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Quiz 1 Flashcards

(78 cards)

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1
Q

NASW Core Values

A

1) Access to Resources (service)
2) Worthy of Dignity and Respect
3) Interpersonal relationships are essential for well-being
4) Integrity
5) Work within competence and grow scope
6) Challenge social injustice

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2
Q

Paternalism

A

Deciding/acting based on your judgment of the client’s own good

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3
Q

Beneficence

A

Enacting protective interventions to supposedly enhance a client’s quality of life even over the client’s objections

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4
Q

When is it ok to override self-determination

A

Mandatory Reporting
Suicidality
Harm to others

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5
Q

Dual relationships

A

When a current or former client has another relationship with you, like they are your neighbor, selling you a car, or you run into them in the store

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6
Q

Prohibited relationships

A

Current and former clients should never become romantic or sexual partner, close friend, etc

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7
Q

Self-determination

A

Ability for client to make their own decisions without interference from SWer

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8
Q

Informed Consent

A

Explaining process/services in language easily understood by client, and not chosen to sway client

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9
Q

Confidentiality

A

Keep information private from others, if someone has the right to make health care decisions about themselves or another, they have a right to the information associated with that decisions

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10
Q

Exceptions to confidentiality

A
  • Supervision/consultation by others to enhance client services
  • Client waives confidentiality; client is danger to self or others (SWer must inform law enforcement AND intended victim)
  • SWer suspects child or elder maltreatment
  • SWer subpoenaed or ordered by court to (unless practicing in a state that protects privileged communications - the client has the privilege, but it can still be waived by a judge)
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11
Q

Governing bodies of confidentiality

A

HIPPA, NASW, State Laws

follow whichever is most strict

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12
Q

Standards for recording info/making records

A
  • Consent for all notes and recordings
  • Erase/destroy verbatim and process recordings once they’ve served their purpose
  • Distinguish between facts and opinions
  • Avoid jargon
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13
Q

Ethics of Practicing with Minor

A

-Same rights ethically

BUT

-limited rights legally because
-Caregiver retains right to review child’s records
-Caregivers and child welfare workers (the state)
can compel a minor to take treatment, meds, etc.

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14
Q

Assisting guidelines developed by Reamer in 1989

hoping doesn’t come up bc very confusing? Re-read text

A
  • Right to life, health, well-being and necessities of life over right to confidentiality and opportunities for additive “goods” such as wealth, education , and recreation
  • An individual’s basic right to well-being over another person’s right to privacy, freedom, or self-determination
  • A person’s right to self-determination over their own right to basic well-being
  • A person’s right to well-being may override laws, policies and arrangements of organizations
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15
Q

How to resolve ethical dilemmas/instances of social injustice

A

Engage in case and cause advocacy to push for changes to laws and policies that are discrim, unfair, unethical (ex managed care)

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16
Q

Step-by-Step Process for Ethical Dilemmas

A

-Identify problem/dilemma
-Determine core principles and competing issues
-Review relevant codes of ethics
-Review applicable laws and regulations
-Consult with colleagues, supervisors, legal experts
-Consider possible and probable action and examine their
consequences
-Choose a course of action
-Develop strategy for effective implementation
-Evaluate process and results to determine success and consider changes for the future
-Document each phase

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17
Q

7 Types of Verbal Following

A
  • Furthering
  • Reflection
  • Closed questions
  • Open-ended questions
  • Seeking concreteness
  • Providing and maintaining focus
  • Summarizing
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18
Q

Furthering

A

Prompting client to elaborate through minimal or accent responses

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19
Q

Minimal Prompts

A

Tool used in furthering
Show you’re listening
Can be verbal (oh/mhmm/tell me more) or nonverbal (head nod/eye contact)

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20
Q

Accent Responses

A

Tool used in furthering
Encourage client to verbalize by repeating words or phrases exactly but in a questioning tone
Ex: “after the appointment i went to meet my mother”
“your mother?”

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21
Q

Reflection

A

Response to message content AND client affect

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22
Q

Precontemplation

A

when clients aren’t yet thinking about something (in motivational interviewing

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23
Q

Contemplation

A

Useful for when clients are thinking about doing something but haven’t decided yet (in motivational interviewing

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24
Q

3 Phases of Helping Process

A
  1. Exploration
  2. Implementation
  3. Termination
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25
EPAS Competencies
1. Demonstrate Ethical and Professional Behavior 2. Engage Diversity and Difference in Practice 3. Advance Human Rights and Social, Economic, and Environmental Justice 4. Engage in Practice-Informed Research and Research-Informed Practice 5. Engage in Policy Practice 6. Engage with Individuals, Families, Groups, Organizations, and Communities 7. Assess Individuals, Families, Groups, Organizations, and Communities 8. Intervene with Individuals, Families, Groups, Organizations, and Communities 9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
26
Individual system
clients wants and needs, coping capacity, strengths and limitations, and motivation to work on problem(s); this is assessed by SW
27
Ecological factors
Considers the adequacy/deficiency, success/failure, and strengths/weaknesses of relevant systems
28
Ecological assessment
what systems need to be strengthened, mobilized, or developed to help (ex: family, spiritual systems, childcare)
29
Self-efficacy
An expectation or belief that one can successfully accomplish tasks or perform behaviors associated with specified goal
30
How to promote self-efficacy
1. Assisting clients actually performing certain behaviors required 2. Make clients aware of their strengths and help them recognized incremental progress 3. Tap into family and group members for potential resources for enhancing self-efficacy.
31
Reasons for monitoring progress
1. Evaluate effectiveness of change strategies 2. Guide clients’ efforts toward goal attainment 3. Keep abreast of clients reactions to their progress or lack of progress 4. Concentrate on goal attainment and evaluate progress.
32
Relational reaction
Reactions to client seeking or in therapy from community. Also includes reactions and expectation of client and therapist. Can incorporate stigma community may have around SW and therapy.
33
Confrontation
Helping clients become aware of growth-defeating discrepancies in perceptions, feelings, communications, behaviors, values, and attitude in particular relation to state goals
34
Use of Self
How we use ourselves, our authentic manner, relate, to our clients.
35
Successfully terminated the helping relationship
- SWs and clients can feel positive about termination. They can also feel relief if it was involuntary - However, there is sometimes a sense of loss and uncertainty in terms of losing the relationship and if they can cope independently - Included in this phase can be developing strategies that maintain clients’ changes and growth.
36
Physical Conditions
The setting in which an interview takes place
37
Ideal conditions for setting in which an interview takes place
- Adequate ventilation and light - Comfortable room temp - Ample space - Attractive and clean furnishings and decor - Chairs that adequately support the back - Privacy appropriate to cultural beliefs of client - Freedom from distraction - Open space between participants - Interior decorations that are sensitive to diver client populations
38
Warm-up period
A means of fostering rapport. Time spent on dialogue not related to issues. Getting to know each other, can be important with particular cultures and youths. Typically brief
39
Motivational Congruence
Fit between client motivation and what the SW attempts to provide
40
How to properly use interpreters
The interpreter must also be trained in special skills in order to assist SW
41
Structure of the Interview
1. Establishing rapport 2. Exploration process 3. Focusing in Depth
42
Feedback
Use of technique to determine SW has understood intended meaning of client
43
Goal negotiation
Building the goals together with the client- important to get the client involved
44
Ending interviews
- Length and frequency of sessions - Who participates - Means of accomplishing goals - Duration of helping period - Fees
45
Content Relevence
Paying attention to specific issues and strengths
46
Stimulus Response
Understanding their intended message
47
Considerations for mandated / institutionalized / unwilling / involuntary participants
Engage with tact, care, and attention to what in the process is negotiable and what isn’t for you and the client, esp. according to the mandate/order to comply or participate
48
Simple reflection
Name emotions
49
Complex reflection
Simple reflection PLUS you add the name of what you think is implied (verbalizing an unspoken emotion).
50
Reframe
Adding content by presenting client-presented message from a different perspective
51
Double-sided reflection
Name/describe both sides of a dilemma (for client indecision/conflict)
52
Reflections with a twist
Agree with the essence of the message but change the emphasis Ex: “Yes, you haven’t done this thing, but that doesn’t mean you can’t do it ever, you might be able to do it another time/if XYZ were to happen first.”
53
Embedded questions
Not directly asked as a question Ex: I'm curious what your mom was like"
54
Seeking concreteness
Asking clients to get more specific and explicit about experiences, behaviors, thoughts, feelings, sensations, and emotions
55
Strategies for seeking concreteness
- Check out perceptions - make sure you understand what they mean. Helps minimize projection. - Clarify vague or unfamiliar terms - Explore the basis of conclusions - Assisting clients in personalizing their statements - e.g., ask clients to restate using “I” instead of “people”; teach difference between language that refers to the self vs lang that refers to others - Elicit specific feelings - Focusing on here and now - bc messages related to the present are highly concrete and those relating to past are generally not - Elicit details related to client experience - Elicit details related to interactional behavior - gets you “what happened” when you want more than the client views on what happened
56
Managing obstacles to focusing
Involuntary clients, children, and others may avoid focusing you can draw their attention to it and understand how they may be acting out intentional resistance for various reasons (esp. Involuntary clients) Or acting out what they perceive is appropriate behavior when engaging with stranger authority figures (children)
57
4 main ways of summarizing info
- Highlight key elements before changing focus - Connect relevant aspects of messages - Review major focal points of session and ongoing work - Review highlights of previous session and client progress to provide continuity
58
Risks of self-disclosure
(1) take the focus away from the client (2) create an expectation that you will continue to share (3) cannot be reserved
59
Compassion satisfaction
Positive experiences of being in a helper role
60
Operating from a stance of not knowing
- Practice curiosity - Don’t make assumptions about clients - Use ethnographic interviewing techniques - Treat each client as a unique individual
61
Formulating counternarrative / counterstory
When a SWer uses power and oppression to show how issues can be of structural discrimination, not personal failures
62
AWARE model for cross-cultural work
- Accept the client’s bx - Wonder what the bx means in their culture - Ask them what it means (respectfully) - Research about the culture - Explain what the client’s bx means in your culture so they can consider and possibly learn new bx to function better in your culture
63
Direct Provision of Services
Meeting face to face to provide client services
64
System Linkage Roles
Link clients to services and other resources
65
System Maintenance and Improvement
Evaluate structure and policies
66
Researcher/Researcher Consumer
Evaluations and their effectiveness
67
System Development
Improve or expand system development based on evaluation
68
Two primary elements for positive outcomes in DP
1) Therapeutic alliance | 2) Practitioner’s ongoing attention to the client’s perspective about the intervention
69
The Dodo Verdict
Debate about the importance of particular techniques and their roles in the outcome (from dodo race in Alice in Wonderland)
70
Common Factors Approach
No one therapeutic practice is more effective
71
Extratherapeutic or client factors
Client’s internal and external resources
72
Therapeutic Relationship/Alliance
A partnership between the client and therapist to achieve the client’s goals
73
Empathic Communication Scale
1) Low level of empathic responding (e.g., giving advice, persuading with argument; negatively evaluating client’s actions, leading questions, reassuring) 2) Moderately low level of empathic responding (e.g., vaguely defining feelings; inappropriate reassurance; focus on external circumstances and not client’s feelings; taking sides) 3) Interchangeable or reciprocal level of empathic responding (e.g., reciprocal responses that do not add affect beyond surface feelings, but also do not subtract from the feeling that is expressed) 4) Moderately high level of empathic responding (e.g., accurately identify underlying feelings and/or aspects of the problem - goal is to enhance self-awareness) 5) High level of empathic responding (e.g., accurately responding to the full range and intensity of both surface and underlying feelings and meaning)
74
Two Types of Self-Disclosure
1) Self-involving statements | 2) Personal self-disclosing
75
Self-involving statements
SWer's personal reaction to the client
76
Personal self-disclosing
SWer sharing that they have had similar issues
77
Four elements of an authentic message:
1) personalize the messages by using the pronoun “I” (2) share feelings that lie at varying depths (3) describe the situation or targeted behavior in neutral or descriptive terms (4) identify the specific impact of the problem situation or behavior on others
78
Relating Assertively to Clients
Shows SWer competence and control - Making requests / giving firm directives during sessions - Maintaining focus and managing interruptions - Interrupting problematic / destructive processes - “Leaning into” clients’ anger - Saying no and setting limits (examples are provided for when the social worker may need to decline clients’ requests and/or set limits, such as when a client asks you to report false information or expresses emotions in abusive ways)

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