LMSW EXAM - Bootcamp!

1. Problem 2. Person 3. Last Sentence (guide to answer question)

1. Person/Client "hot seat" 2. SAFETY Red Flags - suicide, abuse, life-threatening, unexplained marks, alcohol, recent loss 3. Strong words/adjectives 4. Age 5. Diagnosis 6. Symptoms/Duration 7. Who are you? 8. Where are you in session? 9. Quotations 10. Direct requests/concerns 11. Qualifiers (First/Next/Best)

FARM GRITS ROAD - Answers that look appealing at first glance but are often wrong - ELIMINATE! Exam is here and now

1. FOCUS on unresolved issues/past 2. ADVICE - giving/judging 3. RECOMMEND "to a support group" 4. MAKE an appt. 5. GIVE pamphlets/literature 6. RECOMMEND a session 7. INFORM parents/speak to parents (when child/ado) 8. TERMINATE (Exceptions: Moving, client reaches goals/no new crisis, client does not pay) 9. SPEAK to supervisor (except transference/counter) 10. RESPECT self-determination (If mentally UNSTABLE) 11. OFFER contract as a reminder 12. ALLOW the clients to lead the session 13. DO nothing/say nothing

90% of exam is SAFETY FIRST.

ASSESS BEFORE ACTION.

1. RULE out medical 2. UNDER the influence/delusional/hallucinating Do Not Treat 3. SAVE Lives - Safety first (Answers: Duty to warn, report child/elder abuse, 911, mobile crisis, ER) 4. ASSESS before action - (Answers: ASSESS, ASK or DICE - Determine, Identify,Clarify, Explore) 5. FEELINGS - (Answers: ACKNOWLEDGE person's feelings) CONCERNS (AID ASSIST, INFORM client, DISCUSS concerns) 6. EMPOWER - If client is mentally stable/alert (Answers: Respect client's decisions)

1. Client's best interests are primary 2. Respect/promote right to self-determination if client is mentally alert/stable, NOT unstable/intoxicated/psychotic 3. Informed consent, written agreement by client to undergo treatment, risks/benefits/costs disclosed 4. Avoid conflicts of interest (Things that interfere with SW's impartial judgment/discretion) 5. DO NOT promote individual therapy sessions to ppl who have a relationship w/ each other (except couples, family, group treatment) - Provide family members with appropriate referrals 6. Avoid dual/multiple relationships 7. Avoid bartering (unless common practice in community) 8. Obtain a professional translator FIRST if client does not speak the language of SW 9. Do not disclose client information w/out consent unless req'd by law 10. Provide client with reasonable access to records (First explore/discuss reason for request) Follow laws of state. 11. Ensure CONTINUITY of services 12. NO relations with clients past or present

SW's are req'd and responsible for reporting any instances of abuse that is suspected. Abuse includes physical, emotional, sexual, neglect, CHILD AND ELDER ABUSE

SW's MUST WARN a threatened victim of any harm that his/her client may cause when there is a REAL INTENT (PLAN)

NOT DUTY TO WARN! 3 options: 1. FIRST urge client to disclose to partner 2. FIRST encourage client to engage in safe sex 3. Research/follow state laws as needed

SW may be req'd by law to disclose confidential information

1. Refer to colleague who may be better trained in an area than SW. SW can take client but must be COMPETENT. 2. When CONSULTING with colleague, disclose least amount of information 3. FIRST speak to a colleague to discourage/prevent/correct unethical behavior 4. AVOID relationships with colleagues (conflict of interest)

1. Accurately document services in client's records while keeping best interests in mind 2. Maintain records securely for a period of time consistent with state laws

1. MONITOR/EVALUATE policies and implementation of programs 2. ADVOCATE when necessary

1. Emphasizes short term, discourages long term treatment 2. Cases assigned to case manager to whom provider must justify necessity for treatment for payment and services. 3. More precise diagnosis = greater likelihood of reimbursement 4. Encourages Cognitive/Behavioral short term TX. 5. Contracts are INFLEXIBLE, abide by rules to receive reimbursement

Autism, ADHD, Oppositional Defiant Disorder, Conduct Disorder, Enuresis, Separation Anxiety Disorder

Delirium, Dementia, Amnestic/Cognitive Disorders, Schizophrenia and other Psychotic Disorders, Mood Disorders, Anxiety Disorders, Somatoform Disorders, Factitious Disorders

1. Deficits in social interaction and nonverbal COMMUNICATION 2. Lack of peer relationships. eye contact, abnormal body movement, 3. Restricted, repetitive patterns of behavior 4. Inflexibility to routine, Fixed interests

1. Symptoms at least 6 months 2. Inattentive: Difficulty focusing, staying on task follow-through, listening, easily distracted, loses things, forgetful 3. Hyperactive: Impulsive, fidgeting, running around, talking excessively 4. Several symptoms present prior to age 12 5. Must occur in 2 or more settings 6.. Behaviors can increase/decrease based on settings. 7. TX: Behavior modification

At least 6 months - Angry, irritiable, defiant, talking back to adults, rebellious behavior, attitude, blames others, cursing, lying - NO SERIOUS VIOLATIONS OF OTHERS RIGHTS

1. Violates other's rights, bullies, shoplifts, truancy, DX up to age 17 2. TX: Family, schools, community, client, parent/child behavior modificationq skills

1. Repeatedly urinating during day/night 2. Up to 5 years old 3. Rule out medical first

1. Excessive distress when separated from major attachment figures. 2. Clinging, school refusal, sleep refusal 3. School Phobia is a form of separation anxiety. 4. Brought on when leaving home/family members to attend school. 5. At least 1 month of symptoms

Trichotillomania, Intermittent Explosive Disorder, Gambling, Kleptomania, Pyromania,

1. Disoriented 2. Short period of time 3. Sometimes due to medical condition/substance use: DEHYDRATION, HEAD TRAUMA

1. Slow onset 2. Deterioration of memory/cognition 3. Alzheimer's, HIV, Parkinson's

Memory impairment w/out cognitive impairment

Chronic alcoholism causes inability to recall previously learned information

1. Hallucinations, delusions, disorganized speech, disordered/catatonic behavior, impaired thinking, negative symptoms (diminished emotional expression or avolition) THOUGHT DISORDER 2. Duration at least 1 month, but more than 6 months 3. TX = Medication and ego-supportive therapy (No INSIGHT therapy!)

1. Same symptoms of schizophrenia 2. DURATION is at least 1 month, but less than six months 2. Triggered by turmoil/high stress 3. TX = Mediation and supportive therapy

1. NON-BIZARRE/IRRATIONAL beliefs/delusions 2. Hallucinations absent or not prominent 3. Persecutory/Jealous Types of delusions 4. NO IMPAIRED FUNCTIONING

1. 1 Symptoms of criterion A Schizophrenia 2. DURATION LESS THAN 1 MONTH

Bipolar 1 Disorder, Major Depression, Substance Induced Mental Disorders, Mental disorders due to a medical condition (ex. Amphetamine induced psychotic disorder with delusional features), Delusional Disorder, Borderline Personality Disorder, Brief Psychotic Disorder, Schizophreniform Disorder, Schizoaffective Disorder

1. Delusions occur in both 2. Schizophrenia experience other symptoms (hallucinations, bizarre delusions) 3. DD less functional impairment

Same symptoms of schizophrenia with a major depressive episode, manic episode, or mixed episode

a childhood disorder (diagnosed after age 6, before age 18) marked by severe recurrent temper outbursts along, persistent irritable or angry mood, 3 or more times per week period of 12 months

1. Symptoms: (most of day, nearly every day for 2 weeks) -Depressed mood -Lack of pleasure -weight loss/gain -insomnia/hypersomnia, -psychomotor agitation -sad/empty/worthlessness -suicidal ideation - fatigue - difficulty concentrating - excessive guilt MDD and bereavement differences- excessive guilt, anhedonia, suicidality

1. MDD symptoms but LESS SEVERE 2. Chronic 3. Duration more than 2 years (Children 1 year) 4. Symptoms cannot be absent for longer than 2 consecutive months

1. One or more manic episodes (Elevated, expansive, irritable mood, or excessive mood and increased energy) usually accompanied by a major depressive episode) 2. Symptoms may last at least 1 week to a few months 3. 3 or more manic symptoms 4. Impaired functioning

Inflated self-esteem, decreased need for sleep, loud/rapid speech, restlessness, racing thoughts, increased sociability and goal-directed activity, impairment of normal activities/relationships

- 1 or more depressive episodes with at least 1 or more hypomanic episode - NO manic episodes or mixed episodes

Sadness, loss of interest in usual activities, sleep/appetite disturbance, feelings of worthlessness/guilt, difficulty concentrating, suicidal thoughts/death

changes in appetite of weight, sleep disturbances, fatigue, decrease in sexual desire/function

4 or more manic episodes of illness over 12-month period

Both depression and Mania occur at the same time

1. Can occur, more likely if parents have illness 2. Children/Ados may experience very fast mood swings b/t depression and mania in one day 3. Children with mania likely to be irritable and prone to tantrums than to be overly happy 4. Bipolar difficult to tell apart from other problems in this age group

Mania

Depression

Refers to a disturbance of mood and other symptoms that occur together for a minimal duration of time and not due to physical/mental illness

1. Brief, recurrent, panic attacks 2. Followed by persistent worry of another panic attack and behavior change 2. TX = Desensitization techniques

intense fear of social situations, leading to avoidance of such

1. Excessive worry and physical symptoms (restlessness, fatigue, headache, stomachache) 2. Ex. client reports frequently irritable and unable to focus, tension, insomnia 3. At least six months 4. Worry impedes functioning

Substance Induced Anxiety Disorder or Mood Disorder

Anxiety or Mood disorder caused by General Medical Condition

Disorders characterized by physical complaints that appear to be medical in origin but that cannot be explained in terms of physical disease (emotional connection)

An anxiety disorder characterized by unwanted repetitive thoughts (obsession) and/ or actions (compulsions).

1. Excessive preoccupation with one body part 2. Severe, impairment in functioning 3. Cause of decline = obsessing about defect

Involuntary loss of voluntary function, however client does not control or produce them voluntarily

1. Intentionally produced symptoms, differing incentives 2. Malingering fakes symptoms for external gain/goal 3. Factitious produces symptoms due to need to be "sick patient"

Faking an illness/producing symptoms to receive sympathy as patient

Abuse of another (typically a child) in order to seek attention for the abuser

1. Exposure and response to life-threatening event 2. Arousal, intrusive, avoidance symptoms (distressing memories, dreams, dissociations, 3. LAST A MONTH AND BEYOND 4. Impairment to functioning/life pursuits

PTSD symptoms that appear for a month or less

1. Disorder caused by lack of attachment to caregiver - NEGLECT 2.

a disorder in which a person's response to a common stressor, is maladaptive and occurs within 3 months of the stressor

a trauma-related attachment disorder characterized by indiscriminate, superficial attachments and desperation for interpersonal contact

Recurrent/multiple somatic complaints that cannot be explained medically of several years. STRESS.

Drug/Alcohol Intoxication and Withdrawal, Drug/Alcohol Abuse and Dependence

All personality disorders, Schizophrenia (> 6 months), Dysthymic and Cyclothymic (> 2 years), Generalized Anxiety Disorder (> 6 months), Hypochondrias (> 6 months), Somatization Disorder (several years)

Inappropriate sexual object or practice vs. inhibition of sexual response

Abnormal event that occurs during sleep, b/t sleep/waking VS. disturbance in amount/timing of sleep

1. An enduring pattern of inner experience and behavior that deviates markedly from the expectations of the individual's culture 2. 2 or more areas (cognition, affectivity, interpersonal functioning, impulse control)

odd/eccentric paranoid, schizoid, schizotypal

LONER, introverted, withdrawn, detachment from social relationships, RESTRICTED RANGE OF EMOTIONAL EXPERIENCE AND EXPRESSION, NO DESIRE FOR FOR SOCIAL RELATIONSHIPS

Interpreting actions of others as deliberately threatening or demeaning, distrustful and suspicious

Odd/strange/bizarre behavior/beliefs/mannerisms and interpersonal/social deficits due to fear/paranoia

ideas that one's thoughts or behaviors have control over specific situations

The false impression that outside events have special meaning for oneself.

dramatic, emotional, erratic antisocial, borderline, histrionic, narcissistic

1. Disregard for the rights of others, Impulsive/irresponsible/callous 2. Must be > 18 (symptoms can occur at 15)

1. Unstable in interpersonal relationships, behavior, mood, and self-image. 2. Abrupt and extreme mood changes 3. Stormy interpersonal relationships 4. Fluctuating self-image 5. self-destructive actions

Exaggerated self-importance, absorbed fantasy for success, seek constant attention/admiration, oversensitive to failure

Melodramatic, attention-seeking, excessive emotionality, sexually seductive

Anxious, fearful avoidant, dependent, obsessive compulsive

Hypersensitive to rejection, unwilling to be involved, fear of not being liked

Pattern of dependent and submissive behavior

preoccupation with perfection, control, and orderliness

Dissociative Identity Disorder

Structured way of observing and describing current state of mind - appearance, attitude, affect, behavior, cognition, insight, judgment, mood, perception, speech, thought process, thought content

Place unwanted/unpleasant feelings onto someone less threatening or innocent bystander - ex. angry at boss, take it out on spouse

A person often loses track of time or themselves and their usual thought processes and memories. People who have a history of any kind of childhood abuse often suffer from some form of dissociation

Taking your emotions and placing it on others - ex. All of my coworkers are greedy, but I am not

To incorporate someone else's emotions into one's self, internalized beliefs of others

overestimation of an admired aspect or attribute of another

a person patterns oneself after a significant other

mastering anxiety by identifying with a powerful aggressor

Expressing no emotionality when confronted with difficult events

BPD Clients, Unconsciously perceiving other's behavior as a reflection of one's own identity

Turning unwanted or dangerous thoughts, feelings or impulses into their opposites. Ex. Person with a sudden loss shows a happy mood

return to infantile patterns of thinking/being

maladaptive behaviors/impulses diverted to more socially acceptable channels, healthy redirection of emotion

defense to deflect hostile aggression or other unacceptable impulse from another to self

Also clients with BPD - identify a person as either all good or all bad

Refusal to acknowledge external reality that are intolerable. Ex. I am not a shopaholic, but credit cards are maxed out.

Unconsciously wipes out, "forgets" painful feelings/memories

Consciously put painful thoughts/feelings memories to the side

Taking Back unwanted behaviors through praise/gifts. Ex. buying gifts, obsessively washing hands to deal with obsessive thoughts.

Enables one to make up for real or fancied deficiencies, Ex. short man becomes cocky

Repressed urge is expressed as a disturbance of body function - pain, deafness, blindness

Reflecting clients feelings back to them- YOU SEEM TO BE OVERWHELMED

Being attentive and remaining silent during the time when client is silent. SILENCE EQUALS SILENCE

Taking client's OVERWHELMING feelings and breaking them down into smaller more manageable parts

Challenging an ESTABLISHED CLIENT to think about DISCREPANCIES in what he/she says/does. Can be used with addictions/perpetrators or resistance to treatment. Ex. changes subject, always late, denial, rationalization, cancelations. Not aggressive.

Confrontational approach, assists clients to discontinue negative/irrational thoughts

Instructing clients to continue their maladaptive behaviors with the goal of bringing awareness and change. ex. Couples bickering in couples therapy.

- Assist the person in distress to resolve immediate problem and regain emotional equilibrium = GOAL IN FIRST SESSION, emphasis on coping mechanisms

1. Therapist co-constructs alternative positive stories with client 2. Externalizing the problem, problem-saturated stories, mapping problem's domain, unique outcomes, spreading the news

Environmental pressures, focus on life transitions, Fit between individual/family and environment

Assist client with awareness of here/now - ex. Empty chair - Heightened awareness - Not good for impulsive clients

Techniques to modify behaviors, ex. positive reinforcement

Observe/measure the way clients respond to certain triggers

Positive reinforcement - add praise, Negative reinforcement - take away shock, Positive punishment - add spanking, Negative punishment - take away something desirable

Pavlov's dog, stimulus response approach to behavior

Technique to train a new behavior by prompting and reinforcing successive behaviors

Exposure from least to most anxiety situation - REAL LIFE SETTING

Anxiety producing stimulus paired with relaxing response

Anxiety reduced by prolonged real or imagined exposure to high-intensity feared stimuli

Learning by observing others

Events precede behaviors which in turn are followed by consequences

Identifying and changing dysfunctional negative THOUGHTS, change thoughts to change behaviors

Identify strengths and build on to empower clients

Long term treatment, resolve inner, unresolved conflicts of past

- Treats whole family system and identifies the individual symptom bearer as indicative of a problem in the family as a whole, identify client in crisis/hot seat

Treats couples to understand and resolve conflicts to improve their relationship. To communicate better, negotiate differences, problem solve in a healthier way

Process of separation-individuation, All Small Dogs Practice Reaching Out

Newborn to 1st month, infant focused on self

1 to 5 months, breaks out of autistic shell, feels unity with mother, begins to understand mother as a separate being

6 to 9 months - Inward focus to outward focus, separates from caregiver by crawling, stranger anxiety 6-8 months

9 to 14 months - crawls/walks freely, explores, becomes distant from mother, separation anxiety 12 months

14 to 24 months - Desires to be independent, moves away from mother but returns regularly, prolonged separation anxiety 18 months

After 24 months, capacity to recall mother despite absence, sees mother as separate individual

1. Neuroleptics - Help Zany People Towards Reality Acceptance Soon 2. Haldol, Zyprexa, Prolixin, Thorazine, Risperdal, Abilify, Seroquel - Also used for bipolar 3. Tardive Dyskinesia - muscle disorder 4. Clozapine - atypical, increased risk for agranulocytosis

Live To Dream Always Towards Top, Lithium Tegretol, Depakote, Abilify Trileptal Topamax- kidney problems, liver problems, monitor blood work

1. Benzodizepines, View Karen's X-rays After Ballet 2. Valium, Klonopin, Xanax, Ativan, Busbar 3. Short acting and addictive 4. Impaired muscle coordination and impairment of short term memory, PAM

medication for alcohol, form of AVERSION THERAPY

1. Amphetmines/SPEED - CAR speed, Paradoxical effect 2. Concerta, Aderall, Ritalin 3. Non-Amphetimine - Strattera - can not be abused, 2 to 4 weeks for effective

1. SSRI's, People's Zoom Power, Will ,Never, Cure, Everything, Except, Little, Tiny, Cats 2. Prozac, Zoloft, Paxil, Wellbutrin, Celexa, Effexor, Lexapro,Trazadone Cymbalta 3. Often causes loss of libidinal desire, several weeks to be effective, 4. PRAM, INE,

1. Eat Clean Worms 2. Effexor, Cymbalta, Wellbutrin

1. ET= Tricycle - Elavil, Trofanil 2. Can cause dry mouth

1. Antidepressants 2. Hypertension if high dose taken 3. TCA/Stimulant taken 4. Dietary restriction: Foods with high levels of Tyramine - avoid beer, wine, cheese, smoked/pickled fish, etc.

1. NOT direct practice, indirect practice 2. SW role is to work WITH THE community, not directly for them 3. No individual counseling or family counseling 4. Empower members to strengthen community to prevent future dilemmas 5. Members must have a COMMON INTEREST - KW's consensus, agreements 6. Advocate for disadvantaged

1. Purpose: Join efforts to solve a common problem with community/local level 2. SW Role: Enabler - help members use own resources to problem solve/empower 3. Broker: Mediates/Negotiates b/t community groups, links community with services

1. Purpose: Determine a range of solutions to problems. Develops programs 2. SW Role: Expert, gather data and facts used to resolve problems, Ex. planning homeless shelters and after school recreation programs

1. Purpose: Clients who NEED assistance and disadvantaged, take action, confrontation 2. SW Role: ADVOCATE, represent disadvantaged and ACTIVIST, bargaining and confrontation, Ex. Tenant Association, Landlord/Tenants, women's rights mov't

1. Purpose: Work with other organizations. Form coalitions 2 SW Role: Organizer, joins groups and institutions together to take joint action towards specific goals, ex. improve economic development and resolve unemployment problems

1. Group members SHARE A COMMON PROBLEM 2. Group members are there to SUPPORT EACH OTHER 3. Therapist there to ALLOW THE GROUP to come to resolutions and resolve conflicts 4. Therapist intervenes only if there is threat of violence 5. Therapist must acknowledge feelings of an individual in crisis 6. Therapist must ALLOW confrontation when there is denial or rationalization. 7. Contraindications - client in crisis, suicidal, need for attention, psychotic, paranoid

Discussion strengthens a dominant point of view, group shifts to this extreme viewpoint

Group cohesion and loyalty undermines decision making in order to maintain the we-ness

Pioneer in group therapy. Universality - helps ppl see what they are going through is universal, not alone, Catharsis - Venting feelings to group members to relieve pain, guilt, stress

1. Preaffiliation: Ambivalence, leader must establish authority/discuss guidelines and review philosophy 2. Power/Control: Struggle over control of the group, conflict among subgroups 3. Intimacy: Conflicts diminish, sense of "we-ness" increases and COHESION 4. Differentiation: Personal expression, improved group skills in analyzing and working through problems 5. Separation: Achieve termination

1. Key Words's = TEAM WORK, CONVENE STAFF MEETINGS & BROAD BASED COMMITTEES 2. Admin. establishes a broad based "committee" that brings together all segments of the agency, including staff and sometimes clients to develop methods for assessing the problem, decision making, proposing solutions

1. NOT on SW's TREATMENT TEAM 2. Executive directors are concerned with funding NOT with immediate staff issues

Administrative, Educational, Supportive

1. Supervisor there to EDUCATE the SW and IMPROVE job performance 2. Supervisor is in charge of SW's and or intern's caseloads 3. TRANSFERENCE/COUNTERTRANSFERENCE 4. Supervisor DOES NOT EXPLORE sw's inner feelings 5. Main purpose - advance agency goals and improve service to clients.

Appendix 1 in DSM-IV: A client's cultural beliefs and how they impact the interviewer while assessing their behaviors Ex. Ataque de nervios - Hispanic Culture

1. Tradition of oral story telling 2. Great respect for elders, hand down traditions 3. Spiritual healers are traditional leaders (shaman/medicine man) 4. Value listening and comfortable with silence 5. High degrees of suicide and alcoholism 6. Avoid eye contact as a sign of respect

1. Mostly roman catholic and extended family system 2. Demonstrate shame when seeking mental health assistance 3. Excessive emotionality when confronted with crisis - ataque de nervios

1. Obligation to parents and respect to elders 2. Elders are family decision makers 3. Resolve conflicts within the family 4. Less emotional expressiveness 5. Use alternative healing methods (ex. coining, acupuncture, homeopathic TX)

1. Remain patient and respectful - do not use aggressive approach 2. Mr. or Mrs. as a sign of respect 3. Frequent appts. may be needed during beginning of treatment - home visits 4. Respect self-determination if they are mentally alert 5. Client is Frail/medical issues - assess their abilities, r/o medical FIRST

1. Be aware that clients have concerns about your values 2. Support client in understanding their own sexual orientation prior to sharing with family/friends 3. Be aware of your own values/cultural competence with ALL DIVERSE clients

1. Explore your clients need for SPECIAL ACCOMMODATIONS first 2. Respect self-determination if mentally stable 3. Do not challenge clients who have lower level of functioning

Increased tolerance, withdrawal symptoms

Abuse interferes with obligations: causes social, legal, medical problems

Synthetic narcotic for Opiate use

Denial and Rationalization

Enablers, allow for addictions to continue/progress

Confrontation

May require medical intervention

Slurred speech, odor or alcohol on breath, unsteady gait, coordination problems, staggering

Family history of alcoholism

Seizures and tremors

Talkative, pale, hyperactive, thin, loss of appetite, dilated pupils, restlessness

Depression, vomiting, fatigue

-60-69

-70-84

Multiple motor tics and one or more vocal tics - BOTH TICS!

Lack of attachment to caregiver (ex. foster care kids)

Compulsive urge to pull out one's hair leading to hair loss

1. Catatonic (immobility) 2. Disorganized (disorganized speech/behavior) 3. Paranoid (Persecutory) 4. Undifferentiated (Delusions/Hallucinations) 5. Residual (Absence psychotic features)

Mood Disorder, chronic, fluctuating mood with many hypomanic and many depressive symptoms

Intrusive recurrent thoughts or compulsive behaviors

1. Fear of specific objects/situations 2. Ex. Acrophobia, fear of heights 3. TX - Desensitization Techniques

Multiple personality disorder, 2 or more personalities

Sudden and unexpected travel from home, Memory eventually returns, FUGITIVE

Feeling detached from/observe one's mental processes or body

Using logic to avoid dealing with emotions

A technique focused on both verbal and nonverbal communication

Re-statement of client's issues to show understanding of what client says. C: Whenever I go to the nursing home to visit my mother, I start to cry and feel like I can't breathe. SW: It sounds lil you are saying that your mother in the nursing home is very difficult for you.

Encouraging questions to be more explicit and expand what he says. Helping obtain understanding of issues. C: I don't want to give up the baby. I want to find him a family that can give him everything he wants. SW: Are you saying that you want to keep the baby but you don't think you can afford it?

"Eclectic approach" uses a variety of theories/models/methods of treatment

To solve one problem at a time, assist clients with COPING SKILLS

Focuses on accomplishing tasks. Assist client with identifying goals first.

Gender or sex role stereotyping and discrimination, women's rights

1. ID - pleasure principle, unconscious source of basic desires 2. EGO - reality principle, seeks to satisfy basic desires in socially acceptable way 3. SUPEREGO - Moral/ethical ability to choose right from wrong

ORAL: Infantile, Demanding, Dependent ANAL: Stinginess and Inflexibility PHALLIC: Exploits others sexually with no regard for needs/concern

Drowsiness, euphoria, and slow breathing

Bone pain, Anxiety, muscle spasms, restlessness

Hallucinations, confusion anxiety, suspicion

Non-existent with Hallucinogens (LSD, PEYOTE, ECSTASY)

Purpose, knowledge, values, and sanctions

1. Beginning, Middle, Ending phases 2. Contact, Contract, Action, Termination

1. Engaging 2. Assessing 3. Planning 4. Intervening 5. Evaluating 6. Terminating

1. Consultant 2. Advocate 3. Case manager 4. Catalyst 5. Enabler 6. Broker 7. Mediator 8. Facilitator 9. Instructor 10. And Other

1. Relationship 2. Communication (listening, observing, interviewing, verbal, nonverbal, etc.) 3. Helping/problem-solving 4. Resource finding, linking, developing 5. Professional use of self 6. Working with different systems - individual, groups, institutions, communities

1. CLARIFYING the need or purpose 2. RESEARCHING resources 3. DISCUSSING and SELECTING options with clients 4. PLANNING for initial contact 5. INITIAL CONTACT b/t client and referral source 6. Follow Up to see if need was met *Keep in mind client's right to self-determination!

Assumptions: Optimism, human nature is trustworthy, rational-movement towards self-fulfillment, full functioning, personal adequacy, or self-actualization

1. Physiological needs (Basic needs) 2. Safety needs (Basic needs) 3. Love and Belonging needs (Growth needs) 4. Esteem Needs (Growth needs) 5. Self-actualization (Growth needs) A person must satisfy lower level needs before moving on to meet higher-level growth needs. After meeting lower levels of needs, a person scan reach the highest level of self-actualization,

Biological needs such as food, water, oxygen, constant body temperature.

Feel safe from harm, danger, threat, or destruction. Need regularity, some predictability (origin of cognitive needs - to understand, makes sense of world)

Assurance that one is loved, is worthy, is acceptable because he is accepted. Love needs unconditional acceptance.

People need stable, firmly-based level of self-respect and respect from others.

Need to be oneself, to act consistently with whom one is.

6-8 months

12 months

18 months

Technique in supervision to air out feelings.

Number of years dictated by law.

May indicate a learned problem, refer to educational psychologist

Important to discuss issues of confidentiality and the factors that would cause disclosure

Legal rights, under certain circumstances, that protect clients from having the communications revealed in court w/out permission

Identifies systems that are part of a family's life

Residual welfare - in place purely for the poorer in society, providing a safety net for those otherwise unable to cope financially. Institutional welfare - needs are a part of everyday life, welfare should be provided as a public service.

1. History of attempts - best indicator 2. family history of suicide 3. severe hopelessness 4. substance abuse 5. losses 6. A person who was depressed an instantly becomes brighter, "not depressed"

Danger to self, danger to others, inability to care for self. SW must get a release from client before releasing medical information to managed care company.

Report of reasonable suspicion, even if against supervisor, vignette will try and dissuade you from reporting

Physical signs/injuries, behavioral signs - opp. defiant symptoms, interest in sexual activity, school performance problems and difficulties

1. Engagement 2. Assessment - biopsychosocial - strengths and weaknesses 3. Planning how to achieve goals 4. Addressing confidentiality/insurance 5. Contract = Client/Worker roles and responsibilities, problems to be worked on, goals, interventions to be implemented, evaluation, time/place/fee

1. Intervention 2.Universalization, clarification, confrontation, interpretation, reframing, labeling 3. Worker can be an advocate or mediator 4. Modifying thoughts/actions

1. Evaluate - the degree to which client's goals have been attained 2. Cope with issues of ending process/relationship 3. plan steps client may take relevant to the problem that do not involve SW 4. Discharge planning 2. Termination

arises when a person has to choose between 2 contradictory attitudes and beliefs

matching awareness, experience, and communication - all essentially for a relationship

offering two contradictory messages and prohibiting the recipient from noticing

How one's behavior has affected his or her internal states and surroundings

Boundaries, good for clients who do not feel safe or accepted in a completely permissive environment

two have equal power

one-up/one down position, unequal power

The belief that other's can be aware of hear one's thoughts

Participants level of functioning, often can be a wide range of diagnoses, family status, intellectual capacity and functioning

In situations where a SW requires expert information that he/she lacks it is always prudent to see supervisor guidance

1. Framework for analyzing problems 2. Interaction among parts of the system - all parts affect the the system 3. Focus on environment

Steady state order necessary for movement

capacity to receive identical results from different initial condition

- Used past experiences to understand present action

Assessment of ego functions, reality testing, ego strengths/weaknesses

Mirroring - validates child's sense of self Idealization - identifies with someone more capable Twinship - sense of belonging

Holistic theory on personality, striving for perfection

discriminatory attitudes that can occur on a institutional level

Compare client's current level of functioning in relation to original treatment goals

SW helps family resolve crisis by addressing life cycle issues and preparing family to manage future problems

1. Stresses family organization, worker joins the family in an effort restructure it 2. Boundaries

prescribe symptomatic behavior so client realizes they can control it, use strength of resistance to change to move towards goals

Environmental influence does not promote participant self-disclosure

Provide limitations of disclosure in writing, protects confidentiality of child and addresses mom's request

Use multiple media communication techniques to bring awareness

discuss, clarify, and commit to overall purpose

Goal of improved services, computer program can help standardize information that could in turn be used to evaluate services

at least 2 weeks of symptoms

Meet parent's needs

research history of problems that led to policies

Request from SW's supervisor

Industry vs. inferiority, 6 to 12

identification of goals and potential solutions

1. WAIS - adult intelligence scale 2. WISC-R - Intelligence scale for children 3. Standford-Binet - Intelligence test children 4. Draw-a-person test - children's self image 5. MMPI - predominant personality traits/behavior 6. Projective tests - Rorshach, TAT

Abuse is often used as an effort to retain control

Totaling potential benefits and losses to determine behavior. ex. Women remains in an abusive relationship because of the high cost of leaving.

- Medical/Safety issues priority - SW not under legal obligation to report DV, but should encourage victim to protect herself - Provide education, information, resources, support, DEVELOP A SAFETY PLAN, make referrals to shelter, attorney physician - Safety, trust, validation, re-empowerment

sources who are close to a situation but not directly impacted by it, witnesses of abuse

Determining goals and objectives

Help to appeal to housing authority first - losing home!!! Basic needs

Most practical research design for conducting agency program evaluation - comparison of control group with an experimental group

Study of a single individual Poor generalizability 1. pre/post - AB 2. pre/treatment/removal - ABA Reversal design

Variable being manipulated or controlled - treatment

Variable affected by I.V., outcome

Are we measuring what we think we are measuring?

Can results be generalized?

Did the experiment make a difference in outcome?

Can you get the same answer repeatedly?

According to COE's, services can be discontinued if a client has not paid fees and after ensuring safety

Analize the impact of each principle, look to COE, identifying ethical standards to see what has been violated

Broad-agency wide, gov't issues, financial reports - not day to day operations/staffing

Document complaints and follow-up with agency policy, LEGAL ISSUES

Family reunification

activities that strengthen the SW to client relationship such as reassurance, encouragement, and acceptance for effective case work

Help facilitate the dev'p of a process for conflict resolution

- How well are goals being met - How well are programs reaching targeted population

Target behavior is reinforced each time it occurs

coping mechanisms

Both partners seen by TWO therapists

Way in which worker influences the client

Viewing the world soley from the perspective of their own culture, culture is superior

Structured inequality of entire categories of people who have unequal access to social rewards

Diverse members maintain own tradition while cooperatively working together and seeing other's traits as valuable

1. Acknowledge the problem 2. Analyze/Define the problem 3. Generate possible solutions/brainstorm 4. Evaluate each option 5. Implement the option of choice 6. Evaluate outcome of problem solving process Keep basic concepts in mind when working with individuals, policy, or task group.

Early cognitive theorist, worked directly with Freud: 1) individual's personality is best perceived as a whole 2) social relationships drive behavior more than sexual motivations 3) current beliefs and thoughts play a far greater role in human behavior than is suggested via psychoanalytic theory

Pre-conventional - Stage 1, punishment/avoidance - Stage 2, Rewards, Conventional, - Stage 3, Good boy/bad girl, - Stage 4, Law and Order, Post-conventional, - Stage 5 - Moral vs. Legal Right - Stage 6 - Individual state of concsiousness

Affect, associations, ambivalence, and autism.

Also called "screening," refers to measures that detect disease before it is symptomatic. The goal of secondary prevention is to identify and detect disease in its earliest stages, before noticeable symptoms develop, when it is most likely to be treated successfully.

Focus on people already affected by disease and attempt to reduce resultant disability and restore functionality.

The inhibition of the development of disease before it occurs. - To protect against disease and disability, such as getting immunizations, ensuring the supply of safe drinking water, - General action to promote health is the other category of primary prevention measures.

The inappropriate closeness of family members

Daughter-Father communication will be distorted and symbolic, family structure is very strict, with highly moralistic expectations, reversal between mother-daughter roles and expectations

Changing thoughts to change behaviors, individual intervention, seeking behavioral change

Focus on the most severe symptoms first.

Denial

Oral - mouth fixation, Sensory motor stage - 0-2, lack of language, Trust vs. mistrust

Bowel movement/toilet training, Preoperational age 2 to 7, preschool years, egocentric, absolutes, Autonomy vs. self-doubt

Phallic - explore sexual organs, Preoperational, Initiative vs. Self-doubt

Latency - basic desires are repressed and expressed in socially acceptable ways, Concrete Operational age 7 to 11, logic and rules, Industry vs. inferiority - SCHOOL, MIDDLE childhood

Genital - Puberty onward, No longer driven by instant gratification only and is independent and has concern for others, has relationships and responsibilities, Concrete Operational age 11 and onward, Abstract thought, Identity vs. Role Diffusion

Intimacy vs. Isolation

Generativity vs. Stagnation

Ego Integrity vs. Despair

DABDA 1. Denial 2. Anger 3. Bargaining 4. Depression 5. Acceptance *Hope is not a separate stage

Self-awareness about one's own attitudes, values, beliefs, about cultural differences

The process of adopting the attitudes, values, beliefs, language of a a new or dominant culture

Identify only with dominant culture

Identify with both cultures

Identify only with ethnic culture

Do not identify with either cultures

Coercive - power from control of punishments, Reward - power from control of rewards, Expert - power from superior knowledge, Referent - power from acceptance/likeability, Legitimate - power from having legitimate authority, Informational - power from content of messages leading to new cognitions

Pre-contemplation Contemplation Preparation Action Maintenance Relapse