SW 579 Quiz 2

anger management myths

1. Anger is a behavior 2. You should be afraid of your buried anger 3. The human steam kettle 4. Venting is good for your health 5. Anger needs to be expressed 6. Tell people other than the person you are angry with

empowerment of women

3 conditions that contribute to powerlessness: alienation of the self, the double-bind, institutional and structural sexism Collaborative helping relationship: accepting the client's definition of the problem, identifying and building on existing strengths, engaging in a power analysis of the woman's situation, teaching specific skill, mobilizing resources and advocating for clients

dialectical behavior therapy

a broad based cognitive-behavioral treatment for borderline personality disorders; focused on immediate and larger context of behavior, internal and external components of reality, and change and process rather than content and structure; build social worker-client relationship, help clients differentiate intensity of emotions, improve interpersonal skills

anger management goals

acknowledge that anger has become a destructive force in their lives; describe the interpersonal situations in which anger is difficult to manage; identify the clues that tell them their anger is nearing the boiling point; implement strategies to control these angry outbursts; evaluate the effectiveness of these strategies; practice the strategies that work best for each client

cognitive distortions

all or nothing thinking; overgeneralization; mental filter; disqualifying the positive; jumping to conclusions; magnification or minimization; emotional reasoning; should statements; labeling and mislabeling; personalization

ego strengthening

allows clients to see that out of every crisis or experience comes and opportunity to grow and learn

intervention techniques

confrontation, emphasizing motivation and commitment, maintaining focus- open ended and empathic questioning, checking for ambivalence and resistance, rehearsing, story and narrative building, building and using natural helping networks, complimenting success, ending- generalize what clients have learned and plan next steps

ego modifying techniques

change basic personality patterns or structures; focus on past and present, conscious, preconscious and unconscious; insight and conflict resolution; understand positive and negative transference; techniques: non-directive, reflective, interpretive; client environment not emphasized; clients with ego-strength and maladaptive patterns interfering with optimal functioning; long term intervention

developmental reflection technique

encourage clients to reflect on how their psychological tendencies developed

behavioral therapy and techniques

help clients learn coping skills or eliminate self-defeating habits; systematic desensitization and reciprocal inhibition; assertiveness training; applied behavior analysis (based on operant conditioning)- contingency, immediacy, and schedule of reinforcement, token economy, response cost, contingency contract, time of reinforcement, shaping, Premack principle (a behavior that is frequently produced can be used as a reinforcer to encourage production of a low probability behavior), differential reinforcement for incompatible behaviors (decrease a particular behavior by reinforcing behaviors that are incompatible with the production of the target behavior)

person-situation reflection technique

help clients reflect on their current situation and on their relationships; 1. how clients view their health and the world around them, and how clients perceive and understand others 2. how clients understand their own behavior in terms of how it affects others and themselves 3. clients' understanding of why they behave the way they do in certain situations 4. clients' awareness of what causes their behavior as they interact with others 5. how clients evaluate themselves or some component of their behavior

cognitive therapy with alcohol and drug addiction tasks

identify self-statements clients use to justify behavior, label these statements as cognitive distortions, and replace these self-statements with more rational responses that support clients in their efforts to remain alcohol and drug free

identifying adults at risk for violent behavior

history of causing confrontations with authorities; use of child as a pawn in family dispute; high levels of personal dissatisfaction with life; verbalizations about homicide or suicide; verbalizations about taking hostages; history of impulsiveness; recent weapon purchase; diagnosed psychiatric disorder; history of violent acts with animals; violence as form of communication in the family

motivational therapy interviewing skills

use empathy, develop discrepancy, avoid argumentation, roll with resistance, support self-efficacy

direct practice technique

use of advice or offering suggestions

multicultural techniques

worldview respect, hope, helper attractiveness, control, rites of initiation, cleansing experiences, existential realization, physical intervention

3 step approach to anger management

minimize anger in your life, cope before you get angry, and respond assertively when you get angry

empowerment intervention with older adults

personalized assessment and planning, assertive outreach to natural community resources and services, emergency crisis planning, ongoing collaboration and caregiving adjustments

stress management coping strategies

positive imagery, breathing exercises, and relaxation techniques

ego supportive interventions

restore, maintain, or enhance individuals' adaptive functioning and strengthen/build ego where deficits or impairments exist; focus on current behavior and conscious thoughts and feelings; ego-mastery, understanding, learning, person-in-environment; real social worker-client relationship, positive transference, worker relationship with others in client's environment; techniques: directive, sustaining, educative, structured; environmental modification and restructuring, provision and mobilization of resources; clients encountering life transitions, crises; clients with ego-deficits, maladaptive patterns, low anxiety tolerance, low impulse control; short term or long term intervention

cognitive therapy with depression session 15 (final session)

review what has been learned or gained

transference

the feelings, fantasies, defenses, and emotional reactions that clients have toward the social worker- arise when clients begin to relate to the social worker as they did to other significant persons in their lives

countertransference

the unrealistic and inappropriate feelings practitioners have toward clients

cognitive therapy with criminal behavior thinking errors

1. "I can't" stance 2. closed channel 3. pretentiousness 4. fear of fear 5. power thrust 6.. good person stance 7. don't get mad get even 8. lying 9. uniqueness 10. victim stance 11. rigidity 12. lack of initiative 13. concept of ownership 14. you can never be sure what a criminal is thinking

suicide risk

1. Have you been feeling sad or unhappy? 2. Do you ever feel hopeless? Does it seem as if things can never get better? 3. Do you have thoughts of death? Do you ever think you'd be better off dead? 4. Do you ever have any actual suicidal impulses? Do you have any urge to kill yourself? 5. Do you feel you can resist these impulses, or do they sometimes tempt you? 6. Do you have any actual plan to kill yourself? 7. When do you plan to kill yourself? 8. Is there anything that would hold you back, such as your family or your religious convictions? 9. Have you ever made a suicide attempt in the past? 10. Would you be willing to talk to someone or seek help if you felt desperate? With whom would you talk? OR 1. Are you thinking of hurting yourself? 2. How would you hurt yourself? 3. What stops you from hurting yourself?

cognitive therapy with depression

1. identifying negative self-statements 2. labeling these negative self-statements as specific cognitive distortions 3. replacing negative self-statements with more rational responses

structural family therapy

1. joining and accommodating 2. working with interaction- enactment; enmeshment, disengagement, 3. diagnosing 4. highlighting and modifying interactions 5. boundary making 6. unbalancing 7. challenging unproductive assumptions

clients with disabilities DOs

DO • Refer to the person's disability only when it is relevant. • Use the word disability instead of handi- capped. • Refer to the person first and then the dis- ability when this is needed. • Ask a person with a disability before try- ing to help him or her. • Follow the walking or talking pace of the person with the disability. • Assume that a person with disabilities has other strengths and abilities. • When meeting a person with a visual im- pairment, introduce yourself and anyone who is present. • Continue to use terms such as see, walk, or hear. Avoiding these terms is awkward and overemphasizes the disability. • Use the term accessible to describe bath- rooms and parking spaces.

clients with disabilities DON'Ts

DON'T • Use terms such as crippled or defective when referring to people.• Refer to people with disabilities as "the disabled," "the mentally ill," "the blind." • Employ terms that are unnecessarily de- rogatory such as Mongoloid or spastic. • Use terms such as invalid, victim of, or suffers from, which are negative in application. • Refer to the able-bodied population as "normal." • Use terms such as wheelchair bound or confined to a wheelchair. • Assume that people with a communica- tion disorder such as a speech impediment,hearing loss, or motor impairment have cognitive disabilities as well. Suggest that those with disabilities are special, heroes, or in some way out of the ordinary because they cope with their disability. Use the term handicapped. Lean on a wheelchair when talking; it is someone else's personal space. Use terms such as dwarf or midget to refer to people of small or short stature.

assessment of client strengths

Examples of strengths: 1. What people have learned about them- selves, others and their world 2. Personal qualities, traits and virtues that people possess 3. What people know about the world around them 4. The talents that people have 5. Cultural and personal stories and lore 6. Pride 7. The community surrounding the individual. Assessment questions: . What about the problem is solvable now? 2. How will you know when the problem is solved? 3. How will you feel when the problem is solved? 4. What future goals do you have beyond solving this problem? 5. Tell me about the times when this problem was not present.

assertiveness training

commonly used method to modify maladaptive interpersonal behavior (timid or aggressive behavior); basic, empathic, escalating, confrontative, I-language

behavioral techniques

activity scheduling, mastery and pleasure, graded task assignment, assertiveness training and role play

stress inoculation

cognitive-behavioral approach; clients learn to deal with stress by changing their beliefs about the behaviors and statements they make to themselves regarding stress; computer assisted programs

cognitive therapy techniques

collaborative relationship; homework; A-B-C model (A- activating event or experience, B- client thought or belief about A, C- feeling and behavior consequences that result from B); educating the client (the social worker trains the client to observe and record dysfunctional thoughts); redefining, reattribution, decentering

intervention strategies

developing a support system and exploring alternatives; create contract; hospitalization and medication if necessary; assess environmental risks (firearms, medications, etc.)

systems theory

direct attention to the context in which a client's problems occur; ongoing interaction between parts in a system

common phases with rape survivors

disorganization, controlled reaction, and reorganization

empowerment practices with gay, lesbian, bisexual, and transgender clients

establish a trusting alliance in a safe environment, help clients become aware of the effects of societal factors in their lives and move them forward in a coping manner, work with clients to help establish their advocacy and mobilization skills to fight for their political and legal rights, ensure social workers understand the history of oppression of gays and lesbians in the United States, seek change within organizations to challenge the obstacles for gay and lesbian clients and to provide a nonheterosexist practice

strengths-based practice principles

every individual, group, family, and community has strengths; trauma, abuse, illness, and struggle may be injurious, but they may also be sources of challenge and opportunity; assume that you do not know the upper limits of the capacity to grow and change, and take individual, group, and community aspirations seriously; we best serve clients by collaborating with them; every environment is full of resources;

empowerment of people of color

expand definitions of problems to incorporate the micro, meso, and macro factors affecting communities of people of color; use both the client's cultural and personal background to empower them; analyze and understand the structural inequalities that affect the lives of people of color; work together collectively with clients to take action within their communities

tasks for bereavement

express the feelings of sadness and pain associated with the loss; explore possible reasons for especially intense or long-lasting bereavement; re-establish or re-integrate with social networks; restore emotional equilibrium

modeling techniques

from social learning theory; teaching, prompting, motivating, reducing anxiety, and discouraging; role playing

solution focused therapy

from strengths perspective; describe the problem, develop well-formed goals, miracle question, explore for exceptions, feedback

sustaining technique

generic communication skills of encouragement- head nodding, "yes," or "go on," along with empathy, positive regard, and genuineness

person-centered therapy

if the social worker is successful in conveying genuineness, unconditional positive regard, and empathy, then the client will respond with constructive changes in personality organization

cognitive therapy with depression session 3

session tasks: review the mastery and pleasure activities, discuss the client's thoughts/self-talk related to sadness homework assignment: record thoughts/self-talk during periods of sadness, anxiety, anger, apathy, or indifference

cognitive therapy with depression session 5

session tasks: discuss negative thoughts or self-talk used last week by the client, identify recurring or common themes and experiences associated with the negative thoughts or self-talk homework assignments: follow through on the maxim "beds are for sleeping" and continue to record thoughts or self talk and how the client feels about family and friends

cognitive therapy with depression sessions 9, 10, and 11

session tasks: focus on client self-criticism and develop more reasonable, rational responses to self-criticism, pursue the client's wants list- not the shoulds list homework assignments: replace negative thoughts/self-talk with more realistic or rational thoughts, complete an activity from the wants list

cognitive therapy with depression sessions 12, 13, and 14

session tasks: focus on client self-criticisms and the underlying assumptions of the behavior, actions the client can take homework assignments: list current and future wants, review actions client can take to achieve these

cognitive therapy with depression sessions 6, 7, and 8

session tasks: focus on negative thoughts or self-talk from the client's shoulds list rather than wants list homework assignments: record negative thoughts/ self-talk and what was happening at the time and alternative explanations for these negative thoughts

cognitive therapy with depression session 4

session tasks: list the negative thoughts/self-talk that preceded periods of sadness, anxiety, anger, apathy, or indifference, review what the client was experiencing when the negative thoughts/self-talk occurred homework assignments: continue to record thoughts/self-talk during periods of sadness, anxiety, anger, apathy, or indifference and complete an activity the client previously identified as pleasurable and evaluate whether the activity brought the client pleasure

cognitive therapy with depression session 1

session tasks: review symptoms of depression, assess suicide risk and hopelessness, discuss how thoughts or self-talk affect feelings and behavior, review the client's level of activity homework assignments: log daily activities, complete personality inventory, complete life history questionnaire

cognitive therapy with depression session 2

session tasks: review symptoms of depression, review last week's log of daily activities, discuss the relationship between thinking or self-talk and the client's experiences homework assignments: continue to log daily activities, identify relational problems that may be contributing to the client's depression

empowerment guidelines

shape programs in response to the expressed preferences and demonstrated needs of clients and community members; make certain that programs and services are maximally convenient for and accessible to one's clients and their communities; ask as much dedication to problem solving from one's client as from oneself; call and build upon strengths of clients and communities; devise and redefine interventions in response to the unique configuration of requests, issues, and needs that a client or client group presents- resist becoming wedded to a favored intervention method; make leadership development a constant priority of practice and policy development; be patient, since empowerment takes substantial amounts of time and continuity of effort; take ongoing stock of social workers' own powerlessness and power at work; use local knowledge to contribute to local good

pattern dynamic reflection technique

social worker helps clients consider through reflection the psychological patterns associated with their behavior and their defense mechanisms

empowerment attitudes for social workers

think of and interact with the person not the label or diagnosis; respect the person's right to self-determination; be responsible to the whole person, taking quality of life and environmental factors into account; focus on a strengths perspective rather than a deficit model for assessment and practice; respect the diversity of skills and knowledge that consumers bring to the relationship and let go of being the expert; trust consumers' internal motivation to learn and direct their lives; respect consumers' ability and right to contribute to you, to other consumers, to the agency, and to the community; recognize the individuality of people, respecting each person's unique abilities, values, and needs