Intervention Or Theory

Question 1

In domestic violence what is often the theory utilized?

Answer 1

Social exchange theory: total benefits and losses to determine bx

Stays in abusive relationship bc the high cost of leaving lowers the benefits. They will leave once rewards outweigh cost.

Question 2

In domestic violence marital/ couplescounseling is not appropriate in addressing abuse. It places victim at risk. T or F

Answer 2

T

Question 3

Universalism

Answer 3

Genenertization or normalization of bx

Question 4

Summaritization

Answer 4

Brings together the important points of a discussion and to bring an awareness to the progress made

Omits irrelevant information and provides closure

Can happen at the close of discussions or other parts of discussions

Question 5

When using interpretors

Answer 5

Face client not interpretor

Do not ask opinion of interpretor or have conversations with them

Do not use family members to interpret or provide services in which sw is not linguistically competent bc valuable info can be missed

Question 6

Maslow Heirarchy of Needs is divided into these two categories?

Answer 6

Deficiency Needs

Physiological
Saftey
Love andBelonging
Esteem

Growth Needs

Self actualization

Question 7

3 levels of intervention

Answer 7

1. Micro: Focus on helping client solve their problem, help accessing needed services, provide direct support and counseling.
2. Mezzo: Interventions with larger group or community. Attempt to make connection betwwen micro and macro
3. Macro: Make system level changes that reduce barriers. EXAMPLE: changing policy, procedures, regulations, and laws. Aimed at not only assisting client but others experiencing same difficulties.

Question 8

Role playing activities ate divided into what 4 stages?

Answer 8

Preparation and explanation

Preparation of activity

Role plY

Debrief

Question 9

Modeling is divided into what 4 types?

Coping vs Mastery model?

Answer 9

1. Live modeling: watching a real person perform desired bx
2. Symbolic modeling: filmed or videotaped models demonostrating desired bx
3. Participant modeling: individual models anxiety evoking bx for client then prompts client to engage
4. Covert modeling: clients use imagination visualizing bx as another describes imagineary situation

Coping model: initially fearful but gradually competent performing feard bx

Mastery model: no fear and competent from the start

Fyi

Modeling well in combo with role play

Question 10

Self monitoring is central to which theoretical approach?

Answer 10

CBT

Question 11

Crisis intervention 4 stages and focus?

Answer 11

STAGES

Relieve impact of stress with resources
Return to previous level of functioning
Strengthen coping mechanisms
Develop coping strategies

FOCUS

CI focuses on here and now
Time limited 4 to 6 weeks
Directive
And high levels of sw involvement
Sw set specific goals and tasks

Question 12

What is risk management?

Answer 12

Implementing a comprehensive risk management stategy includes completing a comprehensive ethical audit which examines risk

Completed by a committee or task force

Risk management is an ongoing processwhich includes preventative strategies and corrective actions

I.e. program review in bop

Question 13

What is Ego Dystonic

Vs

Ego syntonic

Answer 13

Syntonic = bx insync with ego (no guilt)
A client is comfortable with bx
I.e. personality dx

Dystonic= bx dis insync with the ego (guilt)
Client is bothered by some of their bx
I.e. depression, anxiety

Question 14

Ego strength

Answer 14

Ability of the ego to effectively deal with demands od id, super ego, and reality

Those with littlecego strength feel torn with competing demands and too much ego strength can cause rigidity

Helps maintain emotional stability

Question 15

3 levels of awareness?

3 components of personality?

Answer 15

Concious
Precocious
Unconscious

Id- pleasure principle
Ego- reality principle
Super ego- moral principle, causes guilt about going against societal rules

Question 16

Psychoanalytic

Answer 16

Dreams
Free associations
Transference
Resistance

Deal with repressed info in unconscious

Longer than psychodynamic tx

Question 17

Psychodynamic

Answer 17

I sight oriented tx

Higher functioning clients

Defense mechanisms

Unresolved feelings managed by def mechanisms

Help clients connect betwwen early life experiences and current bx

Question 18

Psychsexual stages

Answer 18

Oral

Anal-

Phallic- odedipus complex ( male child sexual desire for mother. Castration anxiety (fear that father will cut off penis for desiring mother)

Latency

Genital

Question 19

Task centered approach

Answer 19

Termination is almost immediate upon onset of tx

Assessment leads to goals which leads to tasks

Question 20

In family tx what are

Instrumental functions?

Affective functions?

Answer 20

Instrumental: physical resources i.e. food, shelter, clothing, money, etc

Affective: provision of emotional support to family i.e. comfort and support

Question 21

Strategic FT

Answer 21

Built on communication theory

Brief and task centered

Creating change n bx vs change in understanding

1q

Question 22

PIE theory

Answer 22

Severity index- degree to which a clients problem requires sw intervention

Question 23

Consultation Process

Answer 23

Entry stage-

Diagnosis stage- discuss need for and purpose of tx

Question 24

During interviews pulling together patterns of bx to get better understanding of problem

Answer 24

Interpretation

Question 25

Empathetic relationships with clients who have experienced trauma and witnessing effects of trauma. Sx mirror those experienced by primary victim of trauma

Answer 25

Secondary trauma

Question 26

Combination of secondary trauma and burnout emotionally and physically, occurs over time

Answer 26

Compassion fatigue

Question 27

Mahler’s Separation-Individuation Theory

Answer 27

Normal Autistic Phase: Birth to 1 Month

A newborn infant is blissfully unaware of anything but its own needs. At this stage, the mother needs to be available to lovingly meet the baby’s needs and introduce tender, caring interaction.

Normal Symbiotic Phase: 1 to 5 Months

During these first few months, babies begin to learn about their world and develop their very first human bond – that which they share with their mothers. Positive stimuli (cuddling, smiling, engaged attention) and relief of discomfort (feeding promptly when hungry, changing of soiled nappies, providing an appropriate sleep environment) all help the infant to develop a trust that their needs will be met, building a basis for security and confidence.

Sub-phase One: Differentiation - 5 to 10 Months

As the baby matures, he develops an increased interest in both the mother and the outside world. Not yet able to understand that she exists outside of his view, parents often first notice their baby’s first outward signs of separation anxiety during this time as the baby continually “checks back,” looking at other things but then looking for the mother as a reassurance that she is still present. Often, babies are most comfortable to express interest in outside stimuli when they feel safe in their mother’s arms during this phase. Consistent access to the mother aids the baby’s emotional well-being and while it first appears about this time, this need may continue well into the practicing sub-phase.

Sub-phase Two: Practicing - 10 to 16 Months

As children’s mobility increases, they are able to explore their environment with an autonomy that was previously impossible. Still not ready for extended separation from their mothers, crawlers and beginning walkers will sometimes choose to separate briefly from their mums, but will typically return quickly for assurance and comfort. Some independent play time is enjoyed, but often the baby is only comfortable to play on their own when the mother is within the child’s line of sight. Mothers who are able to release their children to a beginning level of independent exploration whilst staying nearby will provide their baby with the ability to take pleasure in their growing world. Mahler described this “hatching” as the true birth the individual occurs, with the child beginning to have a basic sense of self not directly connected to the mother.

Sub-phase Three: Rapprochement - 16 to 24 Months

As parents of toddlers know, they can be a confusing bunch. One minute, they are running from their mothers, refusing her attention or wishes, and the next they are anxiously clinging to her. Mahler referred to this as “ambitendency” and explained that this behaviour is representative of a toddler’s sometimes opposing desires and needs. It is during these months that children first get a real sense that they are individuals, separate from their mothers, which is both an exhilarating and frightening discovery.
Toddlers continue to take pleasure in exploring their environment, but during this phase, much of their growth comes from socialisation. Imitation of others is common (much to the amusement and sometimes dismay of parents!), as is the tendency to want the things that others have, taking them by force if necessary. Mahler also observed that toddlers often become a bit “low key” when they are not around their mothers, and may withdraw a bit into themselves. Unlike when they were babies, toddlers learn that their emotional needs are not automatically sensed or tended to, so they may be especially demanding of their mother’s attention. When they don’t get their way, frustrated toddlers often resort to throwing temper tantrums. Now aren’t you glad to hear that your little one’s behaviour is perfectly normal?!

Sub-phase Four: Consolidation and Object Constancy - 24 to 36 Months

At some point around the second birthday, children begin to be more comfortable separating from their mothers, knowing that they will return (object constancy). This ability makes it possible for two year olds to accept that they are unique from their mothers without anxiety, allowing the child to engage substitutes for the mother when she is absent.