key terms Flashcards
Induction
means making a general point from particular examples. It refers to bottom-up theorizing in which you start from a series of similar experiences and devise a theory that explains them
Deduction
refers to arriving at conclusions about a particular instance based on your knowledge of general theory, as in formal theories of practice that are applied deductively by family therapy practitioners. Shared values principles of social work theory are theoretical value principles that inform all social work.
Alliance
reflects the idea of equality between client and practitioner.
Aims
focus on clear specification of outcomes that helps gain commitment from both practitioner and client.
Action
sequences suggest the need for more clarity in describing the intended activities for practitioners and clients to work on.
Critical practice
suggests that practitioners question the social structures that contribute to client problems.
Rights
suggest that all theories of practice are increase human rights into their activities.
Selective use of theory
review the theories and then select one group of theories to use as the basis for practice.
Eclecticism
means taking ideas from several theories and combining them to produce a style of work that suits the agency and the capabilities and preferences of the individual social worker.
Remedial model of groups
brings together individuals who have problems, aiming to help them change their undesired patterns of behaviour reflects the idea of equality between client and practitioner.
Reciprocal model of groups
emphasizes self-help and mutual support according to a program devised by group members with a social worker.
Social goals model of group
uses groupwork to pursue external goals, such as arts, community or education activity.
Evidence based practice
suggests that practice is based on knowledge that comes from empirical evidence.
Deductive theory
suggest that practice theory comes from general social ideas, or downwards from the “top” the political-social ideological arena
Inductive processes
idea of practice theory come out of practitioners’ daily experience, upwards from the “bottom” the client-social workers agency arena
Evidence based practice (EBP)
suggests that practice is based on knowledge that comes from empirical evidence.
Anxiety and ambivalence
are derived from the inadequate resolution of problems earlier in life and lead to powerful feelings of aggression, anger, and love.
Attachment
refers to the behaviour and emotional reactions of children seeking proximity to a person whom they perceive offers security in an environment in which they fear danger.
Attunement
is the process of appreciating and responding to emotions and attitudes that lie underneath the surface behaviour
Coping
is the ability to manage present problems without anxiety
Defenses and resistance
are two common psychological barriers to working on life issues. They derive from a poor resolution of past problems.
Transference and countertransference
refer to the effect of past experience that is transferred into present behaviour patterns. Practitioners can reflect on how clients react to them and how this makes them feel so that they can directly experience how clients behave with others and how others might feel. Relationships with people may be used to model effective thinking and self-control, and as a vehicle to gain influence and confidence to explore psychological issues-relational practice.
Working through
is a process of repeatedly remembering crucial examples of problem behaviour as they occurred, exploring what happened, and thinking about ways in which events and their emotional consequences might have been different
Proximity
seeing trying to be close to caregivers.
4 main attachment behaviours in all cultures
secure
insecure avoidant
insecure ambivalent
ambivalent attachment resistant
secure attachment
have learned that they can safely express their need for proximity in the carer’s presence and the carer will try to understand the need and help to manage the distress. They will go to the carer on their return and the carer will react supportingly and lovingly.
insecure avoidant attachment
have learned that they should not display their feelings, so they repress and supress their anxiety. Although upset when the carer leaves they appear unmoved when the parent returns because the carer clearly expresses that they expect the child to manage their emotions. In these situations, the parental behaviour is one of rejecting the child. In response the child exhibits behaviour that demonstrates little distress when their parents leave or return – helps the child maintain proximity to their parent without risking rejection.
insecure ambivalent attachment
have learned that the carer does not react consistently, and the children also react randomly and unpredictably. When the carer returns, they switch in a haphazard way between wanting proximity and continuing to play. The carer’s efforts to calm the child’s distress are misattuned because of failure to pick up what reaction the child finds helpful.
ambivalent attachment resistant
show a high level of stress both upon separation and when their primary caregivers are present. Upon reunification, these children demonstrate angry resistance- seeking out their caregivers, but then pushing them away.
