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LSW 2024 > LSW content review 2024 > Flashcards

LSW content review 2024 Flashcards

1
Q

Name Erikson’s 8 stages of psychosocial development and its timeframes

A

Trust vs Mistrust (birth to 18 months)
Autonomy vs Shame and doubt (18 months-3 yrs)
Initiative vs guilt (3-5 yrs)
Industry vs inferiority (6 to adolescence)
Identity vs role confusion (adolescence)
Intimacy vs Isolation (young adulthood)
Generativity vs stagnation (middle adulthood)
Ego integrity vs despair (late adulthood)

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2
Q

Industry vs inferiority

A
  • 6 to adolescence
  • Failure to complete: feeling inferiority and doubt in self
  • Outcome of completion: competency
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2
Q

Trust vs Mistrust

A
  • birth to 18 months
  • failure to complete: mistrust/attachment issues
  • Outcome of completion: hope
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2
Q

Autonomy vs Shame and doubt

A
  • 18 months-3 yrs
  • Failure to complete: shame & doubt; lacks feeling of control
  • Outcome of completion: will
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3
Q

Initiative vs guilt

A
  • 3-5 yrs
  • Important for development of interpersonal skills
  • Failure to complete: exerting too much control over others leads to disapproval and guilt
  • Outcome of completion: purpose
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4
Q

Identity vs role confusion

A
  • Adolescence
  • Failure to complete: weak sense of self
  • Outcome of completion: fidelity (ability to accept others even with differences)
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5
Q

Intimacy vs Isolation

A
  • Young adulthood
  • Failure to complete: loneliness
  • Outcome of completion: love
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6
Q

Generativity vs stagnation (middle age)

A
  • Middle adulthood
  • Failure to complete: feeling unproductive and uninvolved
  • Outcome of completion: care
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7
Q

Integrity vs despair

A
  • Late adulthood
  • Failure to complete: feeling bitter and despair
  • Outcome of completion: wisdom
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8
Q

Name Piaget’s cognitive stages of development and timeframes

A

Memorize: SPCF; 2-5-4 yrs
Sensorimotor (0-2)
Preoperational (2-7)
Concrete operational (7-11)
Formal operational (12 beyond)

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9
Q

Name Freud’s psychosexual stages, age ranges, and source of pleasures

A

Memorize: OAPLG; 1-2-3-puberty

Oral - birth to year 1
Anal - 1-3
Phallic - 3-6
Latent - 6-puberty
Genital - puberty beyond

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10
Q

6 levels of cognition

A

Knowledge: memorization of facts
Comprehension: understanding
Application: correct use of facts
Analysis: breaking down info into component parts
Synthesis: combination of concepts to make a new whole
Evaluation: judging/forming opinion about the info

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11
Q

Learning theory: Behaviorist

A

Pavlov; Skinner
Learning is viewed through change in behavior; the stimuli in the external environment are the locus of learning.

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12
Q

Learning theory: Cognitive

A

Piaget
Learning is viewed through internal mental processes (including insight, information processing, memory, and perception); the locus of learning is internal cognitive structures

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13
Q

Learning theory: Humanistic

A

Maslow
Learning is viewed as a person’s activities aimed at reaching his or her full potential; the locus of learning is in meeting cognitive and other needs

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13
Q

Learning theory: Social/Situational

A

Bandura
Learning is obtained between people and their environment and their interactions and observations in social contexts.

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14
Q

Separation anxiety in child development

A

Separation anxiety usually peaks between 10 and 18 months

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15
Q

Respondent or classical conditioning (Pavlov)

A

Learning occurs as a result of pairing previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus so that the conditioned stimulus eventually elicits the response normally elicited by the unconditioned stimulus.

Unconditioned Stimulus → Unconditioned Response

Unconditioned Stimulus + Conditioned Stimulus → Unconditioned Response

Conditioned Stimulus → Conditioned Response

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16
Q

Define two classes of behavior: respondent and operant

A

Respondent: involuntary behavior (anxiety, sexual response) that is automatically elicited by certain behavior. A stimulus elicits a response.
Operant: voluntary behavior (walking, talking) that is controlled by its consequences in the environment.

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17
Q

Operant Conditioning (Skinner)

A

Antecedent events or stimuli precede behaviors, which, in turn, are followed by consequences.

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18
Q

Operant conditioning: Reinforcing consequences

A

consequences that increase the occurrence of the behavior

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19
Q

Operant conditioning: Punishing consequences

A

consequences decreasing occurrence of behavior

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20
Q

Operant conditioning techniques: Positive reinforcement

A

giving something to encourage behavior

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21
Q

Operant conditioning techniques: Negative reinforcement

A

removing something to encourage behavior

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22
Q

Operant conditioning techniques: Positive punishment

A

giving something to discourage behavior

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23
Q

Operant conditioning techniques: Negative punishment

A

removing something to discourage behavior

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24
Q

Operant conditioning terms: Aversion therapy

A

behavioral therapy that repeatedly pairs an unwanted behavior with discomfort

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25
Q

Operant conditioning terms: Biofeedback

A

teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension

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26
Q

Operant conditioning terms: Extinction

A

Withholding a reinforcer that normally follows a behavior to decrease behavior.

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27
Q

Operant conditioning terms: Flooding

A

Intensive type of exposure therapy. Procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high-intensity feared stimuli.

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28
Q

Operant conditioning terms: In vivo desensitization

A

Therapy to reduce or eliminate phobias, in which the client in real life is exposed to stimuli that induce anxiety.

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29
Q

Operant conditioning terms: Modeling

A

involves an individual (the model) demonstrating the behavior to be acquired by a client.

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30
Q

Operant conditioning terms: Rational Emotive Therapy (RET)

A

Type of CBT

An action-oriented approach focused on helping people deal with irrational beliefs and learning how to manage their emotions, thoughts, and behaviors in a healthier, more realistic way

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31
Q

Operant conditioning terms: Shaping

A

Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.

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32
Q

Operant conditioning terms: Systematic desensitization

A

aka graduated exposure therapy; takes longer than in vivo desensitization; shares elements of CBT and ABA

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33
Q

Sexuality in infants & toddlers

A

Children are sexual even before birth.
Infants touch genitals bc it provides pleasure.

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34
Q

Sexuality in children (3-7)

A

Many begin to imitate adult social and sexual behaviors in play.
Most sex play happens bc of curiosity.

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35
Q

Sexuality in preadolescent youth (8-12)

A

Puberty begins between 9-12 for most.
Same gender sexual behavior can occur at this age which is unrelated to child’s sexual orientation.
Some group dating may occur.
By age 12 and 13, some may begin dating and practice sexual behaviors other than vaginal intercourse.

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36
Q

Sexuality in adolescent youth (13-19)

A

Most adolescents explore romantic and sexual relationships, participating in sexual intercourse before age 20.

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37
Q

Adult sexuality

A

Although adult men and women go through some sexual changes as they age, they do not lose their desire or their ability for sexual expression.

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38
Q

Theories of spiritual development throughout the lifespan

A

Basic principles of all models move from the “egocentric,” which are associated particularly with childhood, to “conformist,” and eventually to “integration” or “universal.”

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39
Q

Maslow’s hierarchy of needs

A

Top down -

Self-actualization (growth need)
Esteem needs (deficiency need)
Social (Love and belonging) needs (deficiency)
Safety needs (deficiency)
Physiological needs (deficiency)

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40
Q

Personality theories: Biological

A

genetics may be partly responsible for personality; links between genetics and personality traits

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41
Q

Personality theories: Behavioral

A

Personality a result of interaction between individual and environment

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42
Q

Personality theories: Humanist

A

emphasize self-actualization and innate need for personal growth as motivating behavior and personality

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43
Q

Personality theories: Psychodynamic

A

Unconscious mind and childhood experiences influence personality

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44
Q

Personality theories: Trait

A

Suggests that people have certain basic traits and it is the strength and intensity of those traits that account for personality differences

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45
Q

Basic principles of SW concerning human genetics

A

Genogram may be helpful as part of assessment when working with families.
SWs must ensure that clients are fully informed about all aspects of genetic testing.
SWs must respect self determination of clients and family members.

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46
Q

Defense mechanism vs coping strategy

A

Defense mechanism - usually automatic, involuntary, or unconscious.
Coping strategies - voluntary

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47
Q

Defense mechanism types: Conversion

A

repressed urge is expressed disguised as a disturbance
of sensory body function

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48
Q

Defense mechanism types: Decompensation

A

deterioration of existing defenses

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49
Q

Defense mechanism types: Identification

A

a person patterns themselves after a significant other person

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50
Q

Defense mechanism types: Identification with the aggressor

A

identifying with a powerful aggressor to counteract feelings of helplessness; ex: abusing others after one has been abused oneself

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51
Q

Defense mechanism types: Introjection

A

a person unconsciously absorbs experiences and makes them part of their psyche

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52
Q

Defense mechanism types: Isolation of affect

A

unacceptable impulse, idea, or act is separated from its original memory source, thereby removing the original emotional charge associated with it.

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53
Q

Defense mechanism types: Reaction formation

A

person adopts affects, ideas, attitudes, or behaviors that are opposites of those he or she harbors consciously or unconsciously

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54
Q

Defense mechanism types: Splitting

A

defensive mechanism associated with borderline personality disorder in which a person perceives self and others as “all good” or “all bad.”

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55
Q

Defense mechanism types: Sublimation

A

potentially maladaptive feelings or behaviors are diverted into socially acceptable, adaptive channels

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56
Q

Models explaining causes of substance abuse: Biopsychosocial, medical, self-medication, social model

A

Biopsychosocial model: incorporates hereditary predisposition, emotional and psychological problems, social influences, and environmental problems.

Medical model:
Addiction is considered a chronic, progressive, relapsing, and potentially fatal medical disease.
Inherited vulnerability, brain reward mechanism, altered brain chemistry

Self-medication model: substances relieve symptom of psychiatric disorder

Social model: drug use is learned and reinforced from others serving as role models

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57
Q

Substance use disorder in DSM-5

A

Combines DSM4 categories of substance abuse and substance dependence into single disorder measured on a continuum of severity.
Drops legal problems criteria.

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58
Q

Stages of SUD Tx:

A
  1. Stabilization - focus on establishing abstinence
  2. rehab/habilitation - focus on remaining substance-free by developing coping skills, increasing supports, etc.
  3. Maintenance - focus on stabilizing gains made in tx; relapse prevention; termination
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59
Q

Signs and symptoms of substance use: heroin, marijuana, oxycontin, cocaine, heroin

A

Heroin - opioid; enters the brain rapidly so very addictive; users feel surge of euphoria or “rush” followed by twilight state of sleep and wakefulness. Effects of use include: Drowsiness, respiratory depression, constricted pupils, nausea, a warm flushing of the skin, dry mouth, and heavy extremities.
Schedule I drug

Marijuana - serious impairments in learning, associative processes, and psychomotor behavior (driving abilities). Long term, regular use can lead to physical dependence and withdrawal following discontinuation, as well as psychological addiction or dependence.

Oxycontin - opioid; can cause similar effects as heroin

Cocaine use is indicated by dilated pupils, hyperactivity, euphoria, anxiety, and excessive talking. Schedule II drug.

Heroin use is indicated by contracted pupils, sleeping at unusual times, sweating, vomiting, twitching, and loss of appetite.

Alcohol:
- Delirium tremens (DT): related to alcohol withdrawal, includes hallucinations, rapid respiration, body tremors, etc.
- Caused by chronic alcohol use & resulting B1 (thiamine) deficiency:
Wernicke’s encephalopathy;
Korsakoff’s syndrome (memory problems)

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60
Q

Stages of group development

A

Memorize FSNPA

Forming
- Preaffiliation - aka forming; developing trust

Storming
- Power and control - aka storming

Norming
- Intimacy - norming - utilizing self in services of the group

Performing
- Differentiation - performing - acceptance of each other as distinct individuals

Adjourning
- Separation/termination - independence aka adjourning

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61
Q

Family systems approach: assumptions

A

A healthy family has flexibility, consistent structure, and effective exchange of information.

The family is an interactional system whose component parts have constantly shifting boundaries and varying degrees of resistance to change.

Families strive for a sense of balance or homeostasis.

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62
Q

Family systems approach: Negative feedback loops

A

Patterns of interaction that maintain stability or constancy while minimizing change. Negative feedback loops help to maintain homeostasis.

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63
Q

Family systems approach: Positive feedback loops

A

Patterns of interaction that facilitate change or movement toward either growth or dissolution

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64
Q

Family systems approach: Equifinality

A

The ability of the family system to accomplish the same goals through different routes.

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65
Q

Family systems approach: Genogram ; Ecomap

A

Genogram: diagrams of family relationships beyond a family tree allowing a social worker and client to visualize hereditary patterns and psychological factors.

Ecomap: a map that illustrates relationships between individuals, family members, and external institutions.

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66
Q

5 steps of crisis management in SW:

A
  1. Plan and conduct a thorough biopsychosocial and lethality/imminent danger assessment;
  2. Make psychological contact and rapidly establish the collaborative relationship;
  3. Identify the major problems, including crisis precipitants;
  4. Encourage an exploration of feelings and emotions;
  5. Generate and explore alternatives and new coping strategies;
  6. Restore functioning through implementation of an action plan; and
  7. Plan follow-up and “booster” sessions.
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67
Q

Person-in-Environment (PIE) theory

A

Highlights importance of understanding contexts within context.
Developed as alt to diagnostic medical models like DSM and ICD.

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68
Q

Communication: Echolalia

A

repetition of words spoken by others

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69
Q

Communication: Double bind

A

Offering two contradictory messages

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70
Q

Psychoanalytic theory: conscious vs preconscious vs unconscious

A

Conscious - info clients pays attention to

Preconscious - info outside client’s attention but readily available when needed

Unconscious - info that client has no awareness of but that influences every aspect of their lives

71
Q

Psychoanalytic theory: Id

A

instinctual and unconscious; operates under pleasure principle

72
Q

Psychoanalytic theory: Ego; Syntonic vs Dystonic behaviors; Ego strength

A

Ego: Manages conflict between id and constraints of real world. Role is to prevent the ID from gratifying its impulses in socially inappropriate ways. Anxiety results when ego is unable to reconcile demands of id, superego, reality.

Syntonic behaviors - “insync” with the ego (no guilt)
Dystonic behaviors - “dis-n-sync” with ego (guilt)’ aka ego alien

Ego strength - ability of ego to effectively deal with demands of id, superego, reality

73
Q

Psychoanalytic theory: Superego

A

Moral component of personality learned from parents and society

74
Q

Individual psychology

A

Rooted in belief that main motivations for behaviors are not sexual urges, but striving for perfection.

Aim of therapy is to overcome feelings of inferiority and self-centeredness and contribute more towards welfare of others.

75
Q

Self-psychology

A

The objective of self psychology is to help a client develop a greater sense of self-cohesion thru receiving empathic responses from caretakers which fulfill self-object needs.

3 self-object needs:
Mirroring - validating response
Idealization - child identifies w someone (role model) more capable
Twinship/twinning - child feels a sense of belonging

76
Q

Ego psychology

A

The goal is to maintain and enhance the ego’s control and management of stress and its effects through reality testing and enhancing coping abilities (ego strengths) and capacity to relate to others.

77
Q

Self-psychology: 3 self-object needs

A

Mirroring - validating response

Idealization - child identifies w someone (role model) more capable

Twinship/twinning - child feels a sense of belonging

78
Q

Object relations theory

A

Centered on relationships with others or objects which refer to people, parts of people, or physical items that represent a person or part of a person

79
Q

Object relations theory: differentiation

A

5-9 months; infant develops increased interest for the outside world; becomes aware of differences between them and their mom

80
Q

Object relations theory: Practicing

A

9-15 months; infant begins to explore actively and becomes more distant from mom

81
Q

Object relations theory: Rapprochement

A

15-24 months; infant once again becomes close to mom after being distant

82
Q

Object relations theory: object constancy

A

24-38 months; when child understands that mom has separate ID and is truly a separate individual; is able to accept and seek comfort from mom amidst separateness

83
Q

5 stages of grief

A

Denial
Anger
Bargaining
Depression
Acceptance

Hope is possible at any stage.

84
Q

Static risk factors

A

Features of the offenders’ histories that predict recidivism but are not amenable to deliberate intervention, such as prior offences and demographic info.

85
Q

Dynamic risk factors

A

Factors that can be changed by interventions.
Ex: living situation, treatment of psychiatric symptoms, abstaining from substance use, access to weapons

86
Q

Pluralism

A

Society in which diverse members maintain their own traditions while cooperatively working together and seeing others’ traits as valuable (cultural pluralism—respecting and encouraging cultural difference)

87
Q

MSE: judgment vs insight

A

Insight is client’s awareness of themselves and their condition. Judgment refers to assessment of client’s ability to avoid acting in ways that are harmful to themselves or others.

88
Q

Lymphatic system

A

Defense system for body and produced white blood cells; distributes fluids in the body

89
Q

Disorientation

A

confusion with regard to person, time, or place

90
Q

Dissociation

A

disturbance or change in the usually integrative functions of memory, identity, perception, or consciousness (often seen in clients with a history of trauma)

91
Q

Folie à deux

A

shared delusion

92
Q

Hallucinations

A

hearing, seeing, smelling, or feeling something that is not real (auditory most common)

93
Q

Hypomanic vs Manic

A

Hypomanic is elevated, expansive, or irritable mood that is less severe than full-blown manic symptoms (not severe enough to interfere with functioning and not accompanied by psychotic symptoms).

Hypomania does not cause a major deficit in social or occupational functioning, and involves a period of at least 4 days rather than at least 1 week; no need for hospitalization; usually does not involve psychotic features

94
Q

Neurological terms: Dysarthria

A

slurred speech

95
Q

Neurological terms: Aphasia

A

Refers to difficulty understanding language or using language to speak or write

Aphasia is medical term for full loss of language while dysphasia stands for partial loss of language.

96
Q

Neurological terms: Agnosia

A

inability to recognize familiar objects

97
Q

Neurological terms: Prosopagnosia

A

inability to recognize familiar faces

98
Q

Neurological terms: Acalculia

A

inability to do simple arithmetic

99
Q

Antipsychotics: Typical

A

First generation (older), or ‘typical’ antipsychotics: can cause severe neuromuscular side effects; others can cause drowsiness.

Haldol; Loxitane

100
Q

Antipsychotics: Atypical

A

Second generation (newer), or ‘atypical’ antipsychotics: generally cause less severe neuromuscular side effects and sexual side effects than 1st gen; may be more likely to cause metabolic side effects like rapid weight gain and changes to blood sugar levels.

-Abilify
-Risperidone
-Clorazil (clozapine) - may cause agranulocytosis; requires blood monitoring
-Seroquel

101
Q

Antipsychotics: Tardive dyskinesia

A

Symptoms: abnormal, involuntary movements of the tongue, lips, jaw, and face, as well as twitching and snakelike movement of the extremities and occasionally the trunk

-may result from taking high doses of antipsychotic medications over a long period of time. Symptoms may be permanent even after stopping meds.

-may be more common with typical antipsychotics than atypical

102
Q

Mood Stabilizers

A

Used to treat bipolar disorder aka antimanic agents.

Need for periodic checks of lithium in blood level to ensure not at toxic level as well as thyroid and kidney functions as lithium can impact functioning.

Lithium - used to treat mania
Depakote (Divalproex Sodium)
Lamictal (Lamotragine)
Carbamazapine

103
Q

Antidepressants

A

SSRIs: paxil; prozac; zoloft; lexapro
Trycyclics
MAOIs

When taking antidepressants, qvoid foods that contain high levels of tyramine (found in foods that are aged).

104
Q

Antianxiety drugs

A

Benzodiazepines: ativan, klonopine, valium, xanax
- the above have potential for abuse

Buspar (not benzo)

105
Q

Stimulants

A

Treatment of ADHD

Adderall, concerta, ritalin

106
Q

PHQ-9

A

Assess depression

107
Q

MMPI

A

Personality test for assessment of psychopathology

108
Q

Rorschach inkblot test

A

Client responses to inkblots are used to assess perceptual reactions and other psychological functioning. It is one of the most widely used projective tests.

109
Q

Thematic apperception test

A

Projection test; consists of a series of pictures of ambiguous scenes.

Clients are asked to make up stories or fantasies concerning what is happening, has happened, and is going to happen in the scenes, along with a description of their thoughts and feelings

110
Q

Stanford-binet intelligence scale

A

Tests mostly verbal & performance abilities of children and adults

111
Q

Wechsler intelligence scale

A

tests both verbal and nonverbal abilities of child

112
Q

Violence risk and protective factors

A

Risk factors:
-Two most powerful predictors of violence: involvement w/ delinquent peers and gang membership.
-Youth who become violent before age 13 generally commit more crimes, and more serious crimes, for a longer time.

Protective factors:
-Effective programs combine components that address both individual risks and environmental conditions
-Interventions that target change in social context appear to be more effective than those that attempt to change individual attitudes, skills, and risk behaviors

113
Q

Scaling

A

Scaling is used to make a judgement about the impact of a situation on a client.

114
Q

Name Stages of Change

A

Precontemplation
Contemplation
Preparation
Action
Maintenance

115
Q

Stages of change: precontemplation

A

Characteristics:
-No intention of taking action in foreseeable future
-Unaware or uninformed of consequences of their behaviors or have had some failed attempts and are discouraged from trying again
-Showing resistance to recognizing or changing the behavior
-To move out of stage: experience cognitive dissonance, negative affective state, and recognize the problem

Interventions:
Establish rapport; acknowledge resistance or ambivalence; recognize client’s thoughts, feelings, fears, and concerns about change

116
Q

Stages of change: Contemplation

A

Characteristics:
-Client is ambivalent or uncertain about behavior change, behaviors may be unpredictable
-Client may be willing to look at pros and cons of change but is not committed to changing which results in behavior procrastination
-Intent on making change in next 6 months
-engages in risky behavior but knows the negative impact
-To move out of stage, force of motivation must be stronger for change than it is for remaining stable

Interventions:
-Motivational interviewing
-Reducing fear by clarifying what change is/isn’t

117
Q

Stages of change: Preparation

A

Characteristics:
-Planning on making a behavior change within the next month
-Person may not know how to proceed to make a change and could be nervous about their ability to change
-goal is to create plan of action to eliminate/reduce behavior and develop confidence to follow through plan

118
Q

Stages of change: Action

A

-Main ways of recognizing that someone is in the action stage is through their significant efforts made to change and through modifying the problem behavior to acceptable criterion levels
-Movement into the final stage occurs when an individual sees evidence of performance improvement, has a positive affective state, and receives positive social and performance feedback

119
Q

Stages of change: Maintenance

A

Work to prevent relapse and secure their gains made during action

Folks are less tempted to relapse and more confident that they will be able to continue their changes

Ability to remain free from the problem behavior and the ability to participate in new incompatible behaviors for more than six months is the criteria used to categorize someone into the maintenance stage

Also a continuation of change – not an absence of it

120
Q

SOAP

A

Subjective: client’s report of how they are doing/problem

Objective: objective indicators of problems; lab tests; physical exam

Assessment: consolidates objective and subjective into a short assessment

Plan: includes what will be done as a result of assessment

121
Q

Types of Research: Experimental

A

randomized experiments; most rigorous

122
Q

Types of Research: Quasi-experimental

A

uses intervention and comparison/control groups, but assignment to groups is not random

Used when randomization of subjects or groups is neither practical or feasible

123
Q

Types of Research: Pre-experimental

A

has intervention groups only and lack comparison/control groups; the weakest kind of research

124
Q

Single-subject research

A

Determines if intervention has intended impact on client. Client is used as their own control
which differs from experimental research looking at avg effect of intervention between groups of people.

AB is most common; ABA or ABAB is also often used
-Comparison of behavior before tx baseline (A) with behavior after start of tx (B)

Should maximize both internal and external validity

125
Q

Internal validity

A

extent to which a research study establishes a trustworthy cause-and-effect relationship for the subject studied

126
Q

External validity

A

Relates to how applicable the findings are in the real world

-Single subject research generally has poor external validity

127
Q

Inferential statistics

A

Used to answer research question or test models or hypotheses

128
Q

Reliability

A

concerns the ability to get consistent assessments or data by reducing random errors associated with its collection

129
Q

Validity

A

Degree to which what is being measured actually is what is claimed to be measured. It attempts to minimize systematic errors that may yield reliable results but do not actually assess the constructs of interest.

130
Q

Intervention planning: Engagement

A

Determine why tx was sought; what precipitated desire to change now

Define Parameters of helping relationship
Define roles of SW and client
Expectations for tx (what will happen and when)

131
Q

Intervention planning: Assessment

A

Client provides essential info for SW to define problem and solutions

Collateral contacts are identified and contacted for additional info

132
Q

Intervention planning: Intervention

A

Client is actively involved in tx process.
Progress is tracked.
Client self monitoring is a good way to involve client.

133
Q

Intervention planning: Planning

A

Collaboration between SW and client to define goals and create action plans

Clarify resources; timeline; roles

134
Q

Intervention planning: Evaluation

A

Subjective reports of client with objective indicators of progress must be used to determine when goals/objectives are met and if new ones should be set.

135
Q

Intervention planning: Termination

A

SW and client reflect on what has been accomplished and anticipate supports if problems arise again

136
Q

Discharge, aftercare, and follow-up planning

A

Unethical to continue to treat clients when services are no longer needed or in their best interests.

Careful planning and standards must be followed to ensure continuing of care and/or prevent gaps in services.

Never ok for SWs to terminate services to pursue social, financial, or sexual relationship with a client (NASW code).

SW must collaborate with clients and their families (as needed) to make decisions about FU services or aftercare as needed.

Clients at high-risk for recurring issues after termination of services should receive regular assessments after discharge to determine if services are needed or discharge plans are being implemented as planned.

137
Q

Memorizing Depressive disorder meds

A

Begins with P or F
Ends with “pram”

138
Q

Memorizing anxiety meds

A

Begins with V, X, or K
Ends with “pam”

139
Q

DSM: Catatonia

A

A behavioral syndrome marked by an inability to move normally.
It can be associated with schizophrenia and other mental illnesses.

140
Q

DSM: Schizophrenia vs schizophreniform vs brief psychotic vs schizoaffective

A

Timeframe is major indicator for differential diagnosis.

Brief psychotic disorder - symptoms present for less than 1 month

Schizophreniform disorder - symptoms present for more than 1 and less than 6 months

Schizophrenia - symptoms present 6 months +

Schizoaffective - combo of psychotic symptoms and affective (mood) symptoms like depression or bipolar disorder
-Presence of mood issue is main giveaway
-Needs two or more consecutive weeks where only symptoms present are psychotic symptoms

141
Q

DSM: Bipolar; MDD; Cyclothymic; PDD; unspecified depressive disorder

A

Bipolar
-Common meds: lithium, depakote, abilify
-Bipolar I: manic phase of at least one week causing severe interference with daily functioning and may require hospitalization; MDD could occur but not needed to diagnose
-Bipolar II: need hypomanic phase lasting at least 4 days and at least one episode of MDD; hypomania is less severe than manic episode so person can continue with daily responsibilities

Major depressive disorder - anhedonia (loss of pleasure in activities once enjoyed) and other symptoms lasting at least two weeks

Cyclothymic disorder:
- milder form of bipolar disorder
- symptoms similar to Bipolar II with cycles of highs and low but does not meet criteria for mania or MDD; mania and depression are both less severe; symptoms present for at least two years

Unspecified depressive disorder - doesn’t fully meet criteria of MDD due to timeframe (2 wks) or depressed mood or anhedonia criteria not being met

Persistent depressive disorder (symptoms milder than MDD) aka dysthymia:
- milder form of MDD
- Depressed mood for at least 2 years in adults; at least 1 year in children
- Chronic, mildly depressed
- Changes to sleep/appetite are not common to PDD

142
Q

DSM: Stress disorders

A

Acute stress disorder
evolves into PTSD after one month

PTSD
-For children, trauma reenactment may show up in play
-Reliving or being reminded of traumatic event; depersonalization (detached from mind or body); derealization (feels world around them is unreal)
-Symptoms last at least one month

Interventions for PTSD: CBT; EMDR

Meds for PTSD: SSRIs [Zoloft; Paxil]

143
Q

DSM: Separation anxiety disorder

A

Experiencing significant distress from being away or anticipating being away from attachment figure or home

Timeframe for children - 4 wks

Timeline for adults - 6 months

144
Q

DSM: Conduct disorder; Antisocial personality disorder

A

Conduct disorder - person persistently violates the rights of others and norms and rules; kid may be bully to people and animals; intentional; can’t be diagnosed as adult

Antisocial personality disorder - conduct disorder evolves into this as adult

145
Q

DSM: Oppositional defiant disorder; intermittent explosive disorder; DMDD; Disinhibited social engagement disorder

A

ODD: person being unreasonably oppositional

IED: person has recurrent, explosive, angry outburst that are impulsive, anger is disproportionate to the situation; can be diagnosed in adults as well

DMDD: child constantly in bad mood; angry and irritable even when not having angry outbursts; adults can’t be diagnosed

Disinhibited social engagement disorder: unable to refrain from engaging impulsively and inappropriately in social settings

146
Q

DSM: Cluster A - paranoid; schizoid; schizotypal

A

Characterized by appearing odd or eccentric.

It includes the following personality disorders with their distinguishing features:
Paranoid: Mistrust and suspicion
Schizoid: indifferent to relationships; Disinterest in others; restricted range of expression of emotions when interacting with others; independent
Schizotypal: Eccentric ideas and behavior; atypical

147
Q

DSM: Cluster B - Antisocial, borderline, histrionic, narcissistic

A

Characterized by appearing dramatic, emotional, or erratic.

It includes the following personality disorders with their distinguishing features:
Antisocial: Social irresponsibility, disregard for others, deceitfulness, and manipulation of others for personal gain
Borderline: Inner emptiness, unstable relationships, and emotional dysregulation
Histrionic: Attention seeking; self-dramatization; easily influenced
Narcissistic: Self-grandiosity, need for admiration, and lack of empathy

148
Q

DSM: Cluster C - Avoidant, dependent, obsessive-compulsive

A

Characterized by appearing anxious or fearful.

It includes the following personality disorders with their distinguishing features:
Avoidant: Avoidance of interpersonal contact due to rejection sensitivity
Dependent: Submissiveness and a need to be taken care of
Obsessive-compulsive: Perfectionism, rigidity, and obstinacy

149
Q

DSM-5 & DSM-5 TR Changes

A

DSM-5 changes:
- Got rid of multiaxial system
- Using WHODAS 2.0 instead of GAF
- Presents diagnostic categories in developmental “order” perspective
- Includes use of spectrum rather than specific diagnosis
- Includes neuroscience perspective
- No longer NOS (not otherwise specified) category
Instead: Unspecified and Other specified

DSM-5 TR changes:
- Inclusion of cultural formulation & terminology changes to reduce racialized bias

150
Q

Brain structures: cerebrum; cerebellum; hippocampus

A

Cerebrum - initiates and coordinates movement and regulates temperature

Cerebellum - Its function is to coordinate voluntary muscle movements and to maintain posture, balance and equilibrium.

Hippocampus - supports memory, learning, navigation, perception of space

151
Q

Suicide intervention

A

Complete risk assessment. After serious threat has been determined, discussion with client the need for hospitalization may be next.

Consulting with supervisor may come after.

A safety contract is not known to be an effective intervention for suicide prevention when a client has developed a plan

Safety plan may be helpful for clients who have some suicidal ideation but threat is not serious

152
Q

Subpoena/court order

A

Subpoena from attorney:
- First discuss with legal counsel as rules may vary according to jurisdiction. If legal counsel directs, can ask for approval from client before responding to subpoena. Can also claim privilege which means not releasing client info.
- Must provide some sort of response

Court order/Subpoena from judge:
- Don’t need client consent to release records
- When feasible & to the extent possible, should inform client about disclosure and potential consequences before disclosure

153
Q

Ideologies: Fatalism, nihilism, familism, paternalism

A

Fatalism - path is predetermined; no free will

Nihilism - nothing matters

Familism - loyalty to family above individual interests

Paternalism - subservience to an authority figure

154
Q

SUD & Alcohol interventions

A

Naltrexone - decrease cravings by blocking the feeling of “high” when ingesting alcohol or narcotics
- Used as part of overall program that may include other interventions like counseling, support group meetings, etc.

Alcoholics anonymous
Uses disease model of addiction

155
Q

Strategic family therapy

A

Active, brief, directive, task-centered.
More interested in creating change in behavior than change in understanding.

156
Q

Strategic family therapy: Pretend technique

A

Act “as if” - in manner different from usual

157
Q

Strategic family therapy: First-order changes

A

superficial behavioral changes that don’t change structure of system

158
Q

Strategic family therapy: Second-order changes

A

longer-lasting changes to system so that it is re-organized and functions more effectively

159
Q

Strategic family therapy: Relabeling

A

involves changing the label or description of a behavior to alter its perceived meaning to change behavior

160
Q

Strategic family therapy: Paradoxical direction or instruction

A

Act “as if” - in manner different from usual.

161
Q

Bowenian family therapy

A

uses an intergenerational lens to identify these patterns and communication techniques to promote healthy boundaries and relationships within the family

162
Q

Bowenian family therapy concepts: differentiation, emotional fusion, multigenerational transmission, triangulation, family projection process; partialization

A

Differentiation - degree of emotional separateness between individual and family

Emotional fusion - opposite of differentiation; tendency for family members to share emotional response

Multigenerational transmission - connection between current generations to past generations

Triangulation - dysfunctional pattern of communication in relationships. Involves three parties: two people and a third party (the “triangulated” person) – who is typically not involved in the initial situation – who acts as a conduit between the two people involved

Family projection process - process in which parents transmit emotional problems to children

Partialization: issues are broken into manageable components that would facilitate more discussion and problem solving

163
Q

Understanding schizophrenia and info processing deficits

A

Psychotic symptoms; thought disorder

Reduced expression of emotions; reduced motivation; motor and cognitive impairment; poor info processing

164
Q

Social planning process

A

includes identifying goals and making a plan to achieve those goals.

165
Q

End of life care: active euthanasia

A

when medical professionals, or another person, deliberately do something that causes the patient to die

166
Q

End of life: Natural death

A

passing occurring without intervention

167
Q

End of life: Palliative Care

A

focuses on maintaining the highest quality of life while managing treatment and other needs

168
Q

End of life: hospice care

A

focuses specifically on the period closest to death

169
Q

Code of ethics: 1.09 sexual relationships

A

SWs should under no circumstance engage in sexual relationships with current clients

170
Q

Code of ethics: 1.10 Physical contact

A

SWs allowed to engage in physical contact with clients as long as there is no possibility of psychological harm

SWs must set appropriate boundaries governing physical contact

171
Q

Code of ethics: 1.13 pymt for services

A

SWs should avoid accepting goods/services as pymt for professional services. SWs may participate in bartering only in limited circumstances where there is no coercion, it’s considered essential for the provision of services, and it’s considered an accepted practice among professionals in the community. SWs assume the full burden of demonstrating that bartering arrangement is not detrimental to client/professional relationship.

172
Q

Code of ethics: 1.16 referral for services

A

SWs prohibited from giving/receiving pymt for referral when no professional service is provided by referring SW

173
Q

Code of ethics: 4.05 impairment

A

SWs whose personal problems interfere with pro judgment and work must seek consultation and take steps to ensure adequate services for client

174
Q

Burnout; secondary trauma; compassion fatigue

A

Burnout - physical, emotional, psychological exhaustion

Secondary trauma - behaviors and emotions resulting from knowledge about traumatizing events experienced by clients and

Compassion fatigue - combo of symptoms of secondary trauma and burnout

175
Q

Family systems: Negative entropy

A

the process of a system toward growth and development; the opposite of entropy

176
Q

Family systems: Entropy

A

tendency of a system to progress towards disorganization, depletion, and death

177
Q

Family systems: Differentiation

A

a system’s tendency to move from a more simplified to a more complex existence. Relationships, situations, and interactions tend to get more complex over time

LSW 2024 (2 decks)

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