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SWSP3029 > Exam Specific > Flashcards

Exam Specific Flashcards

1
Q

What are the five principles of life-course theory?

A
  1. Human development and ageing are lifelong processes (lifespan development)
  2. Agency
  3. Time and place
  4. Timing
  5. Linked Lives
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2
Q

Life-course theory: Human development and ageing are lifelong processes (Lifespan development) (hint: 3 points)

A
  • humans develop in biologically, socially, and psychologically meaningful ways beyond childhood.
  • new situations are shaped by earlier experiences and attached meanings
  • the relationships, events and behaviour of earlier life stages have consequences for later life relationships and well-being.
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3
Q

Life-course theory: Agency (hint: 2 points)

A
  • Individuals active agents in construction of their lives.
  • make choices within opportunities and constraints provided by family background, stage in life-course, structural arrangements, and historical conditions.
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4
Q

Life-course theory: Time and place (hint: 1 point)

A
  • Importance of social and historical context in shaping individual lives.
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5
Q

Life-course theory: Timing (hint: 2 points)

A
  • Importance of transitions and their timing relative to social contexts in which individuals make choices.
  • consequences of life transitions, events and behaviour patterns vary according to timing in person;s life.
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6
Q

Life-course theory: Linked lives (hint: 3 points).

A
  • lives lived interdependently and reflect socio-historical influences.
  • integration of social relationships beyond family
  • social links shape how individuals interpret life events
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7
Q

social determinants of health

A
  • conditions in which we are born, live, grow, work, age; and the inequities in power, money and resources that give rise to inequities in daily life.
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8
Q

what are the causes of the causes of health gaps (hint: 4).

A
  1. psychosocial and environmental factors (income, poverty, employment, education, access to community resources)
  2. Demographic factors (gender, age, ethnicity)
  3. Degree of social integration and social capital
  4. Political aspects (funding and resource distribution).
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9
Q

What interactions must be considered when dealing with social determinants? (Hint:3)

A
  1. Social determinants
  2. Health behaviours
  3. Biomedical factors
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10
Q

Main social determinants to remember: (hint: 7)

A
  1. socioeconomic position
  2. early life
  3. social exclusion
  4. social capital
  5. employment and work
  6. housing
  7. residential environment.
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11
Q

homelessness definition

A
  • no suitable accommodation
  • inadequate dwelling
  • no tenure or insecure tenure
  • no control of/and access to space for social relations
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12
Q

social determinants relevant to homelessness (hint: 3 categories)

A
  1. life circumstances (e.g. family breakdown/DV, release from prison, substance abuse, psychiatric illness, eviction, housing un-affordability)
  2. unmet welfare and health needs (affordable housing, medication, counselling and support)
  3. absence of protective factors (employment, strong social support network, literacy, affordable housing)
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13
Q

How would a SW prepare for practicing in the bush-fire affected area? (hint: 4 points).

A
  1. Look towards policies and structures available to help me understand what the best practice is (e.g. big organisations such as red-cross).
  2. Research! Read academic journals, use AASW.
  3. Draw on theories (trauma, grief and loss).
  4. Draw on how SW has worked in this sphere (what has been effective/what mistakes have been made?
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14
Q

Steps/application of evidence-informed practice:

A
  1. Start with practice-related problem (what’s the nature of the problem?)
  2. Searching and appraising the best available evidence to frame and decide on options (what’s the most beneficial intervention to address the problem?)
  3. Change through implementation.
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15
Q

6 Domains of transition:

A
  1. Physical
  2. Psychological
  3. Social (identities)
  4. Emotional
  5. Individual factors, physical
  6. Social (personal meanings)
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16
Q

6 Domains of transition: Physical

A
  • changes in functional ability
  • feeling less independent and unable to make choices/ needing assistance
  • can develop behaviours that are harmful to self
17
Q

6 Domains of transition: Psychological

A
  • giving up hobbies, reluctant to accept invitations
  • psychotic behaviour
  • personality changes (becoming aggressive)
  • loss of memory
18
Q

6 Domains of transition: Social identities

A
  • transition from careers (e.g. academic to retired)
  • change in relationships with others (friction, tension, frustration)
  • carer: retiring from work because care needs are too much
  • from partner to carer (carer stress)
19
Q

6 Domains of transition: emotional

A
  • carer stress (24hr care can be exhausting and hard to watch - particularly if it is someone you love)
  • feelings of hopeless, feeling like a burden, frustrated?
20
Q

6 Domains of transition: Individual, physical

A
  • changes in functional ability but also what it means to someone
  • not ever wanting to move to aged care but not having a choice anymore
  • being taken away from peers, community
21
Q

6 Domains of transition: Social meanings

A
  • feelings of hopelessness
  • Feeling like a burden
  • becoming frustrated
  • what is means as a person?
  • embarrassment of behaviour that can’t be controlled
  • fear of being alone/forgotten
22
Q

Chronic sorrow:

A
  • long-term sadness

- normal grief response associated with ongoing living loss

23
Q

Example of chronic sorrow:

A
  • Parent of child with debilitating illness (intense feelings of grief)
  • carer stress*
  • disappointment and fear
  • progression and intensification of sadness/sorrow years after initial disappointment or loss
24
Q

4 SW skills in working with chronic sorrow OR GRIEF/LOSS:

A
  1. Empathy (being aware of facial expressions)
  2. Respect (*Give people control!, avoid assumptions, kindness, listening, facilitating client’s expressions of emotional, cognitive and spiritual state)
  3. Genuineness: encourage construction of narrative.
  4. Openness: address practical questions/concerns with honesty, direct answers, facts
25
Q

6 Practice goals for working w/ young woman after sexual assault.

A
  1. Promote safety - physical and emotional (reduce distress and attend to basic needs - don’t ask for facts straight away, start w/ grounding Q’s, examination time and follow-up)
  2. Empowerment and skill acquisition (enhance natural resilience and coping ability), regain mastery over lives
  3. Maximise client control and choice (focus on gaining control over life - sexual assault is violation without control)
  4. Collaboration - share power
  5. Integrate care (find balance between medical emotional, legal needs)
  6. Healing happens in relationships (explore support systems), explore relationships, how they engage w/ networks, who supports them?
26
Q

3 Elements of decision-making process to satisfy capacity.

A
  1. Understand the nature and effect of decisions about a matter
  2. Freely and voluntarily make decisions (no undue influence)
  3. Communicate the decision in some way
27
Q

How might SW assess for these?

A
  1. Discussions with people close to the patient who may be aware of patient’s usual ability or communication needs.
  2. Consult w/ health professionals who care for patient.
  3. Communicate w/ patient.
28
Q

Process of informed decision-making

A
  1. consider the decision to be made
  2. consider individual capabilities, impairments and wishes (understand, express, act)
  3. environment (opportunities, constraints, support, resources)

Also:

  • Providing sufficient info. so the patient can make informed decision.
  • Give enough detail.
  • Checking understanding.
29
Q

What type of info. will the patient need in order to make an informed decision?

A
  • Info. on the medical situation

- Nature of decision being asked (benefits, risks, what the treatment is, alternatives and implications)

30
Q

SW role in dealing with elder abuse (principles and values) (hint: 4 points)

A
  1. Do a ‘good assessment’. Assess wants and needs. Explore wishes and what options/risks they are willing to take. Do no harm (Don’t be ‘protectionist’, don’t disempower or intervene against wishes).
    Empowerment approach* elders are competent to make informed decisions (unless documented otherwise)
  2. Right to self-determination. Elder’s needs and desires first. Promote control over their lives - take action without influence.
  3. Support them in their choices.
  4. Consider working WITH family members, rather than seeing them as abusers.
31
Q

SW steps in dealing with potential elder abuse:

A
  1. Talk to elder, find out more about situation, what does elder think?
  2. Gain permission to talk to child?
  3. get advice from supervisor or ring ADA for advice (aged and disability advocate Australia)
32
Q

key assumptions of consumer directed health care

A
  • people autonomous
  • people as rational consumers of health care (Make informed decisions through 1. ability to understand technical concepts 2. ability to take rational approach to emotive, frightening issues)
  • health care as a commodity (treatment = commercial, links to notions of privatisation)
33
Q

6 skills in working with couple with stillborn child.

A
  1. Giving options (what do they want?, spend time w/ baby?, photos?)
  2. Giving control.
  3. Attending to their wants and needs.
  4. Be reassuring
  5. Have an approach central to the baby that has died.
  6. Respect: using deceased baby’s name
34
Q

key ethical and legal aspects of informed consent

A

patient has the right to decide what is appropriate for them, taking into account their personal circumstances, beliefs and priorities
- right to accept or decline

SWSP3029 (14 decks)

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