Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Social work > SW intervention and values > Flashcards

SW intervention and values Flashcards

1
Q

Developmental Function

A

-Known as Primary Prevention
- responding with intervention even without any signs of a social problem,
- with the objective of accelerating the development process of the individuals to expand the potential.
- in forms of financial assistance, tuition, nutritional food or vitamins, or books.
- Hierarchy of neds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Preventive Function

A
  • Known as Secondary Prevention
  • For problems with the initial symptoms of signs are beginning to emerge but the negative effects are not evident yet.
  • do something to prevent the negative impact that may occur
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Remedial Function

A
  • Refers to the assistance provided when a problem has surfaced and the individual or family is having difficulties coping.
  • The threat to the well-being or maintenance of the individual or family is evident.
  • The need for social intervention is urgent.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Role of social worker

A

Outreach worker
Broker
Advocate
Evaluator
Teacher
Mobilizer
Behaviour Changer
Consultant
Community Planner
Care Giver
Data manager
Administrator

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

7 Principles of SW Relationship

A
  • Purposeful Expression of Feelings
  • Controlled Emotional Involvement
  • Acceptance
  • Individualization
  • Non-Judgmental Attitude
  • Client Self-determination
  • Confidentiality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Purposeful Expression of Feelings

A
  • Recognition of the client’s need to express feelings freely
  • through the purposeful expression of his own feelings to stimulate, encourage or facilitate clients to express their feelings
  • neither discourages nor condemns the expression of feelings
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Controlled Emotional Involvement

A
  • A purposeful, appropriate use of the worker’s emotions in response to the client’s feelings
  • Controlled and objective emotional involvement in the client’s problem
  • Controlled emotional involvement in the client as a person
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Acceptance

A
  • The recognition of client’s innate dignity, worth, equality, basic rights, and needs regardless of client’s individual qualities arising from heredity
  • Acceptance does not mean approval of the client’s behaviour, attitudes, or standards
  • Acceptance includes thought and feeling elements, and is expressed primarily in the manner of service
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Individualisation

A
  • The recognition and understanding of each client’s unique qualities
  • Differential use of principles and methods to assist client toward change
  • Individualization is based on the right of human beings to be individuals with personal differences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Non-Judgemental Attitude

A
  • Help precludes guilt or innocence, or degree of responsibility for causation of problem
  • include making evaluative judgements about attitude, standards or actions for client
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Client Self-determination

A
  • The client has the right and need to make their own choice and decision, within the limitations.
  • Worker has a duty to respect that right, in theory and in practice
  • Refrains from any direct or indirect interference
  • Positively helps the client to exercise that right
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Confidentiality

A
  • The protection of secret/private information disclosed in the professional relationship
  • Confidentiality is a basic right of the client
  • Necessary for effective helping
  • The client’s right, however, is not absolute -
  • The client’s information is often shared with other professional persons within the agency and in other agencies
  • Written permission is required to divulge information to other agencies
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Structure of Helping Process

A
  • Engagement
  • Assessment
  • Definition of Problem
  • Setting of Goals
  • Selection of Alternative Methods and Initial Mode of Intervention
  • Establishment of a helping contract
  • Action leading toward the desired goal
  • Evaluation
  • Re-evlauation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Voluntary Client

A
  • aware of their need for help
  • want an easy quick, permanent, and all-encompassing solution
  • with little or no additional pain or effort on their part
  • want as little real change in life pattern as possible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Involuntary Client

A
  • forced by circumstances of by significant others
  • workers have to recognize and deal with the reluctance of client
  • workers have to deal with the reluctance before dealing with the problem
  • worker must involve themselves in the situation, establish communication, define parameter for intervention, create initial working structure
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Major Tasks in Engagement

A
  • Introduction of workers
  • Involve the client
  • Review of Intervention procedures and timing
  • Response to questions raised by client
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

SOLER

A
  • Sit Squarely
  • Open Posture
  • Lean Forward
  • Eye contacts
  • Relax
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Results of Engagement Process

A
  • worker is part of the situation
  • initial communication channels opened
  • Worker & Client stand together with definition and role on each other
  • Agreement of the next step in process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Secret Agenda

A
  • undisclosed objected, covered by a surface level agenda
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

3P

A
  • Predispose: to be more susceptible to
  • Precipitate: to cause sth to happen suddenly
  • Perpetuate : to last a long time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

STAR-R

A

S: Situation (Context of the problem)
T: Target (Aims of intervention)
A: Action (Actions, intervention)
R: Result (Predicted Results)
R: Reflection (The feeling of implementation)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Objective Tree

A
  • Banner Level: abstract, long term
  • Theme Level: General, middle range objectives
  • Operational Level: Clear and short; action pplans
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Contracting

A
  • an agreement that is entered into with the understanding that there are reciprocal obligations for the parties involved
  • Social Work contracting: Specified with roles and responsibilities of both parties and goal (objectives) for the relationship/meetings/ interventions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Oral Contract

A
  • At the time of engagement
  • Workers and client are involved in shared activities toward a particular goal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Written contract

A
  • established when the problem has been identified
  • Agree on the mode of intervention selected
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Content of written contract

A
  • The target problem
  • Agree goal
  • Intervention procedures/strategies
  • Roles and tasks of each participant
  • Time limit for activities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Goal

A
  • broad and abstract
  • an ultimate aim of a solution to the problem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Objectives

A
  • short term or long term
  • more specific and concrete and precise
  • Measurable, attainable, observable
  • serve as steps to achieve goal
  • includes who, what, what extend, under what conditions, time limit
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

5 dimensions of nonverbal behaviours

A
  • Kinesics
  • Paralanguage
  • Proxemics
  • Perception of one’s environment
  • Perception and use of time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Kinesics

A
  • Gestures, body movements, facial expressions, eye behaviour, posture
  • Physical characteristics that remain relatively unchanged: physique, height, weight, and general appearance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Paralanguage

A
  • Voice level, pitch, rate of speech, fluency of speech
  • Filled paused (“uh” or stutters, repetitions and slips of tongue
  • Unfilled pauses: Silent -no sound occurs (to interpret message and make decision, to recall an idea, to reflect on an issue, to avoid a topic, or to catch up on the progress of the moment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Proxemics

A
  • Territoriality: Possessive space around person
  • space encroached on may induce behaviours such as looking away, crossing arms, changing topics
32
Q

Perceptions of one’s environment

A
  • how an individual tunes into or screens out surroundings can arouse boredom or comfort
  • too comfortable –> increase vocal expressiveness, more dramatic gestures
33
Q

Perception and use of time

A
  • Client may feel put off by delay or reschedule
  • feel appreciated and valued when extend
  • anxiety expressed by bringing a significant topic at the end
  • can be affected by cultural context
34
Q

Verbal Cues

A
  • Repetition
  • Contradiction
  • Substitution
  • Complementation
  • Accent
  • Regulation
35
Q

Nonverbal attending patterns

A
  • Eye contact
  • Body language
  • Vocal Tone and speech rate
  • Physical Space
  • Time
36
Q

Worker’s nonverbal behaviour

A
  • Sensitivity
  • Congruence
  • Synchronicity
37
Q

Standardised measures assessment

A

Contain standardised norm group as reference e.g. psychological tests

38
Q

Non-Standardised measures assessment

A

No standardised norm group - e.g. clinical interview, assessment of life histories

39
Q

Formal Systems

A
  • Not naturally formed, needs external intervention
40
Q

Societal Resources System

A
  • help given by government
  • natural resources are institutionalized
41
Q

Informal Systems

A
  • Formed naturally
    e.g. family & neighbours
42
Q

3 Primary systems

A
  • Physical
  • Psychological
  • Social
  • Intersection is the ego e=area
43
Q

Person-in-environment equilibrium

A
  • the client’s outcome goals should be paramount in determining the worker’s purpose
  • outcome goals must be viewed as a planned change effort from all systems
44
Q

Group Work

A
  • Goal-directed activity
  • small treatment and task groups
  • aimed at meeting socio-emotional needs and accomplishing tasks.
  • directed to individual members of a group
  • group as a whole within a system of service delivery and a larger community and societal environment
45
Q

Purpose of group work

A
  • Rehabilitation
  • Habilitation
  • Correction
  • Socialisation
  • Prevention
  • Social action
  • Problem solving
  • Developing social values
46
Q

Treatment groups examples

A
  • Support groups
  • Educational Groups
  • Growth Groups
  • Therapy Groups
  • Socialisation groups
  • Self-groups
47
Q

Universalisation

A
  • Statements explaining to the client that his or her thoughts, feelings, or behaviour are the same or very similar to those of other people in similar situations;
  • used to counteract people’s feelings of deviant
48
Q

Successful termination conditions

A
  • Preparing clients adequately for separation from the worker/practitioner; and/or
  • Accomplishing other tasks that enhance the transition from being a client to being one’s own life.
49
Q

Termination Tasks

A
  • Determining when to implement termination
  • Mutually resolving emotional reactions experienced during the process of separation;
  • Evaluating service provided and the extent to which goals were accomplished;
  • Planning to maintain gain and to achieve continued growth.
50
Q

Separation reaction intensity factors

A
  • Degree of success achieved;
  • The intensity of the attachment to the social worker/practitioner;
  • The type of termination;
  • Previous experiences of clients with separation from significant others.
51
Q

Positive Termination Reaction

A
  • Benefits of the gains achieved usually far outweigh the impact of the loss of the helping relationship and process;
  • True when a worker has adopted a strength-oriented, problem-solving approach.
52
Q

Negative Termination Reaction

A
  • Clinginess
  • Report recurrence of problems
  • Introduction of new problem
53
Q

Negative Termination means

A
  • not to grasp the bait without first exploring feelings about termination.
  • assist the client to recognize the pertinent dynamics and to consider the consequences of making such a choice.
  • empathise with client
54
Q

Three Dimensions of Evaluations

A
  • Outcome
  • Process
  • Practitioner
55
Q

Outcome Evaluation

A
  • Assessing results achieved with the intervention goals.
  • By interviews or questionnaire
  • Scale for assessing general progress
  • Asking client to provide examples of recent events that illustrate attainment of goals or from the judgement of other persons or significant others
  • Check against the baseline taken before intervention
56
Q

Process Evaluation

A
  • Evaluation related to client’s perceptions of aspects of the helping process that were useful or detrimental;
  • Obtaining feedbacks from clients;
  • By questionnaire or obtain verbal feedback from clients.
57
Q

Practitioner Evaluation

A
  • Written evaluation from client;
  • Invite and welcome criticism and to respond constructively
  • Feedbacks can be helpful in bringing to awareness behaviours, attitudes, and mannerisms that may be distractive or anti-therapeutic.
58
Q

Treatment Strategies

A
  1. Intrapersonal: self-management
  2. Interpersonal: Social skill training
  3. Environmental: strengthening family relationship
59
Q

Relapse Prevention

A
  • Pay attention to the meanings clients attached to these problems, coping mechanism. and environmental conditions
60
Q

Social Goal Model

A
  • raise social consciousness
  • based on structural descriptions
  • worker is role model, and facilitate decision and democratic participation
61
Q

Remedial Model

A
  • Aim to treat snd rehabilitate group members
  • worker is at a position of clinical authority
62
Q

Reciprocal Model

A
  • aim to foster mutual aid among members
  • worker is a mediator and part of the worker-client system; shared authority
63
Q

Group Planning Consideration

A
  • Abstract
  • Purpose
  • Agent Sponsorship
  • Membership
  • Recruitment
  • Composition
  • Orientation
  • Contract
  • Environment
64
Q

Large Groups

A
  • Offer more ideas, skills, and resources to members
  • Can handle tasks that are more complex
  • Offer members greater potential for learning through role models
  • Provide members with more potential for support, feedback, and friendship
  • Allow members to occasionally withdraw and reflect on their participation
  • Help to ensure that there will be enough members for meaningful interaction even if some members fail to attend
65
Q

Small Groups

A
  • Provide members with a greater level of individualised attention
  • Enable closer face-to-face interaction
  • Present less opportunity for the formation of harmful subgroups
  • Present fewer opportunities for members to withdraw from participation
  • Allow for easier management by the worker
  • Tend to have more informal operating procedures
66
Q

Open Group

A
  • Has an undefined number of group members with new people coming and going on a regular basis
  • Constant modification of group culture
  • Can be more creative and imaginative
  • Issues of separation, termination, inclusion
  • Issues around change adaptability
67
Q

Closed Group

A
  • Has a fixed number of group members and has a set duration
  • Consistent and predictable
  • Easier to balance immediate needs of the group members
68
Q

Group Goals

A
  • A statement of the desired end
  • A summary statement of your need analysis
  • Different kinds of change in goals
69
Q

Group Objectives

A
  • Behavior specific
  • With reference to a specific time frame
  • Best stated in positive outcomes rather than in negative terms
  • Can be stated either in process terms (outputs) or in outcome terms
70
Q

General Tasks

A
  • Strategies that are planned to reduce target problems and facilitate goal attainment
  • Discrete actions to be undertaken by the client
  • A means of partializing plan for achieving goals
71
Q

Specific Tasks

A
  • Divide general tasks into specific agreements about which actions the client and the social worker will attempt between one session and the next.
  • Behaviour and Cognitve
72
Q

Behavioural Tasks

A
  • Task undertaken by client to attain their goal of changing beheaviour such as calling the employment centre
73
Q

Cognitive Tasks

A
  • Tasks undertaken by the client to reflect and improve of their cognitive change such as communicating with others and recording self-demeaning thoughts.
74
Q

Community Casework Assumption

A

a) The community is the situs of a client’s life. Intervention should occur in the community.

b)All clients have strengths to be used.

c) All communities potentially have strengths, with primary and secondary supports, if not tertiary supports.

d)Community is cardinal in current views of personhood and nationhood.

75
Q

The Patch Approach

A
  • localises and integrates services at a neighbourhood level without overly clientizing the client.
  • The neighbourhood with a sufficient resource base of assets
  • The resources of informal networks of kin and neighbours are used and built upon to address individual and community problems
76
Q

A unitary practice

A
  • Recognizes the integrality of social supports, social problems, and client problems.
  • Acknowledges a need for client involvement in neighbourhood and community’s formal, informal, and political organisations and processes.
  • Weaves clients into primary social supports, a neighbourhood’ secondary social supports, and a community’s more formal tertiary
77
Q

MDCC

A
  • Multidisciplinary Case Conference
  • a forum
  • which professionals having a major role in the handling and investigation of a suspected child maltreatment case
  • share their professional knowledge, information and concern on the child health, development, functioning and his/her parents’/carers’ ability

Social work (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions