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Engagement and Assessment
Working with Individuals
Working with Groups
Working with Families
Planning
100
The first contact between worker and client (intake)
What is the first step of the engagement process? (pg. 139)
100
Relationship building, effectual use of verbal and nonverbal behaviors, and proficiency in interviewing
What are micro skills? (pg. 51)
100
Mutual assistance, connecting with others, testing new behaviors, goal achievement, and decision making
What are the benefits of groups? (pg. 93)
100
Individually prescribed patterns of behavior reinforced by the expectations and norms of the family
What are family roles (pg. 337)
100
Working with your client(s), prioritizing problems, translating problems into needs, evaluating the level of intervention (micro, mezzo, or macro), establishing goals, specifying objectives, setting action steps, and formulating a contract
What are the eight steps in the planning process? (pg. 204).
200
Defining the problem, identifying contributing factors, and recognizing what can be done to reduce or eliminate the problem.
What is assessment? (pg. 162)
200
According to social work literature, what are the three attributes are the most basic and important in developing relationships with clients?
Warmth, empathy, and genuineness (pg. 56)
200
Primary focus is on members' emotional and social needs. Examples include growth, therapy, and support.
What is a treatment group?
200
A secondary of subordinate system--a system within a system. Siblings and parents are examples of this.
What is a subsystem?
200
What does a contract do?
The culmination of the planning process. It clarifies and summarizes exactly who is responsible for completing which tasks (pg. 218).
300
What is the difference between diagnosis and assessment?
Diagnosis focuses on pathology, assessment targets client's problems and strengths (pg. 163)
300
Focuses on learning about a client's cultural world, including values, behavioral expectations, and language. Emphasizes that the expert on construction of meanings of any culture is a member of the culture, not the social worker.
What is ethnographic interviewing? (pg. 65)
300
Broker, mediator, educator, facilitator BONUS: 100 additional points per description of each role
What are common social worker roles in groups? Broker: help group members obtain needed resources by connecting them with community groups Mediator: help group members resolve conflicts Educator: provides participants with new information, uses modeling to help members learn new skills Facilitator: guides, eases, or expedites the way for others (pg. 161)
300
Any nontraditional configuration of people who live together, are committed to each other, and perform, functions traditionally assumed by families. Such relationships may not involve biological or legal linkages.
What is a blended family? (pg. 351)
300
Behaviorally specific regarding what is to be achieved and how success will be measured.
What is an objective? (Pg. 212)
400
Family and friends Education and employment background Problem-solving and decision-making skills Personal qualities and characteristics Physical and financial resources Attitudes and perspectives Miscellaneous other strenghts
What are strengths categories? (pg. 176)
400
What are the important aspects of nonverbal behavior?
Eye contact, attentive listening, facial expressions, body positioning (pg. 88)
400
Aggressor, blocker, recognition seeker, dominator, help seeker, confessor
What are potentially negative group roles? (Table 3.1, pg. 113)
400
Provide two examples of questions to ask when assessing a culturally diverse family
What were the circumstances that brought this family to this country? How do family members describe themselves racially? What are the ways pride and shame issues are shown in this family? When did they come to this country? (pg. 355)
400
What is a SMART Objective?
Specific, Measurable, Attainable, Realistic, Time-Bound
500
Provide 3 questions you would ask during an assessment
"What do you feel are your major concerns at this time?" "What kind of help or resources do you feel you need?'" "How have you tried to solve this problem in the past?" "How are other people involved in this situation?" "How long does the problem usually last?" (refer to Highlight 5.2 on pg. 174 for more examples)
500
Provide an example of reflective listening in response to this client statement: "Yep, he dumped me. He's been talking about doing it for months, and he finally did it."
"You sound like you feel crushed and angry that your partner left you. You also sound like you're a bit surprised even though your partner has been threatening for a long time." (pg. 64)
500
Name three types of task groups
Board of directors, task forces, committees and commissions, legislative bodies, staff meetings, multidisciplinary teams, case conferences, social action groups (pg. 94-96)
500
Providing intensive intervention services over a relatively brief period that is tailored to the family's unique needs and often provided in the clients' homes. Major themes include crisis orientation, focus on the family, and limited, focused objectives.
What is family preservation? (pg. 377)
500
A single parent is unemployed and has three small children. Identify: (1) The problem (2) The parent's goal (3) Objectives for helping her solve her problem
(1) Poverty/unemployment (2) Get enough financial assistance to supply her family with food, shelter, and clothing (3) Objectives: obtain financial assistance from local welfare agency, becoming involved in a housing program, and receiving food stamps (pg. 212)