LCSW

Fritz Perlz 1969

Focus is on here an now with immediate awareness of personal experiences.

• Psychodrama, skillful frustration, dream work, empty chair
• (Unexpressed guilt is viewed as "unfinished business" and clinet needs to readdress this)

• 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.

Mahler

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 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.

Carl Rodgers

To release an already existing capacity for self actualization in a potentially competent individual.

Non-drective (passive, nonjudgemental lsitening), relfective (active lsitening). Reinterprets statements made by the client.

Pincus and Minahan

• -Society has the obligation to ensure that people have access to resources and opportunities
• -When providing resources dignity and individuality should be obtained.

Organic entity with boundaries, purpose and mechanisms for attaining change and maintaining stability. What happens to one component happens to antoher.

• -Change Agent System
• -Client System
• -Target System
• -Action System

Educating, Advocacy, Facilitation, and Intervention

• Assessing problems
• Collecting Data
• Making initial contracts
• Negotiating contracts
• Forming action systems
• Maintaining and coordinating action systems
• Exercising influence
• Terminating the change effort.

Study of the relations between the organizations and the environment. Good model to use for minority concerns. Uses PIE.

• -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.

Changes in one part of a system change the whole system.

When influenced by change, the system will react toward restoration of the status quo

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.

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.

The family has an identity of its own; The family system is more than the sum of the individuals who compromise it.

The natural tendency to move towards disorder and disorganization.

Same result can come form different causes

One cause can produce different results.

Ackerman

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.

Extended family systems. Triangulation. Dysfuntion across generations. Often use ecomaps and genograms

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.

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.

Behavioral Family Therapy. Treatment is focused on changing behavioral systems.

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.

Similar to transference emotions but the social worker is teh one who attributes these feelings to the client.

The social worker helps the cliet to further realize and understand what they are feeling and encourages further understanding and expression.

Albert Bandura

• 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.

• -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.

Pavlov, relationship between a stimulus and a response is unlearned or prewired (dog salivating to bell) emphaiss on antecedents

Skinner, learning and reinforcement (rats push level for food) emphasis on consequences.

• reinforcement- behavior increases
• Punishment- behavior decrease
• negative- take something away
• Postive- to add/give something

the same response is given to various stimuli.

(a dog with a shock collar to stop the dog b arking so much)

• Founder Albert Ellis
• Dysfunctional behaviors are the result of irrational thoughts and beliefs.

• 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.

Helen Harris Perlman

• Place (where treatment is sanctioned)
• Person
• Problem
• Process (what has to be done)

William J Reid

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.

• -empahsis is placed on developing solutions for addressing problem behaviors.
• -change-talk or chagne-strategy is the focus of all interventive efforts.

• 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.

• 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

• Hazordous event-
• Vulnerable state-
• Precipitating factor- (The last straw)
• Active crisis state
• Individual Reintegrates and reaches equilibrium

• -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

• -Client may not be present
• -Assess both past and present coping behaviors
• -Overall strategy increases remobilization and retun to previous LOF

• -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)

• -Chi-square test (most common. compares the observed value with the expected)
• -Spearman Rho (a non parametric correlational)

As one goes up the other goes up, as one goes down the other goes down

As one goes up other goes down, as one goes down other goes up.

Square root of the variance. The standard deviation is one piece of the cariance and will always be smaller.

z score, t score

When two techniques are used in order.

deals with the development of the individual with endogenous and environmental factors.

can notice faces and bright objects

Social smile develops, generally can follow moving objects with eyes, pays attention to speaking voice, grunts and sighs

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

Grasps objects independently, stretches out arms when picked up

teething begins, recognizes strangers but does not generally show fear, turns over from back to stomach

Make polysyliabic vowel sounds, sits briefly can transfer objects from one hand to another

sits alone easily, clearly recognizes strangers and reacts to them negatively if feel unprotected. When stranger anxiety can first develop.

Sits alone and creeps, Dada, mama, baba... Respnds to name

Pays attention, plays some games, stands with support

stand by self with support

walks with help, shows affection, jealousy, anger and otehr emotions, enjoy some solid foods.

walks well alone, generally expected to start walking at 14 months, names familiar pictures and objects.

walks and can run, know several words and small phrases

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

lose temporary teeth and permanet teeth begin to come in, good coordination and adequate speech, knows colors and numbers well, begin reading

have ability to abstract think and understand many abstract processes.

0-18m. Outcome trust and optimism

18m-3y. Outcome: Self assertion, self control, and feelings of adequacy

3-6y. Outcome: Sense of initiative, purpose and direction

6-12y. Outcome: Productivity and competence in physical, intellectual, and social skills

12-18y. Outcome: Integrated image of onself as a unique person

19-40y. Outcome: Ability to form close personal relationships and make career commitments.

45-65y. Outcome: Concern for future generations

65 to death. Outcome: sense life satisfaction and to face death without despair.

• -Ego differentiation vs work role preoccupation
• -body transcendence vs body preoccupation
• -ego transcendence vs ego preoccuation

• Stage 1: Punishment-Obedience orientation, moral judgement with the desire to avoid punishment
• Stage 2: Instrumental-relativism Orientation, motivation is to satisfy own needs.

• 10-14y
• Stage 3: Wants to avoid disapproval
• Strage 4: Law and order orientation, moral judgements are made in fear of perceived legitimate authority.

• 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

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.

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.

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)

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.

Polarities

Teacher

Personality inventory

Patient

leaning forward

Reduce intergroup conflict by facilitating rewarding, intergroup cooperation.

Primarly responsibile for group results.

Protects the public from ineligible individuals, many of whome do not have socila work training, by prohibitin their use of the social worker title.