Direct and Indirect Practice/Psychotherapy and Clinical Practice Flashcards

Question

ecological/life systems model: terms- negative stress

Answer 1

discrepancy between demand and capacity for coping with it and associated with negative feelings

Answer 2

response set in motion as result of experience of emotional stress, effective coping patterns lead to elimination of stress

Answer 3

-based on growth with the center of change residing in the client -emphasis on releasing clients power for choice/growth -helping rather than treating

Answer 4

-time phase (beginning, middle, end) -use of structure -de-emphasize the diagnosis -function of agency -use of relationship

Answer 5

restricting duration of treatment at outset; empirically developed system that offers pragmatic approach to problem solving; partialize problem into clearly delineated tasks to be addressed consecutively; client must be willing to work on problem

Answer 6

quickly engage clients in problem solving process and maximize responsibility for treatment outcome -needs to identify precise problem and solution confined to a specific change in behavior/circumstances -assessment focuses on helping the client identify the primary problem and explore the circumstances around the problem -consider how client wants to see problem resolved

Answer 7

-human living is a problem solving process, ego is the mechanism for solving problems -translates ego psychology into principles of helping action -inability to cope with problem due to lack of motivation/capacities/resources are impaired/maladaptive -reality based relationship with SW

Answer 8

-to release/energize/direct motivation by minimizing disabling anxiety/fears, promote support and safety, free ego energies for higher investment in task at hand -to release and exercise clients mental/emotional/action capacities with problem and self in connection with it -make accessible to the client the opportunities/resources needed to problem solution

Answer 9

person problem place (agency) process (therapeutic relationship)

Answer 10

-approach considers client in context of interactions/transactions with the external world -formal BPS history obtained -based diagnosis on BPS history -differentiate treatment according to clients needs and results in modification of person/environment/both and exchanges between them (incorporates systems)

Answer 11

-man seen as product of the past, treatment deals with repressed material in the subconscious -id/ego/superego are stable structures in anatomy of personality

Answer 12

id, ego, superego

Answer 13

unconscious source of motives/drives, pleasure principle, immediate gratification

Answer 14

emerges at about 6 months old, logic/reason, reality principle, mediates between id/superego/reality

Answer 15

incorporates parental and societal values and standards into personality, develops age 4-5

Answer 16

basis for psychopathology; need to go back into past and resolve conflict

Answer 17

inability of ego to reconcile id/superego/reality which causes conflict

Answer 18

failure to resolve conflict at any developmental stage

Answer 19

function of mind/order of ideas not random, related to prior experiences and events

Answer 20

mind has 3 layers of mental activity; conscious, preconscious, unconscious

Answer 21

attempts to understand the individual in terms of conflicts between id/ego/superego

Answer 22

early years of childhood important part of personality development

Answer 23

oral anal phallic latency genital

Answer 24

libidinal energy invested in different organ at each stage

Answer 25

investment of (libidinal) energy

Answer 26

clarification confrontation interpretation working through goal to resolve intrapsychic conflict

Answer 27

analysis (dreams, transference, resistance, free association)

Answer 28

the rational, conscious processes of the ego

Answer 29

open system where it can develop through life cycle (Erikson)/fixed in childhood (Freud)

Answer 30

here and now, present

Answer 31

ego function (ego controls healthy behavior); behavior in relation to situation, reality testing, coping abilities, capacity for relating to SW

Answer 32

support function of ego (strengths, defenses, reality testing)

Answer 33

unconscious, involved in resolving conflicts

Answer 34

conscious, conflict free, adaptive function

Answer 35

to maintain and enhance ego's control/management of reality stress and its effects

Answer 36

personality/psychotherapy

Answer 37

perfection; individuals have single motivation behind all behavior, always drawn to future to reach fulfillment, perfection

Answer 38

when kids experience a sense of perceived/real weakness, develops feelings of inferiority they deal with either adaptively or maladaptively

Answer 39

way individuals live/cope with lives, style determined early in life by different factors (birth order, nurture vs neglect from parents)

Answer 40

healthy individuals have social concern and want to contribute to the welfare of others; unhealthy people who are overwhelmed by feelings of inferiority overcompensate by striving for power over others and become self-centered

Answer 41

to develop more adaptive lifestyle by overcoming feelings of inferiority and self-centeredness and contribute to welfare of others

Answer 42

self-objects

Answer 43

needs are met and develops strong sense of self-hood; empathic failures by caretakers result in self-disorder/lack of self cohesion

Answer 44

help increase sense of self-cohesion

Answer 45

therapeutic regression, patient re-experiences frustrated self object needs

Answer 46

validates childs sense of perfect self

Answer 47

child borrows strength from others, identify with someone more capable

Answer 48

needs an alter ego for sense of belonging/humanness

Answer 49

-nondirective, client centered -believes humans are basically good, single motivation for actualizing to achieve full potential, need to be organized/unified for growth

Answer 50

causes anxiety, maladaptive behavior; anxiety dealt with by denying/selective perception/distorting external info

Answer 51

congruence between self and experiences and move toward potential

Answer 52

unconditional positive regard, accurate empathy, therapist genuineness/congruence

Answer 53

incongruence (aware and want to do something about it), clients perceptions of therapists conditions (can recognize and accept therapists efforts to reach them), clients self-exploration

Answer 54

1. self disclosure 2. exploration of self 3. self awareness

Answer 55

dramatization of split off parts of self; dramatization is key (psychodrama, role play, empty chair)

Answer 56

Awareness, wholeness, contact, self regulation; integration of mind/body/thoughts/actions central to approach

Answer 57

Layers of organismic function (thought, feeling, activity); formation of patterns part of lawfulness of nature

Answer 58

Expanding consciousness by putting person in touch with current, immediate needs

Answer 59

Experiencing, present/here and now

Answer 60

What’s observed and helps client be more aware of experiences, grow through experiential learning, develop good contact skills, take responsibility for thoughts/feelings/actions

Answer 61

Problems with self-control

Answer 62

The obvious

Answer 63

Repression

Answer 64

Therapy sessions (briefly) are part of total living experience

Answer 65

Everything dealt with in the here and now

Answer 66

Parent, adult, child

Answer 67

Certain ego states of each person

Answer 68

Who’s ok; script acted out through the individual’s life unless they recognize and change it

Answer 69

1. I’m ok, you’re ok 2. I’m not ok, you’re not ok 3. I’m ok, you’re not ok 4. I’m not ok, you’re ok

Answer 70

Client made aware of habitual defective interactions through psychodrama/direct confrontation

Answer 71

Social worker clarifies client’s life script and gives counter injunction to bring reversal

Answer 72

Physical contacts between people, lets people know they’re ok and valued

Answer 73

Change defined by treatment contract that’s made between adult and adult ego states; client and therapist also make agreement of goals/methods of treatment

Answer 74

Premise that truth isn’t absolute; arose in reaction to modernism, movement committed to using scientific inquiry in search for universal laws/truths that would explain all-natural phenomenon

Answer 75

Construct; conversation and social interaction

Answer 76

Telling a story that makes sense

Answer 77

Sociocultural influences and personal interactions

Answer 78

World and lives

Answer 79

To help clients deconstruct their story lines (understand the stories they organize life around) and change stories to discover new realities/truths

Answer 80

Collaborative, client is expert on their own life

Answer 81

Separating client from the problem

Answer 82

Stories client has co-constructed in interactions with others

Answer 83

Effect of problem overtime and domains of problem

Answer 84

Uncovering new truths/strengths

Answer 85

Letting others know when experiencing positive change, public acknowledgement of success

Answer 86

Systematic application of principles of learning to the analysis and treatment of behaviors

Answer 87

Feelings; changing behavi0rs will also change/eliminate undesired feelings

Answer 88

To modify behavior; focus on observable behavior-all behavior that is pertinent (thought and affect, motor function)

Answer 89

Target symptom, problem behavior, environmental condition; not on personality

Answer 90

Involuntary behavior that is elicited by certain behavior (stimulus  response)

Answer 91

Voluntary behavior controlled by consequences in the environment

Answer 92

-involve respondent/operant/both behavior -learned through conditioning -obey same laws of learning/conditioning as “normal” behavior -amenable to change through applying what’s known about learning/behavioral modification

Answer 93

Specific; specify behaviors that define the problem, these become the targets of change

Answer 94

Stimulus response approach to behavior-responding to neutral stimulus in same way as an unconditioned stimulus; doesn’t invoke new behaviors-connection of existing responses to new stimulus, invokes involuntary responses

Answer 95

Previously neutral (conditioned) stimulus with and unconditioned (involuntary) stimulus so conditioned stimulus eventually as same response as unconditioned unconditioned stimulus  unconditioned response unconditioned stimulus + conditioned stimulus  unconditioned response conditioned stimulus  conditioned response

Answer 96

Environment

Answer 97

Consequences

Answer 98

Those that increase occurrence of behavior; a kid eats veggies to get dessert

Answer 99

Those that decrease occurrence of behavior; employee finishes work to avoid getting fired

Answer 100

Antecedentresponse (behavior)consequence

Answer 101

Increase probability that behavior will occur

Answer 102

Behavior increase because aversive stimulus removed (i.e. removed shock)

Answer 103

Presentation of undesirable stimulus following behavior to decrease it (hitting, shaking)

Answer 104

Removal of desired stimulus following behavior to decrease it (remove something positive such as dessert)

Answer 105

Increases frequency

Answer 106

Decreases frequency

Answer 107

Exists when one performance produces conditions that make next one possible

Answer 108

Procedure for gradually changing 1 stimulus controlling behavior to make another stimulus

Answer 109

Withholding a reinforcer that normally follows a behavior with consequence decline in that behavior; behavior fails to produce reinforcement that will eventually stop

Answer 110

Telling and expecting a client specifically how to behave in situations

Answer 111

Learn by observing others

Answer 112

pair anxiety producing stimulus with relaxing one, eventually anxiety stimulus produces relaxation response, provide reward each time relaxation response occurs

Answer 113

pairing and moving through anxiety hierarchy, real setting

Answer 114

any treatment aimed at reducing attractiveness of stimulus/behavior by pairing it with aversive stimulation (**treat alcoholism with Antabuse)

Answer 115

method to train new behavior by prompting and reinforcing successive approximation of desired behavior

Answer 116

anxiety extinguished by prolonged imaginal/in vivo exposure to high intensity of feared stimuli

Answer 117

method of instruction that involves and individual demonstrating behavior

Answer 118

procedure to teach people how to express feelings and stand up for self

Answer 119

agreement between 2+ people that specifies behavior change to take place and consequences if not honored

Answer 120

cognitive oriented, change clients irrational beliefs and teach client to reframe thinking

Answer 121

in vivo desensitization; communication enhancement procedure used in sex therapy (for exam: Masters and Johnson); couple provides each other with pleasurable sensory stimulation through structured body massage, pair pleasure/relaxation with graded sexual contact

Answer 122

procedure for delaying ejaculation

Answer 123

cognitive behavioral modality; client learns to covertly emit task related self instructions that guide behavior and help reduce anxiety and increase problem solving

Answer 124

removal of the opportunity to obtain positive reinforcement

Answer 125

intervention environment in which tokens are given as reinforcement which can be exchanged for goods/services/privileges

Answer 126

-helps to decrease unwanted behaviors and reinforce wanted, applied behavior analysis -speech therapy to help with communication -OT/PT -public schools required to provide free/appropriate education from ages 3-21

Answer 127

-demographic(male, inner city/rural with low SES, lack of employment opportunities) -family (family use, dysfunction/trauma; for exam-family history of alcoholism is strongest predictor for having alcohol problem) -social (peers use, social/cultural norms, expect positive effects from use, available/accessible) -genetic -psychiatric (low self-esteem/distress tolerance, MH issues, loss of control) -behavioral (use of other substances, conduct disorder/antisocial, impulsivity, aggressive behavior, poor interpersonal relationships

Answer 128

-BPS perspective -medical/biological model; addiction is chronic, progressive, relapsing, potentially fatal disease (brain reward mechanisms-drugs act on parts of brain and reinforce continued use by producing pleasurable feelings) -altered brain chemistry (dependence) -self medication -family/environmental model -clinical model-use linked to emotional problems -social model-learned and reinforced from peers/sociocultural

Answer 129

alcohol use diagnosis identity test; screen for alcohol problems, cross cultural, age, gender validation, structured interview or self report

Answer 130

(0 for no, 1 for yes, score of 2+ indicates clinically significant) -ever felt need to CUT down use? -have people ANNOYED you by criticizing use? -have you felt GUILTY about use? -have you used 1st thing in the morning to steady nerves/for hangover (EYE OPENER)

Answer 131

-tolerance (2 points if she says 5+ drinks) -worried friends/family about use (2 points) -eye opening-use in the morning (1 point) -amnesia/blacking out (1 point) -k-cut down, anyone said you should (1 point)

Answer 132

24 yes/no questions, score 5+ indicates problems

Answer 133

drug and alcohol treatment before starting therapy

Answer 134

-acute intoxication/withdrawal potential -biomedical conditions/complications -emotional/behavioral conditions (psych eval) -treatment acceptance/resistance -relapse potential/continued use potential -recovery/living environment

Answer 135

-standard medical history and physical exam -substance use history -family/social history -mental health history -collateral reports -lab tests

Answer 136

least; use ASAM guidelines

Answer 137

1. abstinence 2. maximize life function 3. prevent/decrease frequency and severity of relapse

Answer 138

memory problems from thiamine deficiency from alcohol use, under memory impairment in DSM

Answer 139

chronic alcohol abuse, B1/thiamine deficiency

Answer 140

delirium, hallucinations, agitation, autonomic hyperactivity

Answer 141

1. stabilization-abstinence, acceptance 2. rehab/habilitation-staying sober by establishing stable lifestyle, developing skills 3. maintenance-stabilizing gains, relapse prevention

Answer 142

CNS depressants (alcohol, barbiturates, benzos), opiates

Answer 143

high feeling, euphoria, hyperactivity, restlessness, impaired judgement, tachycardia, dilated pupils, perspirations/chills, nausea/vomiting, muscle weakness

Answer 144

meds that discourage use/suppress withdrawal symptoms, address MH conditions -Antabuse (aversion therapy) -MAT-methadone, naltrexone

Answer 145

modify maladaptive feelings, attitude, behaviors; self help groups, behavior modification

Answer 146

assessment match treatment to client's individual needs comprehensive services relapse prevention accountability

Answer 147

BPS disease model of addiction, abstinence primary treatment goal, uses AA as relapse prevention, recovery tool

Answer 148

uses different counseling approaches, skills training, education and supports without meds to address needs of individual to be sober

Answer 149

MAT, benefits people who haven't benefitted from other treatment approaches, reduce relapse/criminal activity

Answer 150

for those with psychosocial adjustment problems and require structured resocialization

Answer 151

-empirically based, CBT approach, social learning theories -emphasizes self management and self control -focus is to teach how to anticipate/cope with relapse process -approach reframes relapse as a way to learn new coping skills to benefit recovery -view relapse as a process, identify triggers and warning signs of relapse to find ways to cope and maintain recovery -high risk situations--negative emotional states, interpersonal conflict, social pressure -abstinent violation effect (AVE)-can't cope with high risk situation and relapse, experience sense of decreased self efficacy thats attributed to failure of internal/global factors rather than lack of adequate coping skills to deal with (combo of this and substance use increases risk for full relapse) -successful coping of relapse more likely when its attributed to external factors

Answer 152

-based on disease model of addiction and BPS approach to treatment -6 stages: transition, stabilization, early/middle/late recovery, maintenance (each has own behaviors, recovery tasks, relapse risks) -PAW (post acute withdrawal)-BPS symptoms that occur after withdrawal (7-14 days); decreased cognitive function, memory problems, problems regulating emotions, coordination/balance, difficulty managing stress

Answer 153

-experiences more severe distress/impairment -more difficult to assess, treat, manage -conditions interact and exacerbate the other -symptoms of one can mimic/mask the other -often more resistant to treatment and have more denial, increase relapse risk -cycles of stabilization and acute decompensation from substances, more psychosocial problems -need both MH and DA treatment, often fall through the cracks

Answer 154

-clients history indicates onset of psych disorder prior to substance use -nature/severity of symptoms and problems differ from those with just substance abuse -continues to experience psych symptoms after period of time (2-4 weeks), long enough for DA symptoms to clear -family history of MH -history of multiple treatment failures in DA/MH treatment -positive treatment response to psychotropic meds

Answer 155

-severity of MH can impact how patients process info -traditional DA treatment methods (confrontation, group work) not well tolerated and can worsen MH symptoms -patients are management problem and can disrupt routines of programs -many DA programs don't have medical resources (psychiatrists) to treat MH -dual diagnosis clients need integrated program combining MH/DA

Answer 156

use of alternative treatment options; nonpsychoactive drugs, support/self help groups, individual therapy

Answer 157

-acceptance of all clients -accessibility -integration of MH/DA in 1 setting -continuity of care -individualized treatment -comprehensiveness -emphasis on quality of care -responsible implementation -optimism and recovery

Answer 158

-depression/other MH or DA issues -prior attempt -family history of MH or suicide -family violence -firearms in the house -incarceration -exposure to suicidal behavior -women attempt 3-4x more than men, but 4x as many men die (men use more violent methods) -2nd leading cause of death for ages 15-34 -older adults disproportionately likely to die by suicide -American Indians and Alaska natives have higher rates of suicide, followed by nonhispanic whites; Hispanics lowest rate, black people 2nd lowest

Answer 159

estimated 11 nonfatal attempts for every suicide death; most suicide attempts are expressions of extreme distress, not harmless bid for attention, most just want the pain to end

Answer 160

-treatment for MH/DA issues -cognitive therapy -DBT counseling -clozapine approved for suicide prevention -improve primary cares ability to identify SI

Answer 161

-previous attempt best predictor of future attempt (also medical seriousness of that attempt) -white male over 65 or under 30 -single, separated/divorced, widowed -lives alone, lacks support -presences of MH/DA, medical condition -family history of suicide -severe hopelessness, losses -presence of firearms/access -adolescents-impulsive, antisocial behavior, family violence -recent psychiatric hospital discharge (new meds may have given energy to implement suicide plan)

Answer 162

-effective and appropriate clinical care for MH, DA, medical conditions -access to clinical interventions and support -restricted access to lethal methods -family and community support -learned skills in problem solving, conflict resolution -cultural/religious beliefs that discourage suicide and support self preservation -absence of MH/DA issues -presence of dependent kids

Answer 163

-giving away belongings -taking care of legal stuff (making a will) -dramatic increase in mood (boost from deciding to end life) -verbalize threats to commit suicide or feelings of despair/hopelessness -plan/intent -visits medical provider -asks about donating body to science -engaged in high risk behavior -symptoms of severe depression

Answer 164

-risk and protective factors -MH/DA -social supports and deterrents to taking action -assessment of plan (frequency/intensity/duration of thoughts, accessibility/access to methods, ability/inability to control SI, ability not to act on thoughts, what helps/makes things worse, consequences of acting on thoughts, deterrents to acting, rehearsal/thinking of funeral), what do they need to maintain safety **even if assessed as at risk, may still need insurance approval for medical necessity (danger to self/others, unable to care for self)

Answer 165

circumstances of evaluation (structured approach), length of time over which clinician is making a prediction (limited to brief time-few months)

Answer 166

-*past history of violent behavior is best indicator of future behavior (most violent act they've perpetrated, each prior act increases chances of future violence) -history of violent suicide attempts -history of using weapons against others (own/have access to weapons) -criminal history (repetitive antisocial behavior) -substance use (alcohol, stimulants associated with disinhibition) -psych disorders with co-existing substance use -certain psych symptoms (psychosis, depression, brain injury and illness, borderline and antisocial personality disorders) -history of impulsivity, decreased frustration tolerance, recklessness, entitlement, inability to tolerate criticism -angry affect without empathy for others -military history and conduct during enlistment -frequent job terminations -18-24 years old -men 10x more likely (similar rates for gender in MH populations) -lower SES/poverty -low IQ, intellectual disability, low education level -take all threats seriously and evaluate level of danger, elicit info on potential grudge list, assess for SI

Answer 167

-interventions to address static (past history of violence, demographic info) and dynamic (things that can be changed; living situation, MH/DA treatment, access to weapons) risk factors

Answer 168

pharmacotherapy, DA treatment, psychosocial interventions, removal of weapons, increase level of supervision, using appropriate risk assessment tool and obtaining detailed history of past violence

Answer 169

-general offenses -substance use -being male -aggression, antisocial behavior/attitudes/beliefs -hyperactivity -exposure to violence -medical/physical issues, low IQ -low SES/poverty -antisocial parents -poor parent/child relations -broken home -abuse/neglect from parents -poor school attitude -weak social ties with peers -antisocial peers

Answer 170

-general offenses -psych condition (restless, difficulty concentrating, risk taking) -aggression -male -physical violence, antisocial behaviors/beliefs/behavior -crimes against persons -low IQ -substance use -poor parent/child relations -low parental involvement -antisocial parents -broken home -low SES/poverty -abusive parents -family conflict -poor attitude/school performance -weak social ties -antisocial/delinquent peers -gang membership -neighborhood crimes/drugs -neighborhood disorganization

Answer 171

-intolerant attitude toward deviance -high IQ -being female -positive social orientation -perceived sanctions for transgressions -warm, supportive relationship with parents or other adults -parents positive evaluation of peers -parental monitoring -commitment to school -recognition for involvement in conventional activities -friends who engage in conventional behavior

Answer 172

-2 general onset trajectories; before puberty and adolescence -youths who become violent before 13 commit more crimes, more serious crimes, for longer times; pattern of escalating violence through childhood, sometimes into adulthood -most youth violence starts in adolescence and ends with transition into adulthood -more highly aggressive kids or kids with behavioral disorders don’t become serious offenders -serious violence part of lifestyle that involved drugs, guns, precocious sex and risky behaviors -difference in patterns of serious violence by age of onset and rates of individual offending; need different intervention

Answer 173

-components that address individual risks and environmental conditions-need both for most effective program -most programs are ineffective, some even cause harm -target change in social context in schools more effective than changing individual attitudes/beliefs -involvement with delinquent peers and gang members are most powerful predictors of youth violence, hard to address with effective interventions -quality of implementation impacts program efficacy

Answer 174

-team approach -social services -health/MH services -criminal justice system

Answer 175

-need to improve personal sensitivity to aging process as experienced by the elderly -be aware of own feelings/attitudes/stereotypes of elderly -awareness of how belonging to particular cohort of elderly population impacts development and reaction to a helping relationship -recognize there’s great variability among elderly-focus on development rather than age -recognize how aging progress is affected by age and gender

Answer 176

-modify clinical process to accommodate cognition impairments, lower energy levels -modify physical settings -use more active and structured stance, solicit input/feedback by paraphrasing/prompting ? -may need to do more outreach, work hard to overcome reluctance/resistance they feel about needing help -warm, supportive, nonconfrontational approach, provide structure and direction -there and then focus -transference/countertransference issues—remind them of child/grandchild, may be reminded of own grandparent

Answer 177

-intervene with informal helpers -info and referral to local/state/federal programs -healthcare service to live independently -homecare -day treatment -outpatient and inpatient services -family services (respite, adult day care, visiting, emergency response, phone reassurance) -case management

Answer 178

-techniques to stimulate life review and reminiscence -sensory training and remotivation -reality orientation (mild dementia) and validation intervention (severe dementia) -group work

Answer 179

-issues of autonomy/self-determination (placement issues) -late life depression, suicide risk -substance abuse -need for guardian if elderly person is incompetent

Answer 180

-systematic, focused process relies on assessment, client engagement and rapid implementation of change strategies -6-20 sessions -goal to provide tools to change basic attitudes/behaviors and to handle underlying problems -focus on the present -problem/solution focused -clearly defined goals related to specific change/behavior -approaches understandable to client and clinician -produce immediate results -easily influenced by personality/counseling style of counselor -rapid establishment of strong working relationship -therapy style highly active, empathetic and at times directive -patient responsible for change -early in process focus on enhancing clients sense of self-efficacy and hope of change -talk about termination from the beginning -outcomes are measurable

Answer 181

-treat family as a unified whole, system of interacting parts where change to 1 part impacts whole system -family is unit of attention for diagnosis/treatment -focus on social roles and interpersonal interaction -emphasis on real behaviors and communication that impact the current life situation -goal to interrupt the circular pattern of pathological communication/behaviors and replace with new pattern without dysfunction

Answer 182

-establishing contract with family -examine alliances/groupings in family -identify where power resides -relationship of each family member to the problem -how family relates to the outside world -influence of family history to current interactions -communication patterns -family rules that regulate interaction patterns -meaning of presenting problem in maintaining homeostasis -flexibility of structure and accessibility to alternative action patterns -family's developmental stage -sources of external stress/support -family homeostasis

Answer 183

-define family stages and tasks-explain normal development/life cycle and relate to current problems -use genogram

Answer 184

enmeshed member tries to break off all emotional ties, SW helps re-establish contact and learn successful ways to disengage

Answer 185

how family uses others to talk for them, teach direct communication

Answer 186

guide family members in differentiation of self

Answer 187

explicit definition of rules family is guided by; restructure roles; shift interactions during session, assign HW, define interactional patterns, sculpting/psychodrama

Answer 188

-pathology in current family relationships seen as unfinished business in family of origin relationships -problems result of fusion due to inadequate individuation -resolve tension by triangulating a 3rd party into interaction; helps to lessen difficulties in dyad, use 3rd person to talk through with no direct communication -therapist coaches effective communication -goal of therapy-increase differentiation of individuals, decrease triangulation

Answer 189

-importance of family organization for function and well-being of members -SW joins with family in effort to restructure it -family structure-invisible set of function demands organizing interaction among family -boundaries and rules determine who does what/when/where -interpersonal boundaries define individual family members and promote differentiation and autonomous/independent function -boundaries with outside world define the family unit, must be permeable enough to maintain well functioning open system allowing contact and reciprocal exchanges -hierarchical organization in families maintained by generational boundaries, rules differentiating, parent/child roles, rights and obligations -enactment of situations during session

Answer 190

-experiential therapy, uses communication theory to examine dysfunctional patterns -make explicit the implicit family rules -SW develops working alliance with family, uses in vivo therapeutic experiences to teach family about their dysfunction, helps family overcome fear of change -family roles based on communication patterns (placater, blamer, leveler, distractor)

Answer 191

-assume that all problems have multiple origins -view presenting problem as symptoms of and response to current dysfunction in interactions -goal is to solve presenting problem -symptoms regarded as communicative act thats part of repetitive sequence of behavior among family, serving a function in interactional network -therapy focuses on problem resolution-alter feedback cycle that maintains problem behavior -workers task is to formulate problem in solvable, behavioral terms and design intervention plan to change dysfunctional family patterns -techniques of reliability, reframing, directives and paradoxical instructions used to achieve specific behaviorally defined objectives -relabeling-alter meaning of behavior/redefine the situation so perceived meaning of behavior is less negative -paradoxical instruction-prescribe the symptomatic behavior so client can control it, uses strength of the resistance to change in order to move toward goals

Answer 192

-integrates ideas from psychoanalytic and object relations with family systems -family dynamics are reflection of interactions between intrapsychic factors and social, cultural, environmental factors -SW tries to develop empathic working alliance to help achieve more harmony between individual and family needs

Answer 193

-based on social learning theory and exchange theory -behavior is learning and maintained by contingencies in individuals social environment -goal-teach more effective ways of dealing with each other by changing consequences of behavior/altering reinforcements

Answer 194

-dates back to settlement movement -goal is to help individual maximize social function -SW helps individual change environment/behavior through interpersonal interactions -emphasis on conscious components -group helps each other change/learn about social roles they want to hold -common goal; SW and group agree to purpose/structure/function of group -group major helping agent; common social tasks observed, management of self to cope, emphasis on socially functional behaviors -individual self-actualization occurs; release of feelings, support from others, orientation to reality/check reality with others, reappraisal of self -emphasis on social function rather than illness/pathology -psychodrama can be used

Answer 195

-members gain more knowledge and insight into selves to make changes through interactions with others -**focus of treatment is pathology/illness**

Answer 196

James Garland-preaffiliation, power and control, intimacy, differentiation, separation/termination Bruce Tuckman-forming, storming, norming, preforming, adjourning

Answer 197

-instillation of hope -universality -altruism -interpersonal learning -self understanding and insight -existential learning

Answer 198

group size (5-10) homogeneity participation in goal/norm setting interdependence external threat increases cohesion member stability

Answer 199

crisis, SI, compulsive need for attention, psychosis, paranoia

Answer 200

process during group decision making when discussion strengthens dominant POV and results in shift to more extreme position than anyone would have on their own

Answer 201

high group cohesion and loyalty to group can undermine decision making to maintain the "we-ness" they ignore alternatives; to counteract, SW puts positive value on open inquiry

Answer 202

-state of crisis is time limited -brief intervention during crisis usually provides max therapeutic effect -goals-alleviate stress, mobilize psych capabilities/social resources -crisis is an upset in steady state, decreases capacity of effective function and decision making -ego patterns may be more open to influence and connection -goals-relieve impact of stress with resources, help person regain equilibrium, help increase coping during crisis and for long term

Answer 203

behavior prescribed for an individual with a designated status

Answer 204

how the status occupant should act toward an individual with who his status rights and obligations put him in contact; basic script for behavior, learned in process of socialization

Answer 205

implies relationship to another person, set of rights/obligations that regulate transactions with individuals of other statuses

Answer 206

persons needs/ideas of mutual obligations and expectations that have been invested in the particular status he undertakes, compatibility/conflicts between persons conception of obligations and expectations and those help by person with whom in a reciprocal relationship

Answer 207

role for which no place has been made in social system, lacks regularized expectations

Answer 208

exists when reciprocal role of role partner carried out in expected way

Answer 209

when different roles conflict or when role expectations assigned by another differ from ones own

Answer 210

roles opposite to whats appropriate

Answer 211

cognitive discrepancy, discrepancy of roles, discrepancy in cultural value

Answer 212

-ascribed-automatically by age, sex, etc -achieved-by occupation -adopted-satisfy some need of the individual -assumed-lets pretend

Answer 213

conscious and exposed to observation

Answer 214

unconscious (acting like a dependent child)

Answer 215

behavior that should be performed (SW prescribes behavior, strain if not congruent)

Answer 216

behavior with intent to modify anothers behavior, usually toward conformity

Answer 217

extent to which individual believes life events under his own control (internal) or control of outside forces (external)

Answer 218

power from control of punishments

Answer 219

power from control of rewards

Answer 220

power from superior ability/knowledge

Answer 221

power from acceptance as standard for self-evaluation, attracted to/identify with person with power

Answer 222

power from having legit authority

Answer 223

content of message leads to new cognitions

Answer 224

-ability to bounce back -everyone bor with innate capactiy, responsive environment fosters those traits (social competence, autonomy, problem solving, sense of purpose) -protective factors-caring relationships, high/realistic expectations that can rise to challenge, opportunities to participate and contribute -resilience emerges once effects of adversity buffered by having basic needs -resilience can be learned; create opportunities to have basic needs met

Answer 225

-learned skill that can be improved -important vehicle for improving services for clients -1 plan for client with many people owning/taking responsibility for it -collaborative teams more likely to develop new/innovative problem solving -professional commitment to working with other professionals to deal with services related issues -improve professoinal skills from fostering partnerships and empowering clients to become effective team members

Answer 226

-SW has responsibility for achieving purpose of interview -interview designed to serve interest of client -plan and focus actions to further purpose; purpose may vary -concern of interview is specific -all communication interactive/interrelational -verbal and nonverbal

Answer 227

-invokes the way info transmitted, effects of info on human system, how people receive info, how they evaluate it, and how they respond

Answer 228

anything people perceive from environment or from within self

Answer 229

responses to info that are mediated through perception/evaluation of information received

Answer 230

how behavior affects internal state/surrounding, perceive what follows actions and evaluate perceptions as feedback

Answer 231

defined by the messages implicit and explicit in communication -symmetrical-2 have equal power -complementary-1 up/1 down position, unequal power

Answer 232

offering 2 contradictory messages and prohibiting recipient from noticing contradiction

Answer 233

prescribing the symptom, symptom no longer serves purpose and can disappear

Answer 234

facial expression, gesture, posture, tone of voice

Answer 235

context within which to interpret content of message

Answer 236

circumstances surrounding information exchanges

Answer 237

rules by which potentially available info perceived/evaluated

Answer 238

fail to perceive/evaluate potentially useful new info

Answer 239

1 person lets other have control/forces to take it

Answer 240

power struggle, trying to be 1 up at the same tim

Answer 241

-using should's to make client feel judged and resist change -giving premature advice -using logical arguments/lecturing -judging/blaming can harm relationship -making glib interpretations of behavior -talking to client using jargon and defining them by diagnosis -providing premature reassurance or without genuine basis -sarcasm -defensive response when provoked by client -inappropriate use of questions -ill timed/frequent interruptions -domineering/authoritarian behaviors from SW -SW must provide structure/direction -use of cliches/phrases -avoid fishing for clinically irrelevant info

Answer 242

minimum information necessary for providing services

Answer 243

-can't NOT communicate -every communication has a context and relationship aspect such that the latter classifies the former and is a metacommunication -nature of relationship contingent on punctuation of communicational sequences between people (make meaning out of pauses) -all communication exchanges are symmetrical/complementary, depending on whether they're based on equality or difference

Answer 244

-limit the amount you study; goal to know few things well, discover answers to questions through applying scientific procedure -research always starts with some kind of problem

Answer 245

-exploratory/formative: purpose to gain familiarity with phenomenon/achieve new insights into it, to formulate more precise research problem/develop hypothesis -descriptive: purpose to accurately describe characteristics of something -correlation: purpose to determine the way things are associated (correlation doesn't equal causation) -testing causal hypotheses-purpose to test hypothesis about causal relationship between variables

Answer 246

-experimental; manipulate and control at least 1 independent variable to observe impact on dependent (most effective way to test hypothesis that 1 variable causally influences another) -nonexperimental; doesn't allow you to rule out in advance the possibility that the effect was created by some other factor thats correlated with presumed causal factor -IV is the one manipulated/controlled, DV is one affected

Answer 247

-experimental group design; comparison of control to experimental groups (experimental group gets treatment; compare groups before and after treatment) -pre-post (AB) design; compare a variable before/pre treatment (baseline, A) to after/post treatment (B), hard to rule out alternative causes of change -single subject designs-experimental study of 1 person (ABA reversal design; baseline, treatment, withdrawal of treatment-does DV return to baseline)

Answer 248

patient at risk of harm; in crisis would not delay treatment to obtain baseline data

Answer 249

can you get the same answer repeatedly, are measures obtained true measures of what you're measuring; dependability, stability, consistency, predictability, accuracy

Answer 250

are you measure what you think you're measuring or something else; validity of measuring instrument is extent to which different in scores reflect the true difference

Answer 251

can results be generalized to other settings/group/times, etc

Answer 252

did experimental treatment make difference in this instance

Answer 253

How well an instrument covers all relevant parts of construct it aims to measure; how well the test represents the construct

Answer 254

How well a test measures the intended concept; are test measures actually measuring depression

Answer 255

to what degree does variation in test score predict variation on other measure; does IQ predict academic success

Answer 256

How suitable the content of a test seems to be on the surface, more informal and subjective assessment

Answer 257

-collection of theory/methods applies for purpose of understanding data -descriptive stats; describes the data -inferential stats; generalizations made about a population by studying a sample (tests include ANOVA, ttest, chi square) -nominal-classifies objects into categories based upon some defined characteristic (race, sex, color); classifies without order, categories are mutually exclusive -ordinal-logical ordering of categories (ordering cities by population), have logical order and are scaled according to number of particular characteristics they have -interval; difference varies between various levels of the categories on any part of the scale reflect equal differences of the characteristic measured (equal interval) -ratio; equal different in characteristics represented by equal difference in the number assigned to categories (equal intervals), 0 reflects absence of characteristic (speed, weight, length)

Answer 258

-in random sampling; each individual within population has equal chance of being selected for study, and all members of a sample selected independently of one another -random assignment; individual selected for study assigned to experimental/control groups according to chance

Answer 259

mode-most frequent score median-point below which half of scores lie; often best measure of central tendency in highly skewed distribution mean-average of scores, strongly affected by extreme scores, varies less from sample to sample if sample drawn from same population

Answer 260

-results from collection of evidence in such a way that 1 alternative answer to a question is favored over another -when 1 subject is more likely to be selected than another -when subject not equally likely to be assigned to experimental/control group -when different experimenters administer the test differently

Answer 261

-statement of no difference/relationship between variables or control/experimental groups -probability that difference is due to chance,

Answer 262

-pure (basic) vs applied research; pure-human phenomena to understand them as an end in itself, knowledge for the sake of knowledge/applied-conducted to do something better/more efficient -both important -weakness of SW applied research-wide gap between those who develop new approaches to practice and those who do efficacy research -developmental research; goal to build intervention technology, begins with examining existing research regarding methods that have been used to deal with problems, gather data on intervention implementation and outcomes, helps improve the interventions and design experiments to move closer to outcome

Answer 263

1. problem formulation (operational definition, determine problem that research should help solve, specification of hypothesis, statement of assumptions, relate problem formulation to a theory) 2. research measurement design (decide how data will be collected ensuring reliability and validity of content/concurrent/predictive/construct, use of each instrument, how data will be coded and analyzed, qualitative vs quantitative data) 3. data analysis (analyze coded data, inferential stats-determine what the relationship is likely to be among variables, research terms; t test-test of statistical significant difference between means, chi square-test of statistical significance that measures different between observed frequency and expected frequency due to chance, random error-assessed by instrument reliability)

Answer 264

-concerned with practice in domains of communities, organizations, political arena -need to have at least basic understanding of macro as a clinical SW -grew out of churches and ethnic benevolent associations, settlement houses -embraced wide range of social movements

Answer 265

-intervention primarily centered on organizing/planning/development/change -individuals/groups/organizations engage in planned action to influence social problems -emphasis on social and environmental factors, prevention, concern with social reform

Answer 266

-community occurs when people come together around commonalities, shared interest -community is combination of social units/systems that perform the major locality relevant social functions (exchange of goods/services, socialization, social control, social participation, mutual support)

Answer 267

communities set boundaries but are open systems that require exchange and interaction internal/external (horizontal/vertical) -bond within community, bridge community to external -change in one part equal change in another

Answer 268

-communities are interdependent -how people integrate with their environment where they have to compete and cooperate -competition, centralization, concentration, segregation, succession

Answer 269

-relationships with systems at all levels and how they engage, SW macro direct practice to interact with community, communities have culture, collective identity

Answer 270

-power dependency theory, conflict theory, resource mobilization theory -reliance on external powers for resources, impacts power dynamics -collective identity/efficacy of community, tied with ability to band together for a change

Answer 271

strengths/assets of community

Answer 272

-ability to come together and use social ties to make change, how social cpaital can be used to influence change

Answer 273

collective human effort centered on mobilization, planning/advocating for resources to address community identified issues -build and maintain organization base (organizers organize organizations) -planning includes fact gathering, assessing, form strategies -advocating includes pressuring and bargaining

Answer 274

-focusses on social/communal rather than psychological needs of individual community members, strives to develop resources that respond to needs of community -build on assets/capacities -enhance participatory skills of individuals by working with them not for them (democratic participation) -develop leadership of locals (empowerment and human capital development) -strengthen community to deal with future problems better (capacity building, build social capital) -advance interests of disadvantaged/marginalized so they can engage (equity)

Answer 275

-community members can develop capacity to solve problems -members want to improve their situations -members must participate in change efforts, not have change imposed -systems approach most effective -democratic participation -members gain from organization skills in addressing problems they aren't dealing with themselves

Answer 276

-community intervention uses systematic, rational, planned, problem solving approach -define problem and assess its dimensions, community assessment, engage community -consider/develop priorities, develop goals/strategies with an action plan, raise awareness of issue, increase community buy in -create/implement community interventions, mobilize resources -evaluation of plan and outcomes -revise plan for renewed action, termination of intervention

Answer 277

community work aimed at improving the quality of community life through participation of many people at the local level; democratic procedures, participation of all, majority rule determining decisions, consensus building/collaboration, seeks to build on all community assets

Answer 278

emphasizes rational study of a community problem as basis of determining solution -relies on community/experts to develop programs and services; educated, advocate, campaign strategies -primary prevention; prevent a problem before it happens, reduce incidence of new cases -secondary prevention; to treat symptoms and decrease prevalence by reducing duration through early detection and intervention, prevent recurrence/exacerbation of already identified problem -tertiary prevention; reduce disability in chronic problems, reduce duration of problems by decreasing negative after affects

Answer 279

can only solve problem by taking direct action against those in power, develop coalitions to change

Answer 280

focused on identifying, mapping, mobilizing 3 building blocks for collective efficacy, strength and empowerment model -gifts/capacities of individuals in community, capacities of local associations, resources of institutions located in the community

Answer 281

approach for rebuilding low income/distress community, core principles for effective community building -improvements that reinforce values and build social/human capital -community drive with broad resident involvement -comprehensive, strategic, entrepreneurial -asset based -tailed to neighborhood scale and conditions -collaboratively linked to broader society to enhance outside opportunities -consciously change institutional barriers to racism

Answer 282

-goal to enhance service resources/service efficacy -focused goal attainment and organizational maintenance activities -political process that's concern with when/why/how/to whom services are allocated

Answer 283

hierarchical organizational structure in which positions are defined in terms of tech knowledge and competency and require high degree of specializatoin -largely closed systems, often insular -more focus on efficacy and maximizing efficiency

Answer 284

employ hierarchical management framework and uses approaches to optimize efficiency and productivity through applying scientifically based principles -standard of job performance -employees motivated by economic self interest and punishments for poor performance (Theory X-managers believe staff dislikes work and avoid it, so systems of incentives/sanctions use to reward/punish staff)

Answer 285

emphasize the importance of cohesive work groups, participatory leadership, and open communication -theory Y-managers view work as natural human process and assume employees are self directed (more likely to lead an effective organization)

Answer 286

purpose of management is to establish/direct what the organization is to accomplish, the goals must be central focus -focus on outcomes first and then work backward to identify goals and build structure -driving force in strategic planning process

Answer 287

focus on application of goals/power/centralization -utilize information relations, interdependence, adaptation, participation -assumes bureaucratization is an ever changing process -organizations take on a life of their own, organization goals displaced by goals of individual -organization as organism

Answer 288

synthesize structural/function and human relations approaches -bureaucracies viewed as social systems with subsystems whose functions are management, adaptation, maintenance -shift to open system management theory and practice

Answer 289

organizations are systems interrelated with environment, changes in environment require organizational change to remain effective -many ways to organize, depends on stability of environment

Answer 290

aimed at increase employee loyalty to company by providing job for life and focus on staff well being on and off job -quality oriented management style

Answer 291

-power, politics, economics -culture of organization -diversity -pursuing and managing excellence -sense making-social learning theory helps understand how we make sense of our environment and process info -organizational learning-open systems and exchange of info

Answer 292

Maslow's hierarchy of needs; physiological, safety, belonging, esteem, self actualization

Answer 293

Alderfer reduced basic needs to 3; existence, relatedness, growth (ERG)

Answer 294

nACH, nPOW, nAFF; intreact as motivators in organizational setting

Answer 295

2 types of needs identified by Herzberg -lower level needs; physiological, safety, belongingness; have little impact on job satisfaction, but produce dissatisfaction when not met

Answer 296

employees compare ratio of their inputs to outcomes to ratios of coworkers

Answer 297

individuals are motivated to achieve goals they've consciously decided to pursue

Answer 298

individuals will be motivated when they perceive that successful performance and valued rewards are contingent on high level of effort

Answer 299

applies principles of operant conditioning to organization settings, predicts when behaviors are followed by reinforcement they will be likely to occur again

Answer 300

-greater diversity in US population; people live longer and with greater chronic illnesses/conditions -growing economic disparity in US, growing concern with racial/ethnic disparity in US -less economic resources/public funding -commercialization of nonprofit/human services sector, competition from private sector -declined in welfare state -renewed focus on rehab/re-entry in criminal justice system -orgs need to be more business like -new organization, management systems that address need for new admin/management approaches -greater accountability (financial and impact), better systems of management, evaluation, evidence based practice

Answer 301

-establish, promote, anchor the vision, philosophy, goals, objectives, values of an organization -possess interpersonal skills that support viability/positive function of an organization -have analytical/critical thinking skills that promote organizational growth -model appropriate professional behavior, encourages others to be professional -manage diversity, cross cultural understanding -develops/manages internal/external stakeholder relationships -initiates and facilitates innovative change processes -advocate for public policy change/social justice at national, state, local levels -demonstrate effective interpersonal/communication skills -encourage active involvement of all staff/stakeholders in decision making -plans, promotes, models life congruent learning

Answer 302

-effectively manage HR -manage/oversee budget/other financial resources to support organizations mission/goals and ongoing program improvement -establish/maintain internal controls to ensure transparency/protection/accountable for use of resources -manages IT

Answer 303

-fundraising -marketing and PR -designs and develops effective programs -manages risk/legal affairs -ensure strategic planning

Answer 304

builds relationships with other agencies/groups in community

Answer 305

-3.07 administration; advocate for resources to meet clients needs, take reasonable steps to meet clients needs/staff supervision -6.01 social welfare; promote general welfare of society -6.02 public participation; shape social policies/institutions -6.04 social and political action; engage to help ensure all have equal access to basic needs, expand choice/opportunity for all, promote conditions that encourage respect for all and doesn't discriminate

Answer 306

-communication and interpersonal relationships -culturally responsive management practices -collaboration; building partnerships, alliances, coalitions -governance; knowledge/understanding of policies that govern operation -leadership -management/leadership tasks and conflict resolution, interpersonal methods (persuasion, super-ordinate goals, bargaining, problem solving, structuring the interaction, organizational redesign) -planning (SWOT analysis-strengths and weaknesses internal, opportunities and threats external) -program development and organizational management; sense of informal vs formal aspects of service delivery -program evaluation (effort, impact, effectiveness, efficiency, quality) -financial development and management

Answer 307

1. resources to ensure stable programming from year to year 2. ready source of internal cash or access to cash if needed 3. committed to income based, not expense based budgeting 4. have positive cash fund balance at the end of the year 5. if deficit for year, have accumulated surpluses which are greater than current years deficit 6. established, or plan to, operating reserve to finance stability of organization

Answer 308

-budgeting techniques; zero base (starts year with 0 budget allocation), program planning budget system (each item on budget must be something that carries stated objective), cost effectiveness and cost benefit analysis, management by objectives (need to all be aimed at achieving specified goal) -staff development

Answer 309

-knowledge and understanding of the community and ability to work collaboratively and do outreach -PR tasks include education, outreach, advocacy -IT -public policy and advocacy; social welfare policy, policy analysis, issues

Answer 310

-understand human rights/social justice and welfare are mediated by policy -understand role in policy development/implementation within practice setting -recognize and understand different things that affect social policy -knowledge of policy formulation, analysis, implementation, evaluation

Answer 311

-practice in which authorized staff person assigned direction, coordination, guidance, development, evaluation of performance of staff, goal to provide effective/efficient delivery of client services -administrative -educational -supportive -**if problem situation arises, first discuss privately with supervisee to get their perception of the problem and determine how to address it -evaluation is an ongoing process; errors include halo effect (base all on 1 outstanding aspect), leniency bias (hesitation to be honest about negative performance), central tendency error (rate all work as average), recency error (only consider most recent performance), contrast error (standard of comparison is supervisor or poorly performing group), negativity effect (total performance biased by deficiency in 1 area) -group supervision

Answer 312

1. acknowledge the problem 2. analyze/define the problem 3. generate possible solutions (brainstorm) 4. evaluate each option 5. implement option of choice 6. evaluate outcome

Direct and Indirect Practice/Psychotherapy and Clinical Practice Flashcards

(337 cards)