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Social Work test 2 Study Guide

by: Kiara Scheuer

Social Work test 2 Study Guide SOWO 10833

Marketplace > Texas Christian University > Social Work > SOWO 10833 > Social Work test 2 Study Guide
Kiara Scheuer

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About this Document

This includes everything you need to know for test 2.
Intro to social work
Study Guide
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This 3 page Study Guide was uploaded by Kiara Scheuer on Friday September 9, 2016. The Study Guide belongs to SOWO 10833 at Texas Christian University taught by Main-Munoz in Fall 2016. Since its upload, it has received 6 views. For similar materials see Intro to social work in Social Work at Texas Christian University.


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Date Created: 09/09/16
Social Work Test 2 Review Knowledge Base: -effective social work practice guided by knowledge -broad knowledge base important bc clients/settings/issues -need to know culture/society/environment -more you know=better decisions made -social workers must use theories/concepts related to practice -must dvp individual practice knowledge (AKA “practice wisdom) Historically: -start of profession on scientific inquiry on indiv and environment -some felt emphasis was more on feelings/hunches with clients -actions not guided by knowledge -all professions have a knowledge base -problem= making sure all use knowledge in practice Broad Base of Knowledge: -Variety of practice setting & clients require broad base of knowledge (poverty, oppression, depression, bulimia, gangs, elderly, racial issues, politics) History of Knowledge base: -1900’s=sociology & economics (labor issues, poverty, social action/change) -1920’s= psychology (Freud, medical model) -1960’s= political science, psychiatry, public administration (war on poverty, rate/diversity issues) -1980’s=research, practice (private practice, accountability, insurance) Big 8 of Knowledge: American association of Schools of Social work define the ‘big eight’- 1944 -areas need for social work education (casework, research, administration, group work, psychiatric, medical info, child welfare, community organization) Foundation Knowledge: -Liberal Arts Base (broad base)= human biology, statistics, psychology, sociology, anthropology -policies & laws, practice and intervention (skills), research (tested & hypothetical), field (practice wisdom), theory -policies and laws= policy impacts peoples behavior (welfare system & legislation/laws), history of movements influencing policymakers, women’s suffrage (emancipation proclamation), affordable care act (marriage equality) -research= evidence based practice, practice based evidence, evidence informed practice, in your own practice, to understand other studies, to be a part of larger studies -theory= tested knowledge, a way of explaining/predicting, a frame of reference (paradigm) Systems Theory: -person in environment, systems affected by environment, change in one part affects others (body/thermostat/baby mobile), systems need goals, systems need feedback, whole greater than sum of parts -theory suggests that individuals cannot be understood in isolation from one another, families are systems of interconnected/interdependent individuals, none of whom can be understood in isolation from the system -family roles and rules, homeostasis/equilibrium -family roles= what is expected of each family member, most basic are father/mother/aunt/daughter/son/grandmother, there are roles beyond this most basic lvl, one person may be the clown of the family, one may be the responsible one, one the emotional one, crazy one, many different roles in family -family rules= rules about how family operates, often unspoken, express anger or keep to themselves, how affectionate/emotional with each other, how do decisions get made, who has input and who goes along, how is final decision made, are there limits on how much kids can argue with parents, how much are family members allowed to talk to people outside family about family problems -systems dvpt typical ways of being which are reliable & predictable, whether these roles/rules are adaptive or not, there is a pull from the system not to CHANGE (but to continue functioning as things have always been) Psychodynamic Theory: -Concerned with how internal processes such as needs/drives/emotions that motivate human behavior, emotional have central place in human behavior, unconscious & conscious mental activity serves as the motivating force in human behavior, early childhood experiences central in patterning of indiv’s emotions -levels of mental life= unconscious, preconscious, conscious -provinces of mind= the ID, ego, superego -dynamics of personality=drives, sex, aggression, anxiety -defense mechanisms= repression, reaction formation, displacement, fixation, regression, projection, introjection, sublimation -stages of dvpt=infantile period, oral phase, anal phase, phallic phase (male oedipus complex/female Oedipus complex), latency period, genital period, maturity -basic tenets = humans have inborn needs to connect/attach to others, infant caregiver relationships set dvpt trajectories, influencing how the past persists into present, defense mechanisms protect humans from anxiety/unacceptable impulses, behavior is purposeful (though at times unconscious), the external world affects internal mind/body, and similarly the internal affects adjustment to the external world, humans adapt to their environment Social Learning Theory: -human behavior is learned as individuals interact with environment, problem behavior maintained by pos/neg reinforcement, cognitive-behavioral therapy looks at what a role thoughts play in maintain the problems (emphasis is on changing dysfunctional thoughts which influence behavior), bobo doll experiment Conflict Theory: -draws attention to conflict/dominance/oppression in social life, groups and individuals try to advance their own interests over the interests of others, power is unequally divided, and some social groups dominate others, social change is driver by conflict with periods of change interrupting long periods of stability, social workers use this theory to understand clients who are experiencing oppression in our capitalist society -fundamental assumption= conflict is a basic element of human social life -basic reason for conflict= individuals are motivated to act in accordance with their own interests, people pursue needs/values/goals/resources that they define as important or desirable -2 possibilities lead to conflict= 1) different indiv/groups want different things (applicable to family) 2)different indiv/groups want same thing, but there is limited supply of commodity (Larossa’s work on parenting suggests that men/women compete for time, Polatnick suggests that men don’t do housework because it isn’t profitable) Field Knowledge: -practice in agency setting, supervised by licensed social workers, moving from textbook to practice -agency knowledge= function, purpose, policies, treatment models, expectations -client population knowledge= problems, issues, characteristics, background, similarities -specific client knowledge= problems, level of functioning, motivation, language, background, daily changes, reason for asking for help -self awareness knowledge= strengths, limits, values, ability, prejudices, how you handle criticism, needs, reactions Myers Briggs Type Indicator: (MBTI) -more you understand yourself=better decisions you make, more you understand differences, the better you can accept difference & get along with others, dvped in early 1900s, key thesis= seemingly random differences among people are consistent preferences for taking in info & using it to make decisions -tested extensively (valid & reliable), explains normal differences (not pathology), makes no judgment about personality types (no wrong answers), most widely used instrument in the US to assess normal personality differences -measures interaction style/energy source, perception (taking in info), judging (making decisions), structuring time/relation to environment (lifestyle) -preferences= extraversion, sensing, thinking, judging, introversion, intuition, feeling, perceiving -extraversion= focus on outer world of things, introversion= focus on inner world of thoughts -Extraversion= 55%, energized by people/involved, relaxed & confident, like to change things around them, think by talking, what you see is what you get, need encouragement/acceptance -Introversion= 45%, lonely in crown, detached, reserved/questioning, like things as they are, think before act, what you see is not what you get, self motivated/reinforcing -sensing= 70% use 5 senses, practical/realistic, common sense, facts/experience/reality, accurate with details, observation based on detthls, sensible, conventional/conservative/customary way of doing things -intuition= 30%, use 6 sense, inspired/creative, hunches, possibilities, imagination, future, patterns, errors in fact, observation based on gut reactions, innovative, try new ideas/experiences -thinking= 50%, 60% of males, impersonal choices, logical analysis, justice/truth, standards, principles, rules, focus on task first, people second, conflict can be constructive, critical & questioning -feeling= 50%, 60% females, personal choices, humandfocus, subjective analysis, mercy/tact, compassion, personal reasons, focus on people first, tasks 2 , conflict is avoided as much as possible, accepting, appreciate & accommodating -judging= 50%, closure, deadlines, decisions, structure/lists, unexpected change frusturating, work before play, play is work, organization in all aspects of life -perception= 50%, fluid state, open ended, decision remorse, process, prefer unexpected, like change, play is play, work is play, wandering physically and intellectually -all preferences affect= relationships, teaching & learning, teacher-student interaction, career choices & behavior, acceptance of self and others -no significant relationship b/t type & practice ability, social workers & counselors tend to cluster around certain types, particularly intuition and feeling, client populations are likely to represent all types, students need to understand how types of differences can impact the helping relationship -social work majors at TCU cluster around 4 types in comparisons with other majors at TCU and nationally (ENFJ, INFJ, ENFP, ESFJ (national sample), ISFJ (non majors) -characteristics common to these types= idealism, empathy, responsiveness to others’ feelings, desire to help others, need for harmony, motivation to help others meet their needs & potential


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