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SOWK 2202 > Midterm Review > Flashcards

Midterm Review Flashcards

1
Q

Krogsrud Miley’s definition of social work

A

Promote competent human functioning and uphold a just society by working with people in ways that strengthen their sense of competence, linking people with needed resources, promoting organizational/institutional change, developing responsive policies, and engaging in practice evaluation in research. All of this is done using a Person In Environment (PIE) lens.

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2
Q

Three levels of generalist practice

A

Micro, mezzo, macro

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3
Q

Micro-level social work

A

With individuals, families, or people in small groups.

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4
Q

Mezzo-level social work

A

With teams, groups, agencies, or organizations.

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5
Q

Macro-level social work

A

With neighbourhoods, legislation, communities, and policy.

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6
Q

Phases of change-aimed process

A

Engagement, assessment, planning, intervention, evaluation, closure

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7
Q

Ultimate objective, focus of all interventions in generalist social work practice

A

Change

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8
Q

Social work roles in consultancy

A

Micro (enabler), mezzo (facilitator), macro (planner)

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9
Q

Social work roles in resource management

A

Micro (broker/advocate), mezzo (convener), macro (social activist)

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10
Q

Social work roles in education

A

Micro (teacher), mezzo (trainer), macro (outreach)

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11
Q

Characteristics of generalist social work practice

A

Viewing problems in context, applying skills to intervene at multiple levels.

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12
Q

Premise of generalist social work practice

A

Multiple possibilities for change, within the system, interactions among systems, and/or environments. Similar intervention practices apply across all levels.

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13
Q

Value base of generalist practice

A

Human dignity, social justice, human rights

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14
Q

Person-in-envrionment perspective (PIE)

A

View of problems/challenges in context

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15
Q

Systems/ecosystems understanding

A

Systems interact and influence one another

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16
Q

Microsystem

A

System of relationships; the level closest to the individual themself. Impacts people interpersonally with direct contact.

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17
Q

Mesosystem

A

Organizational level. Combination of two or more microsystems that act as a force around the individual.

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18
Q

Exosystem

A

The community environment. Social settings that do not directly involve the person as an active participant, but in which events occur that affect the developing person.

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19
Q

Macrosystem

A

Social policy. Overarching culture of values, traditions, and sociocultural characteristics of the broad cultural components that influence an individual’s identity, values and perceptions.

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20
Q

Chronosystem

A

Time. System that refers to aging and maturation of the person as well as the time in which that person lives and develops.

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21
Q

Strengths of ecological systems theory

A

Focuses on “fit” between person and environment (de-stigmatizing). Integrates other theoretical approaches (attachment theory, structural perspectives),

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22
Q

Limitations of ecological systems theory

A

Ignores power differentials, has methodological limitations, lacks specificity about importance, rejects the role of nature (anthropocentric), and neglects biological factors.

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23
Q

Field applications of ecological systems theory

A

Biopsychosocial assessments, prioritizing interventions

24
Q

Four functions of theory

A

Describe, explain, predict, change

25
Q

Theory

A

Coherent set of ideas, concepts or principles that fit together and serve to explain the meaning, nature, and challenges of a phenomenon. This becomes the lens through which one views something.

26
Q

Theoretical scaffolding

A

Putting a solid frame around issues and challenges in social work practice.

27
Q

Procedural competence

A
28
Q

Holistic competence

A

Includes both procedural and meta-competence

29
Q

EPS model

A

Stands for Empowerment, Participation and Strengths-based model. These three factors are inherently intertwined and when integrated can mitigate possible harms due to unintended disempowerment.

30
Q

Strengths perspective

A

Countering a view based in pathologizing and suspending initial disbelief in clients. Wholeness as opposed to parts. Assumes that clients know their situation best, have capacity for growth and change and can achieve that through existing reservoirs of resources and competencies.

31
Q

Homeostasis

A

The tendency of any system to try to maintain itself in a state of equilibrium or balance

32
Q

Homeostasis, as it applies to families

A

In families, there is balance in both structure and function – that is, the hierarchy and ‘rules’, combined with the patterns of interaction and
the roles of family members work together to find a balance.

Homeostasis can be both positive (serving needs of family members) or negative (some or all family members not getting their needs
met).

33
Q

System

A

Group of interacting people or parts

34
Q

Sub-system

A

Can be benign or problematic. Have their own boundary, excluding others from information or activity (parental subsystem, sibling subsystem)

35
Q

Feedback loops

A

Interactions among family members. Action-reaction loops which create homeostasis.

36
Q

Boundaries

A

Invisible lines of separation that individuals or families give each other in terms of communication or physical space. They are culturally constructed and not absolute (different between families).

37
Q

Open system

A

Semi-permeable, flexible boundaries that allow exchange with people and institutions outside the individual.

38
Q

Closed system

A

Tight, rigid boundaries. No leakage and clear rules about what is shared/MUST NOT BE.

39
Q

Enmeshment

A

No boundaries

40
Q

Detachment

A

Rigid boundaries

41
Q

Healthy boundaries

A

Semi-permeable

42
Q

Role of family generalist practice social worker

A

Family social workers identify needs of family and individuals within the
family, offer interventions to support and move toward family and individual
priorities, knowing that change in any part of the system will by association
bring about change in other parts of the system. Ongoing assessment of family dynamics with a view to possible referral to family therapy is a reasonable intervention goal for generalist practice (i.e.
work with families). Working with families in ways that do not reinforce scapegoating or patterns
causing distress.

43
Q

Skills of engagement

A

Different skills and challenges at each stage of the helping
process. Using skills with intent, to achieve the objectives of the stage to build, maintain, (or repair) relationship
Engagement sets the stage for the helping relationship, sometimes
known as the therapeutic alliance (Shulman 2012)

44
Q

Attending

A

Non-verbal aspect of communication, including open posture, mindful of body movement, proximity, use of verbal encouragers, facial expression, eye contact, use of non-verbal encouragers, tone of voice, managing distractions

45
Q

Psychological attending

A

Readiness, openness, personal distractions aside

46
Q

Physical attending

A

Posture, leaning in, eye contact etc

47
Q

4 components of therapeutic relationship

A

Warmth and caring concern, Acceptance, Genuineness, Empathy

48
Q

4 categories of limitations to confidentiality

A

Duty to report (child protection) or vulnerable individual
Child, Youth, & Family Services Act 2017, Duty to protect, Duty to warn, Court mandate/order

49
Q

Contracting

A

Setting expectations: ID client concern, create common ground, address unspoken concerns. Be mindful of setting, jargon, and goal.

50
Q

Tasks in engagement phase

A

Create and build relationship and trust;. Support the client to “tell their story”; begin to understand the client’s reality; and identify current challenges, with a view to offering support/assistance/intervention.

51
Q

Silence

A

How might silence be productive for the client? Prefacing with “take a minute before you answer”, client may experience as unsettling

52
Q

Restating

A

Verifying misunderstandings- “Sounds like…”

53
Q

Open questions

A

Allow client to reflect

54
Q

Closed questions

A

Information gathering

55
Q

Prompts

A

Encourage client to continue to talk

SOWK 2202 (1 decks)

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