Foundations I Final

  1. members of a system seek to solve interactional problems by exchanging different behaviors
    Reciprical goal
  2. An _______is a proccess occurring between practitionaer and client in whom information is gather, anzlyzed, and sythesized to provide a concise picture of the client and his or her needs and strengths.
  3. T/F During the assessment process, the problem for work is the clien'ts immediate perception of the problem and is the reason they are seeking help.
  4. Differentiating one's own thoughts and feelings from those of others, and raching appropriate conclusions about casue and effect relationships are characteristics of which assessment of cognitive functioning?
    Reality Testing
  5. Mr. G. is a client who tells you during a session that "my wife wnats to take an evening class at UALR, but I know what she really meeth other men". His statement can be best described as a _______.
    Extreme distorion
  6. The Diagnostic and statistical manual (DSM-TR) is a tool that enables professionals to:
    assess mental and developmental disorders
  7. According to the behavioral functioning table in chaper 9 (table 9.3), mumbles, complains excessively, nags, and talking excessively" are dysfunctional patterns of dimension of behavior.
    A. power/control
    B. coping pattern
    C. nurturacne/support
    D. communication
  8. According to the behavioral functioning table in chaper 9 (table 9.3), "self-centered, critical, rejecting, withholding, demeaning, and being unconcerned about others" are dysfunctional patterns of which dimension of behavior?
    A. power/control
    B. coping pattern
    C. nurturacne/support
    D. communication
  9. According to the behavioral functioning table in chaper 9 (table 9.3), " being autocratic, overbearing, aggressive, ruthless and demanding" are dysfunctional
    patterns of which of the following dimension of behavior.
    A. power/control
    B. coping pattern
    C. nurturacne/support
    D. communication
  10. According
    to the behavioral functioning table in chaper 9 (table 9.3), " being rigid, impulsiveness, rebellion, avoiding facing problems, and the use of alcohol or drugs while under stress" are dysfunctional patterns of which of the following dimension of behavior.
    A. power/control
    B. coping pattern
    C. nurturacne/support
    D. communication
    coping patterns
  11. Client Y is a person who is depressed b/c he does not believe that he can influence his environment positively in any way. This person may be experiencing a state of ____.
    Learned helplessness
  12. _______ specify what clients want to accomplish and are instrumental in facilitating the achievment of a desired outcome.
  13. Defining the problem, ensuring client safety, providing support, examining alternatives, making plans, obtaining a commitment, and helping the client anticipate the need for future help through similar situations; is the prcess and procedure of:
    crisis intervention
  14. The measurable, observable, or felt improvement in health or behavior not attributed to a medication or invasive treatment that has been adminstered is commonly referred to as __________.
    placebo effect
  15. T/F Focusing more on interviewing skills than conversational skills is a suggested strategy to effectively engage clients.
    Together, both parties brainstorm a pssible range of solutions. The case manager and consumer are responsible for identifying strenghts and resources for implementing the plan of care.
    A. absoulute authority
    B. imposing
    C. joint action
    D. limited constraints
    E. self-directed care
    joint action
    The case manager defines the problem and selects the solutions that are most promising.
    A. absoulute authority
    B. imposing
    C. joint action
    D. limited constraints
    E. self-directed care
    The case manager pressures the consumer to accept problems or solutions w/o particpation in the decision.
    A. absoulute authority
    B. imposing
    C. joint action
    D. limited constraints
    E. self-directed care
    absolute authority
  19. Which of the following statesments is an example of role induction in the helping process?
    A. We will work together to address the concerns you have identified.
    B. The mission of our agency is to resolve the concerns of clients.
    C. We offer a sliding scale fee for clients who need our services.
    D. We could use the remaining time to summarize your expectations.
    We will work together to address the concerns you have identified.
  20. Eliciting information a bout a client's expectations of the helping process facilitates:
    Role Certification
  21. Clients tend to terminate prematurely when the social worker's resonses are:
  22. A client states, "We've been married for five years and fought from the first day. We can't seem to agree on anything." Of the following reponses, which is the least relevant to the content.
    I'm wondering how long you went together before you were married?
  23. "So you felt your teacher ignored you" is an example of which communication tool?
  24. "Tell me more" is an example of which communication tool?
    Minimal Prompt
  25. "How are you feeling about returning home?" is an example of which communication tool?
    Open ended question
  26. "Is your daughter 11 years old" is an example of which communication tool?
    Close ended question
  27. Close ended question may be used as a means to:
    Focus on specificity
  28. When the social worker said to the child in foster care, "How are you feeling here? Do you feel comfortable? Do you want to stay?" She was exhibiting the barrier in communication known as:
    stacking questions
  29. A client complains about the fact that her social worker has not gotten resources that he or she promised to seek out. She says, "If this doesn't get better soon, I am going to talk to your supervisor." The social worker bristles and says :"Do that and I will no longer try to help you."
    This response is an example of:
  30. Focusing on pathology and deficits in the assessment process is likely to:
    underestimate strengths
  31. Level 1-3
    So you are apprehensive that you might be physically safer after the surgery but your partner might not feel the same about you physically?
    Level 3: interchangeable, reciprocal
  32. Don't you have to think about the alternative, the consequences of not having the cancer removed?
    Level 1: Low-level
  33. You are worried that all your concerns won't be resolved with the surgery?
    Level 2: Moderately low level
  34. How does that make you feel?
    open-ended question
  35. Can you tell me about the kind of activities they engage in?
    Seeking concreteness
  36. I wonder if that makes you feel isolated and sad?
    Checking our perceptions
  37. You probably would not enjoy what they do anyhow.
    Level 1: empathic response
  38. The practical recognition of the right and need of clients to freedom in making their own decisions
    Self Determination
  39. ETHIC model
    • E=Examine
    • T=think
    • H=hypothesize
    • I=identify
    • C=Consult
  40. The largest groups of clients are served by social workers who perform the function of:
  41. Social work practice in general is directed to:
    interactions between people and their environment
  42. The category of knowledge that differentiates social work curricula from other disciplines is:
    Social Policy
  43. Of the following which is most essential to competent practice?
    A. understanding human behavior
    B. adhering to professional values
    C. maintaining legal certfication
    D. flexible intervention strategies
    Adhering to professional values
  44. Social workers use________assessments to assess the environment and make use of their environmental resources to ameliorate problems affecting the lives of their clients.
    PIE (person-in-environment)
  45. The concept of niche refers to the:
    Community staus or role
  46. T/F: Social work is connected to social welfare as a social institution.
  47. When an elderly client was denied the pension benefits of ther deceased husband, she requests the assistance of the social worker at the senior resource center. The role funciotn of the social worker in this situation is:
  48. During an interdisciplinary team meeting, a social worker is aksed to coordinate the case plan and arrange for services for the Smith family. The role of the social worker in this situation is:
    Case manager
  49. The national organization that establishes standards for social work educational programs:
    Counsil on Social Work Education
  50. In the initial phase with a client, social workers are advised to first:
    assess the nature of the contact
  51. Work with indivicuals, couiples, families, and groups is considered which type of practice.
  52. Clarifying expectations about roles of client and social worker is considered part of the _________ process.
  53. ________________ is the practical recognition of the right and need of clients to freedom is making their own choices and decisions.
  54. Tasks to be accomplished by the social worker during the initial phase of the helping process include all of the following except:
    A. formulating goals into general tasks
    B. gathering information about the person
    C. analyzing the nature of the concern
    D. assessing involvment of relevant systems
    formulating goals into general tasks
  55. In social work "competence" refers to all of the following except:
    A. seeking out supervision to improve skills and self-awareness
    B. understanding your client's cultures and strengths
    C. addressing personal problems taht may get in the way of efficive practice.
    D. accepting all cases referred, as long as you are licenced to provide services
    accepting all cases referred, as long as you are licenced to provide services
  56. Termination with clients begins
    during the first session
  57. Which of the following are NOT considered a barrier to progress during implemenation and goal attainment work with clients

    B. negotiation
  58. A ____________ occurs when a social worker is involved in a dual relationshiop with a client or collegue in a manner that is not intentionally expoitative, manipulative, deceptive, and coercive.
    boundary crossing
  59. T/F: According to the Strom-Gottfried article on adjudication in social work, ethics complaints in social work are on the rise and have been consistently been rising since 1986.
  60. T/F: Client participation is not an integral factor in goal negotionation. Goals are established by the agency that the client is receiving services from.
  61. T/F Goals are tools in which the agreement between the SW and client are outlined.
  62. Three phases of the helping process
    • 1. Exploration, engagement, assessment, planning
    • 2. Implementation and goal attainment
    • 3. Termination
  63. The fit between client motivation and social worker interventions important to working effectively
    motivational congruence
  64. a rigid and irrational generalization about an entire category of people
  65. Standards for cultural competence in social work practice (name at least 3 out of 10)
    • 1. Ethics and values
    • 2. Self awareness
    • 3. Cross cultural knowledge
    • 4. Cross-cultural skills
    • 5. Service delivery
    • 6. Empowerment and advocacy
    • 7. Diverse workforce
    • 8. Professional education
    • 9. Language diversity
    • 10. Cross cultural Leadership
  66. _________ is a process in which the practitioner combines well researched interventions with clinical experience, eithics, client preferences, and culture to guide and inform the delivery of treatments and services.
    Evidence Based Practice
  67. __________ are frequently viewed as the "gold standard" for the evalutation of interventions. (RCT)
    Random Controlled Trial
  68. Values of social work practice:
    • 1. All human beings deserve (have a RIGHT) access to resources.
    • 2. All human beings have worth and dignity no matter their behavior, beliefs, lifestyle, status.
    • -Interpersonal relationships are central
    • 3. Integrity
    • -behave in a trustworthy manner
    • 4. Comptence
    • -practice only within the scope of knowledge and ability and enhance and develop professional expertise.
  69. ETHICS
    Examine relevant personal, societal, agency, client, and professional values.
  70. ETHIC
    Think about what ethical standard/s applies to the situation, also what are the relevant laws and case decisions.
  71. ETHIC
    Hypothesize about possible consequences of different decisions. (theological, pros and cons)
  72. ETHIC
    Identify who will benefit and who will be harmed in social work's commitment to most vulnerable. Need to emphasize client strengths.
  73. ETHIC
    Consult with supervisor and colleagues about most ethical chosice (supervision, consultation, case conference, legal support, ethic committe).
  74. P

    C R
    • C=Competence
    • P=promise/possibility
    • R=reslience
  75. Which of the following is not a suggested guideline for SW to be culturally competent?

    B. generalize knowledge about the cultural characteristics ofa given group to your client.
  76. There are 5 components of empowerment listed in Saleeby Chapter 1.
    • 1. Collaborative partnership with clients
    • 2. emphasis on the expansion of client strengths and capacities
    • 3. focus on both the individual or family and the environment
    • 4. assuming the clients are active subjects and agents
    • 5. directing one's energies to the historically disenfrachised and oppressed
  77. Name of the book
    Direct Social Work Practice
  78. 8 guidelines for selecting and defining goals
    • 1. Goals must be related to results sought by voluntary clients
    • 2. Strategies for developing goals with involuntary clients
    • 3. Goals must be defined in explicit and measurable terms
    • 4. Goals must be feasible
    • 5. Goals should be commensurate with knowledge and skills or the Practitioner
    • 6. Goal should be stated in positive terms that emphasize growth
    • 7. Avoid agreeing with goals about which you have major reservations
    • 8. Goals should be consistent with function of the agency
  79. Cowger's 3 tips for emphasizing strengths
    • 1. Give preeminence (superior above all else) to the client's understanding of the facts.
    • 2. Discover what the client wants
    • 3. Assess personal and environmental strengths on multiple levels
  80. 7 Intrapersonal systems that are areas for attention in assessing intrapersonal functioning
    • 1. Biophysical functioning
    • 2. Assessing use and abuse
    • 3. Assessing cognitive/perceptual functioning
    • 4. Assessing Emotional Functioning
    • 5. Affective disorders
    • 6. Assessing behavioral functioning
    • 7. Assessing motivation
  81. 3 parts of the helping process
    • AGE
    • Assessing the problem
    • Goal development
    • Evaluating progress and outcome
  82. 4 stages of Collaboration
    • 1. Problmes setting in which stakeholders are identified and mutual acknowledgement of common definitions of issues.
    • 2. Agreement on direction and common values
    • 3. Implementation of the plan and skills
    • 4. Creation of long term structure that enables the collaboration to sustain, evaluate, and nurture the collaborative effort over time
  83. What is an important part of termination?
    To assess goals.
  84. Why do you assess goals at termination?
    To see what helped most/least
  85. What % of client population will drop out of services?
  86. If client ends services what can SW do?
    Call or write;help other group members deal with the loss of a group member
  87. If the SW ends services, what can be done?
    The agency can intervene to help client's deal
  88. When either the SW or client is not satisfied with helping realationship; the SW may not be competent. What kind of termination is this?
    Unsuccessful outcome
  89. What can you do at the end of an unsuccessful outcome at termination?
    • -Discuss what led to lack of successful ending
    • -Discuss feelings about getting help in future
  90. Feelings of termination:
    • -anger, especially when SW leaves client
    • -denial, client might say that they were unaware of termination coming up
    • -Avoidance, anger and hurt at SW leaving by rejecting SW before SW "rejects" them.
    • -client reporting the reoccurrence of old problems or finding new ones
    • -attempting to prolong contacts, especially informally
    • -finding substitute for SW: may be constructive
  91. 5 ways to consolidate gains and planning maintenance strategies
    • -important to maintain gains or tendency to revert to pre-counseling behaviors
    • -anticipate negative forces, stresses, isolation, etc.
    • -can monitor after termination to wean client from support, as a transitional period
    • -support other coping methods as you talk about termination ("what will you do if........")
    • -client can return if need be, but support independence
  92. Follow up sessions (6)
    • -for continued improvement
    • -more informal contract but work on new measurments for evaluation of progress
    • -some clients regress, not always helpful to return
    • -important to be clear about the specific purpose for follow-up sessions
    • -are follow-up sessions for good of SW or client?
    • -Are they helpful for client?
  93. Ending rituals (6)
    • -may be form of celebration
    • -ritual that marks the ending and goals achieved
    • -symbolic "gifts"
    • -ask client how they would like to mark the ending
    • -use of "diploma", graduation (as in a parenting class)
    • -may link ending to goals achieved in a ceremony
  94. Outcome evaluation (4)
    • -assessing results against goals
    • -make measurable
    • -what is client understanding of helping preocess
    • -use of "instruments" (tools for measuring and recording data)
  95. Evaluation at time of termination (3)
    • -asses goals, what helped and didn't
    • -agency quality improvement
    • -help client and social worker to see progress
  96. Terminate (4)
    • -when goals met
    • -transfer
    • -times limited end of session
    • -client or sw ends helping relationship
  97. Strategies for working with involuntary clients (4)
    • 1. motivational congruence
    • -"starting where the client is"
    • -view of the problem described by court
    • -self definition and involvement factor, by virtue of the fact that their view is solicited and heard
    • 2. agreeable mandate
    • -a search for common ground that bridges the differing views of the client and that of the court
    • 3. Let's make a deal
    • -bargaining strategy
    • -help find a goal that has a payoff for client whild also meeting the court's goal
    • 4. getting rid of the mandate
    • -appeal to clients' desire to be free of the restraints imposed by the mandate or referral source
  98. 5 stage model for change that people go through before deciding to make lifestyle changes
    • 1. precontemplation
    • -lack of awareness for the need for change
    • 2. contemplation
    • -client recognizes his or her problem and the consequences that result
    • 3. determination
    • -client is committed to action and works wtih the clinician to develop a plan for change
    • 4. action
    • -implement the changes identified
    • 5. maintenance
    • -take steps to avoid problem recurrence
  99. 6 principles of the Strengths Perspective
    • 1. Every individual, group, family, and community has strengths
    • 2.Trauma and abuse, illness and struggle, may be injurious but they may also be sources of challenge and opportunity.
    • 3.Assume that you do not know the upper limits of the capacity to
    • grow and change. Take individual, group, and community aspirations
    • seriously.
    • 4.We best serve clients by collaborating with them.
    • 5.Every environment is full of resources.
    • 6.Caring, caretaking, and context.
  100. he Strengths Perspective focuses essentially on identifying, mobilizing,
    and respecting the resources, assets, wisdom, and knowledge that every
    person, family, group, or community has, as well as their potential for
    transforming their experiences and lives.
    1.Every individual, group, family, and community has strengths
  101. To say that negative experiences can bring within opportunities to an
    individual, family, or community, does not mean that we do not acknowledge their scars and pain. The Strengths Perspective acknowledges that frequently people who are facing adversity are resilient and resourceful and we should explore and learn from their
    strategies to overcome adversity.
    2.Trauma and abuse, illness and struggle, may be injurious but they may also be sources of challenge and opportunity.
  102. People frequently are bound by an assessment, diagnosis, or profile that has become a verdict or a sentence in their lives. By holding high expectations of clients and keeping analliance with their hopes, values, aspirations, and visions, we make an obvious deal with their promise and possibility.
    • 3.Assume that you do not know the upper limits of the capacity to
    • grow and change. Take individual, group, and community aspirations
    • seriously.
  103. When we approach clients as a helper or collaborator (having specialized
    education, tools, and experience to offer, but open to the wisdom,
    knowledge, and experience that clients bring with them) we work with
    clients rather than on their cases. In the Strengths Perspective, clients’ voices are heard and valued at all levels of intervention, including micro, mezzo, and macro levels, such as in practice with individuals, families, and groups, communities, and in policy advocacy.
    4.We best serve clients by collaborating with them.
  104. Every environment is full of individuals, families, informal groups,
    associations, and institutions willing to help others. When given the
    opportunity, they contribute with all kinds of assets and resources that
    others profoundly need, such as knowledge, company, special talents, time, and place, and the like. There are resources, partnerships, and strengths available in the community that are ready to be used, while we engage in policy advocacy and social action in pursuit of social justice and structural transformation.
    5.Every environment is full of resources.
  105. Human well-being is essentially related to caring. We should facilitateand assist families, groups, and communities to care for their members.The Strengths Perspective focuses, in a sense, also in caretaking, since this is related to hope; “hope realized through the strengthened sinew of social relationships in family, neighborhood, community, culture, and country.”
    6.Caring, caretaking, and context.
Card Set
Foundations I Final