Miscellaneous from Practice Tests Flashcards

1
Q

Looseness of Association

A

A disturbance of one’s thinking in which ideas and thought patterns become vague, fragmented, and lack any logical sequence

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2
Q

Magical Thinking

A

When a CT believes one event happens as the result of another, with no plausible link for causation

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3
Q

Ideas of Reference

A

When a CT believes coincidences have personal significance (the idea that everything that happens directly relates to himself/herself)

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4
Q

Psychosocial Approach

A

Looks at an individual’s psychological development in and interaction with their social environment

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5
Q

Sustaining Procedures

A

Anything we do to facilitate the relationship b/w SW and CT. Examples: eye contact, reflective listening, validating, etc

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6
Q

Case Work

A

SW will engage with CT, gather hx/assess, and identify (prioritize) CT needs. Then, rather than engaging in psychotherapy/clinical interventions, the work itself involves identifying resources in the community and getting the CT connected to those resources to meet their identified needs

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7
Q

Seasonal Affective Disorder

A

Light therapy/phototherapy most effective tx (more than meds or cog therapy)
SAD is a mood disorder characterized by depression that occurs at the same time every year (often during the fall/winter months when less daylight occurs)

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8
Q

Informed Consent

A

Consent should only be obtained when the CT is mentally competent to understand what he is agreeing to. Do not give simple version - just ensure able to understand and give informed consent for tx

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9
Q

Indian Child Welfare Act (ICWA) of 1978

A

Federal law that governs the removal/out of home placement of American Indian children who are in state’s custody. ICWA placement prioritizes placing children with relatives, members of the child’s tribe, or other American Indian families.

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10
Q

Creating New Program Steps

A

First step if unfamiliar with population: Consult with expert. Then needs assessment is first step otherwise. Focus groups may be part of needs assessment but wouldn’t occur before assessment. After the needs assessment is conducted and the needs are identified, a team or task force could be brought together to develop program

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11
Q

Professional ethics on fees and termination

A

As long as CT not a danger to herself or others, COE states that a SW can terminate with a CT if the CT is no longer able to pay for therapy. Document inability to pay and no longer in crisis. Provide referrals to low/no cost services if choose to terminate

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12
Q

Program Evaluation Steps

A

First identify what the program goals and objectives are. Next look at what tools are used to measure whether or not goals/objectives met. NOT set goals/objectives, develop task force

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13
Q

TFCBT

A

EB tx for children and adolescents used to treat effects of trauma. Has individual component with child as well as work with parents and joint parent-child sessions

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14
Q

Beery VMI

A

Helps assess visual-motor skills in children and adults

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15
Q

TOWL-3

A

Test of Written Language used for diagnosing written expression in children ages 9-11

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16
Q

WISC-R

A

Wechsler Intelligence Scale for Children - intelligence test for children b/w 6-16

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17
Q

Administrative Component of Supervision

A

NASW: Helping supervisees to understand agency policies, demands of their job, and how to successfully function within their specific role

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18
Q

Therapy w/survivor and perpetrator of abuse

A

Most important thing is for the perpetrator to accept responsibility

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19
Q

Problem-Solving Process

A
  1. Engage CT and develop rapport
  2. Collect info from CT that are relevant to the challenges that lead them to seek services
  3. Assess the client’s needs with this info
  4. Set goals/create plan for tx. Always. place ct’s needs first, including their preferences in regards to both what challenges to address and how they want to address those challenges. Self-determination is key.
  5. Evaluate the progress that has been made toward the goals (including the process, methods, and progress made)
  6. Terminate with the CT in a way that supports their continued needs

PLANNING PHASE: Uncovering of ct’s objectives as well as possible solutions to issue at hand

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20
Q

Need consent to share ct’s case record when …

A

SW discusses case with colleague at different agency, when medical insurance co demands copies for billing purposes, when subpoenaed by lawyer; NOT when supervisor asks for copies of case notes during supervision

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21
Q

Acute stress disorder vs PTSD

A

Same sx but ASD if event occurred less than a month ago

22
Q

Concurrent validity

A

How well a particular test correlates with a previously validated measure

23
Q

Systems approach

A

Observes and analyzes all of the systems that contribute to a person’s behavior and wellbeing and looks at the ways in which CTs react to their environments

24
Q

Ecomap

A

A graphical representation that shows all the systems at play in an individual’s life

25
Q

Stages of Group Treatment

A
  1. Forming (preaffiliation)
  2. Storming (power and control)
  3. Norming (intimacy)
  4. Performing (Differentiation)
  5. Adjourning (separation)
26
Q

Common Side Effects SSRIs

A

Dry mouth, nausea, diarrhea, constipation, nervousness, agitation, restlessness

27
Q

Privileged Communication

A

Legal Concept; a ct’s legal right to not have the communication they had with a social worker be disclosed in court without the ct’s consent

28
Q

Authoritarian vs Authoritative Parenting

A

Children raised with authoritative parenting styles are the best adjusted. Both Permissive and Uninvolved children display behavioral problems and generally have lower school performance

29
Q

Approaches with native americans

A

Avoid being directive; do use active listening and reflective responses, avoid interrupting, allow periods for silence

30
Q

Minority identity development model

A

Dissonance - includes a period in which the individual moves from feeling shame about their identity to feelings of pride. Conformity - individual prefers the dominant culture and devalues their own background. Resistance - rejects dominant culture and has a sense of appreciation for their own culture; Introversion - moves toward feeling that the dominant culture is not all bad and that there are individual differences

31
Q

Process Evaluation of Program

A

Was program well managed; was there adequate agency support for the program; what specific interventions were put into place by the program

32
Q

Educational Supervision Tasks

A

Increase self-awareness, refine knowledge and skills, develop professionally as it pertains to their specific role, deal with ethical issues that arise, as well as learn appropriate techniques around assessment, intervention, and treatment planning

33
Q

Rational Emotive Behavior Therapy

A

Short-term therapy that helps clients identify and replace self-defeating rigid thought patterns, beliefs, and unhealthy behaviors that interfere with their life goals with healthier thoughts and behaviors that help them achieve their goals. Cognitive reframing, visualizations, self-help tools, homework assignments

34
Q

Client-Centered Therapy Model

A

Empathize with ct’s experience, matching tone and pacing of verbal communication, maintaining positive stance towards ct

35
Q

Assertiveness Therapy

A

Helps ct exercise their own rights but not deny rights of others; helps ct engage in actions that reflect their own best interest, teaches ct to stand up for oneself without experiencing significant anxiety, helps ct express their feelings comfortably

36
Q

Ecological Perspective

A

Social, cultural, physiological, economic, and environmental factors that interconnect and impact ct’s current problem

37
Q

Emancipated minors

A

Legally declared adult by judge and can make decisions about their own health and welfare; no longer under care or control of parent/guardian; can apply for public assistance. NOT can choose to drop out of school

38
Q

Summative Evaluations

A

Occur at the conclusion of a program and make judgments about the efficacy of the program. AKA outcome evaluations

39
Q

Neuroleptics

A

Used to treat psychosis

40
Q

SOAP Note

A

Type of progress note. Subjective, Objective, Assessment, Plan

41
Q

DAP Note

A

Progress note. Data, assessment, plan

42
Q

Collateral Contacts

A

Individuals who have knowledge of a family’s personal situation without having personal involvement themselves.

43
Q

Motivational Interviewing

A

Non-judgmental and non-confrontational. Tries to increase a ct’s awareness of a problem in a warm and empathic therapeutic setting by using open-ended questions, reflective listening, and summary statements

44
Q

Stage of Change Model - Pre-contemplation

A

Establish rapport and trust, explore events that precipitated tx, commend ct for entering therapy

45
Q

Primary Prevention Program

A

Create services that target a problem and prevent onset of that problem

46
Q

Strategic Family Therapy

A

Gives directives, utilize restraining and positioning strategies, model and educate about communication skills. The TH joins the family system and focuses on the process instead of the content

47
Q

Journaling

A

Helps CT document and remember pertinent info between sessions. Helps with self-reporting

48
Q

Evidenced Based Practice methods to developing tx plan

A

Use txs that have been successful for others with ct’s dx

49
Q

Men vs women with BPD

A

Men with same disorder generally exhibit different patterns of impulse-related disorders

50
Q

Social Justice

A

Ensuring that all people who need services can access them. Social policy

51
Q

Feeling invincible

A

Most closely associated with adolescence