SLWK 606 Study Guide - Summer 2018, Comprehensive Midterm Notes - Cognitive Model, Therapeutic Relationship, Ford Focus
SLWK 606
MIDTERM EXAM
STUDY GUIDE
Fall 2018
● Middle stage skills
○ The testing, conflict, and adjustment that occur in the group are signs that
members are becoming comfortable enough to assert their own needs and their
own vision of the group.
○ Seven broad activities during the middle stage of all treatment groups
■ Preparing for group meetings.
● Program activities help build group cohesion, prosocial group
norms, and a group culture that fosters continued member
participation.
● In a children’s group, the worker may place a program activity,
such as charades, between group discussions to maintain
members’ interest.
■ Structuring the group’s work.
● Structure refers to the use of planned, systematic, time-limited
interventions and program activities. Highly structured
interventions rely on the guidance and direction of the worker, but
less-structured approaches encourage members to take full
responsibility for the purpose, goals, and interventions used in the
group.
● Inform members about beginning and ending the group on time.
● Give attention to apportioning time for ending meetings.
● Set agendas; verbal or written.
● Establish and maintain orderly communication and interaction
patterns.
● Help members progress toward their goals.
● Attend to transitions between group activities.
● Focus on multilevel interventions: individual, group, and
environment.
■ Involving and empowering group members.
● The ultimate goal of this process is to empower members so they
can take charge of their lives both inside and outside the group.
● An important first step is for workers to show their belief in
members’ strengths.
● Second step is to acknowledge the difficulties and obstacles they
encounter as they attempt to reach particular goals and objectives.
● Third step is to help them know that they have a stake in the
content and direction of the group.
● Fourth step is to praise members for reaching out to help each
other.
■ Helping members to achieve goals.
● Awareness of goals.
● Developing treatment plans.
● Overcoming obstacles to members’ work.
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○ Problems with contracts
■ Goals in the contract are vaguely defined or too
global to be achieved.
■ Goals are too difficult to achieve at the current
stage of treatment.
■ The worker and the member focused on long-term
goals rather than on more immediate, short-term
goals that have a higher probability of being
accomplished in a shorter period of time.
■ There is a misunderstanding between the member
and the worker about the nature of specific contract
goals.
■ Inappropriate goals were set without careful
assessment of the members’ situation.
■ Changing problems and situations necessitate
modifications in the treatment goals developed for a
contract made earlier in the group’s development.
● Helping members carry out treatment plans
○ Treatment plan intervention roles
■ Enabler: helps members utilize their own resources
and strengths; encourages members to share their
thoughts with the group; supports a culture of
mutual aid among members.
■ Broker: identifies community resources that may
help members carry out their treatment plans;
connects members with these resources.
■ Mediator: resolves disputes, conflicts, or opposing
views within the group or between a member and
some other person or organization; takes a neutral
stance and helps members arrive at a settlement or
agreement that is mutually acceptable.
■ Advocate: represents members’ interests and
needs; helps members obtain services and
resources.
■ Educator: presents new information to help resolve
members’ concerns; demonstrates and models new
behaviors; leads role plays, simulations, and in vivo
activities to help members practice new or different
ways of behaving in problematic situations.
■ Using empirically based treatment methods.
■ Working with reluctant and resistant group members.
● Acknowledge members’ feelings and reactions to being asked to
make changes in their lifestyles.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
The testing, conflict, and adjustment that occur in the group are signs that members are becoming comfortable enough to assert their own needs and their own vision of the group. Seven broad activities during the middle stage of all treatment groups. Program activities help build group cohesion, prosocial group norms, and a group culture that fosters continued member participation. In a children"s group, the worker may place a program activity, such as charades, between group discussions to maintain members" interest. Structure refers to the use of planned, systematic, time-limited interventions and program activities. Highly structured interventions rely on the guidance and direction of the worker, but less-structured approaches encourage members to take full responsibility for the purpose, goals, and interventions used in the group. Inform members about beginning and ending the group on time. Give attention to apportioning time for ending meetings. Establish and maintain orderly communication and interaction patterns. Focus on multilevel interventions: individual, group, and environment.
