poverty |
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Historically, social work skills were cluster into three major categories. These are: |
Case Work Group Work Community Organization |
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Case Work |
Primarily involved direct interaction with individual clients. This is analogous in many ways to the micro level of practice. |
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Group Work |
Involved organizing and running a wide variety of groups (i.e., therapeutic groups or task groups). The Mezzo level of practice might be said to comprise this cluster of skills. |
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Community Organization |
Involved working with organizations and communities. This skill is analogous to the macro level of practice. |
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Empowerment |
The process of increasing personal, interpersonal, or political power so that individuals can take action to improve their life situations. |
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Organizational Structure |
The formal and informal manner in which tasks and responsibilities, lines of authority, channels of communication, and dimensions of power are established and coordinated within an organization |
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Lines of Authority |
Concerned who supervises whom; chain of command |
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Channels of Communication |
Entail who communicates with whom and how |
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Dimensions of Power |
Delineate whose opinions carry the most weight in agency decision making |
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Counselor |
One who provides guidance to clients and assists them in planned change or problem-solving process |
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Educator |
One who gives information and teaches skills to others |
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Broker |
One who links client systems to needed resources |
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Case Manager |
A practitioner who, on behalf of a specific client, coordinates needed services... |
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Mobilizer |
One who identifies and convenes community people and resources to identify "unmet community needs" and "effect changes for the better in the community" |
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Mediator |
One who resolves arguments or disagreements among individuals, families, groups, organizations or communities in conflict |
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Facilitator |
One who guides a group experience |
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Integrator/Coordinator |
One who integrates or coordinates people by bringing them together and organizing their performance |
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Integration |
Is the process of assembling different elements to form a cohesive whole |
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Coordination |
Involves bringing components together in some kind of organized manner. |
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Manager |
One who assumes some level of administrative responsibility of a social service agency |
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Initiator |
One who calls attention to an issue |
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Negotiator |
One who represents an organization or a group trying to wrestle something from another group |
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Spokesperson |
One who is authorized to speak on behalf of others |
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Organizer |
One who coordinates individuals or groups to pursue some designed function(s) |
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Consultant |
One who provides advice, suggestions, or ideas to another person, group, or organization. |
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Advocate |
One who steps forward and speaks out on the behalf of clients in order to promote fair and equitable treatment or gain needed resources. |
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Critical Thinking |
The careful scrutiny of what is stated as true or what appears to be true and the resulting expression of an opinion or conclusion based on that scrutiny The creative formulation of an opinion or conclusion when presented with a question, problem, or issue Process of reasoning |
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Barriers to Communication - In Intent: |
Lack of clarity Vagueness Cultural Differences |
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Barriers to Communication - In the External Environment: |
Noise and Distractions Phones Ringing Others Talking Children Acting out |
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Barriers to Communication - In Impact: |
Divided Attention Other Concerns Biases |
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Encouragement |
Is the act of prompting someone to continue, often by raising that person's level of self-confidence |
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Rephrasing |
Is stating what the client is saying, but using different words |
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Reflective Responding |
Is translating what you think the client is feeling into words |
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Clarification |
Is making certain what the sender says is understood. |
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Interpretation |
Is seeking meaning beyond that of clarification by bringing to a conclusion, enlightening, or pursuing a greater depth of meaning than what was stated |
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Providing Information |
Is educating the client by giving them the data they need. |
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Task Groups |
- Board of Directors - Task Forces - Committees and Commissions -Legislative Bodies - Staff Meetings -Multidisciplinary Teams -Case Conferences and Staffings -Social Action Groups -Participatory Action Research -Achieving Organizational Goals |
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Board of Directors |
Is an administrative group charged with responsibility for setting the policy governing agency programs |
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Taks Forces |
Are groups established for a special purpose and usually disbanded after completion of their task |
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Committees and Commissions |
Are groups responsible for dealing with specific task or matters. |
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Legislative Bodies |
Include councils, county boards of supervisors, state legislatures, and the U.S. Congress |
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Multidisciplinary Teams |
Are groups of professionals from various disciplines that meet to discuss specific clients with whom team members are working |
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Social Action Groups |
Involves efforts undertaken by individuals and groups to bring about solutions to social and economic problems. |
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Macro Practice |
- Is designed to improve or modify some aspect of society - Is concerned with developing new resources when what client needs is unavailable. - Help clients get their due rights. |
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Mezzo skills useful for organizational and community change |
-Conflict Resolution -Developing win-win outcomes -Team building -Public speaking -Consultation |
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Macro Skills for Organizational and Community Change |
- Evaluating Results - Fundraising - Budgeting * Line-Item Budgets * Program Budgets * Incremental Budgets - Negotiating - Mediating - Influencing Decision Makers * Petitioning * Communication Skills: Working with the Media * Media Releases * Educating * Persuading * Confrontation * Collaboration * Letter Writing - Needs Assessment - Planning - Working with Coalitions |
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Evaluating Results - Practice Evaluation |
Is evaluating the effectiveness or results of what individual social workers do |
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Evaluating Results - Program Evaluation |
Is evaluating the effectiveness and results of entire programs. - Needs Assessments - Process Evaluation - Outcome Analysis - Cost-effectiveness Analysis |
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Steps in the Planning Process |
Step 1: Work with Your Client(s) Step 2: Prioritize Problems—Which Problem Should You Work on First? Step 3: Translate Problems into Needs Step 4: Evaluate Levels of Intervention— Selecting a Strategy - Assessing Client Strengths - Pros and Cons Step 5: Establish goals Step 6: Specify Objectives - Objectives Should Be Measurable - Sometimes Goals and Objectives Are Confusing - Setting Objectives in Micro Practice Step 7: Specify Action Steps Step 8: Formalize a Contract - The Purpose of a Contract - Make Contracts With Clients - Culturally Competent Contracts The Format of a Contract - The Written Contract - The Oral Contract - Implicit Contracts What to Include in Intervention Contracts - Identifying Information - Specified Objectives and Action Steps - Signatures - Dates - Formats Vary - Contracts Often Change Over Time |
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Physical Abuse |
The non-accidental injury inflected on a child |
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Recognizing Physical Abuse |
- Does this child get hurt too often for someone his or her age? - Does the child have multiple injuries? - Do the injuries occur in patterns, assume recognizable shapes, or look like some on the injuries described in the book? - Are the injuries such that they do not seem possible for a child at that stage of development? - Do the explanations given for the injuries make sense? |
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Six Categories of Behavioral and Psychological Indicators: |
-Developmental Lags/Delays -Poor Academic Performance - Notably Aggressive Behaviors and Marked Overt Hostility Towards Others Caused by Rage and Frustration - Extremely Passive, Accommodating, Submissive Behaviors - Difficulties in Peer Interaction - Psychological Problems |
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Emotional/psychological maltreatment can be classified into the following six steps: |
1. SPURNING (Hostile/rejecting/degrading) 2. TERRORIZING 3. ISOLATING 4. EXPLOITING/CORRUPTING 5. DENYING EMOTIONAL RESPONSIVENESS (ignoring) 6. MENTAL HEALTH, MEDICAL, AND EDUCATIONAL NEGLECT |
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Categories for General Indicators of Child Neglect |
-Physical health care -Mental health care -Educational neglect -Supervision -Abandonment and substitute child care -Husing hazards -Household sanitation -Personal hygiene -Nutrition -Problems with social interaction and attachment issues -Cognitive and academic deficits -Emotional and behavioral problems |
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Sexual Abuse |
Any sexual interaction (including fondling, sexual kissing, and oral sex, as well as vaginal or anal penetration) between and adult and a prepubescent child. A broad definition also includes nonphysical contact, such as people exposing their genitals to children or having children pose nude or stimulate themselves while being filmed or photographed |
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Indicators of Sexual Abuse |
- Sexually Transmitted Disease - Emotional Indicators: Depression, anxiety, low self-esteem, and thoughts of suicide - Inappropriate Sexual Behavior - Difficulties in Social Relationships |
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CHARACTERISTICS OF PERPETRATORS |
- Serious needs for support and nurturance - Social Isolation - Communication and relationship difficulties - Not knowing how to raise children in a nurturing family environment - Having poor general coping skills + stress + anger management skills + not knowing how to meet their own emotional needs + appropriate delineation of responsibility +Blaming others for their mistakes + lack decision-making/problem-solving skills + how to delay their own gratification; stress level is too high; need immediate relief + extreme external stress and life crises |
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The Problem of Denial (alcohol problem) |
Must be addressed gradually in a non-blaming manner. |
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What if a client relapses? |
- Remain calm, and empathetic. Do not scold. - Treat the ordeal in as beneficial a light as possible. Emphasize what client has learned from it and how the experience can be used to avoid similar situations in the future - If the relapse was related to stress, address how to manage stress better in the future to avoid resorting to alcohol for relief |
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What if client arrives drunk? |
Get the client a six pack ASAP! Counseling cannot proceed effectively if a client comes to an interview drunk |
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Evaluating Social Work Practice - Evaluation |
Is a process of determining whether a given chance effort was worthwhile |
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Foundation for Generalist Practice |
Knowledge Skills Values | v Engagement | v Assessment | v Planning | v Evaluation
Goal Extent achieved Choose to terminate or reassess |
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The Evaluation Process |
- Formative Evaluations - Summative Evaluations - Baseline - Validity - Reliability - Data-Gathering Methods - Independent and Dependent Variables - Generalizability + Generalization Across the Globe |
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Formative Evaluation |
Assess the adequacy or amount of effort directed at solving a client system's problem and gathering data during the actual intervention |
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Summative Evaluations |
They occur at the end of the process. They help determine whether or not you have learned the material outlined in course objectives |
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Baseline |
Is a measure of the frequency, intensity, or duration of a behavior |
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Validity |
Refers to the extent to which you are measuring what you think you are measuring |
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Reliability |
Is the extent to which an instrument measures the same phenomenon in the same way each time the measure is used |
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Independent Variable |
Is the factor we think is responsible for causing certain behaviors, reactions, or events |
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Dependent Variable |
Is the outcome or end product of the helping process |
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Finding Valid and Reliable Instruments - Alcoholism |
Alcohol Use Disorders Identification Test (AUDIT) |
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Finding Valid and Reliable Instruments - Anger |
The Clinical Anger Scale (CAS) |
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Finding Valid and Reliable Instruments - Anxiety |
Generalized Anxiety Disorder [(GAD 2 and GAD 7)] |
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Finding Valid and Reliable Instruments - Assertiveness |
Rathus Assertiveness Scale |
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Finding Valid and Reliable Instruments - Depression |
Beck Depression Inventory (BDI) |
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Finding Valid and Reliable Instruments - Fear |
Fear Survey Schedule for Children-Revised |
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Finding Valid and Reliable Instruments - Marital Happiness |
Kansas Marital Satisfaction (KMS) |
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Finding Valid and Reliable Instruments - Parenting Skills and Knowledge |
Family Activities Inventory |
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Finding Valid and Reliable Instruments - Peer Relationships |
Assessment of Peer Relationships (APR) |
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Finding Valid and Reliable Instruments - Self-esteem |
Rosenberg Self-Esteem Scale (RSE) |
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Finding Valid and Reliable Instruments - Sexual Interaction |
Sexual Interaction System Scale (SISS) |
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Finding Valid and Reliable Instruments - Social Skills |
Social Skills Rating System (SSRS) |
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Evaluation Designs for Generalist Practice |
- Single-subject Designs - Goal-attainment Scaling - Task-achieving Scaling - Client satisfaction Questionnaires - Target-problem Scaling |
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Termination and Follow-Up |
- The end of the professional social worker-client relationship - The ending may be scheduled or unexpected, successful or unsuccessful - Termination may not be precipitously, and the worker should always arrange continued service through referral when this is indicated - The worker must use critical thinking skills at this state of the planned change process |
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Worker Reactions to Termination - Positive worker reactions |
- When termination is gradual - When workers felt a significant degree of control over the termination process - When the worker-client relationship was important to both parties - When change goals have been attained - when the worker wanted the termination - When workers felt they had control over termination |
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Helping Clients at Termination - Planning for Termination |
- Should be addressed early in the relationship - Will help reduce emotional attachment of the client to the worker - Worker should client know about the approaching date of termination, ideally several sessions before date of termination |
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Seven things workers can do to help clients maintain and generalize changes |
- Helping clients select relevant and appropriate situations to work on - Helping clients build confidence in their own abilities - using multiple situations and settings when helping learn new behaviors - using naturally occurring consequences rather than creating artificial ones - Extending treatment through use of follow-up sessions - Reducing setbacks in other environment such as school, the workplace, or the home - Helping members confront future problems by teaching them a problem-solving process |
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Possible intervention outcomes that may be discovered during follow up |
- Client may be functioning at the same level in follow-up as at termination - Client may have shown more improvement since termination - There may be a gradual deterioration hat is a result of premature withdrawal of the intervention or other known factors - Rather than a gradual deterioration, there may be a complete relapse. |
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Families |
A primary group whose members assume certain obligations for each other and generally share common residences |
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Avenues of Communication |
- Consonance - Condemnation - Submission - Intellectualization - Indifference |
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Consonance |
Refers to the extent to which the communication receiver accurately hears and understands the sender of communication |
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Condemnation |
Involves family members severely criticizing, blaming, negatively judging, or nagging other family members |
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Submission |
Involves feeling so downtrodden, guilt-ridden, or incapable that you succumb completely to another's will |
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Intellectualization |
Is the process of staging all communication within a strictly logical, rational realm. The existence of any emotion is denied or suppressed |
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Indifference |
Involves remaining apparently unconcerned, not caring one way or another, and appearing detached aloof. |
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Parent-child Relationship Difficulties - Behavior modification |
The application of of learning theory principles to real-life situations |
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Parent-child Relationship Difficulties - Positive Reinforcement |
Are positive experiences that or consequences that follow a behavior and increase the likelihood that it will recur |
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Parent-child Relationship Difficulties -Time-out Technique |
Involves a procedure where reinforcement is withdrawn, resulting in a decrease in the occurrence of the behavior |
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Parent-child Relationship Difficulties - Using active listening skills |
Resembles the intent-impact communication approach * Receiver of the message tries to earnestly to understand the sender's feeling and messages * Receiver tries to understand the actual intent of the sender. |
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Parent-child Relationship Difficulties- - Use of "I-messages" |
Involve responding to another person's verbal or nonverbal behavior by clearly stating your feelings and reactions to that behavior. This leaves the responsibility for changing the behavior squarely on the person receiving the "I-message." |
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Personal Problems of Individual Family Members - Scapegoating |
Is the process of identifying one member as the problem |
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Approximately 30 percent of U.S. families with dependent children... |
are supported by single parents. |
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A substantial majority... |
(almost 87 percent) of single parents are women |
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Over 63 percent of single women... |
and over 61 percent of married women age 16 or older work outside the home. Almost 68 percent of single mothers with children under age 6 are employed |
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Although 74 percent of white families... |
with children under age 18 have both parents living within the home, only about 41 percent of African American families and 66 percent of Hispanic families have both parents living there |
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Whereas 13.5 percent of all white females... |
are living below the poverty level (compared to 11.2 percent of white males), 27.5 percent of African-American females and 27.4 percent of Hispanic females live below the poverty level |
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The median income for all married-couple families... |
is $71,830. In contrast, the median income for female family heads with no husband present is about 45.4 percent of that (or $32,597). This compares with a median income of $48,084 for male family heads with no wife present |
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Women earn about 80.5 percent of what... |
men earn, African-American women earn about 69.9 percent of what white men earn, and Hispanic/Latina women only about 59.8 percent |
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Almost 41percent of babies are... |
born to unmarried women in the United States |
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Strength-Based Strategies for Working with Families |
- Build on the family's strength and inherent desire to "meet needs and reach goals - Work collaboratively" with families who "are experts on their lives, their strength, resources, and capacities" - Help the family formulate "a vision of how life will be when they no longer, 'have' the problem" - Boost "family participation and involvement..." - Utilize "environmental notification" that "may take the form of educating other people in the client's environment. It might also take the form of helping client develop self-advocacy, living, or coping skills" - Model "high expectations" for family practice, change, and achievement |
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Engage, Assess, and Plan with Families |
- The worker needs to get a clear picture of the family's interaction, the problem itself, and how the family's interactions serves to maintain the problem - the worker must gain the family's consent to begin treatment and commitment to participate - Set procedures for change in motion. |
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Phases to Beginning Treatment |
Phase 1: Alleviate or at least minimize early apprehension Phase 2: Ask family members to explain what is wrong Phase 3: Establish agreement about what is wrong Phase 4: Concentrate on how family members relate to each other Phase 5: Establish a commitment to a plan of action |
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Employ Various Approaches to Implementing Family Intervention |
- Empowerment by Emphasizing Family Strengths - Reframing - Teaching Families Problem-solving Techniques - Teaching Child Management Methods - Offering Families Support - Role Playing - Digital Recording - Homework Assignments |
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The NASW Code of Ethics - Six Core Values |
Service Social Justice Dignity and worth of the person Importance of human relationships Integrity Competence |
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NASW Social Work's Mission |
To enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed and living in poverty |
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Conceptualize and Apply a Decision-Making Strategy to Address Ethical Dilemmas |
Step 1: RECOGNIZE THE PROBLEM Step 2: INVESTIGATE THE VARIABLES INVOLVED Step 3: GET FEEDBACK FROM OTHERS Step 4: APPRAISE WHAT VALUES AND ETHICAL STANDARDS APPLY TO THE DILEMMA Step 5: EVALUATE THE DILEMMA ON THE BASIS OF ESTABLISHED ETHICAL PRINCIPLES Step 6: IDENTIFY AND THINK ABOUT POSSIBLE ALTERNATIVES TO PURSUE Step 7: WEIGH THE PROS AND CONS OF EACH ALTERNATIVE Step 8: MAKE YOUR DECISION |
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Ableism |
Is the belief that people with disabilities are inferior to non-disabled people because of their differences |
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Cultural Competence |
Is the ability to apply knowledge and skills to social work practice with diverse groups |
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Ethnocentrism |
Is the belief that one's own racial, ethnicity, or cultural group is superior to all others |
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Individual Racism |
Is the cognitive belief that one ethnic group is superior to and dominant over another inferior subjugated group, supposedly because of genetic composition, intelligence, skin color, character, or related rationale |
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Institutional Racism |
Is reflected in actions, policies, and procedures built into organizations and bureaucracies that oppress groups based on their race or ethnicity |
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Minority |
Is a term to any group or person lacking power or resources when compared to the dominant majority in a community or society |
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People of Color |
Are those whose skin color differs from that of the community's predominant group. Typically, this group includes Native Americans, Asian Americans, African Americans, and some other groups. |
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National Defense Act of 1916 |
Was created to help disabled soldiers find employment when they returned to civilian life |
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The 1935 Social Security Act |
Provided public funds for blind persons and for children with disabilities. |
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The Supplemental Security Income (SSI) program, enacted in 1974 |
Guaranteed a basic income for people with disabilities. |
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The 1973 Rehabilitation Act |
Expanded the rights and services available to those with disabilities |
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In 1975, the Equal... |
Education for All Handicapped Children act was passed. |
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In 1990, the Americans... |
with Disabilities Act was passed. |
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Integrating Cultural Competence in the Generalist Intervention Model |
- Engagement - Assessment - Planning - Implementation - Evaluation - Termination and Follow Up |
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Sexism |
Prejudice or discrimination based on sex, especially discrimination against women that involves behavior, conditions, or attitudes that foster stereotypes of social roles based on sex |
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Gender - (or sex) role stereotypes |
Expectations about how people should behave based upon their gender |
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Oppression |
The act and result of putting extreme limitations and constraints on some person, group, or larger system because the involved targets fit into some common category or have some common set of characteristics |
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Sex Discrimination |
Differential treatment of people based solely on their gender |
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The Battering Cycle - Why Does She Stay? |
- Economic Dependence - Lack of self-Confidence - Lack of Power - Fear of the Abuser - Guilt - Feeling Isolated with Nowhere to Go - Fear for Her Children - Love |
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Affirmative Action |
Involves steps taken by an organization to remedy imbalances in the employment of people of color and women, promotions, and other opportunities Identifying areas in which women are poorly represented, setting goals for improvement, and monitoring those goals Involves wiping out discriminatory policies and practices |
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Comparable Worth |
May be defined as calling for equal pay for comparable work that requires similar skills, knowledge, and responsibilities, and that is conducted under similar working conditions |
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Defining Advocacy |
Advocacy is defending, representing, and championing the rights of individuals, groups, or communities using direct action, empowerment, or other means designed to achieve desired outcomes. It is an obligation of all social workers and acknowledged as so in the National Association of Social Workers (NASW) Code of Ethics (2008) |
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Advocacy may be essential for: |
- Isolated clients - Those with disabilities - Deinstitutionalized clients; and - Children |
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Advocacy entails... |
bargaining, speaking out, and negotiating to achieve social and economic justice. Advocacy is a core activity of social work, setting social workers apart from other helping professions, and grows out of social work’s emphasis on understanding people within their environment. It is also rooted in the profession’s awareness of how that environment can influence client’s well-being |
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ADVOCACY AND THE GENERALIST INTERVENTION MODEL |
- Implementation strategy in GIM - Most effective way of bringing about change - Advocacy must be carefully considered during assessment and planning phases |
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CASE ADVOCACY |
- Activity on behalf of a single case - Conflict with an organization |
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Effective case advocacy requires several types of knowledge: |
- Knowledge of the agency’s policies, regulations, and administrative structure: - Knowledge of the agency’s appeal procedures; - Knowledge of the ethical principles impacting advocacy; - Knowledge of available legal remedies; - Knowledge of the agency’s formal and informal power structure; - Knowledge of external forces the organization responds to; and - Knowledge of the consequences (for the client, others, and yourself) of escalating issues |
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CAUSE ADVOCACY |
Involves social worker’s efforts to address, and issue of overriding importance to some client group The emphasis on cause means that this type of advocacy affects multiple groups of clients or potential clients. Is is also sometimes called class advocacy |
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USING SKILLS IN ADVOCACY |
The effective advocate will know how to use government documents and other data sources A level of tolerance for conflict is also important |
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IDENTIFYING THE GOALS OF ADVOCACY |
Advocacy involves making certain that clients have access to existing rights and entitlements Advocacy also concerns social action to secure new rights and entitlements |
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ENGAGING IN ADVOCACY AND EMPOWERMENT |
Empowering clients Clients serving on agency committees, consumer councils, board of directors, were able to persuade agencies to increase funding for specific programs, modify internal policies, improve facilities, and otherwise benefit clients with serious emotional disorders |
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TARGETS OF ADVOCACY |
Includes individuals, groups or organizations, elected or appointed officials, public and private human service agencies, legislative bodies, court systems, or governmental entities (such as housing authority) These organizations may impede client access to services or treat clients inhumanely By doing so, they become potential targets of advocacy |
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Advocacy - Social Workers Adhere to Several Principles: |
Increase accessibility of social services to clients - Language barriers - Time when services are offered - Locations Advocates promote service delivery that does not detract from client’s dignity Working to assure equal access to all who are eligible. |
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RECOGNIZING THE HISTORY OF ADVOCACY IN SOCIAL WORK |
Period from 1895 to 1915 considered a progressive era in social work Supposed high level of social action and advocacy carried out by social workers Social workers of this era were more likely to act as brokers or facilitators than advocates Charity Organization Society movement classified individual clients as dysfunctional and tried to change the clients Social settlement house workers tried to “reform the social environment that made people losers.” Following the earlier progressive era came a period in which social workers paid more attention to becoming professionals and adopting psychological treatment approaches than to solve client problems Later, a resurgence of advocacy occurred during the Great Depression. Social workers participated in many programs designed to combat the unemployment and malaise of the 1930s The period of the 1940s and 1950s appears in retrospect to mark another decline in social work focus and advocacy The 1960s marked a resurgence of interest in advocating for both individual clients and for classes of people The 1970s and 1980s showed less advocacy for oppressed groups as the nation observed a period of conservative political leadership The early 1990s saw the growth of advocacy-oriented, self-help groups, and increased advocacy to combat attacks on social service programming. |
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Advocacy -Observations about power |
Those who hold power are generally reluctant to give up that power Have greater access to resources than people with less power Resources and power are not distributed equally Conflict between people and between people and institutions is inevitable One must have power in order to change existing organizations and institutions |
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Advocacy - Observations about organizations |
There are many reasons why organizations and institutions fail to meet clients needs - Does not recognize problem - Chooses not to address it - Service their own needs Agencies and organizations have potential to change Many agency leaders would prefer that workers not advocate for changes in their organizations Not only can agencies refuse to be helpful, but they may also subvert the rules or try to be secretive. - Insensitive to clients needed services - Fail to follow the rules or hide their workers or supervisors are really performing - Keep client ignorant of their rights |
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Advocacy - Observations about clients |
Client in the environment - Clients are never seen as existing separately from their environment; that is, clients both influence and are influenced by their environment. |
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Knowledge Required by Advocates |
Rights of clients Avenues of redress available to clients Most know resources Must master strategies and tactics that are most likely to be effective KNOWING THE RIGHTS OF CLIENTS IDENTIFYING AVENUES OF APPEALS IDENTIFYING AVAILABLE RESOURCES THINKING STRATEGICALLY ABOUT INTERVENTION |
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The Planned Change Process in Brokering |
Identifying and Assessing Client Needs Social Work Values Identifying and Assessing Potential Resource Systems Helping the Client Select the Best Resource System Making the Referral Helping the Client Use Resource Systems Follow-Up and Evaluation of Resource Systems |
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Case Management |
Is a process to plan, seek, advocate for, and monitor services from different social services or health care organizations and staff on behalf of a client |
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The Importance of Case Management for Generalist Practice. - Planned Change Process |
Assessment - Assessing the client's ability to meet Environmental challenges - Assessing the caretaking ability of the client's informal support group - Assessing the resources of formal support systems Planning - Service Plans - Impact Goals - Service Objectives Intervention - Direct Services - Indirect Services - Additional Roles Evaluation in Case Management Termination in Case Management Follow-Up in Case Management |
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Recognize the Significance of Recording in Social Work |
1. Identifying the client and the need 2. Documenting Services 3. Maintaining Case Continuity 4. Assisting in Interprofessional Communication 5. Sharing Information with the Client 6. Facilitating Supervision, Consulting, and Peer Review 7. Monitoring the Process and Impact of Service 8. Educating Students and Other Professionals 9. Supplying Information for Administrative Tasks 10. Providing Data for Research-Informed Practice |
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Identify Content Contained in Records |
1. The Date of Your Interaction with the Client 2. Basic Information about the Client 3. Reason for Client Contact 4. More Detailed Information About the Client's Problem and Situation - Social Histories 5. Aspects of the Implementation Process 6. Follow-Up Information 7. Comments and Questions to Discuss with a Supervisor or Another Worker |
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Some Basic Good Writing Suggestions |
- Choose words carefully - Avoid slang - Avoid words such as "always," "average," "perfect." These words can be unclear and misleading - Avoid sexist language (i.e., Ms instead of Mrs., woman instead of lady) - Avoid labeling people with terms such as "sleazy" - Do not abbreviate. Some people may not understand abbreviations - Be concise - Use paragraphs to divide content into different topics, points, or issues. - Distinguish between verified facts and your impression of the facts - Proofread your written products before they go out. |
