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Flashcards in HBSE 1 Midterm Deck (103)
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1
Q

Purposes of the SW profession

A

to promote human and community well-being. Guided by a person in environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry. Actualized through: a. quest for social and economic justice. b. prevention of conditions that limit human rights. c. elimination of poverty (emphasis on social justice). d. enhancement of quality of life for all persons.

2
Q

Basic assumptions of HBSE/Schriver tex

A

you can just look at one aspect without considering the others; you cannot separate them; HBSE vs. SEHB 1. How we view the world and its people directly affects the way we will practice social work. 2. The way we view the world and its people already affects the way we behave in our daily lives. 3. Our work as social workers and our lives are not separate from each other. 4. Our lives are not separate from the lives of the people with whom we work and interact. 5. While our lives are interconnected with the lives of the people with whom we work and interact we differ from each other in many ways. As social workers we must respect these differences and learn from them. 6. The assumptions we make about ourselves and others are strongly influenced by our individual and collective histories and cultures. 7. Change is a constant part of our lives and the lives of the people with whom we work with.

3
Q

Paradigm shift

A

a profound change in the thoughts, perceptions, and values that form a particular vision of reality

4
Q

Empowerment

A

the process through which people gain the power and resources necessary to shape their worlds and reach their full human potential; empowerment in the essence of social work: to preserve and restore human dignity, to benefit from and celebrate the diversities of humans, and to transform ourselves and our society into one that welcomes and supports the voices, the potential, they ways of knowing, the energies of us all; not giving to people but helping them re-discover their own worth. *Refer to diagram in slide show notes.

5
Q

Critical thinking

A

the careful and deliberate determination of whether to accept, reject or suspend judgment about a claim. 1. A predisposition to question conclusions that concern client care and welfare. 2. Asking “does it work?” and “how do you know?” when confronted with claims that a method helps clients, and also questioning generalizations about treatment methods. 3. Weighing evidence for and against assertions in a logical, rational, systematic, data-based way. 4. Analyzing arguments to see what is being argued, spotting and explaining common fallacies in reasoning and applying basic methodological principles of scientific reasoning.

6
Q

Deconstruction

A

a process of analyzing “texts” or perspectives “that is sensitive…to marginalized voices” and “biased knowledge”; identifies the biases in the text, views them as problematic, and ‘decenters’ them. This requires us to not accept the constructs used as given: instead we look at them in relation to social, historical, and political contexts; tearing something apart and putting it back together

7
Q

Race-as biological vs. social:

A

Genotype- genetic structure or foundation

Phenotype- physical characteristics and appearance

Race & power: The sorting of people into different races or that in the modern era has generally been done by powerful groups for the purposes of maintain and extending their own power. Race can be powerful too, either for oppression or for group self-actualization.

8
Q

Social work and cultural competence

A
  • a set of cultural behaviors and attitudes integrated into the practice methods of a system, agency, or its professionals, that enables them to work effectively (to broad of range) in cross cultural situations. *This is one of the most critical aspects of social work practice.
9
Q

Surface structure:

A

use people, places, language, music, food, and clothing familiar to and preferred by the target audience; attracting the target audience. Example: Pro’s Ranch Market

10
Q

Deep structure

A

understanding the history; involves socio-demographic and racial/ethnic population differences and the influences of ethnic, cultural, social, environmental, and historical factors on behaviors. Example: Enlace Communitario, address barriers for undocumented people

11
Q

Ethnicity

A

a social identity based on the culture of one’s ancestors’ national or tribal groups as modified by the demands of the culture in which one group currently resides.

12
Q

Ethnic classification

A

how people view you at sight; “outside to in”

13
Q

Ethnic identity

A

how you choose to identify; source of pride “inside to out”

14
Q

Race

A

scientists have concluded that “race is primarily about culture and social structure, not biology…while it has some relationship to biology…it is primarily a sociopolitical construct”.

15
Q

Characteristics of the traditional, dominant paradigm:

Positivistic

A

belief that knowledge is gained through objective observations about the world around us; trained to see things in the environment; learn things via our senses (no emotional connection)

16
Q

Characteristics of the traditional, dominant paradigm:

Scientific

A

series of steps for conducting research and a set of prescriptions about how scientific knowledge should be created and judged; use of data;

17
Q

Characteristics of the traditional, dominant paradigm:

Objective

A

viewing things as they “really” are; studying; unbiased

18
Q

Characteristics of the traditional, dominant paradigm:

Qualitative

A

all materials are potentially quantifiable; gathering data; measurable qualities; seeks answers to questions by making generalizations about people and things “based on precisely measured quantities”

19
Q

Characteristics of the traditional, dominant paradigm:Masculinity/Patriarchy

A

Emphasis on valuing masculine attributes has led to patriarchy; The ideal of independence, pull yourself up by the boot straps, will, strength, emotionally reserved, aggressive, integrity, sexual potency, dominance, in-charge; *Consequence for women: Inferior, controlled, and culturally devalued

20
Q

Characteristics of the traditional, dominant

Whiteness

A

people have come to be judged according to standards that reflect the values, attitudes, experiences, and historical perspectives of white persons, particularly of European decent; whiteness is the standard (Refer to ethnocentrism and levels of racism)

21
Q

Characteristics of the traditional, dominant paradigm:Separate/Impersonal/Competitive:

A

seeing world through dichotomies/binary oppositions (“in or out”, “us/them”, “either/or”, “we/they”); Separateness is seen in the traditional concern for separation of mind (thought) from body (physical); not cooperative or reciprocal; separation of realms of self; SW has a history of struggling with dualities; Impersonality and separateness are also associated closely with such valued masculine attributes as independence, autonomy, and individuality.

22
Q

Characteristics of the traditional, dominant paradigmPrivilege

A

the benefits that accrue to those who define fit, and enforce the processes, attributes, perspectives, standards, and ways of relating that characterize the traditional paradigm; having access to services (housing, qualification, health, insurances, economic capital);

23
Q

Characteristics of the traditional, dominant paradigm: Standard of rightness

A

the norm used to judge all other persons

24
Q

Characteristics of the traditional, dominant paradigm: Standard norm

A

not necessarily a majority

25
Q

Characteristics of the traditional, dominant paradigm:White privilege

A

in the US society, the ability to exert power and control over others is often associated with whiteness

26
Q

Characteristics of the alternative paradigm:

A

the alternative paradigms we explore evaluate persons’ worth and importance according to standards of the inherent worth and dignity of all humans, and specially recognize the benefits of human diversity.

27
Q

Characteristics of the alternative paradigm:

Interpretive Knowledge-

A

how a person interacts with society in regards to behavior, culture speech, and institutions

28
Q

Characteristics of the alternative paradigm:

Hermeneutics

A

the science of interpretation; the discipline concerned with the investigation and interpretation of human behavior, speech, institutions, etc., as essentially intentional; understanding the meaning of the human experience; being a good listener and very intentional;

29
Q

Characteristics of the alternative paradigm:

Self-awareness-

A

an awareness of the influence of our personal worldview on our own behaviors and on our perceptions of the behavior of others

30
Q

Characteristics of the alternative paradigm:

Intuitive Knowledge

A

based on direct, nonintellectual experience of reality arising in an expanded state of awareness. It tends to be synthesizing, holistic, and nonlinear; being able to see things as the “big picture” *very essential for social work knowledge and practice;

31
Q

Subjective understanding

A

respects personal experience as an important/valuable/valued influence on what is known and how we view the world; using personal experiences to change your understanding of something; looking for meaning of life;

32
Q

Subjective understanding

A

Religion- the “formal” institutional contexts of spiritual beliefs and practices

Spirituality- the general human experience of developing a sense of meaning, purpose, and morality

Theism- the belief in the existence of God, an immortal soul, or any other type of deity or deities

Atheism- the belief in the nonexistence of God, which in the modern world is often expressed as the materialist hypothesis that matter is the only reality

Agnosticism- the belief that the question of whether or not God exists either has not been or cannot be answer

33
Q

Qualitative approaches

A

an approach to the study of human behavior that relies on the analysis of narrative data to create an interpretation of the meaning of these behaviors from the perspective of the participants themselves, within their own social context; researcher is engaged in the lives of the people studies

34
Q

Naturalistic inquiry

A

uncovers stories told by real people, about real events, in real and natural ways.

35
Q

Postmodern

A

traditional ways of knowing are increasingly question at many levels

36
Q

Heuristic research

A

any problem-solving strategy that appears to lead to relevant, reliable, and useful information; recognizing there are multiple ways of getting information; encompasses aspects of traditional and alternative perspectives;

37
Q

Inductive Reasoning

A

from particular to general

38
Q

Deductive Reasoning

A

from general to particular

39
Q

Positivism

A

that knowledge is gained through objective observations of the world around us; a more narrow concept, always based on use of scientific method to determine knowledge.

40
Q

Ethnocentrism

A

the tendency to see one’s own group as more important, more valuable than others; powerful influence in traditional dominant paradigm;

41
Q

Patriarchy

A

the rule of the fathers”; is a society in which formal power over public decision and policy making is held by adult men; embodiment of masculine ideals and practices;

42
Q

Racism

A

results from the transformation of race prejudice and/or ethnocentrism through the exercise of power against a racial group defined as inferior, by individuals and institutions with the intentional or unintentional support of the entire (race or) culture.

43
Q

Individuals Racism

A

one considers that Black people (or people of color) as a group are inferior to Whites because of physical (genotypical and phenotypical) traits. [She or] he further believes that these physical traits are determinants of (inferior) social behavior and moral or intellectual qualities, and ultimately presumes that this inferiority is a legitimate basis for interior social treatment of Black people (or people of color in American society.

44
Q

Institutional Racism

A

those established laws, customs, and practices which systematically reflect and produce racial inequalities in American society…whether or not the individuals maintaining those practices have racist intentions. The clearest indication of institutional racism is disparity in the circumstances of Whites and people of color, which continues from the past into the present.

45
Q

Cultural Racism

A

the belief in the inferiority of the implements, handicrafts, agriculture, economics, music, art, religious beliefs, traditions, language and story of African (Hispanic, Asian, and Indian) peoples;… (and the belief that) Black (and other non-White) Americans have not distinctive implements, handicrafts, agriculture, economics, music, art, religious beliefs, traditions, languages or story apart from those of mainstream white America.

46
Q

Privilege-

A

those who benefit are those who define, fit, and enforce the processes, attributes, perspectives, standards, and ways of relating that characterize the traditional and dominant paradigms. is that powerful but often unspoken and taken-for-granted sense that one fits, that one is an active and powerful participant and partner in defining and making decisions about one’s world; privilege is gained and maintained at the expense of others.

47
Q

Feminism

A

a conceptual framework and mode of analysis that has analyzed the status of women (and other disempowered groups), cross-culturally and historically to explain dynamics and conditions undergirding disparities in sociocultural status and power between majority and minority populations

48
Q

Peggy McIntosh

A

she talks about an individual knapsack which we carry on our backs that gives us access; a feminist scholar, who offers dramatic, real-life examples of the benefits that accrue to those of us who reflect characteristics of the “norm of rightness” (“skin-color” privilege, also known as “whiteness”. This is a form of privilege and how it can often be taken for granted on a day-to-day basis. Refer to page 58!) and who “fit” the dimensions of the traditional and dominant paradigm.

49
Q

Personal as political/conciseness raising:

A

consciousness raising that occurs when people explore their own stories or the stories of others in troubling circumstances; this creates a synergy in which people cannot help but want to act, you cant just sit and do nothing; group consciousness v. individual consciousness v. group consciousness v. movements & policy changes

50
Q

Language:

A

As social workers we need to read and deconstruct the world and how meaning applies to social work; meaning is constructed through language; people represent and understand their own world (communication);

51
Q

Language as/and:

Exclusive or inclusive:
A

who is in or who is out

52
Q

Minority-

A
  • a. uniqueness of groups (people w/disabilities, indigenous, black, LGBTQ, etc.) b. the idea that these people share certain characteristics (not always the case); may also be inaccurate in reference to many groups such as women, who are the numerical majority. *Majority can take away the individuality and uniqueness, causing less access;
53
Q

Labeling theory

A

describes the ability of some groups to impose a label of “deviant” on certain other members of society; often time’s people believe they are truly something that they are told… “you are nothing but a….” Thus they begin to internalize this label.

54
Q

Mental health

A
  • has implications
55
Q

Disability-

A

a physical, mental, emotional, or sensory condition that limits the person in any major are of life. Limit based on whatever that disability might be. For example: glass ceiling effect

56
Q

Sexual Orientation

A
  • there is a lack of information/language/meaning; socially constructed;
57
Q

Functional Theory

A

that society is a whole unit, made of interrelated parts that work together

58
Q

Conflict Theory

A

views society as composed of groups fiercely competing for scarce resources; sees as the basis of social order the coercion of less powerful groups and classes by more powerful groups and classes

59
Q

Interactionist Theory

A

takes a micro (individuals or small groups) than macro (societal) approach to attempting to explain human behavior; behavior is much less scripted, instead it appears more fluid, more tentative, even negotiable;

60
Q

Exchange Theory-

A

proposes that human interaction involves rational calculations; people are able to calculate how much pleasure or pain they are likely to experience in current social situations based on previous experiences in past situations.

61
Q

Symbolic Interaction Theory-

A

proposes that in addition to any objective assessment of the costs and benefits of interacting with other people, you also are involved in a subjective, symbolic process…symbolic interaction theory proposes that, before interacting, human beings size up one another in terms of these symbolic meanings. Example: women, instructor, student

62
Q

Dramaturgical Theory

A

more theatrical view of human society… portrays people as actors in the literal sense. We act out our everyday lives on a succession of stages (social situations). We script scenes (interaction episodes) to serve our interests. We dress ourselves in the costumes of the characters we play.

63
Q

Role Theory

A

seeks to explain behavior as action taken in accordance with agreed-upon rules of behavior for persons occupying given positions.

64
Q

Psychoanalytic Theory

A

a traditional theory of individual development focusing on internal and often unconscious origins of human behavior;

65
Q

Behavior/learning Theory

A

sees human behavior as almost entirely determined through learning that takes place as a result of reinforcement of our behaviors by others or as a result of our observation or behaviors modeled by others.

66
Q

Human Development

A

a. changes in the structure, function, or behavior of the human organism; b. that occur over some period of time (which may be of long or brief duration); c. and are due to an interactive combination of maturation and learning (heredity/environment interaction)

67
Q

Life Span Perspective

A

most often used in discussing human behavior at the individual level; used interchangeably with life cycle or state theories about human behavior; a. growth occurs at every period of life, from conception through old age; b. individual lives show continuity and change as they progress through time. An awareness of processes that contribute to both continuity and change is central to an understanding of human development; c. understanding of the whole person by studying the major internal developments that involve physical, social, emotional, and thinking capacities and their interrelationship; d. every person’s behavior must be analyzed in the context of relevant settings an personal relationships, meaning must be interpreted in regards to significant physical/social environments in which it occurs

68
Q

Social Systems/Ecological-

A

interrelatedness; all occurs in the in the matter of time and location; Refer to diagram!!!! looking at society as a whole; general systems theory: includes the entire physical world as well as the human world; ecological perspective: explicitly defines the environment as including physical (nonhuman) elements; these two systems help us bridge the gap between traditional and alternative paradigms; Give examples of what these are and give an example at each level.

69
Q

Alternative theoretical approaches:

Life Course

A

things like living through the great depression and military participation during the WWII, have demonstrable effects on subjective outcomes (e.g. sense of self, levels of psychological distress, attitudes toward work and family life; social and historical factors play a role; focus on intersections of historical factors embedded within a biological biography; looking at people in the context of time;

70
Q

Alternative theoretical approaches:Transitions

A

changes in status (most often role transitions) that are discrete and relatively bounded in duration, although their consequences may be observed over long time periods

71
Q

Alternative theoretical approaches:Trajectories

A

long-term patterns of stability and change that can be reliably differentiated from alternative patterns; trajectories often include multiple transitions… and transitions are always embedded in trajectories that give them distinctive form and meaning

72
Q

Strengths-based perspective- (alternative approach to pathology) (asses based) What advantages do we have going for ourselves;

A

emands a different way of looking at individuals, families, and communities, which requires an accounting of what people know and what they can do; it requires composing a roster of existing resources within and around the individual, family and community; re-vision focus on resilience, rebound, possibility, and transformation; creates a collaboration between client/worker relationship by working alongside one another; asserts that the client’s ‘meaning’ must count for more in the helpful process, and scientific labels and theories must count for less; Look at criticisms of perspective in book!!! The idea that people are sugar coating things.

73
Q

Strengths-based perspective Resilience

A

the skills, abilities, knowledge, and insight that accumulate over time as people struggle to surmount adversity and meet challenges; example: the fact that people walk in the door for a counseling session means they are not resistant and thus this is a strength.

74
Q

Strengths-based perspective Membership

A

that people need to be citizens—responsible and valued members in a viable group or community; to be without membership is to be alienated, and to be at risk of marginalization and oppression.

75
Q

Strengths-based perspective

Wellness-

A

recognizes the extremely strong and important relationship between “body, mind, and environment and health and wellness”; the unit of attention is the physical, mental, spiritual, and social well-being of the individual, family, and/or specific population involved in the intervention process; wellness as how it applies to a community;

76
Q

Strengths-based perspective

Constructivism

A

the theory that “for any single even or situation” there are multiple perceptions of reality all of which have validity;

77
Q

Strengths-based perspective

Psychoneuroimmunology

A

a biological perspective that informs wellness theory and focuses on “the reciprocal relationship between mind and body”; it assumes the mind and body are inseparable and that continuous reciprocal communication occurs between the mind and the various organ systems of the body via the brain’s chemistry.

78
Q

Strengths-based perspective

social development theory

A

recognizes the societal and political aspects of human functioning and attempt to address inequities caused by oppression or discrimination targeted toward certain subgroups of society.

79
Q

Strengths-based perspective

Empowerment

A

focuses on changing the distribution of power and it depicts power as originating from various sources and as infinite because it can be generated in the process of social interaction. Empowerment it:
1. Both a theory and practice that deal with issues of power, powerlessness, and oppression and how they contribute to individual, family, or community problems and affect helping relationships.
2. A perspective whose goal is to increase personal, interpersonal, or political power so that individuals, families, or communities can take action to improve their situations.
3. A process that can take place on the individual, interpersonal, and community levels of intervention. It consist of the following sub processes:
• Development of group consciousness
• Reduction of self-blame
• Assumption of personal responsibility for change
• Enhancement of self-efficacy.

80
Q

Strengths-based perspective

Cultural Competence-

A

the continual learning/ evolving process to create multicultural knowledge; continuous growth; the experiential awareness of the worker about culture, ethnicity, and racism: knowledge about historical oppression and related multicultural concepts; development of skills to deal effectively with the needs of the culturally diverse clients;

81
Q

Strengths-based perspective

Postpositivsim

A

reality is something that we can understand and capture probabilistically using the right tools.

82
Q

Strengths-based perspective

Constructivist

A

reality is constructed through social interaction and dialogue

83
Q

Strengths-based perspective

Critical thinking

A

reality is produced through historically based social and political processes that serve the purposes of the powerful

84
Q

Strengths-based perspective

Postmodernism

A

suggests that reality is a moving target that cannot be reduced to reassuring regularities.

85
Q

Strengths-based perspective

Solution-Focused

A

looking for solutions rather than fighting problems; do not dwell on problems (history is not very important); assessment is very deep and a quick process; *miracle question; the main therapeutic task is helping the client to imagine how he or she would like things to be different and what it will take to make that happen. Little attention is paid to diagnosis, history taking , or exploration of the problem. Solution-focused therapists assume clients want to change, have the capacity to envision change, and are doing their best to make change happen. Further, solution-focused therapists assume that the solution, or at least part of it, is probably already happening…treatment is brief, usually lasting less than 6 sessions

86
Q

Transactionalism

A

people shape their environment just as the physical environment influences them

87
Q

Simulation theories

A

focus on the physical environment as a source of sensory information that is essential for human well-being; stimulation may be light, color, heat, texture, or scent, or it may be building, streets, and parks; stimulation influence thinking, feelings, social interaction and health;

Stimulation overload- too much stimulation

Stimulation deprivation/restricted environmental stimulation- lack of stimulation
88
Q

Control theories-

A

focus on the issue of how much control we have over our physical environments and the attempts we make to gain control; humans desire control over their physical environments; some persons-environment configurations provide more control over the physical environment that others.

89
Q

Privacy

A

selective control of access to the self or to the one’s group

90
Q

Territoriality

A

the behavior individuals and small groups as they seek control over physical space; a pattern of behavior and attitudes held by an individual or groups, based on perceived, attempted or actual ownership or control of a definable physical space, object, or idea;

91
Q

Personal space

A

physical distance we choose to maintain; changes with age

92
Q

Crowding

A

unpleasant experience of being spatially cramped

93
Q

Behavior settings theories

A

claims that the setting has a more powerful influence on the behavior than characteristics of the individual; consistent, prescribed patterns of behavior develop and are maintained in many specific settings; behaviors of different persons in the same setting are more similar than the behaviors of the same person in different settings; Example: concert setting, black Friday shopping;

94
Q

Behavior settings theories

settings

A

-behavior occur in particular places

95
Q

Behavior settings theories

Programs

A

consistent, prescribed, patterns of behavior—devlop and are maintained in many specific settings; behavior programs are socially constructed, developed by people in interaction, and not determined by the physical environment;

96
Q

Behavior settings theories

Staffing

A

different behavior settings attract different numbers of participants, or staff; it is important to have a good fit between the number of participants and the behavioral program for the setting; overstaffing occurs when there are too many participants for the behavioral program of a given setting; understaffing occurs when there are too few participants;

97
Q

Accessibility-

A

ease in movement through and use of an environment

98
Q

Legibility

A

ease with which people can conceptualize key elements and spatial relationships within an environment and effectively find their way;

99
Q

Sociofugal spaces

A

designs that discourage social interaction

100
Q

Sociopetal spaces

A

physical designs that encourage social interaction

101
Q

Place attachment

A

the process in which people and groups form bonds with places

102
Q

Policy of normalization

A

what can we do to make environments “normal” for the people we are serving; elements of ones life and bringing them to where they are at. Example: in a nursing home/facility brining elements such as furniture pieces, pictures, etc.

103
Q

Features of the natural environment that influence emotional states:

A

water, trees, and sunlight;

Ecotherapy: exposure to nature and the outdoors as a component of psychotherapy;

Biophilia- humans have a genetically based need to affiliate with nature;