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Intro to field practicum > final exam > Flashcards

final exam Flashcards

1
Q

Breakdown of biopsychosocial approach

A

bio=body
psycho=mind
social=relationship

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2
Q

What is the biopsychosocial approach

A

an ‘ecological’ approach
Internal & external factors matter
Reciprocal relationship between person & environment

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3
Q

Bio

A

Includes all physiological processes
Sensory, motor, respiratory, endocrine, circulatory
Assess nutrition, exercise, eating, sleeping, use of drugs

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4
Q

Psycho

A

Includes mental processes

Emotion, memory, perception, problem-solving, language

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5
Q

Social

A

Includes interactions with other humans

Social roles, social support, family, culture, leadership style, communication, politics, discrimination

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6
Q

Strength Perspective

A

Despite life’s problems everyone has strengths that can be used to improve their quality of life
Client is motivated by focus on strengths
Client and professional have to cooperate to discover strengths
Takes the focus away from blaming client

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7
Q

The strengths perspective: HOW TO FIND CLIENTS’ STRENGTHS…

A

Exception-finding Questions
help to find times when situation, client’s decisions, client’s behaviour were different from the problematic way
Scaling Questions
Measure improvement, and impact of strengths
Coping Questions
Help find ways client has coped with difficult circumstances

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8
Q

AGATE model

A 
Assessment
Goal Setting
Action
Termination
Examination of process
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9
Q

discussion map

A

.

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10
Q

*Bias Barriers

A

Bias gets in the way of us seeing the complete picture of other people, and appreciating their full value
How? – ethnocentricity, stereotypes, prejudice
Where does it come from?
How did bias get in the way of us seeing the full complexity of Patrick and the Pakistani women?

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11
Q

*Bias Definition:

A

a tendency to favour something despite the evidence

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12
Q

*Bias busters

A

-Break the simple answers bias gives us
-Embrace complexity
(appreciate diversity)
-Become other-oriented
Empathy
Interest – show interest in people & they will talk to you, and tell you about themselves, & you will get…
Information

Leads to inclusion

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13
Q

*Equality Rights:

A

no discrimination on grounds of race, national or ethnic origin, religion, sex, sexual orientation, age, or mental or physical disability

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14
Q

Taking an active stance(4)

A
  • Freely ask questions
  • Seek feedback (in class and in placement)
  • Participate in class discussion and activities
  • Stay open to understanding yourself
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15
Q

Staying Active Through Effective Communication

A
  • Listens carefully to what client says and how it is said
  • Avoids interrupting
  • Uses silence to encourage client to talk
  • Uses reflection to clarify client’s meaning
  • Asks questions to get important details
  • Help client to systematically explore ideas
  • Point out similarities and discrepancies between client’s thoughts, feelings, actions
  • Get feedback from client to make sure you are understanding them correctly
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16
Q

Barriers to active listening (6)

A
  • Judgmental
  • Having biases
  • Pigeonholing clients
  • Attending only to facts
  • Sympathizing
  • Interrupting
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17
Q

NONVERBAL LANGUAGE (stats)

A
  • Only get 7% of communication from what people say
  • 38% of communication from vocal aspects (tone, volume, pitch, etc.)
  • 55% of communication from body language
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18
Q

NONVERBAL LANGUAGE

A 
Movements & gestures
Eye contact
Facial expressions
Voice-related behaviours
Silence (what’s good about it?)
Autonomic physiological responses (fast breath, blushing, paleness, perspiring) 
Use of space (see next slide)
Touch
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19
Q

Staying Active Through Appreciation of Multicultural & Gender Issues

A

Eye-contact
In North America direct eye-contact is norm
In Canadian indigenous, some Asian cultures direct eye-contact is disrespectful
Body language (Russia, nodding head might mean “no”)
Space
Northern Europeans (Britain) need space, Southern Europeans (Italy) need intimacy
Silence (New Yorkers vs Tibetans)
Touch
Submission to Authority
Gender differences

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20
Q

Conflict involves:

A

you and someone

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21
Q

Conflict Management Styles(5)

A
  • Avoidance (lose/lose)
  • Accommodation/Harmonizing (lose/win)
  • Competition (win/lose)
  • Compromise (win/lose, win/lose)
  • Collaboration (win/win)
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22
Q

Shark

A
  • Sharks use a forcing or competing conflict management style.
  • Sharks are highly goal-oriented
  • Relationships less important
  • Sharks do not hesitate to use aggressive behaviour to resolve conflicts
  • Sharks can be authoritative, uncooperative, threatening and intimidating
  • Sharks have need to win; therefore others must lose, creating win-lose situations
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23
Q

Shark advantages vs disadvantages

A

Advantage: If the shark’s decision is correct, a better decision without compromise can result
Disadvantage: May breed hostility and resentment toward the person using it

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24
Q

Appropriate times to use shark style (4)

A
  • when building a relationship isn’t important
  • when others are likely to take advantage of weak behaviour
  • when conflict resolution is urgent; in a crisis
  • when unpopular decisions need to be made
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25
Q

Turtle (avoidance)

A
  • Turtles use an avoiding or withdrawing conflict management style
  • Turtles would rather hide and ignore conflict than resolve it; this makes them uncooperative and unassertive
  • Turtles tend to give up personal goals and show passive behaviour, creating lose-lose situations
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26
Q

Turtle advantages vs disadvantages

A

Advantage: may help to maintain relationships that would be hurt by conflict resolution
Disadvantage: Conflicts remain unresolved, overuse of the style leads to others walking over them

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27
Q

Appropriate times to use turtle style (6)

A
  • when the stakes are not high or issue is trivial
  • when confrontation will hurt a working relationship
  • when disruption outweighs benefit of conflict resolution
  • when gathering information is more important than an immediate decision
  • when others can more effectively resolve the conflict
  • when time constraints demand a delay
28
Q

Teddy Bear (accomodation)

A

-Teddy bears use a smoothing or accommodating conflict management style
with emphasis on human relationships
-Teddy bears ignore their own goals and resolve conflict by giving into others
unassertive and cooperative creating a win-lose (bear is loser) situation

29
Q

Teddy bear advantages vs disadvantages

A

Advantage: Accommodating maintains relationships
Disadvantage: Giving in may not be productive, bear may be taken advantage of

30
Q

Appropriate times to use teddy bear style (4)

A
  • when maintaining the relationship outweighs other considerations
  • when suggestions/changes are not important to you
  • when minimizing losses in situations where outmatched or losing
  • when time is limited or when getting along is valued
31
Q

Fox (compromise)

A

-Foxes use a compromising conflict management style
concern is for goals and relationships
-Foxes are willing to sacrifice some of their goals while persuading others to give up part of theirs
-Compromise is assertive and cooperative-result is either win-lose or lose-lose

32
Q

Fox advantages and disadvantages

A

Advantage: relationships are maintained and conflicts are removed
Disadvantage: compromise may create less than ideal outcome and game playing can result

33
Q

Appropriate times to use a Fox Style (3)

A
  • when important/complex issues leave no clear or simple solutions
  • when all conflicting people are equal in power and have strong interests in different solutions
  • when there are no time restraints
34
Q

Owl (collaboration)

A

Owls use a collaborating or problem confronting conflict management style valuing their goals and relationships
Owls view conflicts as problems to be solved finding solutions agreeable to all sides (win-win)

35
Q

Owl advantages vs disagvantages

A

Advantage: both sides get what they want and negative feelings
eliminated
Disadvantage: takes a great deal of time and effort

36
Q

Appropriate time to use an Owl style (5)

A
  • when maintaining relationships is important
  • when time is not a concern
  • when peer conflict is involved
  • when trying to gain commitment through consensus building
  • when learning and trying to combine different perspectives
37
Q

Our ______ affect who we get into conflict with

A 
Beliefs:
Culture
Families
Gender
Personality
38
Q

5 conflict management skills:

A

1) Manage your emotions
2) Manage information
3) Be empathetic
4) Manage goals
5) Manage the problem

39
Q

Assertive Strategies:

1. Manage Your Emotions (6)

A

-Be aware you are becoming angry and emotionally volatile
-Understand your anger
-Make a conscious decision about whether to express your anger
Select a mutually acceptable time and place to discuss conflict if emotions too strong
Plan your message
-Breathe
-Monitor non-verbal messages
-Avoid personal attacks, name-calling, and emotional overstatement

40
Q

Assertive Strategies: Manage Information (4)

A
  • Clearly describe the conflict-producing events
  • “Own” your statements using descriptive “I” language
  • Use effective listening skills
  • Check your understanding of what others say and do
41
Q

Assertive Strategies: Be Empathic (6)

A
  • Stop: Stop making your arguments and concentrate on your partner’s points.
  • Look: Monitor your partner’s emotions by observing non-verbal cues.
  • Listen: Concentrate on what the other person is saying.
  • Imagine: Imagine how you would feel in your partner’s place.
  • Question: Ask appropriate questions when you don’t understand or need something clarified.
  • Paraphrase: Confirm you partner’s point of view by briefly summarizing content and emotion.
42
Q

Assertive Strategies: Manage Goals (2)

A
  • Identify your goals and your partner’s goals

- Identify where your goals and your partner’s goals overlap

43
Q

Assertive Strategies: Manage The Problem (5)

A
  • Define the problem
  • Analyze the problem
  • Determine the goals
  • Generate multiple solutions
  • Select and try the best solution
44
Q

Assertiveness Strategies: Clarify the Information (5 options)

A

1) Restate/Repeat
2) Paraphrase
3) Reflect Feeling
4) Paraphrase Content And
5) Reflect Feeling

Say Nothing

45
Q

Supervisor Functions: Administrative (6)

A
  • Informed consent
  • Evaluation
  • Due process
  • Confidentiality
  • Dual relationships
  • Legal liability
46
Q

Supervisor Functions: Supportive (6)

A
  • Reassurance
  • Encouragement
  • Positive reinforcement
  • Building trust
  • Constructive criticism
  • Empathy
47
Q

Supervisor Functions:

Educational (4)

A

Teaching professional roles
Teaching clinical skills
Teaching self-awareness
Teaching group functioning skills

48
Q

Making the Most of Your Supervision

A

-Be clear about what to expect
Learning contract (goals, objectives, tasks, evaluations)
-Be assertive about learning
Supervisor may be busy and hard to connect with
May be getting away from your learning goals
Other staff in agency may want to use you for tasks that aren’t related to your learning goals
-Embrace your learning role
You aren’t expected to know everything
-Be active and take initiative
Creates a good impression and you learn more

49
Q

Challenges in Supervision

A
  • Poor match between supervisor and student
  • Frequent change in supervisors
  • Absent supervisor
  • Inadequate supervisor
  • Critical/difficult supervisor
  • Unethical supervisor
  • Overloaded /overworked/overwhelmed supervisor
  • Dual relationships
50
Q

2,7-10, 12-14, 16-18

A

.

51
Q

key to the College’s public awareness campaign (4 words)

A
  • Professional
  • Ethical
  • Qualified
  • Accountable
52
Q

title protection

A

Must have specialized academic qualifications and meet rigorous standards
Represent or hold out expressly or by implication that he/she is a registered social worker/social service worker or a social worker/social service worker
Provincial offence
Consequence: $5,000 (1st offence); $10,000 (subsequent offences)

53
Q

CCP

A

The Continuing Competence Program (CCP) was launched in 2009
All members are required to participate
Condition of certificate of registration: continuing competence to practise social work/social service work in accordance with guidelines approved by Council and published and distributed to members

54
Q

Code of Ethics and Standards of Practice Handbook, functions

A

Functions:
To set out minimum standards of professional practice and conduct
To prescribe basis on which professional practice is conducted in a sound and ethical manner
To guide and assess professional behaviour and practice

55
Q

Oversight and Discipline

A
  • The complaints and discipline processes give the public a voice by enabling the College to identify, remediate and/or remove unfit, incompetent or unqualified individuals from practice
  • This protects both the professions and the public
56
Q

Structure

A

Council: 7 social workers, 7 social service workers, 7 public members, appointed by the Lieutenant Governor
Registrar and CEO
Staff
Committees:

57
Q

Regulatory context

A

Social Work and Social Service Work Act, 1998
Ontario College of Social Workers and Social Service Workers (OCSWSSW)
Fully proclaimed on August 15, 2000

58
Q

Public participation and accountability

A

Accomplished by:

  • Open Council meetings and discipline hearings
  • Public representation on Council
  • Public access to the Register
59
Q

The register

A
  • Name & class of certificate of registration held
  • Any terms, conditions & limitations imposed on the certificate
  • Notation of every revocation, cancellation & suspension of a member’s certificate
  • Bylaw: Business address and business telephone number
  • Any person has the right to inspect the Register
  • The Registrar shall provide to any person, on the payment of a reasonable charge, a copy of any part of the Register
60
Q

Ethical and Legal issues

A

-Ethical Decision making
-Informed consent
Confidentiality

61
Q

Ethical Decision making

A

-Your ethics and values should rule your work

62
Q

Dimensions of ethical Decision making

A
  • Understanding your legal obligations as a professional
  • Understanding the fundamental values and ethics of your profession
  • Identifying ethical and legal implications
  • Knowing which obligation is more important when obligations conflict
63
Q

Ethical decision making principles (7)

A
  • Principles of the protection of life
  • Principles of equality and inequality
  • Principle of autonomy and freedom
  • Principle of least harm
  • Principle of quality of life
  • Principle of privacy and confidentiality
  • Principle of truthfulness and full disclosure
64
Q

E.T.H.I.C. Decision-Making Model - proposed by US Congress

A

E Examine relevant personal, societal, agency, client, and professional values
T Think about what ethical standard of [the professional] code of ethics applies, as well as relevant laws and case decisions (ex. Social Work and Social Service Work Act, Personal Health Information Protection Act, Child & Family Services Act

H Hypothesize about possible consequences of different decision

I Identify who will benefit and who will be harmed in view of social work’s commitment to the most vulnerable

C Consult with supervisor and colleagues about the most ethical choice

65
Q

Informed consent and what happens If you act without client’s informed consent you could face:

A
  • Client must agree to treatment/intervention
  • Criminal charges (assault)
  • Civil suit
  • Professional consequences
66
Q

Limits to confidentiality (4)

A

Client is at risk of harming self of others
Instances of child abuse/neglect
Instances of elder abuse/neglect
If court subpoenas your documents or calls you as a witness

Intro to field practicum (1 decks)

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