Direct and Indirect Practice/Psychotherapy and Clinical Practice

Question 1

micro practice: assertiveness training

Answer 1

-form of CBT often used to promote positive self esteem by helping clients become more aware of personal rights and be able to verbally express/assert self in positive way
-assertive vs aggressive vs passive vs passive aggressive

Question 2

micro practice: role modeling

Answer 2

-example of socially appropriate behavior for given set of circumstances
-modeling examples of coping skills
-Robert Merton credited with this concept

Question 3

micro practice: limit setting

Answer 3

-set reasonable boundaries/rules to know what to expect
-help to establish safety and more open to learning
-help with connection to predictable consequences of behavior

Question 4

micro practice: developing treatment plans with clients;

Answer 4

collaborative and interactive; client’s priorities and perspectives, integrate strengths into plan and objectives

Question 5

micro practice: couples intervention and treatment approaches

Answer 5

-CBT
-problem solving
-communication theory
-transactional analysis
-family life education
-grief counseling
-psychoeducation
-role play
-can also give homework if applicable
-set clear limits of neutrality; avoid identifying with one partner or another
-sometimes 1 or both also need individual counseling

Question 6

micro practice: interventions with groups; Yalom’s 11 therapeutic (curative) factors of groups

Answer 6

1. instillation of hope
2. universality
3. information giving
4. altruism
5. corrective recapitulation of primary family
6. improved social skills
7. imitative behavior
8. interpersonal learning
9. group cohesiveness
10. catharsis
11. existential factors

Question 7

micro practice: approaches used in consultation

Answer 7

-interactional helping process
-consultant has greater knowledge/experience, consultee needs that knowledge for a problem
-giving and taking of help
-code of ethics; seek appropriate consultation for ethical dilemmas

Question 8

micro practice: case recording covers

Answer 8

-presenting problem
-history
-current goals/objectives
-progress over the course of services

Question 9

micro practice: for case recording, need to accurately reflect available information

Answer 9

about whats happening, clinical assumptions/interpretations/research thats been considered, reasoning/decision making processes that impact services delivery

Question 10

micro practice: tools that support evaluation may included

Answer 10

-initial assessments
-genograms
-ecomaps
-social histories
-service/treatment plans
-transfer/discharge summaries

Question 11

micro practice: evaluation of practice looks at

Answer 11

-fidelity
-service/treatment plan reviews
-process evals
-outcomes evals
-client satisfaction surveys
-case studies
-cost analysis
-single system design

Question 12

Use of CBT techniques

Answer 12

-cognition is the mediator of psychological distress/dysfunction
-combines cognitive and behavioral
-effective for range of clients/populations/issues
-practitioners role is of a teacher/guide to teach client about the relationships between thoughts, behaviors, affect and psychological distress

Question 13

cognitive techniques

Answer 13

help client identify irrational/faulty logic in thought patterns and to reframe them with rational/logical ones; change from negative emotional reactions and sometimes self destructive behavior to understanding and coping with thoughts in behaviorally appropriate ways

Question 14

most recognized models of CBT

Answer 14

1. Beck’s cognitive therapy
2. Meichenbaum’s CBT
3. Ellis’s Rational Emotive Behavioral Therapy

Question 15

assessment phase of CBT

Answer 15

identify specific thoughts and beliefs in relationship to problem

Question 16

intervention phase of CBT

Answer 16

identify and dispute irrational beliefs, use other interventions as appropriate; goal to replace maladaptive thinking and increase emotional/behavioral function

Question 17

micro practice: client’s role in problem solving process

Answer 17

empower client’s to solve problems with individual or environmental change; client initially needs to learn elements of problem solving; role for them to implement steps and make changes
-wellness recovery action plan (WRAP); self designed prevention and wellness process that anyone can use to get well and stay well

Question 18

advanced directives

Answer 18

-legal way to indicate person has given legal rights/decision making to another if they become incapacitated
-pair with living will; decisions about end of life

Question 19

ecological/life systems model: theory

Answer 19

focuses on the interrelatedness between people and their environment; developed from quality of life issues and concern for the environment
-emphasizes adaptation of person to environment, as well as degree of fit to person and environment
-holistic/transactional model, avoids dehumanizing language; person and environment involved in circular ongoing relationship in which both are acted upon and influenced by others
-problems arise as consequences of maladaptive transactions between individual and environment

Question 20

ecological/life systems model: aim of intervention

Answer 20

make environment more responsive to needs, release individuals adaptive potential by altering transactions between client and environment; focus of intervention is interface between client and clients environment

Question 21

ecological/life systems model: terms- adaptiveness

Answer 21

goodness of fit with environment, adaptive balance with environment, continuous process

Question 22

ecological/life systems model: terms- niche

Answer 22

status occupied by individual/group within a given social system; associated with power and oppression

Question 23

ecological/life systems model: terms- habitat

Answer 23

individuals physical and social setting within a cultural context

Question 24

ecological/life systems model: terms- positive stress

Answer 24

environmental demand perceived as challenge and associated with positive feelings

Question 25

ecological/life systems model: terms- negative stress

Answer 25

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

Question 26

ecological/life systems model: terms- coping

Answer 26

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

Question 27

functional approach model of treatment

Answer 27

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

Question 28

functional approach model of treatment: principles

Answer 28

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

Question 29

planned short term or task centered treatment:

Answer 29

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

Question 30

planned short term or task centered treatment: primary aim

Answer 30

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

Question 31

Problem Solving Approach treatment model: assumptions

Answer 31

-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

Question 32

Problem Solving Approach treatment model: goals of action

Answer 32

-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

Question 33

Problem Solving Approach treatment model: 4 Ps

Answer 33

person
problem
place (agency)
process (therapeutic relationship)

Question 34

models of treatment: psychosocial approach (diagnostic school)

Answer 34

-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)

Question 35

psychodynamic models: psychoanalytic (Freud)- general

Answer 35

-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

Question 36

psychodynamic models: psychoanalytic (Freud)- 3 personality structures

Answer 36

id, ego, superego

Question 37

psychodynamic models: psychoanalytic (Freud)- id

Answer 37

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

Question 38

psychodynamic models: psychoanalytic (Freud)- ego

Answer 38

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

Question 39

psychodynamic models: psychoanalytic (Freud)- superego

Answer 39

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

Question 40

psychodynamic models: psychoanalytic (Freud)- unresolved conflict is

Answer 40

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

Question 41

psychodynamic models: psychoanalytic (Freud)- psychic distress (anxiety) caused by

Answer 41

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

Question 42

psychodynamic models: psychoanalytic (Freud)- fixation

Answer 42

failure to resolve conflict at any developmental stage

Question 43

psychodynamic models: psychoanalytic (Freud)- determinism

Answer 43

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

Question 44

psychodynamic models: psychoanalytic (Freud)- structural model of the mind

Answer 44

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

Question 45

psychodynamic models: psychoanalytic (Freud)- dynamic principle

Answer 45

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

Question 46

psychodynamic models: psychoanalytic (Freud)- genetic principle

Answer 46

early years of childhood important part of personality development

Question 47

psychodynamic models: psychoanalytic (Freud)- stages of psychosexual development

Answer 47

oral
anal
phallic
latency
genital

Question 48

psychodynamic models: psychoanalytic (Freud)- psychosexual stages use

Answer 48

libidinal energy invested in different organ at each stage

Question 49

psychodynamic models: psychoanalytic (Freud)- cathexis

Answer 49

investment of (libidinal) energy

Question 50

psychodynamic models: psychoanalytic (Freud)- processes involved

Answer 50

clarification
confrontation
interpretation
working through goal to resolve intrapsychic conflict

Question 51

psychodynamic models: psychoanalytic (Freud)- primary technique

Answer 51

analysis (dreams, transference, resistance, free association)

Question 52

psychodynamic models: ego psych (Anna Freud, Erik Erikson)- focus on

Answer 52

the rational, conscious processes of the ego

Question 53

psychodynamic models: ego psych (Anna Freud, Erik Erikson) personality is

Answer 53

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

Question 54

psychodynamic models: ego psych (Anna Freud, Erik Erikson))- assessment of person in

Answer 54

here and now, present

Question 55

psychodynamic models: ego psych (Anna Freud, Erik Erikson)- treatment looks at ____ ______

Answer 55

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

Question 56

psychodynamic models: ego psych (Anna Freud, Erik Erikson)- ego support

Answer 56

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

Question 57

psychodynamic models: ego psych (Anna Freud, Erik Erikson)- ego defensive function

Answer 57

unconscious, involved in resolving conflicts

Question 58

psychodynamic models: ego psych (Anna Freud, Erik Erikson)- ego autonomous function

Answer 58

conscious, conflict free, adaptive function

Question 59

psychodynamic models: ego psych (Anna Freud, Erik Erikson)- goal

Answer 59

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

Question 60

psychodynamic models: individual psychology (Alfred Adler)- holistic theory of what development

Answer 60

personality/psychotherapy

Question 61

psychodynamic models: individual psychology (Alfred Adler)- individuals strive for what

Answer 61

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

Question 62

psychodynamic models: individual psychology (Alfred Adler)- feelings of inferiority

Answer 62

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

Question 63

psychodynamic models: individual psychology (Alfred Adler)- lifestyle

Answer 63

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

Question 64

psychodynamic models: individual psychology (Alfred Adler)- social interest or community feelings

Answer 64

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

Question 65

psychodynamic models: individual psychology (Alfred Adler)- goal of therapy

Answer 65

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

Question 66

psychodynamic models: Self Psychology (Heinz Kohut)- defines ____ as central organizing/motivating force in personality

Answer 66

self

Question 67

psychodynamic models: individual psychology (Alfred Adler)- early caregivers are

Answer 67

self-objects

Question 68

psychodynamic models: individual psychology (Alfred Adler)- as result from receiving empathy from self-objects

Answer 68

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

Question 69

psychodynamic models: individual psychology (Alfred Adler)- goal

Answer 69

help increase sense of self-cohesion

Question 70

psychodynamic models: individual psychology (Alfred Adler)- techniques of therapy

Answer 70

therapeutic regression, patient re-experiences frustrated self object needs

Question 71

psychodynamic models: individual psychology (Alfred Adler)- self object needs; mirroring

Answer 71

validates childs sense of perfect self

Question 72

psychodynamic models: individual psychology (Alfred Adler)- self object needs; idealization

Answer 72

child borrows strength from others, identify with someone more capable

Question 73

psychodynamic models: individual psychology (Alfred Adler)- self object needs; twinship/twinning

Answer 73

needs an alter ego for sense of belonging/humanness

Question 74

humanistic/existential models: Rogerian/Person Centered- general

Answer 74

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

Question 75

humanistic/existential models: Rogerian/Person Centered- incongruity between concept of self and experience

Answer 75

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

Question 76

humanistic/existential models: Rogerian/Person Centered- in right therapeutic environment, client achieves

Answer 76

congruence between self and experiences and move toward potential

Question 77

humanistic/existential models: Rogerian/Person Centered- core condition in therapy

Answer 77

unconditional positive regard, accurate empathy, therapist genuineness/congruence

Question 78

humanistic/existential models: Rogerian/Person Centered- conditions needed from client

Answer 78

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

Question 79

humanistic/existential models: Rogerian/Person Centered- basic activities of self exploratoin

Answer 79

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

Question 80

humanistic/existential models: Gestalt Therapy (Fritz Perl)- seek increased awareness through

Answer 80

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

Question 81

humanistic/existential models: Gestalt Therapy (Fritz Perl)- process oriented approach focusing on

Answer 81

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

Question 82

humanistic/existential models: Gestalt Therapy (Fritz Perl)- pay attention to patterns involving

Answer 82

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

Question 83

humanistic/existential models: Gestalt Therapy (Fritz Perl)- organism has drive to pull self together, done by

Answer 83

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

Question 84

humanistic/existential models: Gestalt Therapy (Fritz Perl)- emphasis on fully _____ whats unfolding in the ______

Answer 84

Experiencing, present/here and now

Question 85

humanistic/existential models: Gestalt Therapy (Fritz Perl)- therapist deals with

Answer 85

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

Question 86

humanistic/existential models: Gestalt Therapy (Fritz Perl)- contraindicated for clients who have

Answer 86

Problems with self-control

Question 87

humanistic/existential models: Gestalt Therapy (Fritz Perl)- pay attention to

Answer 87

The obvious

Question 88

humanistic/existential models: Gestalt Therapy (Fritz Perl)- doesn’t believe in

Answer 88

Repression

Question 89

humanistic/existential models: Gestalt Therapy (Fritz Perl)- group process/workshop

Answer 89

Therapy sessions (briefly) are part of total living experience

Question 90

humanistic/existential models: Gestalt Therapy (Fritz Perl)- directed awareness

Answer 90

Everything dealt with in the here and now

Question 91

Humanistic/existential models: transactional analysis (Eric Berne)- each person has 3 ego states

Answer 91

Parent, adult, child

Question 92

Humanistic/existential models: transactional analysis (Eric Berne)- interactions between people are transactions between

Answer 92

Certain ego states of each person

Question 93

Humanistic/existential models: transactional analysis (Eric Berne)- each child writes a life script based on

Answer 93

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

Question 94

Humanistic/existential models: transactional analysis (Eric Berne)- 4 life positions

Answer 94

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

Question 95

Humanistic/existential models: transactional analysis (Eric Berne)- game analysis

Answer 95

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

Question 96

Humanistic/existential models: transactional analysis (Eric Berne)- script treatment

Answer 96

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

Question 97

Humanistic/existential models: transactional analysis (Eric Berne)- strokes

Answer 97

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

Question 98

Humanistic/existential models: transactional analysis (Eric Berne)- contracting

Answer 98

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

Question 99

Postmodern Model based on

Answer 99

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

Question 100

Postmodern Model: Narrative Therapy- no objective reality, people ____ knowledge of themselves based on _____

Answer 100

Construct; conversation and social interaction

Question 101

Postmodern Model: Narrative Therapy- meaning/interpretations of experiences involves

Answer 101

Telling a story that makes sense

Question 102

Postmodern Model: Narrative Therapy- stories created incorporate

Answer 102

Sociocultural influences and personal interactions

Question 103

Postmodern Model: Narrative Therapy- use stories to organize

Answer 103

World and lives

Question 104

Postmodern Model: Narrative Therapy- goal

Answer 104

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

Question 105

Postmodern Model: Narrative Therapy- approach is

Answer 105

Collaborative, client is expert on their own life

Question 106

Postmodern Model: Narrative Therapy- externalizing the problem

Answer 106

Separating client from the problem

Question 107

Postmodern Model: Narrative Therapy- problem saturated stories

Answer 107

Stories client has co-constructed in interactions with others

Question 108

Postmodern Model: Narrative Therapy- mapping the problem’s domain

Answer 108

Effect of problem overtime and domains of problem

Question 109

Postmodern Model: Narrative Therapy- unique outcomes

Answer 109

Uncovering new truths/strengths

Question 110

Postmodern Model: Narrative Therapy- spreading the news

Answer 110

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

Question 111

Behavior Modification: Sociobehavioral School- theories represent

Answer 111

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

Question 112

Behavior Modification: Sociobehavioral School- behaviors determine

Answer 112

Feelings; changing behavi0rs will also change/eliminate undesired feelings

Question 113

Behavior Modification: Sociobehavioral School- goal

Answer 113

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

Question 114

Behavior Modification: Sociobehavioral School- intervention focused on

Answer 114

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

Question 115

Behavior Modification: Sociobehavioral School- respondent behavior

Answer 115

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

Question 116

Behavior Modification: Sociobehavioral School- operant behavior

Answer 116

Voluntary behavior controlled by consequences in the environment

Question 117

Behavior Modification: Sociobehavioral School- symptoms of problematic behavior are no different from other behavioral responses

Answer 117

-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

Question 118

Behavior Modification: Sociobehavioral School- most behaviorists try to change _____ behaviors

Answer 118

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

Question 119

Behavior Modification: Behavior Paradigms; respondent/classical conditioning

Answer 119

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

Question 120

Behavior Modification: Behavior Paradigms; respondent/classical conditioning- learning occurs as result of pairing

Answer 120

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

Question 121

Behavior Modification: Behavior Paradigms; operant conditioning- behavior has effect/operates on

Answer 121

Environment

Question 122

Behavior Modification: Behavior Paradigms; operant conditioning- antecedent events/stimuli precede behaviors, which are followed by

Answer 122

Consequences

Question 123

Behavior Modification: Behavior Paradigms; operant conditioning- reinforcing consequences

Answer 123

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

Question 124

Behavior Modification: Behavior Paradigms; operant conditioning- punishing consequences

Answer 124

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

Question 125

Behavior Modification: Behavior Paradigms; operant conditioning- ABC model

Answer 125

Antecedentresponse (behavior)consequence

Question 126

Behavior Modification: Behavior Paradigms; operant conditioning- positive reinforcement

Answer 126

Increase probability that behavior will occur

Question 127

Behavior Modification: Behavior Paradigms; operant conditioning- negative reinforcement

Answer 127

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

Question 128

Behavior Modification: Behavior Paradigms; operant conditioning- positive punishment

Answer 128

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

Question 129

Behavior Modification: Behavior Paradigms; operant conditioning- negative punishment

Answer 129

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

Question 130

Behavior Modification: Behavior Paradigms; operant conditioning- reinforcement does what to behavior

Answer 130

Increases frequency

Question 131

Behavior Modification: Behavior Paradigms; operant conditioning- punishment does what to behavior

Answer 131

Decreases frequency

Question 132

Behavior Modification: Behavior Paradigms; operant conditioning- chain

Answer 132

Exists when one performance produces conditions that make next one possible

Question 133

Behavior Modification: Behavior Paradigms; operant conditioning- fading

Answer 133

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

Question 134

Behavior Modification: Behavior Paradigms; operant conditioning- extinction

Answer 134

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

Question 135

Behavior Modification: Behavior Paradigms; operant conditioning- prescriptions

Answer 135

Telling and expecting a client specifically how to behave in situations

Question 136

Behavior Modification: Behavior Paradigms; modeling/observational learning

Answer 136

Learn by observing others

Question 137

specific behavioral procedures: systematic desensitization

Answer 137

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

Question 138

specific behavioral procedures: in vivo desensitization

Answer 138

pairing and moving through anxiety hierarchy, real setting

Question 139

specific behavioral procedures: aversion therapy

Answer 139

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

Question 140

specific behavioral procedures: shaping

Answer 140

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

Question 141

specific behavioral procedures: flooding

Answer 141

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

Question 142

specific behavioral procedures: modeling

Answer 142

method of instruction that involves and individual demonstrating behavior

Question 143

specific behavioral procedures: assertiveness training

Answer 143

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

Question 144

specific behavioral procedures: contingency contract

Answer 144

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

Question 145

specific behavioral procedures: Rational Emotive Therapy (RET)

Answer 145

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

Question 146

specific behavioral procedures: sensate focus

Answer 146

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

Question 147

specific behavioral procedures: squeeze technique

Answer 147

procedure for delaying ejaculation

Question 148

specific behavioral procedures: self-instructional training

Answer 148

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

Question 149

specific behavioral procedures: time out

Answer 149

removal of the opportunity to obtain positive reinforcement

Question 150

specific behavioral procedures: token economy

Answer 150

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

Question 151

behavioral approach to autism

Answer 151

-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

Question 152

substance abuse treatment risk factors

Answer 152

-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

Question 153

causes of substance abuse

Answer 153

-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

Question 154

substance use assessment instruments: AUDIT

Answer 154

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

Question 155

substance use assessment instruments: CAGE AID

Answer 155

(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)

Question 156

substance use assessment instruments: TWEAK test for pregnant women

Answer 156

-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)

Question 157

substance use assessment instruments: Michigan Alcoholism Screening Test (MAST)

Answer 157

24 yes/no questions, score 5+ indicates problems

Question 158

for clients with long term addiction, refer them to _____ first

Answer 158

drug and alcohol treatment before starting therapy

Question 159

substance use assessment parameters (ASAM)

Answer 159

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

Question 160

for substance use assessment, need comprehensive, multidimensional assessment that looks at

Answer 160

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

Question 161

substance use treatment: select ____ restrictive setting

Answer 161

least; use ASAM guidelines

Question 162

goals of substance use treatment

Answer 162

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

Question 163

Korsakoff’s syndrome

Answer 163

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

Question 164

Korsakoff’s syndrome and Wernicke’s encephalopathy associated with

Answer 164

chronic alcohol abuse, B1/thiamine deficiency

Question 165

symptoms of alcohol withdrawal delirium (DTs)

Answer 165

delirium, hallucinations, agitation, autonomic hyperactivity

Question 166

stages of substance use treatment

Answer 166

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

Question 167

detox from what substances may be needed

Answer 167

CNS depressants (alcohol, barbiturates, benzos), opiates

Question 168

cocaine intoxicatoin

Answer 168

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

Question 169

treatment modalities for substance use: biologically based

Answer 169

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

Question 170

treatment modalities for substance use: psychosocial/psychological interventions

Answer 170

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

Question 171

critical components of effective treatment for substance abuse

Answer 171

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

Question 172

substance abuse treatment approaches: minnesota model of residential chemical dependency treatment

Answer 172

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

Question 173

substance abuse treatment approaches: drug free OP treatment

Answer 173

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

Question 174

substance abuse treatment approaches: methadone maintenance/opioid substitution

Answer 174

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

Question 175

substance abuse treatment approaches: therapeutic community residential treatment

Answer 175

for those with psychosocial adjustment problems and require structured resocialization

Question 176

relapse prevention: Marlatt and Gordon-

Answer 176

-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

Question 177

relapse prevention: Gorski Developmental Model of Recovery (DMR)

Answer 177

-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

Question 178

nature of dual diagnosis disorders

Answer 178

-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

Question 179

dual diagnosis: indicators that support/confirm presence of psychiatric illness

Answer 179

-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

Question 180

dual diagnosis: special treatment considerations

Answer 180

-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

Question 181

dual diagnosis: for exam, while meds are standard care in treatment, best answer for some questions may be

Answer 181

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

Question 182

dual diagnosis: principles of care

Answer 182

-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

Question 183

suicide risk factors

Answer 183

-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

Question 184

suicide risk factors for nonfatal attempts

Answer 184

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

Question 185

suicide prevention

Answer 185

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

Question 186

assessing suicide risk

Answer 186

-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)

Question 187

suicide protective factors

Answer 187

-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

Question 188

behavioral warning signs of suicide

Answer 188

-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

Question 189

assessing lethality of suicide

Answer 189

-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)

Question 190

assessing risk of violence- 2 important factors to keep in mind when assessing

Answer 190

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

Question 191

assessing risk of violence- risk factors

Answer 191

-*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

Question 192

practical strategies for risk of violence

Answer 192

-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

Question 193

interventions to reduce risk of violence

Answer 193

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

Question 194

youth violence: early onset risk factors (ages 6-11)

Answer 194

-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

Question 195

youth violence: late onset (12-14)

Answer 195

-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

Question 196

youth violence: protective factors (age at onset not known)

Answer 196

-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

Question 197

youth violence: pathways to violence

Answer 197

-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

Question 198

youth violence: prevention

Answer 198

-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

Question 199

Working with older adults: most effective strategies for working with at risk older adults

Answer 199

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

Question 200

Working with older adults: general guidelines

Answer 200

-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

Question 201

Working with older adults: relationship building

Answer 201

-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

Question 202

Working with older adults: interventions; indirect

Answer 202

-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

Question 203

Working with older adults: direct interventions

Answer 203

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

Question 204

Working with older adults: special considerations

Answer 204

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

Question 205

Brief therapy

Answer 205

-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

Question 206

family therapy: general info

Answer 206

-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

Question 207

family therapy: issues

Answer 207

-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

Question 208

family therapy: interventions

Answer 208

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

Question 209

family therapy: interventions- emotional cutoff

Answer 209

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

Question 210

family therapy: interventions- triangulation

Answer 210

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

Question 211

family therapy: interventions- coaching

Answer 211

guide family members in differentiation of self

Question 212

family therapy: interventions- family rules

Answer 212

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

Question 213

family therapy approaches: multigenerational/intergenerational approach

Answer 213

-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

Question 214

family therapy approaches: structural family therapy

Answer 214

-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

Question 215

family therapy approaches: communication/interaction family therapy

Answer 215

-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)

Question 216

family therapy approaches: strategic family therapy

Answer 216

-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

Question 217

family therapy approaches: psychodynamic approach

Answer 217

-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

Question 218

family therapy approaches: behavioral family therapy approach

Answer 218

-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

Question 219

group work: social group work

Answer 219

-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

Question 220

group psychotherapy

Answer 220

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

Question 221

group psychotherapy: stages of group development

Answer 221

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

Question 222

group psychotherapy: curative universal factors/how groups help (Yalom)

Answer 222

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

Question 223

group psychotherapy: factors in group cohesion

Answer 223

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

Question 224

group psychotherapy: group contraindications

Answer 224

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

Question 225

group polarization

Answer 225

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

Question 226

groupthink

Answer 226

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

Question 227

crisis intervention

Answer 227

-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

Question 228

social role theory: role

Answer 228

behavior prescribed for an individual with a designated status

Question 229

social role theory: role behavior

Answer 229

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

Question 230

social role theory: status

Answer 230

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

Question 231

social role theory: social and individiaul determinants of role behavior

Answer 231

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

Question 232

social role theory: role ambiguity

Answer 232

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

Question 233

social role theory: role complemntarity

Answer 233

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

Question 234

social role theory: role discomplementarity

Answer 234

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

Question 235

social role theory: role reversal

Answer 235

roles opposite to whats appropriate

Question 236

social role theory: failure in role complementarity

Answer 236

cognitive discrepancy, discrepancy of roles, discrepancy in cultural value

Question 237

social role theory: role allocation

Answer 237

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

Question 238

social role theory: explicit roles

Answer 238

conscious and exposed to observation

Question 239

social role theory: implicit roles

Answer 239

unconscious (acting like a dependent child)

Question 240

social role theory: prescription

Answer 240

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

Question 241

social role theory: sanctioning

Answer 241

behavior with intent to modify anothers behavior, usually toward conformity

Question 242

social role theory: locus of control

Answer 242

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

Question 243

bases of social power: coercive

Answer 243

power from control of punishments

Question 244

bases of social power: reward

Answer 244

power from control of rewards

Question 245

bases of social power: expert

Answer 245

power from superior ability/knowledge

Question 246

bases of social power: referent

Answer 246

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

Question 247

bases of social power legitimate

Answer 247

power from having legit authority

Question 248

bases of social power: informational

Answer 248

content of message leads to new cognitions

Question 249

resilience

Answer 249

-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

Question 250

definitions of collaboratoin

Answer 250

-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

Question 251

communication; considerations for SW interview

Answer 251

-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

Question 252

Communication Theory

Answer 252

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

Question 253

Communication Theory: information

Answer 253

anything people perceive from environment or from within self

Question 254

Communication Theory: information processing

Answer 254

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

Question 255

Communication Theory: feedback

Answer 255

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

Question 256

Communication Theory: relationships

Answer 256

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

Question 257

Communication Theory: double bind

Answer 257

offering 2 contradictory messages and prohibiting recipient from noticing contradiction

Question 258

Communication Theory: paradox

Answer 258

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

Question 259

Communication Theory: nonverbal communications

Answer 259

facial expression, gesture, posture, tone of voice

Question 260

Communication Theory: metacommunication

Answer 260

context within which to interpret content of message

Question 261

Communication Theory: context

Answer 261

circumstances surrounding information exchanges

Question 262

Communication Theory: rules for info processing

Answer 262

rules by which potentially available info perceived/evaluated

Question 263

Communication Theory: info processing block

Answer 263

fail to perceive/evaluate potentially useful new info

Question 264

Communication Theory: metacomplementary relationship

Answer 264

1 person lets other have control/forces to take it

Question 265

Communication Theory: symmetrical escalation

Answer 265

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

Question 266

verbal barriers to communication

Answer 266

-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

Question 267

code of ethics states should only elicit how much information

Answer 267

minimum information necessary for providing services

Question 268

axioms of communicatoin

Answer 268

-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

Question 269

research

Answer 269

-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

Question 270

types of research studies

Answer 270

-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

Question 271

experimental studies

Answer 271

-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

Question 272

common research designs

Answer 272

-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)

Question 273

**in some cases, unethical to withdrawal treatment if

Answer 273

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

Question 274

reliability

Answer 274

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

Question 275

validity

Answer 275

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

Question 276

external validity

Answer 276

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

Question 277

internal validity

Answer 277

did experimental treatment make difference in this instance

Question 278

content validity

Answer 278

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

Question 279

construct validity

Answer 279

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

Question 280

predictive validity

Answer 280

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

Question 281

face validity

Answer 281

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

Question 282

statistic

Answer 282

-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)

Question 283

random sampling and assignment
**true experiments must have

Answer 283

-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

Question 284

measures of central tendency

Answer 284

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

Question 285

bias in research
bias in sampling
bias in assignment
bias in test administration

Answer 285

-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

Question 286

null hypothesis; level of significance

Answer 286

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

Question 287

types of research

Answer 287

-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

Question 288

stages of research process

Answer 288

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)

Question 289

macro SW practice

Answer 289

-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

Question 290

community organization

Answer 290

-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

Question 291

community organization: community definition/dimensions/functions

Answer 291

-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)

Question 292

community organization: community theories-systems theory

Answer 292

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

Question 293

community organization: community theories- human ecology theory

Answer 293

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

Question 294

community organization: community theories- human behavior theories

Answer 294

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

Question 295

community organization: community theories- power and politices

Answer 295

-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

Question 296

community organization: community theories- strength/empowerment perspectives

Answer 296

strengths/assets of community

Question 297

community organization: community theories- social networking theory and social capital

Answer 297

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

Question 298

community organization: definition

Answer 298

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

Question 299

community organization: common characteristics

Answer 299

-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)

Question 300

community organization: assumptions

Answer 300

-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

Question 301

community organization: approach

Answer 301

-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

Question 302

models of community intervention: locality development

Answer 302

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

Question 303

models of community intervention: social planning

Answer 303

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

Question 304

models of community intervention: social action

Answer 304

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

Question 305

models of community intervention: asset based community development (ABCD)

Answer 305

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

Question 306

models of community intervention: community building

Answer 306

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

Question 307

SW/Human Services Management

Answer 307

-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

Question 308

organizational theories: bureaucratic theory

Answer 308

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

Question 309

organizational theories: scientific management theory

Answer 309

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)

Question 310

organizational theories: human relations theory

Answer 310

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)

Question 311

organizational theories: management by objectives

Answer 311

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

Question 312

organizational theories: structural function theories

Answer 312

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

Question 313

organizational theories: systems theories

Answer 313

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

Question 314

organizational theories: contingent theory

Answer 314

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

Question 315

organizational theories: theory Z

Answer 315

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

Question 316

organizational theories: organization concepts

Answer 316

-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

Question 317

organizational theories: theories of motivation- need hierarchy theory

Answer 317

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

Question 318

organizational theories: theories of motivation- ERG theory

Answer 318

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

Question 319

organizational theories: theories of motivation- needs for achievment, power, and affiliation

Answer 319

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

Question 320

organizational theories: theories of motivation- 2 factor theory

Answer 320

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

Question 321

organizational theories: theories of motivation- equity theory

Answer 321

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

Question 322

organizational theories: theories of motivation- goal setting theory

Answer 322

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

Question 323

organizational theories: theories of motivation- expectancy theory

Answer 323

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

Question 324

organizational theories: theories of motivation- reinforcement theory

Answer 324

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

Question 325

organizational theories: current trends

Answer 325

-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

Question 326

Human Service Management Competencies: Executive Leadership (domain I)

Answer 326

-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

Question 327

Human Service Management Competencies: Resource Management (domain II)

Answer 327

-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

Question 328

Human Service Management Competencies: strategic management (domain III)

Answer 328

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

Question 329

Human Service Management Competencies: community collaboration (domain IV)

Answer 329

builds relationships with other agencies/groups in community

Question 330

Key Administrative and Management Function: ethical practice (NASW code)

Answer 330

-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

Question 331

Key Administrative and Management Function: general

Answer 331

-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

Question 332

signs of financially healthy nonprofits

Answer 332

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

Question 333

budgeting and resource allocation

Answer 333

-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

Question 334

public/community relations and marketing

Answer 334

-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

Question 335

policy practice competencies

Answer 335

-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

Question 336

supervision

Answer 336

-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

Question 337

problem solving process (*keep general format in mind for solving problems)

Answer 337

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