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Human Service Skills > Paperwork and the Needs of Clients > Flashcards

Paperwork and the Needs of Clients Flashcards

1
Q

Purpose of setting goals, objectives and plans..

A

-Organizations require it

progress toward goals is associated with improvement in well being

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2
Q

Goals

A

Broad stated changes the client would like to accomplish

; only can begin to set once client has accepted ownership of the difficulty/issue

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3
Q

Structure of acceptable goals:

A
  • Behavioral rather than an end product
  • meaninful to the client
  • Continuous rather than categorical (any progress counts)
    - Improve, increase, more, and better
  • Focus on what to improve rather than want to avoid
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4
Q

Importance of: Behavioral Goals

A

We can change behavior, we cannot change things out of our control. Ex. Increase GPA - Bad Goal
Improve study habits - Good Goal

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5
Q

Importance of: Goals being meaningful to the client

A

Empirical research demonstrates that individuals put more persistent effort into targets that are personally meaningful than those where change is motivated by external pressures or guilt

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6
Q

Structure of acceptable goals:

A
  • Behavioral rather than an end product
  • meaninful to the client
  • Continuous rather than categorical
  • Focus on what to improve rather than want to avoid
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7
Q

Importance of: Goals being meaningful to the client

A

Empirical research demonstrates that individuals put more persistent effort into targets that are personally meaningful than those where change is motivated by external pressures or guilt

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8
Q

Importance of: Continous rather than Categorical Goals

A

Categorical goals means it is either a success or a failure. NO ONE WANTS TO BE A FAILURE. Continous goals imply that any progress is a success. (better, more, increase, improve)

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9
Q

Imporance of: Improving rather than Avoiding

A

Research suggests those with avoidance goals make less progress and actually a decrease in physical and psychological health

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10
Q

Objectives

A

Subcomponents of a goal; changes that may increase the probability of accomplishing the goal

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11
Q

Goals v. Objectives

A

Can easily get confused. Sometimes goals are actually objectives and vice versa. OBJECTIVES are mini-goals/ aspects that are blocking one from achieving GOAL “what has kept you from achieving (the goal)”

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12
Q

Plans

A

Concrete actions the client (and worker) will take in order to reach objectives and eventually goals.

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13
Q

Structure of plans

A

Physical, immediate actions. “Jane will go to bed at 10 pm every night” in order to improve sleep habits (objective) to eventually improve motivation and productivity at work (goal)

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14
Q

Goals - Objectives - Plans Record

A

All of this nifty info will go into one of these. Be prepared to create one for essay question
DO NOT FORGET PROBLEM STATEMENT.

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15
Q

Goal Attainment Scaling

A

Five Levels of Attainment: expected outcome; somewhat more than expected; much more than expected; somewhat less than expected; and much less than expected

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16
Q

Factors affecting function of GAS

A
  • future reports of clients bheavior
  • accuracy of the staff member in defining levels –> requires mucho training which is why we did not learn how to do this. You read that. YOU DID NOT LEARN TO DO THIS
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17
Q

Observation Scaling

A

YOU DID LEARN HOW TO DO THIS. KNOW HOW TO DO THIS.
This is defined by the client’s self-observations whereasd GAS is defined by workers predictions. Client and worker both develop this.

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18
Q

How to create an observation scale

A

4 Levels: further from target, no change, normal level of success, and improved level of coping. Attainment Level: target behavior being considered. No change is where client is currently. figure 6.2 - Noah’s scaling

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19
Q

How to create an observation scale

A

4 Levels: further from target, no change, normal level of success, and improved level of coping. Attainment Level: target behavior being considered. No change is where client is currently. figure 6.2 - Noah’s scaling

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20
Q

Channels of Information

A

Smell, touch, sight, and sound

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21
Q

Channels of Information

A

Smell, touch, sight, and sound

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22
Q

Channel of smell

A

typically not too significiant, yet can be. emitting smells of alcohol, etc

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23
Q

Channel of touch

A

Meaning of a touch can easily be misunderstood; erotic contact always involves this. Workers should not touch adults; yet if a child touches you, it can be reciprocated in the best interests of the child

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24
Q

Channel of sight

A

Eye contact should always be less than 100; generally around 70-90 percent of the time

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25
Q

Channel of sound

A

This is very important; primary source of information during an interaction

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26
Q

Common expressions of Anxiety

A

faster speech and less silence; repeating phrases; frequent changes in train of thought and not completing sentences; shifting voice volume; stuttering; more gesturing; increased sweating and flushing; frequent shifting of seating position; rapid repetitive behaviors

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27
Q

Common expressions of anger

A

fast and loud speech; short durations with brief pauses; frowining; tensed lips; chin and head thurst forward; wide eyes

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28
Q

Common expressions of grief, sadness, and depression

A

slow speech; frequent pauses; sighing crying

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29
Q

Common expressions of control

A

increase in speed or volume f speech when the worker tries to talk; increase in speed or decrease in volume of sepech when discussing embarrasing topics; when the worker is speaking, the individual purposefully appears disinterested or disdainful (such as eye rolling, looking away, turning away or demonstrative sighing)

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30
Q

Common expression of coldness and distance

A

not smiling; little or no eye contact; removing corrective galsses or wearing sunglasses; closed posture

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31
Q

Common expression of warmth openness

A

smiling; making eye contact; removing sunglasses; open posture (leaning forward, uncrossed legs, and arms not folded)

32
Q

Common interest and attention

A

timely ‘mhmmms’, appropriate head nods

33
Q

Factors to consider prior to an appointment

A 
scheduling the ineraction
worker preparation
arrangement of the physical setting
initial client expectations
potential client fears
34
Q

Factors to consider prior to an appointment

A 
scheduling the ineraction
worker preparation
arrangement of the physical setting
initial client expectations
potential client fears
35
Q

Failure to appropriately schedule appointments

A
  • Clients may not show up
  • you or your client may be late
  • if the meetings do take place, participants may become distracted during the interaction
36
Q

Ways to increase client promptness & arrival

A

agency approved appointment policies

37
Q

Ways to increase worker promptness and arrival

A

Realistically looking at responsibilities and scheduling clients at times you actually will be available to see them

38
Q

Common ways to prepare for an interaction

A

Read the written report from the previous meeting; reviewing previously established goals, objectives, and plans, data from other professionals or organizations, assessment information and professional literature regarding topics that are relevant to the case

39
Q

Interview formats

A

Clients name, session number, and the date, the clients birthday (if first session), words or brief phrases to indicate topics to be covered during the session

40
Q

Functions of interview formats

A
  • it serves as a plan for structuring the interaction thereby enhancing your confidence as you begin the session
  • provides a method of organizaing what you write during the meeting so that you can enter notes next to the topics to which they relate
41
Q

Arrangement of the Physical Setting

A

Auditory and visual distractions should be eliminated or reduced to their minimum, room should be free of objects that could be used as weapons

42
Q

Factors that may affect client expectations

A

Whether the client sought out assistance for the first time or if they have struggled with prior professionals; how the person came to contact; and the nature of the individual’s previous interactions with the organization

43
Q

Potential client fears

A

Fears of inadequacy, rejection and confidentiality

44
Q

Best ways to combat potential client fears

A

Communicating empathy, warmth and genuineness and ensuring they are aware of confidentiality protocal. BUT between confidentiality and perserving life, the choice is to always perserve life.

45
Q

Best ways to combat potential client fears

A

Communicating empathy, warmth and genuineness and ensuring they are aware of confidentiality protocal. BUT between confidentiality and perserving life, the choice is to always perserve life.

46
Q

Establishing the tone for new clients

A

call adults by their last name with appropriate prefix yet complying with a preference to a different name, introducing yourself professionally and introducing them to the setting. Begin with light conversation “how was finding the building?” etc

47
Q

Supportive helping addresses (2)

A
  • the circumstances described by individuals

- the emotional reactions of clients to those situations

48
Q

A supportive helper must… (in reference to range and depth of conversations)

A

Go for the depth, but also know what is too far and what may hinder future progress

49
Q

For interactions in which wide coverage is the intent..

A

rely on facual reflections and on reflection interrogattion techniques that end with broad open questions

50
Q

For interactions in which specific coverage is the intent..

A

use feeling reflections and request for specific examples

51
Q

If the client asks YOU questions

A

Do not state “this isn’t about me” or something of that nature; provide a brief answer but immediately return the focus to the individual`

52
Q

SOAP Progress Note

A

S- Subjective
O- Objective
A - Assessment
P - Plan

53
Q

Subjective portion of SOAP note

A

the story told to the worker by the client and others. accounts of the past, present and expectations and goals

54
Q

Objective - SOAP note

A

factual information; concise account of what happened during the meeting

55
Q

Objective - SOAP note

A

factual information; concise account of what happened during the meeting

56
Q

Assessment - SOAP note

A

your assessment of how the client is doing. Subjective information but YOUR opinion. refer to goals and objectives. Pretty much the progress in the progress note

57
Q

Plans - SOAP note

A

immediate plans. DO NOT restateplans from goals objectives. plans pretty much in the time frames of thise session and the next

58
Q

Issues with dealing with children

A
  • children are commonly referred to you by others rather than referring themselves
  • cognitive and emotional development that takes place during childhood
59
Q

Areas in dealing with children that require special attention (referral related issues)

A
  • establishing yourself as a caring adult who is not taking sides against the child
  • clarifying the purpose of the interaction
  • and being straightforward about confidentiality issues
60
Q

Establishing yourself as a caring, neutral adult (for children)

A

Use of positive statements, leaving the door open and allowing the child to close it when they feel comfortable, engaging in small talk, etc

61
Q

Clarifying the interactions purpose (for children)

A

We may report to the child observations that have been made about them, but we do not agree or disagree with them. remain impartial. Ensure the child knows if the session will be the first or the last

62
Q

Providing structure issues

A

gathering information and fostering appropriate behavior

63
Q

Gathering information from children

A

Request specific descriptions, be aware of leading questions since those difficulties are magnified with children, ensure that the child is telling real stories, not imaginative ones

64
Q

Fostering appropriate behavior

A

Children have energy - let them walk around but do not let them get distracted. Appropriately discuss rules and limits if the acceptable behavior threshold is crossed. Be honest about the consequecnces of negative behavior

65
Q

Fostering appropriate behavior

A

Children have energy - let them walk around but do not let them get distracted. Appropriately discuss rules and limits if the acceptable behavior threshold is crossed. Be honest about the consequecnces of negative behavior

66
Q

Socioeconomic class differences

A

Middle-class: prefer delayed gratifications. Long term goals and objectives are beneficial
Lower-class: immediate gratification. Living in the moment type of goals

67
Q

Suggestions on changing techniques to most benefit lower class clients

A

Demonstrate respect
Mantain a professional demeanor
Provide direction as needed

68
Q

Suggestions of smoothing interactions with individuals in a psychotic state

A

Use an even calm voice
Discuss concrete realities on which you both can agree
be willing to provide struction and guidance but AVOID confrontation
Do not get caught up in “flights of fancy” if you do not understand, get clarification

69
Q

Miller and Rollnick

A

They coined Motivational Interviewing - empirically supported technique to treat long-term maladaptive behaviors (such as addiction)

70
Q

Motivational Interviewing Components: Avoiding Arguments

A

We actually listen to ourselves more when we argue with someone, thus this may solidify a client’s argument to themselves. BACK DOWN.

71
Q

Motivational Interviewing Components: Expressing Empathy

A

We argue b/c we are not being understood. if you want someone to listen to you, listen first. Be careful - empathizing too much and may enablethe client to continue behavior. Validate EXPERIENCE not the BEHAVIOR

72
Q

Motivational Interview: Highlighting Differences

A

the difference between the persons behavior and where the would like it to be

  • concern/ dissatisfactions
  • consequences/ recognition of problem
73
Q

Motitvational Interviewing: Final Components

A

Rolling with resistence

Supporting self-efficacy

74
Q

Motitvational Interviewing: Final Components

A

Rolling with. resistence

Supporting self-efficacy

75
Q

Prochaska and DiClemente

A

Theorized Stages of Change

76
Q

Stages of Change

A
  1. Precontemplation
  2. Contemplation
  3. Prepartion (less research)
  4. Action
  5. Maintence
  6. Termination

Human Service Skills (2 decks)

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