key terms

Question 1

Induction

Answer 1

means making a general point from particular examples. It refers to bottom-up theorizing in which you start from a series of similar experiences and devise a theory that explains them

Question 2

Deduction

Answer 2

refers to arriving at conclusions about a particular instance based on your knowledge of general theory, as in formal theories of practice that are applied deductively by family therapy practitioners. Shared values principles of social work theory are theoretical value principles that inform all social work.

Question 3

Alliance

Answer 3

reflects the idea of equality between client and practitioner.

Question 4

Aims

Answer 4

focus on clear specification of outcomes that helps gain commitment from both practitioner and client.

Question 5

Action

Answer 5

sequences suggest the need for more clarity in describing the intended activities for practitioners and clients to work on.

Question 6

Critical practice

Answer 6

suggests that practitioners question the social structures that contribute to client problems.

Question 7

Rights

Answer 7

suggest that all theories of practice are increase human rights into their activities.

Question 8

Selective use of theory

Answer 8

review the theories and then select one group of theories to use as the basis for practice.

Question 9

Eclecticism

Answer 9

means taking ideas from several theories and combining them to produce a style of work that suits the agency and the capabilities and preferences of the individual social worker.

Question 10

Remedial model of groups

Answer 10

brings together individuals who have problems, aiming to help them change their undesired patterns of behaviour reflects the idea of equality between client and practitioner.

Question 11

Reciprocal model of groups

Answer 11

emphasizes self-help and mutual support according to a program devised by group members with a social worker.

Question 12

Social goals model of group

Answer 12

uses groupwork to pursue external goals, such as arts, community or education activity.

Question 13

Evidence based practice

Answer 13

suggests that practice is based on knowledge that comes from empirical evidence.

Question 14

Deductive theory

Answer 14

suggest that practice theory comes from general social ideas, or downwards from the “top” the political-social ideological arena

Question 15

Inductive processes

Answer 15

idea of practice theory come out of practitioners’ daily experience, upwards from the “bottom” the client-social workers agency arena

Question 16

Evidence based practice (EBP)

Answer 16

suggests that practice is based on knowledge that comes from empirical evidence.

Question 17

Anxiety and ambivalence

Answer 17

are derived from the inadequate resolution of problems earlier in life and lead to powerful feelings of aggression, anger, and love.

Question 18

Attachment

Answer 18

refers to the behaviour and emotional reactions of children seeking proximity to a person whom they perceive offers security in an environment in which they fear danger.

Question 19

Attunement

Answer 19

is the process of appreciating and responding to emotions and attitudes that lie underneath the surface behaviour

Question 20

Coping

Answer 20

is the ability to manage present problems without anxiety

Question 21

Defenses and resistance

Answer 21

are two common psychological barriers to working on life issues. They derive from a poor resolution of past problems.

Question 22

Transference and countertransference

Answer 22

refer to the effect of past experience that is transferred into present behaviour patterns. Practitioners can reflect on how clients react to them and how this makes them feel so that they can directly experience how clients behave with others and how others might feel. Relationships with people may be used to model effective thinking and self-control, and as a vehicle to gain influence and confidence to explore psychological issues-relational practice.

Question 23

Working through

Answer 23

is a process of repeatedly remembering crucial examples of problem behaviour as they occurred, exploring what happened, and thinking about ways in which events and their emotional consequences might have been different

Question 24

Proximity

Answer 24

seeing trying to be close to caregivers.

Question 25

4 main attachment behaviours in all cultures

Answer 25

secure insecure avoidant insecure ambivalent ambivalent attachment resistant

Question 26

secure attachment

Answer 26

have learned that they can safely express their need for proximity in the carer’s presence and the carer will try to understand the need and help to manage the distress. They will go to the carer on their return and the carer will react supportingly and lovingly.

Question 27

insecure avoidant attachment

Answer 27

have learned that they should not display their feelings, so they repress and supress their anxiety. Although upset when the carer leaves they appear unmoved when the parent returns because the carer clearly expresses that they expect the child to manage their emotions. In these situations, the parental behaviour is one of rejecting the child. In response the child exhibits behaviour that demonstrates little distress when their parents leave or return – helps the child maintain proximity to their parent without risking rejection.

Question 28

insecure ambivalent attachment

Answer 28

have learned that the carer does not react consistently, and the children also react randomly and unpredictably. When the carer returns, they switch in a haphazard way between wanting proximity and continuing to play. The carer’s efforts to calm the child’s distress are misattuned because of failure to pick up what reaction the child finds helpful.

Question 29

ambivalent attachment resistant

Answer 29

show a high level of stress both upon separation and when their primary caregivers are present. Upon reunification, these children demonstrate angry resistance- seeking out their caregivers, but then pushing them away.

Question 30

Crisis

Answer 30

is a major upset in our psychological equilibrium due to some harm, threat, or challenge which we cannot cope.

Question 31

2 ways we use crisis

Answer 31

* To refer to a process of events in people’s lives that provides a focus for practitioners to work with clients AND * To refer to commonly occurring elements of life that present a series of maturational tasks to complete.

Question 32

Brief interventions

Answer 32

are used by both crisis and task-centered practice interventions

Question 33

Structured, planned, and directive programs

Answer 33

of intervention are used in crisis and in task-centered practice interventions.

Question 34

Tasks

Answer 34

are structured elements of intervention in task-centered practice but are also important challenges in life that have to be overcome in order to achieve emotional satisfaction and to maintain positive social relationships within crisis intervention.

Question 35

Contracts or agreements

Answer 35

with clients help them to participate in and structure treatment plans

Question 36

SMART goals

Answer 36

specific, measurable, attainable, realistic, and timely

Question 37

Crisis stabilization units

Answer 37

provide short term emergency treatment for individuals in crisis

Question 38

Stress

Answer 38

any influence that interferes with the normal functioning of an organism and produces some internal strain or tension. “human psychological stress” refers to environmental demands or internal conflicts that produce anxiety Stress- is a process- not an individual variable nor response

Question 39

Stressors

Answer 39

can include major events and daily hassles. Stressors may be chronic or acute.

Question 40

what are the 3 categories of psychological stress

Answer 40

harm threat challenge

Question 41

harm

Answer 41

a damaging event that has already occurred.

Question 42

threat

Answer 42

a perceived potential for harm that has not yet happened

Question 43

challenge

Answer 43

an event we appraise as an opportunity rather than an occasion for alarm

Question 44

Serious mental conditions

Answer 44

such as learned helplessness, anxiety disorders, and dissociative disorders

Question 45

Coping

Answer 45

is the process through which the individual manages the demands of the person-environment relationship that are appraised as stressful. Two types problem focused coping and emotion focused coping.

Question 46

PTSD

Answer 46

a delayed psychological reaction to experiencing an event that is outside the range of usual human experience. Stressful events of this type include accidents, natural disasters, military combat, rape, and assault. Stresses that are not unusual to people such as, marital problems, bereavement, and illness, are excluded from this class of disorders. Individuals may react to these vents by having difficulty concentrating; feeling emotionally blunted or numb; being hyperalert or grumpy; and having painful memories; nightmares; and sleep disorders.

Question 47

Behaviour therapies

Answer 47

focus on changing specific behaviours

Question 48

Cognitive therapies

Answer 48

focus on changing inappropriate thinking processes.

Question 49

Cognitive Behavioural Therapies (CBT)

Answer 49

focus on how thinking processes generate behaviour patterns

Question 50

Social learning

Answer 50

focuses on the learning that results from peoples’ perceptions of social experiences

Question 51

Assertiveness training

Answer 51

enables people to practice behaviours so that they can gain confidence in their behaviours and thus improve overall social confidence.

Question 52

Modelling

Answer 52

is a form of social learning in which people understand and copy useful behaviours from a valued role model.

Question 53

Motivational interviewing

Answer 53

may be used to engage challenged clients

Question 54

Mindfulness

Answer 54

techniques focus on paying attention to important issues in our lives.

Question 55

Evocation

Answer 55

MI requires practitioners to evoke or open up the clients’ strengths and skill to achieve desired changes in their lives.

Question 55

Evocation

Answer 55

MI requires practitioners to evoke or open up the clients’ strengths and skill to achieve desired changes in their lives.

Question 56

Self-efficacy

Answer 56

an important aim is to build and support clients’ belief in their capacity to make changes in their lives and social world.

Question 57

Sustain and change talk

Answer 57

Motivation to change is built by helping clients move away from expressing in talk their thinking about difficulties in making desired changes to expressing possibilities for change.

Question 58

Discrepancy

Answer 58

Change is motivated by helping clients become aware of the discrepancy between their life as they want it to be and as it is now.

Question 59

Rolling with resistance

Answer 59

Redirecting clients’ resistance to change through reframing their thinking processes helps retain their motivation to change.

Question 60

Affirmation

Answer 60

reminding clients of, and acknowledging, their achievements builds motivation.

Question 61

Elicitation

Answer 61

This involves drawing out ambivalence about and opportunities for change.

Question 62

5 characteristics of a system

Answer 62

1) Steady state 2) Equilibrium 3) Differentiation 4) Non-summativity 5) Reciprocity

Question 63

5 ways systems ideas help

Answer 63

1) Maintain consistency in practice 2) Realize that context is important 3) Maintain a positive approach 4) Identify patterns 5) Emphasize process when working with others and joint working

Question 64

Entropy

Answer 64

a system must have input from the outside or it will run down and die

Question 65

Life stressors

Answer 65

stressors can be in the form of a person, family, or community and apply energy to the system are transitions and events that disturb the fit and adaptedness between person and environment leading to stress that is beyond our ability to cope

Question 66

Non-summativity

Answer 66

the idea that the whole may be more than the sum of the parts

Question 67

Reciprocity

Answer 67

If one part of a system changes, that change interacts with all the other parts and thus in turn creates change

Question 68

Steady state

Answer 68

the idea that a system can incorporate change without changing identity

Question 69

Steady state

Answer 69

the idea that a system can incorporate change without changing identity

Question 70

Adaptation, adaptedness, fit

Answer 70

peoples’ needs, capacities, and goals may or may not fit well to their environment and adaptive exchanges release and support adaptedness.

Question 71

Habitat, niche

Answer 71

habitat is the physical and social context within which people live power, powerlessness, pollution. Abuse of power in support of sectional interests creates social and environmental pollution.

Question 72

Life course

Answer 72

the non-uniform pathways of biopsychosocial human and environmental development, involving historical, individual, and social time.

Question 73

Resilience

Answer 73

is the capacity to bounce back from adverse events, assisted by protective factors in the person or in their environment and exchanges between these.