Comp Exam Study Guide

3 catergories of responsibilities

(1) social workers' ethical responsibilities to clients (2) social workers' ethical responsibilities to colleagues (3) social workers' ethical responsibilities in professionals

Social Learning Theory

(Bandura) Learning is obtained between people and their environment and their interactions and observations in social contexts. Social workers establish opportunities for conversation and participation to occur.

Feminist Theories

Theories that criticize existing theories for ignoring or undervaluing women's experiences as offenders, victims, and people subjected to decision making by criminal justice officials. These theories seek to incorporate an understanding of differences between the experiences and treatment of men and women while also integrating consideration of other factors, such as race and social class.

Ethical Responsibility in Research and Program Evaluation

(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions. (b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge. (c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice. (d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted. (e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants' well-being, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research. (f) When using electronic technology to facilitate evaluation or research, social workers should ensure that participants provide informed consent for the use of such technology. Social workers should assess whether participants are able to use the technology and, when appropriate, offer reasonable alternatives to participate in the evaluation or research. (g) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants' assent to the extent they are able, and obtain written consent from an appropriate proxy. (h) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible. (i) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty. (j) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services. (k) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation. (l) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information. (m) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and of the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed. (n) Social workers who report evaluation and research results should protect participants' confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure. (o) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods. (p) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants' interests primary. (q) Social workers should educate themselves, their students, and their colleagues about responsible research practices.

Ethical Responsibility: Privacy and Confidenatlity

(a) Social workers should respect clients' right to privacy. Social workers should not solicit private information from or about clients except for compelling professional reasons. Once private information is shared, standards of confidentiality apply. (b) Social workers may disclose confidential information when appropriate with valid consent from a client or a person legally authorized to consent on behalf of a client. (c) Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or others. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed. (d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences, when feasible before the disclosure is made. This applies whether social workers disclose confidential information on the basis of a legal requirement or client consent. (e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients' right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social worker-client relationship and as needed throughout the course of the relationship. (f) When social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual's right to confidentiality and obligation to preserve the confidentiality of information shared by others. This agreement should include consideration of whether confidential information may be exchanged in person or electronically, among clients or with others outside of formal counseling sessions. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements. (g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social worker's, employer's, and agency's policy concerning the social worker's disclosure of confidential information among the parties involved in the counseling. (h) Social workers should not disclose confidential information to third-party payers unless clients have authorized such disclosure. (i) Social workers should not discuss confidential information, electronically or in person, in any setting unless privacy can be ensured. Social workers should not discuss confidential information in public or semi-public areas such as hallways, waiting rooms, elevators, and restaurants. (j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client's consent and such disclosure could cause harm to the client, social workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain the records under seal, unavailable for public inspection. (k) Social workers should protect the confidentiality of clients when responding to requests from members of the media. (l) Social workers should protect the confidentiality of clients' written and electronic records and other sensitive information. Social workers should take reasonable steps to ensure that clients' records are stored in a secure location and that clients' records are not available to others who are not authorized to have access. (m) Social workers should take reasonable steps to protect the confidentiality of electronic communications, including information provided to clients or third parties. Social workers should use applicable safeguards (such as encryption, firewalls, and passwords) when using electronic communications such as e-mail, online posts, online chat sessions, mobile communication, and text messages. (n) Social workers should develop and disclose policies and procedures for notifying clients of any breach of confidential information in a timely manner. (o) In the event of unauthorized access to client records or information, including any unauthorized access to the social worker's electronic communication or storage systems, social workers should inform clients of such disclosures, consistent with applicable laws and professional standards. (p) Social workers should develop and inform clients about their policies, consistent with prevailing social work ethical standards, on the use of electronic technology, including Internet-based search engines, to gather information about clients. (q) Social workers should avoid searching or gathering client information electronically unless there are compelling professional reasons, and when appropriate, with the client's informed consent. (r) Social workers should avoid posting any identifying or confidential information about clients on professional websites or other forms of social media. (s) Social workers should transfer or dispose of clients' records in a manner that protects clients' confidentiality and is consistent with applicable laws governing records and social work licensure. (t) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker's termination of practice, incapacitation, or death. (u) Social workers should not disclose identifying information when discussing clients for teaching or training purposes unless the client has consented to disclosure of confidential information. (v) Social workers should not disclose identifying information when discussing clients with consultants unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure. (w) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards.

Transtheoretical Model of Change

1. Precontemplation 2. Contemplation 3. Preparation 4. Action 5. Maintenance

Stages of Moral Development- Lawrence Kohlberg

1. Preconventional (Elementary school level) 2. Conventional (Early adolescence) 3. Postconventional (Adult)

Attachment Theory

John Bowlby. He defined attachment as a lasting psychological connectedness between human beings that can be understood within an evolutionary context in which a caregiver provides safety and security for a child.

Theory of Moral Development- Carol Gilligan

Three stages of female moral development 1. The Selfish 2.Conventional Morality 3. Post conventional Carol Gilligan believed that women reason and make moral judgements in a different voice, a voice concerned with caring and responsibility. men are more concerned with abstract rights and justice. 1. leaves men disconnected 2. leaves women without their voice

Structural Theory

The demographic and labor market context which causes both behavior and poverty

Religious Inequality

Treating people unfairly because of their religion

Empowerment Perspective

Belief in one's ability "to produce and to not feel responsible for their problems. according to Rappaport (1985), regulate events in one's life."

Institutionalized Discrimination

Unfair practices that grow out of common behaviors and attitudes and that are a part of the structure of a society

Economic Justice

Economic infrastructure is developed around where the goal is to create an environment with equal opportunity for each individual.

Five faces of oppression

1. Exploitation 2. Marginalization 3. Powerlessness 4. Cultural Imperialism 5. Violence

Stages of Developmental Tasks- Robert Havighurst

1. Infancy and early childhood (0-5 years) 2. Middle childhood (6-12 years) 3. Adolescence (13-18 years) 4. Early adulthood (19-29 years) 5. Middle adulthood (30-60 years) 6. Later maturity (61+)

Erik Erikson (8 stages)

1. Trust vs. Mistrust (birth-1) 2. Autonomy vs. Shame and Doubt (1-3) 3. Initiative vs. Guilt (3-6) 4. Industry vs. Inferiority (6-puberty) 5. Identity vs. Role confusion (Adolescence-adulthood) 6. Intimacy vs. isolation (Young adulthood) 7. Generativity vs. Stagnation (middle adulthood) 8. Ego Integrity vs. Despair (Seniors)

Stages of Ego Development- Jane Loevinger

9 stages 1. Infancy: Presocial, No ego 2. Impulsive: Curbed by Restraints, Rewards and Punishments, Others are Seen as What They Can Give 3. Self Protective: Anticipates Rewards & Punishments First Self-Control 4. Conformist: Take in Rules of the Group, No Self Apart from Others 5. Self-Aware: Self Distinct from Norms & Expectations First Inner Life 6. Conscientious: Goals and Ideals, Sense of Responsibility 7. Individualistic: Distancing from Role Identities Subjective Experience as Opposed to Objective Reality 8. Autonomous: Inner Conflicts of Needs Vs Duties Polarity, Complexity, Multiple Facets 9. Integrated: Transcendence of Conflicts Self-Actualizing

Racial Inequality

A disparity in opportunity and treatment that occurs as a result of someone's race

Genogram

A family diagram that depicts each member of the family and shows connections between the generations.

A client with a diagnosis of borderline personality disorder is verbalizing destructive thoughts directed at herself. While she does admit to depression, she denies any intention to act on the thoughts. What should the social worker do first?

Complete a suicide risk assessment.

Mental Status Exam

(1) General Appearance, (2) Emotions, (3) Thoughts, (4) Cognition, (5) Judgment and Insight.

Oppression

When a social group is unjustify subordinated and where that subordination is not necessarily deliberate but instead results from a complex network of social restristicions.

Ethical Responsibility professionals: Competence

(a) Social workers should accept responsibility or employment only on the basis of existing competence or the intention to acquire the necessary competence. (b) Social workers should strive to become and remain proficient in professional practice and the performance of professional functions. Social workers should critically examine and keep current with emerging knowledge relevant to social work. Social workers should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics. (c) Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics.

Ethical Responsibility: Conflicts of interest

(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients' interests primary and protects clients' interests to the greatest extent possible. In some cases, protecting clients' interests may require termination of the professional relationship with proper referral of the client. (b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests. (c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.) (d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers' professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest. (e) Social workers should avoid communication with clients using technology (such as social networking sites, online chat, e-mail, text messages, telephone, and video) for personal or non-work-related purposes. (f) Social workers should be aware that posting personal information on professional Web sites or other media might cause boundary confusion, inappropriate dual relationships, or harm to clients. (g) Social workers should be aware that personal affiliations may increase the likelihood that clients may discover the social worker's presence on Web sites, social media, and other forms of technology. Social workers should be aware that involvement in electronic communication with groups based on race, ethnicity, language, sexual orientation, gender identity or expression, mental or physical ability, religion, immigration status, and other personal affiliations may affect their ability to work effectively with particular clients. (h) Social workers should avoid accepting requests from or engaging in personal relationships with clients on social networking sites or other electronic media to prevent boundary confusion, inappropriate dual relationships, or harm to clients

Ethical Responsibility: Cultural Competence

(a) Social workers should demonstrate understanding of culture and its function in human behavior and society, recognizing the strengths that exist in all cultures. (b) Social workers should demonstrate knowledge that guides practice with clients of various cultures and be able to demonstrate skills in the provision of culturally informed services that empower marginalized individuals and groups. Social workers must take action against oppression, racism, discrimination, and inequities, and acknowledge personal privilege. (c) Social workers should demonstrate awareness and cultural humility by engaging in critical self-reflection (understanding their own bias and engaging in self-correction), recognizing clients as experts of their own culture, committing to lifelong learning, and holding institutions accountable for advancing cultural humility. (d) Social workers should obtain education about and demonstrate understanding of the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability. (e) Social workers who provide electronic social work services should be aware of cultural and socioeconomic differences among clients' use of and access to electronic technology and seek to prevent such potential barriers. Social workers should assess cultural, environmental, economic, mental or physical ability, linguistic, and other issues that may affect the delivery or use of these services.

Ethical Responsibility: Competence

(a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. (b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques. (c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm. (d) Social workers who use technology in the provision of social work services should ensure that they have the necessary knowledge and skills to provide such services in a competent manner. This includes an understanding of the special communication challenges when using technology and the ability to implement strategies to address these challenges. (e) Social workers who use technology in providing social work services should comply with the laws governing technology and social work practice in the jurisdiction in which they are regulated and located and, as applicable, in the jurisdiction in which the client is located.

Ethical Responsibility: Informed Consent

(a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a third-party payer, relevant costs, reasonable alternatives, clients' right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions. (b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients' comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible. (c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients' interests by seeking permission from an appropriate third party, informing clients consistent with the clients' level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients' wishes and interests. Social workers should take reasonable steps to enhance such clients' ability to give informed consent. (d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent of clients' right to refuse service. (e) Social workers should discuss with clients the social workers' policies concerning the use of technology in the provision of professional services. (f) Social workers who use technology to provide social work services should obtain informed consent from the individuals using these services during the initial screening or interview and prior to initiating services. Social workers should assess clients' capacity to provide informed consent and, when using technology to communicate, verify the identity and location of clients. (g) Social workers who use technology to provide social work services should assess the clients' suitability and capacity for electronic and remote services. Social workers should consider the clients' intellectual, emotional, and physical ability to use technology to receive services and the clients' ability to understand the potential benefits, risks, and limitations of such services. If clients do not wish to use services provided through technology, social workers should help them identify alternate methods of service. (h) Social workers should obtain clients' informed consent before making audio or video recordings of clients or permitting observation of service provision by a third party. (i) Social workers should obtain client consent before conducting an electronic search on the client. Exceptions may arise when the search is for purposes of protecting the client or other people from serious, foreseeable, and imminent harm, or for other compelling professional reasons.

Ethical Responsibility: Unethical Behavior

(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues, including unethical conduct using technology. (b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues' unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations. (c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive. (d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, the NASW National Ethics Committee, or other professional ethics committees). (e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.

Ethical Responsibility: Respect

(a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues. (b) Social workers should avoid unwarranted negative criticism of colleagues in verbal, written, and electronic communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues' level of competence or to individuals' attributes such as race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability. (c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the well-being of clients.

Ethical Responsibility: Sexual Relationships and Harassment

(a) Social workers who function as supervisors or educators should not engage in sexual activities or contact (including verbal, written, electronic, or physical contact) with supervisees, students, trainees, or other colleagues over whom they exercise professional authority. (b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest. 2.07 Sexual Harassment Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances; sexual solicitation; requests for sexual favors; and other verbal, written, electronic, or physical contact of a sexual nature.

Ethical Responsibility: Impairment

(a) Social workers who have direct knowledge of a social work colleague's impairment that is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague's impairment interferes with practice effectiveness and that the colleague has not taken adequate steps to address the impairment should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.

Ethical Responsibility: Incompetence

(a) Social workers who have direct knowledge of a social work colleague's incompetence should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to address the incompetence should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.

Object Relations Theory- Margaret Mahler

*Centered on relationships with others *Lifelong relationships skills are strongly rooted in early attachment with parents, especially mothers. *Objects refer to people, parts of people, or physical items that symbolically represent either a person or part of a person *Object relations=relationships to those people or items

Freud's psychosexual states of development

1. Oral (birth-12 months): Activities involving the mouth such as sucking, biting, and chewing. 2. Anal (Age 2): When the child is being toilet trained. 3. Phallic (Age 3-5): Genitals 4. Latency (Age 5-puberty): Sexuality is latent or dormant 5. Genital (Begins at puberty): Genitals, sexual urges returns.

Maslow's hierarchy of needs

1. Self-actualization: There is a need to be oneself, to act consistently with whom one is. 2. Esteem: People need a stable, firmly based level of self respect and respect from others. 3. Social: Friendship, intimacy, affection, and love are needed, from one's work group, family, friends, or romantic relationships. 4. Safety: There is a need to feel safe from harm, danger, or threat of destruction. 5. Physiological: These needs maintain the physical organism. These are biological needs such as; food, water, oxygen, and constant body temperature.

Stages of Cognitive Development- Jean Piaget

1. Sensorimotor: 0-2 years 2. Preoperational: 2-7 years 3. Concrete operational: 7-11 years 4. Formal operational: 11-maturity

Risk Assessment

A risk assessment is a process to identify potential hazards and analyze what could happen if a hazard occurs.

Multidimensionality in assessment

A systematic or non-systematic way of gathering relevant information, analyzing, and making judgment on the basis of the available information. The multidimensional approach involves the approach of the cognitive, emotional, and social dimensions to learning

As a part of the social work process, how is assessment BEST described?

As a continuing process throughout the course of intervention. Assessment doesn't end when intervention begins-it should continue throughout contact with the client.

Ethnic inequality

When members of a certain ethnic group are treated unequally or unfairly because of their ethnicity

Feminization of poverty

Women have a higher incidence of poverty than men, that their poverty is more severe than that of men and that poverty among women is on the increase.

Ecomap

Diagram used to identify the direction and intensity of family relationships between members and/or community institutions of importance to the family

Statistics indicate that women, particularly those who are members of minority groups and are serving as single heads of households are more likely to report earnings that keep them below the poverty line. They are paid less on average compared to their male counterparts for doing the same jobs, and they have less access to jobs that offer a living wage. These statements provide an example of which of the following?

Discrimination against vulnerable populations that is documented through statistical measures of their economic well being. Measures of income and poverty provide data to track levels of inequality and effects of intersectionality among vulnerable populations.

A social worker is interviewing the parents of a 13 year old who has recently begun resisting their authority. The parents are angry and confused about how to handle the situation. When the social worker asks questions about other family members, the father says. "You're not getting it-it is our son who is the problem." What should the social worker do first?

Discuss the importance of understanding everyone's perspective. This question illustrates a common issue when one family member is designated as the "problem" and other family members are resistant to exploring family dynamics and their impact on the behavior of individual family members.

Ethical Responsibility: Duty to warn (tarasoff)

Duty to warn means that the social worker must verbally tell the intended victim that there is a foreseeable danger of violence. Duty to protect implies a therapist determining that his or her patient presents a serious danger of violence to another and an obligation to use reasonable care to protect the intended victim against danger.

The five faces of oppression include all but which of the following?

Elitism. This is a memory/recognition item. The five faces of oppression are; violence, exploitation, marginalization, powerlessness, and cultural imperialism.

"I feel so incompetent when preparing for the exam," is an example of which of the typical distortions in thinking listed below?

Emotional reasoning. The key here is "feeling" incompetent without facts to support that feeling.

What term best describes the strategy to increase the personal, interpersonal, and political capacity of oppressed and vulnerable populations for individual and collective transformation?

Empowerment

A social worker is a member of a team of professional planners hired by an inner city revitalization agency. The team's assignment is to improve living conditions in a deteriorated neighborhood that was once a thriving community. The area is now characterized by high crime rates and drug traffic. Those living in the neighborhood are intimidated and fearful. In adhering to the concept of social justice, what should the social worker do in a meeting with the residents?

Encourage the residents to voice their concerns and identify priorities for change.

Ethical Fading

Ethical fading occurs when the ethical aspects of a decision disappear from view. This happens when people focus heavily on some other aspect of a decision, such as profitability or winning. People tend to see what they are looking for, and if they are not looking for an ethical issue, they may miss it altogether.

Dignity and worth of the person value and ethical principle

Ethical principle: Be respectful of every person and mindful of cultural and ethnic diversity. Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients' socially responsible self-determination. Social workers seek to enhance clients' capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients' interests and the broader society's interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession.

Integrity value and ethical principle

Ethical principle: Be trustworthy and uphold the profession's mission, values, ethical principles and ethical standards. Social workers are continually aware of the profession's mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers should take measures to care for themselves professionally and personally. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated.

Social Justice value and ethical principle

Ethical principle: Challenge social injustice and work for social change on behalf of vulnerable and oppressed people. Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers' social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people.

Competence value and ethical principle

Ethical principle: Practice within areas of competence, continuously develop professional knowledge and expertise, and contribute to the knowledge of the profession. Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession.

Importance of human relationships ethical principle and value

Ethical principle: Recognize and value the importance of human relationships, and work to strengthen these relationships in order to enhance the well-being of individuals and communities. Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals, families, social groups, organizations, and communities.

Service value and ethical principle

Ethical principle: Serve people in need and work to address social problems. Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service).

Human rights

Fundamental entitlements that are considered to be necessary for developing each personality to the fullest.

The family social worker wants to get a clearer idea of the Wilson family's structure, internal relationships, and appearance of issues across generations. What visual technique will illustrate these?

Genogram. A genogram is a family history that looks like a family tree; the other options are visual techniques that have different purposes in the family assessment process.

Behavioral Theory

Individual behaviors as driven by incentives and culture

Life Structure Theory- David Levinson

Individual life structure develops within an organized order and non-changing pattern, relative to transitional and building periods and age during early, mid, and late adulthood in a life cycle

What theory/theories of poverty suggest that poverty is primarily based on the shortcomings of those who are poor rather than lack of equal opportunities and access to resources?

Individual. Individual theories of poverty suggest that poverty is primarily based on the shortcomings of those who are poor rather than the policies and institutions that limit their opportunity to meet their basic needs and develop adequate financial assets.

Living Wage Campaign

Intended to raise the federal minimum wage to provide workers with a decent standard of living

Learned Helplessness- Martin Seligman

Learned helplessness occurs when people or animals feel helpless to avoid negative situations. Martin Seligman first observed learned helplessness when he was doing experiments on dogs. He noticed that the dogs didn't try to escape the shocks if they had been conditioned to believe that they couldn't escape

What anti-poverty strategy is designed to change wage policy from a set state/federal minimum wage that must be paid to every employee to a local wage policy that takes into account the cost of living and sets the minimum that a worker can be paid at a level that keeps people from living in poverty?

Living wage campaign

Frank works for an accountant in a small accounting firm. Frank is extremely precise in adhering to the rules and regulations of each contract related to the accounts he is managing. He keeps his desk perfectly ordered and becomes annoyed if other workers want to borrow any of his supplies or reference materials. He brings the same lunch to work each day and takes a 15 minute walk after he eats it. He does not like to vary his routine and declines invitations to socialize with co-workers or participate in informal office interactions. He only varies his routine if he is unable to complete his planned work for the day--he will stay overtime to complete those tasks. For the most part, his supervisor is happy with Frank's work, but the firm is planning an expansion and the current staff will have to engage in the planning process, make a number of changes in their routines and probably train and supervise new personnel. Frank is resistant to these changes and feels that he should be able to maintain his current workload and routine. This is causing some friction with his supervisor and co-workers and Frank may be in danger of losing his job if he is unable to "change with the times". Frank is most likely suffering from what disorder?

Obsessive Compulsive Personality Disorder

What type of organizational system is dependent on and interacts frequently with external environments?

Open system. Systems theory applies to all levels of practice from individuals to community systems.

Personal values vs. Professional values

Personal ethics refers to the ethics that a person identifies with in respect to people and situations that they deal with in everyday life. Professional ethics refers to the ethics that a person must adhere to in respect of their interactions and business dealings in their professional life.

Systematic Institutionalized Discrimination

Policies and practices of companies, organizations, or governments that result in the inequitable treatment of members of certain groups.

What term best describes unearned advantages that accrue to members of certain social groups because of membership in those groups, and at the cost of corresponding marginalized groups?

Privilege

A local community action group has discovered that families from low income neighborhoods are systematically being denied loans based on the face that they live in a low income neighborhood. What is the illegal banking practice being used to discriminate against these families?

Redlining

Social inequality

Relational processes in society that have the effect of limiting or harming a group's social status, social class, and social circle.

During the assessment phase with family members, the social worker asks, "How do you decide who does something in the family?" What criterion of family functioning is the social worker assessing?

Role behavior. Assessing the roles of family members within the family system and how they are determined is an important aspect of understanding family dynamics.

Barry is something of a computer whiz. He taught himself to write code by age 12 and designs programs to accomplish a variety of tasks, such as solving numeric puzzles. Barry could excel in a variety of technical specialties, but he has no interest in pursuing a career. At age 23, he still lives with his parents and has no social life. That's fine with Barry. He finds interacting with people to be stressful and annoying. He has never been involved in a romantic relationship and has no wish to be. Barry's parents used to encourage him to channel his talents toward a vocation, but they have given up. Barry seems indifferent to praise or criticism. Communicating with him can be frustrating as he tends to respond to questions with short, literal answers. He almost never laughs and shows little emotion at all. Barry has never met criteria for psychotic disorder, and has never used an intoxicating substance. Barry likely suffers from what disorder?

Schizoid Personality Disorder

Ethical Responsibility: Self Determination

Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients' right to self-determination when, in the social workers' professional judgment, clients' actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others.

Ethical Responsibility: Discrimination

Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical ability.

Ethical Responsibility: Confidentality

Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such colleagues understand social workers' obligation to respect confidentiality and any exceptions related to it.

Responsibilities of a social worker

Social workers typically do the following: Identify people and communities in need of help. Assess clients' needs, situations, strengths, and support networks to determine their goals. Help clients adjust to changes and challenges in their lives, such as illness, divorce, or unemployment.

Diversity, Equity, and Inclusion

Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person's life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture's structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers: -apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels -present themselves as learners and engage clients and constituencies as experts of their own experiences -apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Research

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers: -use practice experience and theory to inform scientific inquiry and research -apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings -use and translate research evidence to inform and improve practice, policy, and service delivery.

Assess Individuals, Families, Groups, Organizations, and Communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers: -collect and organize data, and apply critical thinking to interpret information from clients and constituencies; apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies; -develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; -select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Engage with individuals, families, groups, organizations, and communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers: -apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies -use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers: -select and use appropriate methods for evaluation of outcomes; -apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes; -critically analyze, monitor, and evaluate intervention and program processes and outcomes; -apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Human Rights & Social, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers: -apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels -engage in practices that advance social, economic, and environmental justice.

Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers: -Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services -assess how social welfare and economic policies impact the delivery of and access to social services -apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter- professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration. Social workers: -critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies; -apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies; -use inter-professional collaboration as appropriate to achieve beneficial practice outcomes; -negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; -facilitate effective transitions and endings that advance mutually agreed-on goals.

Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession's history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers: -make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context -use reflection and self-regulation to manage personal values and maintain professionalism in practice situations -demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication -use technology ethically and appropriately to facilitate practice outcomes -use supervision and consultation to guide professional judgment and behavior.

Ethical Responsibility: Commitment to clients

Social workers' primary responsibility is to promote the well-being of clients. In general, clients' interests are primary. However, social workers' responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.)

Anti-poverty strategies

Strategy 1 policies attempt to reduce the number of people in income poverty, usually by transferring income directly. Strategy 2 policies try to blunt the impact of income poverty on overall quality of life.

Family Sculpture

Technique in which symbolic processes and events are portrayed through distancing and posturing of various family members

Biopsychosocial assessment

The Biopsychosocial Assessment is the psychological, biological, and social assessment, conducted using at least two different sources of information and that informs comprehensive treatment.

Code of Ethics (Limitations and Benefits)

The benefits are the values and guidance that the codes provide that allow you to have a framework for you behavior toward the people you serve. It provides an ethical checklist to consider. But some things a social worker faces are not always so clear and precise. That's where we come up against the limitations of the code.

Cognitive Assessment

The cognitive assessment is useful to test for cognitive impairment—a deficiency in knowledge, thought process, or judgment

All but which of the following would be classified as dysfunctional group behavior?

The group is concerned about its own operations and addresses obstacles that prevent individual members from fully participating.

Theory of Poverty Individual vs. Structural Causes

The individualistic view attributes poverty to individual failings of poor people themselves, while the structural view attributes poverty to problems in the larger society.

Political Theory

The power and institutions cause policy which causes poverty and moderates the relationship between behavior and poverty

Social Justice

an ideal condition in which all members of a society have the same basic rights, protection, opportunities, obligations, and social benefits

Feminist theories of gender oppression:

are most concerned with the role of power and domination in creating inequality.

Self-deception

the action or practice of allowing oneself to believe that a false or unvalidated feeling, idea, or situation is true.