Theories Flashcards
What is output?
Systems Theory
According to systems theory, output is a product of the system that exports to the environment.
Output is the information produced by a system or process from a specific input. Within the context of systems theory, the inputs are what are put into a system and the outputs are the results obtained after running an entire process or just a small part of a process.
Systems theory in social work is a framework that examines how a person’s behavior is influenced by a variety of factors that work together as a system. The theory suggests that people are products of complex systems, and that the whole created by these systems is greater than the sum of the parts.
Social workers use systems theory to:
Understand a person’s social environment
Consider the impact of a person’s family, friends, school, work, religion, and economic class on their behavior
Identify systemic breakdowns
Identify where systemic breakdowns are affecting a person’s behavior
Develop effective interventions
Use a complete view of a person’s situation to develop effective interventions
Improve relationships
Develop strategies to improve and optimize the relationships between individuals, groups, and organizations
Systems theory can be used to treat a variety of issues, including:
eating disorders, depression, bipolar disorder, anxiety, school trauma, and risky behavior.
One tool that social workers can use with systems theory is the genogram, which is similar to a family tree. A genogram can help a social worker and client understand family relationships and create visual data that can be used to identify patterns.
Task-Centered Treatment Model
The task-centered treatment model uses a four-step process in order to set specific, measurable, and achievable goals for clients. The four steps include:
1. Identification of the target problem(s)
2. Establishment of goals and the creation of a contract between the social worker and the client that includes a schedule to facilitate necessary changes
3. Completion of several sessions between the social worker and client in order to share outcomes of identified tasks
4. Discussion between the social worker and the client to determine if the intervention has been successful enough to terminate further sessions
What does Margaret Mahler’s theory focus on?
Margaret Mahler’s Object relations theory focuses on relationships with others. The “objects” in question can be people, parts of people, or physical items that represent these.
It does not focus as much on things such as violence, substance abuse, or psychopathology. According to object relations theory, the main influence on relationship skills is early attachments with central trust figures such as parents.
Such things as trauma, conflicts, or social experiences in general are not as significant according to this theory.
Behaviorist versus psychoanalyst a young girl’s refusal to go to sleep
A psychoanalyst would link the child’s problems to an earlier traumatic event; a behaviorist would believe that the parents are positively reinforcing the child’s refusal to go to sleep
Psychoanalysts believe that individuals suffering from psychiatric problems experienced some early childhood trauma that prohibited them from moving normally through developmental stages. Behaviorists believe that individuals’ behaviors are molded by others’ responses. In this situation, a psychoanalyst would view the child’s problem as a result of having experienced a traumatic event earlier in her life. A behaviorist, on the other hand, would believe that the parents are reinforcing the girl’s behaviors by agreeing to lie in bed with her at night.
As stated above, a psychoanalyst would believe the girl is suffering from individual pathology. A behaviorist would link her problems to the parents’ actions, not the other way around. A psychoanalyst would likely not prescribe medication in this situation but would suggest that the child be seen for play therapy to work through her problems. A psychoanalyst, not a behaviorist, would view the child as regressing to an earlier developmental stage due to some outside influence.
What is object permanence?
Object permanence is the realization that people and things continue to exist even when they cannot be seen or heard. Research shows that infants as young as two and a half months may have some understanding of object permanence, but this three-week-old has no understanding of this concept and may truly believe that his mother ceases to exist when she walks out of the room.
Babies have a wide variety of reflexes that are present at birth and last for several weeks. Attachment refers to the emotional bond that exists between a child and their caregivers; this infant seems to be attached to his mother, though it’s unclear whether it is a secure or insecure attachment. The baby was born with the ability to smell, which is not related to why he is distressed when his mother leaves the room.
6 Levels of Cognition
There are six levels of cognition:
1. Knowledge (recall of facts, rote memorization)
2. Comprehension (understanding of facts)
3. Application (using facts or knowledge)
4. Analysis (breaking down knowledge into components)
5. Synthesis (combination of facts into a new whole)
6. Evaluation (forming an opinion about information)
Though there are relative levels of sophistication, all levels are necessary for proper cognitive development.
The six levels of cognition describe a progression of the sophistication of an individual’s developmental understanding of their surroundings.
(Psychomotor is considered a domain of development, that is, an area in which cognition develops.)
What is Constructive Play and who described that children learn through play with others how to lead, plan, and be creative in a way that can be immediately validated by peers? How did this person characterize age 3-6 in relation to this kind of play?
There are several types of cognitive play in early childhood. Constructive play is the process of creating or constructing something and is especially common in children ages 3 to 6 years old.
Functional play is common in children ages birth to 2 years and includes repeated motor movements with or without objects. Make-believe play occurs when children act out imaginary roles and is common between the ages of 2 and 6 years. Thematic play is incorrect because it is not a type of cognitive play.
Erikson characterized the ages from 3 to 6 as those of the Initiative vs. Guilt stage. During this time, children learn through play with others how to lead, plan, and be creative in a way that can be immediately validated by peers. If it is not validated or is overly controlled, children can lose their sense of initiative.
Erikson did not say that children learn this concept through introspection, family interactions, or genetic expression.
What theory is concerned with how internal processes such as needs, drives, and emotions motivate human behavior?
Psychodynamic theory is concerned with how internal processes such as needs, drives, and emotions motivate human behavior. This theory originates with the work of Sigmund Freud.
What theory is is concerned with the study of various behavior models that are used to explain causes of behavior?
Attribution theory is concerned with the study of various behavior models that are used to explain causes of behavior.
What theory is concerned with relationships between individuals and their environment as a whole.
Systems theory is concerned with relationships between individuals and their environment as a whole.
What theory states individuals learn their behaviors through their interactions with their environment?
Social learning theory states that individuals learn their behaviors through their interactions with their environment.
Which practice model starts with obtaining a solution for the client and then helps the client develop steps that will solve the problem?
Solution-focused therapy is the social work practice model that uses a “miracle” question to help a client envision what type of future they want to obtain. This practice model starts with obtaining a solution for the client and then helps the client develop steps that will solve the problem. Problem solving focuses on identifying the problem, identifying solutions, picking a solution, and trying the solution to see if it solves the problem. (Task-centered models break down the client’s problem into accomplishable tasks.)
Which therapy has the client use letters to re-author their lives?
Narrative therapy has the client use letters to re-author their lives.
What technique encourages a person closer and closer towards approximations of a desired behavior through the use of reinforcers?
Shaping is a technique by which a person is encouraged toward closer and closer approximations of a desired behavior through the use of reinforcers.
What do we call the removal of a desirable item?
Time out is the removal of a desirable item. Did you know that the phrase “time-out” is shorthand for “time out from positive reinforcement”?
“Time-out” is widely used to refer to a form of discipline used by caregivers when a child misbehaves. Oftentimes, families think of “time-out” as a consequence for their child’s misbehavior, where the child is removed from the space and told to “think about” their actions. However, evidence-based time-outs that have been proven to work look a little different.
In caregiver-based interventions, time-out takes on a consistent, respectful, and structured approach that involves the removal of the child from all types of reinforcement for a specified, short period of time as a direct result of misbehavior. The use of time-out is one strategy in a broader behavioral program that helps to create a warm and rewarding parent-child relationship, encourages self-regulation, and teaches children positive behaviors to replace problematic ones.
Caregivers are taught to give clear directions and praise to their children when directions are followed. If directions are not followed, caregivers are taught to give “time-out warnings” to their children so that they are aware of why they are getting a time-out and they have the choice to comply. When teaching time-out to caregivers, therapists stress the importance of remaining calm, using a neutral tone of voice, and following through with the time-out in a very structured way to make it safe and predictable for the child.
Time-out is designed to be boring for children, which makes it an effective tool for changing problem behaviors because kids generally do not like to be bored. During the time-out, all fun or distracting toys and items should be removed from the time-out area, and caregivers will be advised to avoid giving the child any attention. Time-out does not need to exceed 3 minutes for children between the ages of 2 and 7 to be effective, although it is important to wait to end time-out until they are able to stay quiet for a few seconds. Waiting until the child is regulated to end time-out helps teach kids that it ends once they are calm. This is one of the ways that time out is a secret emotion regulation strategy!
