-
Gestalt Therapy Founder
Fritz Perlz 1969
-
Gestalt Therpay Focus
Focus is on here an now with immediate awareness of personal experiences.
-
Gestalt Therapy Techniques
- Psychodrama, skillful frustration, dream work, empty chair
- (Unexpressed guilt is viewed as "unfinished business" and clinet needs to readdress this)
-
Rules of Gestaltk Therapy
- 1. Directed awareness- speak in the present tense only (uses directed awareness)
- 2. Use "I"- Accept responsilbity
- 3. Restricting and planning the use of questions. Avoid 'why' questions.
-
Object Relations Theory Founder
Mahler
-
Object Relations Focus
A child must separate and individuate so the they can move form being part of the mother/child unit to being a member of a family.
-
When does individuation occur in object relations:
When the child develops an inner represenatation of the mother, ability to test reality, a sense of time and an awareness of the existance of other individuals as separate and different form them. Rapprochement is the last phase prior to the completion of individuation.
-
Client Center Therapy Founder
Carl Rodgers
-
Basic goal of Client Centered Therapy
To release an already existing capacity for self actualization in a potentially competent individual.
-
Client Centered Therapy Techniques
Non-drective (passive, nonjudgemental lsitening), relfective (active lsitening). Reinterprets statements made by the client.
-
Systems Theory Founder
Pincus and Minahan
-
Systems Theory Value Base
- -Society has the obligation to ensure that people have access to resources and opportunities
- -When providing resources dignity and individuality should be obtained.
-
Systems Theory- How individual is seen
Organic entity with boundaries, purpose and mechanisms for attaining change and maintaining stability. What happens to one component happens to antoher.
-
Systems Theory- Four identified systems
- -Change Agent System
- -Client System
- -Target System
- -Action System
-
Techniques used in Systems Theory
Educating, Advocacy, Facilitation, and Intervention
-
Systems theory- 8 Practice skill areas that workers need:
- Assessing problems
- Collecting Data
- Making initial contracts
- Negotiating contracts
- Forming action systems
- Maintaining and coordinating action systems
- Exercising influence
- Terminating the change effort.
-
Ecological Systems Perspective
Study of the relations between the organizations and the environment. Good model to use for minority concerns. Uses PIE.
-
Family systems- Practice applications
- -Realize importance of relationship influences and family interactions patterns
- -Help identify influential relationships at each life staf and ho influence the future
- -Use your power as a therapist to develop relationship for change, helping to identify and anticipate problems based on past established realtionship patterns.
-
Family Systems
Wholeness
Changes in one part of a system change the whole system.
-
Family systems
Homeostasis
When influenced by change, the system will react toward restoration of the status quo
-
Family Systems
Negative Feedback:
Takes family back to a comfotable balance. As the family ssytem reacts, negative feedback is used to bring a family back into balance and maintain homeostasis. For example, if a woman wants to leave her young child at day care and go to work, her fear of family disapproval may be enough incentive to change her mind.
-
Family Systems
Postive Feedback:
Pushes family into chagnes and the family deviate away fro its previous homeostatic state. Use to disturb or unabalance homeostasis. For example: a woan decided to work outside the home, positive feedback would be used to her her family to redefine their roles for the changes that must occur in the fammily system.
-
Family System
Non-summativity:
The family has an identity of its own; The family system is more than the sum of the individuals who compromise it.
-
Family System
Entropy:
The natural tendency to move towards disorder and disorganization.
-
Family Systems
Equifinality:
Same result can come form different causes
-
Family systems
Equipotentiality:
One cause can produce different results.
-
Father of Family Therapy
Ackerman
-
Family Systems
Satir and Whitaker
Emphasis on behavior as communcation and the communication inconsistencies that can occur. Satir focused on communication problems double binds, faulty comminication is caused by low self esteem. Witaker operated with unconcious and transference phenomena.
-
Family Systems
Bowen
Extended family systems. Triangulation. Dysfuntion across generations. Often use ecomaps and genograms
-
Family Systems
Minuchin
Structure. Where behaviors are established through changes in transactional patterns, rather than through insight (action comes from insight). Treament seeks to restructure family unit maladaptive trasactional patterns. Techniques used: direct confrontation of family behaviors and prescribing the symptom. Best for deriving specific outcomes.
-
Family Systems
Haley
Strategic family therapy. Therapist often joins the family and is active in forcing the family to respond differetnly to siatuations based on the presence of the therapist and making use of family symptoms to bring about change.
-
Family Systems
Liberman
Behavioral Family Therapy. Treatment is focused on changing behavioral systems.
-
Transference
Refers to emotional reactiosn assigned to current realationships that come form earlier relationships, often involves unresolved issues directed at the social worker that are beyond the cleints awareness.
-
Counter Transference
Similar to transference emotions but the social worker is teh one who attributes these feelings to the client.
-
Reflection
The social worker helps the cliet to further realize and understand what they are feeling and encourages further understanding and expression.
-
Social Learing Theory Founder
Albert Bandura
-
Social learning Theory
- Learning takes place through observation and reinforcement.
- Reinforcement is key to contining behavior. Feedback is improtant with self evaluative coments. Intermittent reinforcement is the most powerful way to maintain a behavior.
-
Social Learning Theory
4 Major Principles
- -Specificity- when things are clearly and concretely identified
- -Successive approximations- small steps to reach a goal
- -Modeling- comples learning takes place through watching the behavior more ingrained.
- -Performance- completing or actually doign makes teh behavior more ingrained.
-
Classic Model of Conditioning
Pavlov, relationship between a stimulus and a response is unlearned or prewired (dog salivating to bell) emphaiss on antecedents
-
Operant Model of Conditioning
Skinner, learning and reinforcement (rats push level for food) emphasis on consequences.
-
Behaviora therapy/modification
- reinforcement- behavior increases
- Punishment- behavior decrease
- negative- take something away
- Postive- to add/give something
-
Stimulus generalization
the same response is given to various stimuli.
-
Aversive Therapy
(a dog with a shock collar to stop the dog b arking so much)
-
Rational Emotive Behavior Therapy
- Founder Albert Ellis
- Dysfunctional behaviors are the result of irrational thoughts and beliefs.
-
RABT
ABCDE Model
- A= objective facts adn beahviors and individual encounters
- B= the individuals beliefs about A
- C=emotioanl and behavioral consequences of A
- D= Therapist debates teh irrational beliefs by asking specific why, where, and how questions
- E= the cognitive emotional and behavioral effects associated with the irrational beliefs are examined.
-
Problem Solving Model Founder
Helen Harris Perlman
-
Problem Solving Model
4 Ps
- Place (where treatment is sanctioned)
- Person
- Problem
- Process (what has to be done)
-
Task Centered Social Work Founder
William J Reid
-
Task-Centered Social Work
Problems generally reflect temporary breakdowns in proglem coping that set in motion forces of change. Use client motivation and resources to assist in task centered problem solving. Problems are defined in specific elements for change.
-
Solution Focused social work
- -empahsis is placed on developing solutions for addressing problem behaviors.
- -change-talk or chagne-strategy is the focus of all interventive efforts.
-
Brief Planned Treatment
5 essential characteristics
- Prompt intervention
- Relatively high level of therapist activity
- establishment of specific but limited goals
- identification and maintenance of a clear focus
- Setting of a time limit.
-
Crisis Intervention
- Characterized by:
- -a here and now orientation
- -a time limited course
- -view of clients behavior as understandable reaction to stress
- -therapist is very active and directive
-
Basic Tenants of Crisis Intervention
- Hazordous event-
- Vulnerable state-
- Precipitating factor- (The last straw)
- Active crisis state
- Individual Reintegrates and reaches equilibrium
-
Social Work Practice Principles for Crisis Intervention
- -Immendiate intervention
- -Action
- -Limited goals
- -Build hope and expectations
- -Foster support
- -Focus on resolution of resolving problem underlying the crisis.
- -Build self image and self confidence
- -Build sefl reliance
-
Strategies and Techniques in Crisis Intervention
- -Client may not be present
- -Assess both past and present coping behaviors
- -Overall strategy increases remobilization and retun to previous LOF
-
Inferential Statistics
Parametric types of tests
- -Analysis of Variance aka ANOVA aka F test (compares meas of more than two groups)
- -t test (compares means of two groups)
- -Pearsons Rho or Pearsons R (compares the associatio or correlation between two groups)
-
Descriptive statistics
Nonparametric tests
- -Chi-square test (most common. compares the observed value with the expected)
- -Spearman Rho (a non parametric correlational)
-
Correlation
Positive Association
As one goes up the other goes up, as one goes down the other goes down
-
Correlation
Negative or inverse Association
As one goes up other goes down, as one goes down other goes up.
-
Standard deviation
Square root of the variance. The standard deviation is one piece of the cariance and will always be smaller.
-
Standard score
z score, t score
-
ABAC, Within Series Design
When two techniques are used in order.
-
Interactionism
deals with the development of the individual with endogenous and environmental factors.
-
Stage of Development
Birth to two years
can notice faces and bright objects
-
Stage of Development
Two months
Social smile develops, generally can follow moving objects with eyes, pays attention to speaking voice, grunts and sighs
-
Stage of Development
Four months
Recognizes familiar objects, can activate arms and vocalizes socially (coos), ejoys have people around, hols a rattle for an extended period of tie, recognizes bottle and familiar faces
-
Stage of Development
Five months
Grasps objects independently, stretches out arms when picked up
-
Stage of Development
Six months
teething begins, recognizes strangers but does not generally show fear, turns over from back to stomach
-
Stage of Development
Seven months
Make polysyliabic vowel sounds, sits briefly can transfer objects from one hand to another
-
Stage of Development
Eight months
sits alone easily, clearly recognizes strangers and reacts to them negatively if feel unprotected. When stranger anxiety can first develop.
-
Stage of Development
Nine months
Sits alone and creeps, Dada, mama, baba... Respnds to name
-
Stage of Development
Ten months
Pays attention, plays some games, stands with support
-
Stage of Development
eleven months
stand by self with support
-
Twelve months
walks with help, shows affection, jealousy, anger and otehr emotions, enjoy some solid foods.
-
Stage of Development
Fifteen months
walks well alone, generally expected to start walking at 14 months, names familiar pictures and objects.
-
Stage of Development
18 months
walks and can run, know several words and small phrases
-
Stage of Development
2 years
does not like to share possessions, great sense of everything is mine not yours, able to run, syas at least 50 word, can use two word sentences, points to objects in a book
-
Stage of Development
6 years
lose temporary teeth and permanet teeth begin to come in, good coordination and adequate speech, knows colors and numbers well, begin reading
-
Stage of Development
10-12 years
have ability to abstract think and understand many abstract processes.
-
Erikson's Psychosocial Development
Trust versus Mistrust
0-18m. Outcome trust and optimism
-
Erikson's Psychosocial Development
Autonomy versus Shame and Doubt
18m-3y. Outcome: Self assertion, self control, and feelings of adequacy
-
Erikson's Psychosocial Development
Initiative versus Guilt
3-6y. Outcome: Sense of initiative, purpose and direction
-
Erikson's Psychosocial Development
Industry versus Inferiority
6-12y. Outcome: Productivity and competence in physical, intellectual, and social skills
-
Erikson's Psychosocial Development
Ego Identity versus Role Confusion
12-18y. Outcome: Integrated image of onself as a unique person
-
Erikson's Psychosocial Development
Intimacy versus Isolation
19-40y. Outcome: Ability to form close personal relationships and make career commitments.
-
Erikson's Psychosocial Development
Generativity versus Stagnation
45-65y. Outcome: Concern for future generations
-
Erikson's Psychosocial Development
Integrity versus Despair
65 to death. Outcome: sense life satisfaction and to face death without despair.
-
Robert Peck's extension of integrity Vs Despair
- -Ego differentiation vs work role preoccupation
- -body transcendence vs body preoccupation
- -ego transcendence vs ego preoccuation
-
Kohlberg's Stages of Moral Development
Preconventional Morality
- Stage 1: Punishment-Obedience orientation, moral judgement with the desire to avoid punishment
- Stage 2: Instrumental-relativism Orientation, motivation is to satisfy own needs.
-
Kohlberg's Stages of Moral Development
Conventional Morality
- 10-14y
- Stage 3: Wants to avoid disapproval
- Strage 4: Law and order orientation, moral judgements are made in fear of perceived legitimate authority.
-
Kohlberg's Stages of Moral Development
Post Conventional Morality
- Stage 5: Legalistic Orientation, individual is concerned with fitting in teh community and abidng societal mores, etc
- Stage 6: Gains a sense of what is means to believe in a universal ehtical principle orientation, where an individual's conscience determines the criterion for conduct
-
Piaget's Stages of Cognitive Development
Sensorimotor
0-2y. Six substages. Individuals look to environment in terms of sensory information and the actions that can be performed (eg. sucking, grasping, and hitting). Achieve object permanence.
-
Piaget's Stages of Cognitive Development
Preoperational Thought
2-7y. TWo sub categories, preconceptual (4-7) intuitive (4-7). Individuals engage in symbolic play and interpretation (eg use of language and modeling. **Achieve Irrevesibility (Chidlren are considered egocentric/egocentrism before the age of 6.
-
Piaget'sStages of Cognitive Development
Concrete Operational
ages 7-11. During this stage indivivuals can understand abstract symbols. Here the child is realistic in their way fo thinking. **Acheive Conservation (mass, liquid, volume, weight)
-
Piaget's Stages of Cogntive Development
Formal Operations
the individual develops egocentrism and is able to sefl admire and sefl criticize, full abstract and logical deduction ability is reached. Abstract hinking or "thinking about thinking" becomes possbile **only one-half of all adults achieve this stage.
-
Introvert and Extrovert are jungian concepts that fir his classification of
Polarities
-
A Reality therapist functions in relationship to the client:
Teacher
-
Appraisal instrument measures normal functioning as opposed to maximum potential
Personality inventory
-
Who is allowed access to patients medical records under HIPPA
Patient
-
Not a nonverbal hindrance to establishing rapport with a patient
leaning forward
-
The purpose of Aronson's Jigsaw Classroom technique is to
Reduce intergroup conflict by facilitating rewarding, intergroup cooperation.
-
The research of Liberman regarding the results of group therapy indicates that the effect of the group leader is
Primarly responsibile for group results.
-
One major consequence of licensing and certification of social workers is that it
Protects the public from ineligible individuals, many of whome do not have socila work training, by prohibitin their use of the social worker title.
|
|