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LSW Exam > Interventions > Flashcards

Interventions Flashcards

1
Q

SWs engaging in problem-solving

A
  1. Engaging
  2. Assessment
  3. Planning
  4. Intervening
  5. Evaluating
  6. Terminating
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2
Q

Motivation

A

State of readiness or eagerness to change, which can fluctuate with time and depending on situation

**Empathy increases motivation and decreases resistance

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3
Q

Complete participant

A

Living the experience as a participant

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4
Q

Participant as observer

A

Interacting with those who are participating

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5
Q

Observer as participant

A

Limited relationship with other participants - mainly observing

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6
Q

Complete observer

A

Observer only, removed from activity

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7
Q

Congruence

A

Matching of awareness and experience with communication

Essential to client-sw relationship

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8
Q

Live modeling

A

Watching a real person perform a desired behavior

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9
Q

Symbolic modeling

A

Watching videotapes of specific behaviors

**Self-modeling = symbolic modeling = clients are videotaped doing something

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10
Q

Covert modeling

A

Clients asked to use their imagination and envision specific behaviors

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11
Q

Conflict resolution

A
  1. Recognition that conflict exists
  2. Assessment of the situation
  3. Selection of a strategy
  4. Intervention
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12
Q

Structuring techniques

A
  1. Decreasing contact
  2. Decreasing amount of time between problem solving sessions
  3. decreasing the formality of problem solving sessions
  4. Limiting the scope of discussions
  5. Using 3rd party mediators
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13
Q

Crisis precipitant

A

A crisis does NOT need to be precipitated by a major life event

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14
Q

Goals of crisis intervention

A
  1. Relieve the impact of stress with emotional and social resources
  2. Return client to previous level of function - regain equilibrium
  3. Strengthen existing coping mechanisms
  4. Develop adaptive coping strategies

**focuses on here and now, directive, time limited, requires high levels of sw involvement

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15
Q

Stress Management

A
  1. Monitor stress levels and be able to identify triggers

2. Identify what parts of the situation the client has control over

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16
Q

CBT

A

Goal - change patterns of thinking and thus behavior and how the client feels

Combines psychotherapy and behavioral therapy approaches

Active, collaborative, structured, time limited, goal oriented and problem focused

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17
Q

Steps in cognitive restructuring

A
  1. Recognizing that thoughts and beliefs govern their emotional reactions
  2. Identifying dysfunctional beliefs and patterns of thoughts
  3. Identifying situations that elicit dysfunctional beliefs
  4. Substitute functional self statements in place of self defeating thoughts
  5. Reward positive coping efforts
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18
Q

Empowering clinets

A
  • Establish a relationship
  • Educate
  • Help access resources
  • Help client connect with others who are experiencing similar issues to enable political action
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19
Q

Partializing

A

Breaking big goals into smaller goals so they are easier achieved

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20
Q

Change strategies

A
  • Modify systems
  • Modify individual thoughts
  • Modify individual actions
  • Feedback from others
  • Advocate for client
  • Mediate
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21
Q

Task-centered approaches

A

Aim to quickly engage clients in problem-solving process and to maximize their responsibility for treatment outcomes

Time-limited, here and now focus

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22
Q

Psychoeducation methods

A

Education has a role in emotional and behavioral change

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23
Q

Group work

A
  • Group is the vehicle for change
  • When individual problems arise, they should be brought to the group
  • Confidentiality cannot be guaranteed, but everyone in the group must try their best to attempt to maintain confidentiality
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24
Q

Contradictions for group work

A
  1. Suicide/crisis
  2. Compulsive need for attention
  3. Active psychosis
  4. Active paranoia
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25
Q

Family Therapy`

A

Goal - interrupt circular pattern of pathological communication and behavior and replace it with a new pattern that will sustain itself without the dysfunctional aspects of the original pattern

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26
Q

Strategic family therapy

A

SW initiates what happens and designs intervention plan

Active, brief, direct, task-oriented

Focus on problem resolution by altering the feedback cycle or loop that maintains the symptomatic behavior

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27
Q

1st order change

A

Superficial behavioral changes within a system that do NOT change the structure of the system

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28
Q

2nd order change

A

Changes of systemic interactions pattern so the system is reorganized and functions more effectively

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29
Q

Paradoxical direction/instruction

A

Prescribe the symptomatic behavior so the client realizes he or she can control it; use the strength of the resistance to change in order to move a client toward goals

30
Q

Structural family therapy

A

Structure of family is important to the function of the family and the well-being of the members

SW joins the family and engages it in effort to restructure it

Boundaries and rules are important

31
Q

Bowenian family therapy

A

Improving intergenerational transmission process, does not focus on symptom reduction

Differentiation and emotional fusion - sharing vs. having an individual emotional response

Triangulation - relationships are stable until anxiety is introduced into the dyad and then a 3rd person is drawn in to reduce the anxiety

Family projection process - primary way parents transmit their emotional problems to children

32
Q

Gottman method (couples therapy)

A

Healthy relationships are ones where individuals know each other’s stresses and worries, share fondness and admiration, maintain positivity, manage conflicts and trust one another

Focus on conflicting verbal communication during treatment

33
Q

Permanency planning

A

Approach to child welfare that is based on the belief that children need permanence to thrive

First goal is alway s to get children back to their home

34
Q

Mindfulness

A

Paying close attention to what is being experienced in the present, both inside the body and mind and in the external world

35
Q

Case management

A

Primary goal - optimize client functioning and well-being by providing and coordinating high quality services to individual with complex needs

Assessment
Planning
Linking
Monitoring
Advocacy
36
Q

Follow up

A

**Clients who tell social workers during follow up about new problems that have arisen should be seen for assessment

37
Q

Goal setting

A
  1. Criteria - what behavior, how often, over what period of time, under what conditions will the goal be labeled as achieved
  2. Method for evaluation - how will you measure progress
  3. Schedule for evaluation - when and how often will progress be measured
38
Q

Primary Prevention Strategies

A

Protect people from developing a disease, experiencing an injury or engaging in behavior in the first place

ex: vaccinations, education about safety measures, screenings for illness, counseling about substance use

Most cost-effective

39
Q

Secondary Prevention Strategies

A

Takes place after the disease or injury took place, aims to slow progression and limit long-term impacts

ex: low-dose aspirin for people with heart conditions, screenings for those with risk factors for illness, modifying work assignments for injured workers

40
Q

Tertiary Prevention Strategies

A

Managing complicated, long-term diseases and injuries and illnesses; goal is to prevent further deterioration and maximize quality of life

ex: pain management, rehab programs, support groups

41
Q

Termination

A
  • Evaluate the degree to which a client’s goals have been attained
  • Acknowledge and address issues related to the ending of relationship
  • Plan for subsequent steps a client may take relevant to the problem that do not involve a SW
42
Q

Formative evaluations

A

Ongoing processes that allow for feedback to be implemented during service delivery

ex: needs assessment

43
Q

Summative evaluations

A

Occur at the end of services and provide an overall description of their effectiveness; examine outcomes to determine if objectives were met

ex: impact evals, cost-benefit analyses

44
Q

Supervision/evaluation and informed consent

A

SWs engaged in formal evaluation beyond evaluation client progress should obtain voluntary and written informed consent from clients regarding the use of their records – clients must understand and consent to supervisory review of records

45
Q

Using consultants

A
  • Consultants have informal authority of experts
  • SW is not require to follow the recommendation of a consultant
  • SW must have permission from client about seeking consultation

4 critical parts

  • Defining consultation purpose
  • Specifying consultant role
  • Clarifying the nature of problem
  • Outlining the consultation process
46
Q

Release of records

A

SWs must make sure that records are not released without proper client consent and records are properly stored during and following termination

47
Q

Cooptation

A

Strategy to influence social policy as leaders will try to quiet dissent by dealing with immediate grievances and by making efforts to channel energies and angers of dissenters into more legitimate and less disruptive activities

48
Q

Coercive source of power

A

Power comes from control or punishment

49
Q

Reward source of power

A

Power from control of rewards

50
Q

Expert source of power

A

Superior ability or knowledge

51
Q

Referent

A

Power from having charisma or identification with others who have power

52
Q

Legitimate

A

Power from having legitimate authority

53
Q

Imformational

A

Power from having information

54
Q

Social planning

A

Process by which a group or community decides its goals and strategies relating to societal issues

55
Q

SW networking

A

Building relationships with other professionals who share areas of interest; creating a community around common interests and building alliances; creating opportunities to work with others toward the achievement of mutual goals

56
Q

Mobilizing communities

A

Orientation - meeting and starting to get to know one another
Conflict - conflicts emerge
Emergence - starting to see and agree on course of action
Reinforcement - decision making takes place

57
Q

Scientific management theory (theory X)

A

Classical org theory

Find best way to perform a task, carefully match each worker to the task, closely supervise workers using rewards and punishments, manage and control behaviors `

58
Q

Weber’s bureaucratic theory

A

Classical org theory

Emphasis on need for hierarchical structure of power to ensure stability and uniformity ; all behavior is part of a network of human interactions centered on cause and effect

59
Q

Administrative theory

A

Classical org theory

Establishing set of management principles that can be universally applied to all orgs

60
Q

Classical org theories

A

Motivation to work explained as a function of economic reward

61
Q

Human relations theory (theory Y)

A

Neoclassical org theory, comes from Hawthorne experiments

People are motivated to work when someone is concerned about their work place conditions and allows space for conversation around changes and improvement

This org theory places a genuine focus on human needs in order to boost creativitiy, emphasis on cohesion and open communication

62
Q

Systems Approach

A

Modern org theory

Organization is a system composed by subsystems

63
Q

Sociotechnical approach

A

Modern org theory

Organizations are composed of social and technical systems and its environment

64
Q

Contingency/situational approach

A

Modern org theory

Org systems are interrrelated with their environment and different environments require different org systems for effectiveness

65
Q

Modern Org theories

A

Based on viewing organization as systems

66
Q

Org theories

A

Classical - structure and hierarchy – scientific management

Neoclassical - human relation centered – human relations theory

Modern - systems oriented – sociotechinical and contingency

67
Q

Supervision

A

Administrative - making sure work is performed in an acceptable manner

Educational - teaching new skills and refining old ones

Supportive - increasing performance and decreasing stress

**Supervision ensures that clients are competently served

68
Q

Cost-benefit analysis

A

Compares financial costs of operating program as compared with fiscal benefits of outcomes

69
Q

Cost-effectiveness analysis

A

Considers benefits that are not measures in monetary terms, does not produce cost-benefit ration but focuses on financial efficiency

70
Q

Outcome assessment

A

Looks at if the program has achieved its intended goals

LSW Exam (5 decks)

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