1.) problems are transactional - not identified client alone but entire system

2.) casework intervention includes relevant related systems as well e.g. eco-map appropriate.

3.) works from perspective that human beings are purposeful, active, goal-seeking organisms whose development and function are transaction between genetic and enviornmental plus degrees of freedom from the determining influence of either.

Adaptedness:

(ecolocial theory)

Stress:

(ecological concept)

Coping:

(Ecological concept)

PsychoanalyticTheory (Freud) 

[Theory of Human of Development]

def: Seat of primitive drives and instinctual needs

properties: need for gratifying; primary process thinking; unconscious discharge tension.

def: Mediator between id and superego: between internal and external reality; adaptive capacity in relation to external reality.

properties: see "major specific ego functions" and "mechanisms of degense" *reality principle*

Definition and Properties of superego?

def: seat of conscience; Ego ideal.

properties: Sense of right and wrong; uses internal and external rewards or punishments to control, and regulate id impulse.

1.) unconscious: thoughts, feelings, desires and memories of which we are unaware.

2.) preconscious: thoughts and feeling which can be brought into consciousness easily.

3.) conscious: mental activities of which we are fully aware.

0-18 months 

incorporative; identifies world through mouth. dependency needs must be externallymet; libido centered in oral zone.

18-36 months

Elimination and retention;holding on, letting go; regulation of impulses begins; some self-control; conflict with parents; libido is anally centered.

36mo.- 6 yrs

Affection directed to parent of opposite sex; rivalry with same sex parent; fear of retaliation from same sex parent ; libido invested in genital area.

6-11 yrs

Formal learning occurs;peers friendships develop; same sex peer relationships are primary; energy is invested in world outside of self and family.

Puberty (11-15)

Adolescence (11-19)

Intense love now capable of sexualization; Egotistic and altruistic; Ambivalaence toward parents and other adults energy invested in the self.

Reality testing:

(Erikson EgoFunction)

Judgement:

(Erikson EgoFunction)

Sense of reality of world and of self:

(Erikson EgoFunction)

Regulatory control of umpulses, drives and affects:

(Erikson EgoFunction)

Object Relations:

(Erikson EgoFunction)

Thought Processes:

(Erikson EgoFunction)

Primary process thinking:

(Erikson EgoFunction)

1.) Disregards logical connections between ideas

2.) Permits contradictions to exist simultaneously

3.)Lacks concept of time

4.) Wishes are represented as fulfillment

Secondary process thinking:

(Erikson EgoFunction)

1.) Follows reality principle

2.) Postpones gratification

3.) Replaces wish fulfillment with appropriate action on environment

4.) Goal directed

Adaptive Regression:

(Erikson EgoFunction)

Defensive functions:

(Erikson EgoFunction)

Autonomous functions:

(Erikson EgoFunction)

Maste-competence:

(Erikson EgoFunction)

Synthetic functioning:

(Erikson EgoFunction)

Trust vs. Mistrust

(Psycho-social Devleopment-Erikson)

0-12 mo.

Sufficient supplies enable infant to be assured of care. Soothing so not overwhelmed by stimuli. Outer predictability and inner certainty mother.

Autonomy vs. Shame and Doubt

(Psycho-social Devleopment-Erikson)

18-36 mo.

Verbal and conceptual stimulation. Language develops. Permission to explore with protection against danger.Support of growth. Capcity to move away. Beginning differentiation.

Initiative vs. Guilt

(Psycho-social Devleopment-Erikson)

3-6 yrs.

Beginning to be away from home. Permission for exploration. Play with peers. Learning re wilder world outside of home. Pride in self and achievements separate from parents. Superego development. Self definition.

Industry vs. Inferiority

(Psycho-social Devleopment-Erikson)

6-11yrs

Conformity in the educational institution at the sacrifice of some creativity and imagination. Intellextual and social mastery begins. Cooperation with others (peers and teachers) is signal.

Idnetity vs. Role confusion

(Psycho-social Devleopment-Erikson)

11-18 yrs

Partial separation from parents.  Peer relationships are primary. Sexual identity is confirmed. Conformity within group. Development of a vocational goal. Second individuation phase.

Intimacy vs. Isolation

(Psycho-social Devleopment-Erikson)

19-30 yrs.

Leaving home.Development of a career. Developing an intimate relationship. Reciprocalcommitments to sex,role identity, occupation, social role.

Generativity vs.Stagnation

(Psycho-social Devleopment-Erikson)

30-65 yrs

Achievement of stable new family. Achievement and productivity in vocational area.

Ego Integrity vs. Despair

(Psycho-social Devleopment-Erikson)

65 + yrs

Acceptance of mortality. Satisfaction with previous life roles. Opportunity for further self development. Adequacy in dealing with loss (death and illness).

Repression:

 (defense mechanism)

Compensation:

(defense mechanism)

Conversion:

(defense mechanism)

Denial:

(defense mechanism)

Displacement:

(defense mechanism)

Dissociation:

(defense mechanism)

Idealization:

(defense mechanism)

Identification :

(defense mechanism)

Identification with aggressor:

(defense mechanism)

Identification with the love object:

(defense mechanism)

identification with the lost object:

(defense mechanism)

Incorporation:

(defense mechanism)

Inhibition:

(defense mechanism)

Introjection:

(defense mechanism)

Isolation of Affect:

(defense mechanism)

Projection:

(defense mechanism)

Rationalization:

(defense mechanism)

Reaction formation:

(defense mechanism)

Regression:

(defense mechanism)

Sublimation:

(defense mechanism)

Instinctual drives are divereted into personally, socially acceptable channels, e.g. the sadomacochism of the surgeon. This mechianism of defense is conscious rather than unconscious.

Substitution

(defense mechanism)

Symbolization

(defense mechanism)

undoing:

(defense mechanism)

Splitting:

(defense mechanism)

Projective Identification:

(defense mechanism)

Acting Out:

(defense mechanism)

Decompensation

(defense mechanism)

Devaluation:

(defense mechanism)

Treatment of use of defense mechanism

Objext Relations Theory:

(Mahler)

what is the outcome of the 4 substages of Object Relation Theory by Mahler:

What is Object Consistency by Mahler:

1.) ATTACHMENT

Normal Autism [0-2/3 mo.]:

a.)One must meet all phys. needs

b.) stimuls barrier exists preventing flooding from external stimuli.

c.) Dim awareness that needs cannot be provided by "self"

d.) Alert inactivity noted 

Normal Symbiosis [2-5/6 mo.]:

a.) "I" vs, "Not I"; awareness of external world without differentiation between self and outside (not)self.

b.) Omnipotent fusion with representation of mother

c.) Mutual cuing between infant and mother to insure satisfying interactional patterns.

2.) SEPARATION

Hatching: [6-8/9 mo.]:

a.) Slert when awake; outwardly directed and activity.

b.) Exploration of others face; tactile, and visual observation; peek-a-boo

c.) Transitional objects

d.) Discrimination between mothers and others.

e.) Stranger anxiety (7-9 mo.)

Practicing: [9-18 mo.]:

a.) Optimal distance: crawling away and returning to mother to "refuel"

b.) upright mobility, walking running

c.) height of narcissm (world is child's oyster) happy

d.) trying out own skills autonomously from mother

e.) runs away from mother, antipating she will follow

f.) becomes low-keyed when parent is absent. 

3.) RAPPROCHEMENT:

Beginning (15-22mos.): 

a.) Disengagment alternating with intense demands for attention.

b.)Shadowing and darting away

c.) Resurgence of stranger anxiety

d.) Share discoveries with mother.

e.) Identifies body as own and may resist hanlding

f.) Will attach to others, esp. when mother is absent.

Reapproachment Crisis Proper (24-30 mos.)

a.) Ambivalent (ambitendent) behaviors: clinging and demanding; angry and demanding; mother as extension

b.) splitting of self and sense of object with "good" and "bad" components.

c.) Transitional objects help to separate from primary love object; can leave mother rather than being left.

Resolution of Crisis (30-36 mos.)

a.) Language development enables expression of needs.

b.) Uses play to master anxiety

c.) Internalization of parental demands

d.) Develops own individual means to solve dilemmas (beginning persnality development)

4.) OBJECT CONSTANCY

Consoldiation of self

a.) Can substitute a reliable internal image during absence from mother or other primry love object.

b.) Heightened learning promotes memory retention.

c.) Play ispurposeful and constructive.

d.) Unified self and other image (good and bad aspects)

How many and what are the stages of the Cognitive Developmental Theory:

(Piaget)

1.) Sensorimotor [0-2]

2.) Pre-Operational [2-7]

3.) Concrete Operations [7-11]

4.) Formal Operations [11+]

Characteristics of Sensorimotor stage:

(Piaget Conignitive Theory)

a.) Retains image of objects

b.) Develops primitive logic in manipulating objects

c.) Begins intentional actions

d.) Play is imitative

e.) Signal meaning begins- infant invests meaning in event i.e. babysitter arrives means mom leaves

f.) symbolic meaning (language) begins in last part of this phase.

Characteristics of Pre-operational stage:

(Piaget Conignitive Theory)

a.) Language development facilitates further development of symbolic functioning to occur.

b.) night terrors and magical thinking

c.) begins to acquire math symbols, music symbols, and other codes

d.) thinking is not generalized; it is:

1.)Concrete

2.)Irreversible

3.)Egocentric (cannot see others point of view)

4.) Centered on one detail or event.

Characteristics of Concrete Operational stage:

(Piaget Conignitive Theory)

a.) Beginnings of abstract thought

b.) plays games with rules, 'fairness' becomes issue

c.) cause-effect relationship understood

d.) can comprehend past, present, future

e.) logical implications are understood.

f.) thinking is independent of experience.

g.) thinking is reversible

h.) rules of logic are developing

Characteristics of formal operations stage:

(Piaget Conignitive Theory)

a.) Higher level of abstraction; hypothesis testing

b.) construction of ideals

c.) planning for future

d.) can take the perspective of others

e.) assumes adult roles and responsibilities

Intelligence:

(Piaget Conigntive Theory)

Schemata:

(Piaget Conignitive Theory)

Assimilation:

(Piaget Cognitive Theory)

Accommodation:

(Piaget Conignitive Theory)

Equilibrium:

(Piaget Conignitive Theory)

three stages of Moral Development

(Kohlberg)

1.) Pre-conventional: moral reasoning based on avoiding punishment; and to serve one's own needs, "right" is relative to the moment.

2.) Conventional: moral reasoning based on the need to look good in one's own eyes and the eyes of others' to maintain the social system, shared social perspective "we need to have rules to keep the whole thing moving along."

3.) Post-conventional: belief in greater moral principles and a sense of personal committment to doing what is right because it is right, regardless of individual needs. Sense of commitment to the "greater good for the greatest number"

Stages of Death and Dying:

(Kubler-Ross)

1.) Denial

2.) Anger

3.) Bargaining

4.) Depression

5.) Acceptance

Basic themes of Social Role Theory:

(non-developmental theory)

1.) certain behaviors prescribed by others relative to our position in system. the more complementary, unambiguous and clearlt defined the role the smoother the operation

2.) every role involves both out own expectations and abilities as well as the expectations of other.s

3.) there are certain social norms that set the outside limits for confruent, nonconflicted interactions and transactions between positions within and between the sytem

4.) there are emotionally charged value judgements to how people carry out their roles both on the part of the person occupying the role position and others.

5.) social functioning may be seen as the sum of roles performed by the human systems

6.) The concept of role, role functioning, role expectations, and role transactions may be used to increase the knowledfe base for the assessment of the problem situation.

Role ambiguity:

(social role theory)

role conflict:

(social role theory)

role reversal:

(social role theory)

Locus of control:

(social role theory)

Social Authority or Power:

(social role theory)

*types of power*

Ciercive: power from control of punishments

Reward: power from control of rewards

Expert: power from superior ability or knowledge

Legitimate: power from having legitimate authority

1.) One cannot communicate: all behaviors have meaning. silence communcates, nonverbals embrace of the whole range of behaviors from a mere look or gesture to hallucinations

2.) All human communication is multi-leveled:

a.) The denotative(literal) content of the message

b.) The meta-communication: the communication about the communication or the connotative (implied) content

3.) The message sent is not necessarily the message received: language at its best is inadequate to convey meaning. sender and receiver may misunderstand communication. 

Contradictory communication:

(Communication discrepancy)

Incongruent communication:

(Communication discrepancy)

Ambiguous communication:

(Communication discrepancy)

paradoxical communication:

(Communication discrepancy)

stimulus-response dilemma:

(Communication discrepancy)

overload at the content level

(Communication discrepancy)

Problem Solving Approach

(Perlman)

What are the goals for the actions taken according to the Problem-Solving Approach

(Perlman)

1.) To release, energize and give direction tot he client's motivation. minimize diabling anziety and fears and promote the support and safety. Lowering disabling defenses and heightening reward expectation and a freeing of ego energies for investment in the task at hand.

2.) To release and repeatedly exercise the client's mental, emotion and action capacities for coping with his prob and/or himself in connection with it.

3.) To make accessible to the client the opportunities and resources necessary to the solution of the problem.

What are the 4 P's of the problem-solving approach:

(Perlman)

Psychosocial Approach

(Hollis)

Crisis Intervention

(Golan)

Goals of Crisis Intervention

(Golan)

1.) relieve impact of stress w/ emotional-social resources

2.) return to previous level of functioning

3.) help people strengthen coping mechanisms during the crisis period and develop adaptive coping strategies.

8-12 sessions

learning theory 

behavior modification

promotes completeion of a well defined task

Task-centered treatment:

(Reid&Epstein)

Respondent or Classical Conditioning (Pavlov): 

[Behavioral Paradigms]

Operant Condtioning (Skinner):

[Behavioral Paradigms]

Symptoms

[Behavioral Paradigms]

a.) involve respondent or operant behavior or both

b.) were learned through processes of conditioning

c.) overy the same laws of learning and coniditoning as so-called normal behavior

d.) are amenable to change through careful application of what is known about learnin gand behavior modification.

Systematic desensitization:

(Specific Behavioral Procedures)

In vivo desensitization:

(Specific Behavioral Procedures)

Aversion Therapy:

(Specific Behavioral Procedures)

Shaping:

(Specific Behavioral Procedures)

Flooding:

(Specific Behavioral Procedures)

Modeling:

(Specific Behavioral Procedures)

Assertiveness training

(Specific Behavioral Procedures)

Contingency contact:

(Specific Behavioral Procedures)

Sensate focus

(Specific Behavioral Procedures)

Squeeze technique

(Specific Behavioral Procedures)

Self-instrctional training

(Specific Behavioral Procedures)

Time-out

 (Specific Behavioral Procedures)

Token Economy

(Specific Behavioral Procedures)

Positive Reinforcement:

(Specific Behavioral Procedures)

Increase probability that behavior will occur. The worker praises, gives tokens or otherwise rewards positive bheaviors.

Negative Reinforcement:

(Specific Behavioral Procedures)

Chaining

(Specific Behavioral Procedures)

Fading

(Specific Behavioral Procedures)

Extinction

(Specific Behavioral Procedures)

Prescription

(Specific Behavioral Procedures)

Cognitive Approach

Treatment 

(Cognitive Approach)

1.) Gaining understanding of, and communicating from, the client's system of  meanings.

2.) Initially accepting the "internal validity" of the client's personal views and understanding what maintains them.

3.) Gradually facilitating the client's ability to consider other possible meaning by putting the same facts or situations into other conceptual or emotional frames

4.) Building client awareness of the possible inaccuracy of their cognitive appaisals.

5.) Focusing the attention on client's expectations and interpretations of events. Self-monitoring of cognition increases awareness so they can be evaluated and changed.

6.) Helping the client construct alternatives, more adaptive meanings, expectations and self instructions. Use of constructve self talk.

7.) Providing experiences that give evidence to support changed views and counter old ones. Task assignments and behavioral experiments are useful in this regard.

a.) establishing a contract with the family

b.) examining alliances and groupings within the family

c.) where the power resides

d.) relationship of each family member to problem

e.) how does family relate to outside world

f.) family history as related to interaction in current behavior

g.) communication patterns: complementarity, symmetrical

h.) family rules that regulate patterns of interaction meaning of presenting symptom in current family homeostasis

i.) flexibility of structure and accessibility of alternative action patterns

j.) family's development stage

k.) sources of external stress and support

l.) family homeostasis

Interacions

( Family Therapy)

a.) Define family stages, tasks

b.) address emotional cutoff

c.) de-triangulation

d.) coaching

e.) redefine family rules

f.) genogram

g.) restructuring roles

Structural family Therapy

(Minuchin)

3 types of boundaries

(Minuchin)

1.) Interpersonal boundaries

2.) Boundaries with the outside world define the family unit

3.) Generational boundaries

Interventions of Family Therapy

(Minuchin)

Multi-generational approach 

(Bowen)

Goal of Multi-generational approach

(Bowen)

Behavioral approach

release of feelings that block social performance

support from others/not alone

Orientation to reality/check out own reality with others

reappraisal of self

counseling,

shared problems,

activity,

action,

self-help,

natural,

closed vs. open,

structured,

crisis,reference

Forming 1.) pre-affiliation: development of trust

Storming 2.) power and control: struggle for individual autonomy and group identification

Norming 3.) intimacy: utilizing self in service of the group

Performing 4.) differentiation: acceptance of each other as distinct individuals

Adjourning 5.) separation/termination: independence

* group size: optimal 5-10

* homogeneity: similarity of group members

* participation in goal and norm setting for groups

* interdependence: dependent on one another for achivement of common goals

* external threat: increases cohesiveness

*member stability: frequent changes in membership decreases cohesiveness

1.) help people more effectively utilize their own problem-solving and coping capacities

2.) establish linkages between people and resource systems

3.) Facilitate relationships between people and resource systems

4.) Contribute to the development and modification of social policy

5.) Distribute resources

6.) Serve as agents of social control

Directed toward restoring, sustaining or enhancing individually satisfactory and socially acceptable functioning for people with problems in social functioning

1.) determine the nature of the problem

2.) three-fold aim of treatment- restore, sustain, and/or enhance satisfactory and acceptable social functioning

3.) Spell out the details

1.) "social functioning" is: how the person interacts with the environment

2.) "problems in social functioning": implies problems which arise from wihin the person, within the environment, and/or within the interactions between the two

3.) "problem solving": will relate to understanding the origins of problems in social functioning, and deal with the manifestations of those problems

4.) Treatment and the clients/patients response to teratment tield further diagnostic information about the patient in his situation

5.) [Except with behavioral model] treatment takes place in and is made possible by the professional relationship.

* completed suicide rate 4x greater for  male

* risk increases with age; highest among males over 75

* risk of attempts 3-6x higher for females

* men at higher risk for using guns or hanging

* women at higher risk for pills or use of gas

* Caucasian risk 2x higher than African-American

clinical risk factors of suicide

* presence of clinical depression

*history of previous suicide attempts

* alcohol abuse

* impairment in rational thinking

* lack of social supports

* recent losses

* decline in physical health

* hostile interpersonal environment

* recent discharge from medical or psychiatric hospital

* Aim: restory, maintain and/or enhance adaptive functioning; strengthen or build ego deficits

* psych. environment work

* short or long term

* techniques: directive, sustaining, educative, structured; some reflection and work with the environment; focus on the here and now

*target population: people encountering life transitions, acute or situational crisis or stress; and those with low anxiety tolerance and compromised impulse control

* aim: change basic personality patterns and structure

*more excluseively psych. work

* long term, focused on past and present; conscious, pre-conscious, unconscious, and work with positiv and negative transference.

* psychodyamic techniques: nondirective,reflective and interpretive

*target population: those with good ego strength who have maladtive patterns interfering with optimal functioning; and in some cases those people with severe maladaptive patterns, defenses or ego deficits

Direct: Client-Social worker communication

(Florence Hollic typology:catagories of intervention)

1.) sustainment

2.) Direct influence

3.) exploration, description, ventilation

4.) Person in situation reflection, including self evaluation, the effects of one's behavior on others etc.

5.) Patterns-dynamic reflection: discussion of the dynamics of response patterns or tendencies to repeat patterns of behavior

6.) Developmental reflections: discussion of development aspects of response patterns and tendancies

Indirect: Environmental Interventions

(Florence Hollic typology:catagories of intervention)

1.) resource development or provider or resources

2.) Interpreter of or mediator between client and the environment

3.) Intervene in the environment

* understanding the influence of family of origin

* understanding the influence of curent situational factors

* assessing one's self esteem

* assessing one's acceptance of others

* assessing one's assertiveness

* assessing readiness for social work practice

* understanding legal duties

* understanding the fundamental values and ethics of social work

* identifying ethical and legal implications

* logical ethical decision making process

* voice and speech

* body language

* listening: hearing, observing, encouraging, and remembering

* active listening

* probing

* seeking clarification

* reflecting content

* reflecting feeling

* reflection complex communications

* partializing/prioritize

* going beyond what is said

* organizing descriptive information

* formulating a tentative assessment- diagnosis

*reflecting

*sharing the worker's view of the problem

* specifying the problem for work

* establishing goals and a program for a change

* empathy

* centering

* confronting

* reframing

* advising

* educating

* focusing

* reviewing

* refelcting

*interpreting

1.) acknowledge a difference and discuss with patient

2.) values that influence include: seocioeconomic status, language, degree of embeddedness in culture, family structure and function, place of religion and spirituality etc.

3.) political, social and economic discrimination, opression, poverty, marginalization, alientation and prejudice are real for racial and cultural minorities 

4.) social workers should refrain from generalizing about all clients who belong to a particular racial or cultural minority

1.) there are no inherent value differences when one is gay or les

2.) gays and les are not culturally or socio-economically bound

3.) each person must be considered in context of his/her own cultural or ethnic groups, as well as being part of at risk for discrimination and neg. social attitudes

4.) there is a lack of social recognition, role modeling, and possibly alienation within one's own family.

5.) must be aware of their own values and how they may effect their rx. with gay/les clients

1.) older aults are culturally and economically bound group

2.) clinical considerations include: health, social rx., degree of social isolation and financial resources.

3.) older adults are more likely to need supportive interventions related to coordination or services and someone to listen to them.

4.) the elderly are considered to be a "vulnerable" population, where the suicide rate is higher than in the general population

5.) social workers are mandated reporters for elder abuse, neglect and exploitation

* brain injury or infection, before, during or after birth

* growth or nutrition or health care problems

* chromosomal abnormalities

* extremely premature births

* substance abuse during pregnancy, including alcohol

* child abuse

* autism spectrum disorder

persons with disabilities may need a variety of services and supports:

* education and training

* at-home and community support (budgeting, shopping, paying bills, cooking and cleaning)

* residential (group or residential)

* employment

* other( advocacy,speech therapy, respite care (for family members, specialized behavior support etc.)

a. parental history of abuse/neglect

b. substance abuse by parents 

c. negative attitudes about child's bejavior or inaccurate knowledge of child development

d. younger parents or caregivers

risk factors for child abuse/neglect of family factors

a. single family households

b. violent homes

c. families living in high stress

d. non-recognition of positive child behavior with strong responses to negative behaviors

a. children between birth and 3

b. children perceived as "different" by their parents

c. children who are aggressive, have attention deficits, difficult temperaments or behavior problems

a. poverty and/or employment

b. parents who are more isolated, lovely and have less social support 

a. combination of individual and family teratment focused on protecting and stabilizing the family to stop abuse

b. focus on: appropriate parenting...education about developmental issues and parenting skills

c. attention to necessary support services

d. emphasis on permanency planning 

1. physical abuse

2. sexual abuse

3. psych. abuse-infliction or mental anguish by threat, intimidation, humiliation or other such conduct

4. financial abuse-unauthorized use of fund or property

5. neglect-failure to fulfill a caretaking obligation

6.abandonment-the desertion of an elderly person by an indibidual who has assumed responsibility for providing care for an elder

1. physical and/or mental impairment of the elder

2. caregiver stress

3. history of family violence

4. psychopathology of abuser

5. shared living arrangements between the elder and caregiver

6. dependence of the abuser on the elder

7. social isolation of the elder

facts about spousal abuse

1. social workers are not mandated reporters for spousal abuse

2. clinically, social workers help clients deal with issues of self protection and he protection of any children in the home

3. treatment involves family and/or individual treatment and coordination of services depending on what the client agrees to do. 

levels of mental retardation

(Disorder diagnoised in infancy,childhood and adolescence)

* Mild

* Moderate

* Severe

* Profound

Learning disorders-*

(Disorder diagnoised in infancy,childhood and adolescence)

Pervasive developmental disorders (PDD)

(Disorder diagnoised in infancy,childhood and adolescence)

- autism/aspergers 

treatment of choice: behavior modification with family support

Attention deficit and disruptive behavior disorders

(Disorder diagnoised in infancy,childhood and adolescence)

1. ADD/ADHD

2. Conduct disorder

3. Oppositional defiant disorder

*treatment of choice: behavioral intervention and medication (e.g. ritalin)

Feeding and eating disorders

(Disorder diagnoised in infancy,childhood and adolescence)

Elimination disorders

(Disorder diagnoised in infancy,childhood and adolescence)

1. Enuresis (involuntary, 2x week, 3 months)

2. encopresis (feces, age 4)

treatment of choice: rule out medical or physical conditons, then, behavior modification

Random 

(Disorder diagnoised in infancy,childhood and adolescence)

1. separation anxiety disorder

2. selective mutism

-alcohol

*Korsakoff's syndrom

*fetal alcohol syndrome *(be aware of substance dependence/substance intoxication/dual diagnosis)

-amphteamine

-caffeine

-other drugs

1. paranoid

2. disorganized

3. catatonic

4. undifferentiated

5. residual

- schizophrenia

- schizophreniform

- schizoaffective

- delusional disorder (paranoia)

- brief psychotic disorder

- shared psychotic disorder ("folie a deux")

- major depressive disorder: single or recurrent

- dysthymia

treatment choice: anti-depressant medication and psychotherapy

anxiety disorders and treamtnet of choice

- panic disorder with agoraphobia

- specific phobia (claustrophobia etc.)

- social phobia

- obsessive compulsive disorder (OCD)

- post traumatic stress disorder (PTSD) (acute or chronic)

- acute stress disorder (new to DSM)

-Generalized anxiety disorder

treatment: anti-anxiety/anti-depressant  medication and psychotherapy (supportive, cognitive-behavioral)

- somatization

- conversion

- pain disorder

- hypchondriasis

- body dysmorphic disorder

treatment of choice: nothing definitive. Early diagnosis to stop unnecessary medical/surgical interventions; cognitive/behavioral psychotherapy to turn attention away from symptoms

sexual dysfunction, paraphilias, pedophilia, fetish etc.

treatment of choice: rule out medication complications for decreased libido, etc. then, behavioral intervention, some times medication. 

- borderline

- narcissistic

- histronic

- antisocial

- paranoid

- schizoid

- schizotypal

- avoidant

- dependent

-obsessive compulsive 

treatment: psychotherapy; awareness of transference and counter-transferance issues

DSM info

- NOS: not otherwise specified

- section for general medical conditions

- child abuse is v-code

- other v-codes: relational problems, malingering,religous or spiritual problems etc.

- appendix I: cultural formulations and culture-bound syndromes

Anti-psychotic meds

- thorazine

- haldol

-mellaril

-proxlixin

-navane

-stelazine

-clozaril

-zyprexa

-seroquel

-risperdal

- cogentin (anti-parkinsonian/tardive dyskinesia)

- benadryl

- norflex

-xanaz

-klonopin (benzodiazine/anticonvulsant)

- ativan

-librium

-ristoril

-valium(diazepam)

-inderal (brain injury)-BuSpar

-lithium (for bi-polar, adult, manic)

-tegretol (anti-convulsant, anti-seizure, stabilize bipolar), depakote (adolescent bi-polar), neutontin (anticonvulsant), lamictal, topamax

anti-depressant meds

*SSRIs (selective serotonin reuptake inhibitors)

- celexa

- lexapro

- prozac

- luvox

- paxil

- zoloft

*TCA (tricyclics)

-elavil

-anafranil

-tofranil (imipramine)

*newer anti-depressants

-wellbutrin

-cymbalta

-remeron

-effexor

-serazone

-dalmane

-halcion

-benedryl (anthistamine with sedative effect)

-restoril

-ritalin

-dexidrine

-cylert

-adderall

* dry mouth, blurred vision, weight gain, hypotension, urinary retention, constpitation, sexual dysfunction (usually decreased libido), sedation, dizziness, movement disorders (pacing, grimacing, rigidity, tremor)

-stanford-binet

- wechsler

*WAIS (wechsler adult intelligence scale) 16+

*WISC (wechsler intelligence scale for children) 15+

*WIPPSI (Wechsler preschool and primary scale of intelligence) 4-6-1/2

aptitude and achievement test 

( psych. test)

-standardized school testing

-ACT/SAT

-peabody individual achievement test

-WRAT (wide range, achievement test)

*MMPI (minnesota multiphasic personality inventory)

*projective test

-rorschach

-TAT (thematic apperception test)

-CAT (child apprerception test)

-house-tree-person test

-kinetic family drawing test

1.service

2.social justice

3.dignity and worth of the person

4.importance of human relationships

5.integrity

6.competence

ethical responisbility to/as...

1.clients

2.colleagues

3.practice setting

4.professionals

5.the profession

6.society at large

1. accountability

2. boundaries

3. competency

1. individualized assessment, search for best evidence based practice

2. a decision about the extent to which the available evidence may apply to a particular individual, siutation, or problem

3. consideration of the values and preferences of the people involved. EBP helps guide in order to consider the most promising way to intervene with a given situation, considering tasks, resources and problem. 

1. determine problem and baseline of frequency and intensity.

2. develop question that can be answered about the problem. collaborative process between social work and client

3. search for info on types interventions that are effective for the problems of concern.

4. research best intervention and resources are required

5. if little info bout interventions use personal wisdom, case studies and info about what works about related info

6. choose interventions based on best available evidence and knowledge and experience with clients, agency and community

7. decide how to evaluate whether intervention works and which date u will monitor

8. implement the intervention and collect data according to u plan

9. review data on a regular basis. 

1. problem formulation: hypothesis that lend themselves to measurement

2. study design: guides collection of data

3. methodolgy: including measurement techniques, settings, population

4. data collection

5. analysis of results

6. dissemination of results

sometimes referred to as the response variable; the variable which is caused to change by the indenpendent variables. it responds to the independent variables

numerical index indicating degree to which two variables are associated with eachother

the closer "r" value gets to 1 the strong the association

-strong correlation=largest number (close to either +/-1.0)

-weakest correlation= smaller number (close to zero)

ethical issues in research

1. informed consent

2. voluntary participation

3. confidentiality

4. do no harm

key informant approach:

(procedure for identifying targest)

community forum approach

(procedure for identifying targest)

rates under treatment

(procedure for identifying targest)

social indicators approach

(procedure for identifying targest)

suverys and census

(procedure for identifying targest)

program planning for concepttualization and design

(determining focus of evaluation)

1. extent and distribution of target prob or pop

2. is program designed to conform with intended goals, is there coherent rationale underlying and does it have max chance of success

3. what are projected or existing costs and what is their relation to benefits and effectiveness

monitoring and accountability

(determining focus of evaluation)

1. is the program reaching the specific target pop or area

2. are intervention efforts being conducted as specified in the program design.

assessment of program utility and outcome

(determining focus of evaluation)

1. is the program effective in achieving its intended goal

2. can the result of the program be explained by some alt. process that does not include program?

3. is the program having some effects that arent intended?

4. what is the cost of delivery of services and benefits to participants? is the program efficiently using resources, compared with alt. uses of the resources?

1. setting and prioritizing goals

2.planning the means for goal attainment, including the acquisition of resrouces

3. controlling and coordination the performance of organizational members

4. negotiating and problem solving

5. developing and motivation staff

6. communicating and managing info

7. monitoring the quality and quantity of services delivered to clients

8. assessing future needs of the organization

9. representing the organization to the external environment

10. management also has a responibility to maintain the ethical standards and tone for the organization. 

types of management concepts

- team work

- communication theory

-role theories

-management by objective: setting goals (objectives) each years.

-theory x: management style oriented to the tasks which need to be accomplished

-theory y: management style oriented to the growth and skills of the individual.

consultation

roles of consultation

- facilitator, motivator and role model

- clarifies conseuqences of different alternatives

- helps the consultee think systematically and objectively about the problem so as to increase options

1. assessment and problem formulation

2. negotiation of the contract

3. mutual setting of the goals and objectives

4. determination of the strategies for action

5. implemenation

6. meausring the implementation

7. reporting outcomes

1. client case centered

2. consultee centered: clinical or ethical consultation i.e. how to do child therapy, engage a difficult fam or maintain confidentiality in medical setting

3. program consultation: involved the consultant focusing on the organizational dynamics

1. must have purpose, a problem and systematic process

2. consultee is free to reject any ideas so effectiveness of the consultation depends on value of ideas to the consultee not status of the expert

3. relationship between consultant and consultee is core of the process, hence the consultant must be knowledgable of the substantive issues of the problem to be addressed as well as skilled in the process of consultation