exploration of multiple concerns expressed by clients

circumstances that might involve legally mandated intervention or concerns about health or safety

other potential problems that emerge from assessmnet

1. regard for individual worth and dignity and are advance dby mutual participation, acceptance, confidentiality, honesty and responsible handling of conflict.

2.Respect individuals right to make independent decisions adn to particpate actively in helping procvess

3. committed to assisting client systems to obtian needed resources

4. strive to make social institutions more humane and response to human needs

5. demonstrate respect for and acceptance of unique characteristics of diverse populations

1. safeguards reputation of a professional byu providing explicit criterira that cna be employed to regulate behavior of members

2. furthers competent and reponsible practice by its members

3. protects the public from exploitation by incompetent or unscrupulous practitioners.

1. students id themselves as professional sw's and act according

2. apply sw principles to guide practice

3. apply critical thinking to inform and communicate professional judgements

4. be aware of diversity and cultural difference

5. advance human rights and social justice

6. engage in research informed practice and practice informed research

8. knowledge and skills in evaluation

7. apply knowledge of human behavior and teh social environment

9. field education

problems experienced by sw clients stem from lack of resources, knowledge, and skills

2. sw negotiate systems and advocate for change to ensure their clients obtain access to their rights, resource and treatment with dignity

3.self determination

4.

1. Broker

2. Case Mgr

3. Mediator

4. Client advocate

1. Organizational Analyst

2. facilitator expediter

3.team member

4. consultant

5. supervisor

1. program developer

2.planner

3. policy and procedure developer

advocate

Phase 1 - exploration, engagement, assessment and planning

Phase 2 - Implementation and Goal attainment

Phase 3- Termination

1. exploring clients problems

2. establishing rapport

3. formulating multidimensional assesment of the problem

4. mutually negotiating goals

5. making referrals

assessing when the clienbt goals have been attained

2. heping the client develop strategies that maintain change and continue to growth following termination

3. successfully terminating the helping relationship

1. Purpose - to exchange information systematically with a view toward illumating and solving problems, promoting growth, or planning strategies or actions aimed at improving the quality of life of people

2.

1. self determination

2. informed consent

3. maintenance of client worker boundaries

4. confidentiality

1. determine your clients' expectations.

2. briefly explain the nature of the helping process, and define the client-sw relationshipo as partners seeking a solution to the clients difficulties.

1. acknowledging and empathizing with the client';s unrealistic experctions and sense of urgency

2. expressing the sw's helpful intent

3. explaining why the client's unrealistic expectations cannot be fulfilled

4.as part of sw's expertise, clarifying the helping process and defining a working partnership that places responsibility on the client for actively participating and ultimately making choices as to the course of actions to be taken.

1. encourage them to be open in sharing feelings

2. encourage them to work between sessions

3. keep appointments

4. emphsize that difficulties are inherent in the process of making change.

1. stress that you will be a partner in helping clients to understand their difficulties more fully.  Tell them that Imay be able to offer a fresh perspective. Stress that the client is ultimately responsible for final decisions.

2. emphasize that you plan to focus on strengths and incremenatal progress but at the same time will encourage them to recognize their own strengths.

3. intention to assist them in anticipating obstacles and your willingness to formulate strategies to surmount them.

4.

1 a thinking process

2. a responding process

Level 1. the social worker communicates little or no awareness or understanding of even the most conspicous of the client's feelings

Level 2.  social worker reponds to the surface message but erroneously omites feelings or factual aspects of the message.  May inappropriately qualify feelings.

Level 3. verbal and non verbal responses convey understanding that are interchangeable wiht cient's obvious expressions.

Level 4. somewhat additive responses and accurate reflect underlying feelings and aspect of problem

Level 5.

1. you must be able to forumultate responses that accurately capture the conent and surface in the client message.

2.important to frame the message so you don;t merely restate the client's message.

1. establishing relationships with clients initial sessions

2. staying in touch wtih clients

3. accurately assessing client problems

4.responding to client non verbal message

5. making confrontations more palatable

6.handling obstacles presented by clients

7. managing anger and patterns of violence

1. teach clients the paradigm for empathic responding

2. introduce clients to the list of words/phrases

3. intervene in sessions when clients fail to validate messages

4. give positive feedback when observing clients listening to eachother.

1. personalize messages by using the pronoun "I"

2. share feelings that lie at varying depths

3.describe thesituation or targeted behavior in neutral or descriptive tyerms

4. identify the specific impact of the problem situation or behavior on others

1. respond empathically to relfect client's anger and if possible, underlying feelings

2. continue to explore situation and teh feelings of particpants until you understand an nature of the events that inspired angry feelings

3. as you explore client's anger, authentically xpress feelings and reactons

4. apply a problem solving approach

5.if this is frequent and dysfunctional, might focus on client's style of expressing anger

6.in addition to empathingzing with client anger, you can model assertisve setting of boundaries and limits

1. stimulus response congruency - the extent to which sw's responses provide feedback to coientst that their messages are accdurately received

2. contetnt relevance - ext to which teh content of sw's responses is perceived by clients as relevant to their substantive concerns.

1, furthering

2. paraphrasing

3. closed ended responses

4. open ended responses

5. seeking concreteness

6. providing and maintaining focus

7. summarizing

minimal -  - nonverbal or verbal. Tehy signal the sw's attentive and encourage the client to continue verbalizing.

minimal and accent responses

closed ended questions define a topic and restric the clients response to a fwe owrds or a simple yes or no answer.

Open ended - invite expanded expression and leave client free to express what seems most relevant and important

1. checking out perceptions

clarifying the meaning of vague or unfamiliar terms

3. exploring the basis of conclusions drawn by clients

4. assisting clinets to personalize their statements

5. eliciting sprcific feelings

6. focusing on the herer and now, rather than the distant past

7. eliciting details related to clients' experiences

8. eliciting details related to interactional behavior

highlighting key aspect of discussions of sprecifc problems before changing the focus of discussion

2. making connections between relebant aspects of lengthy client messages

3. reviewing major focus points of a sessions adn tasks that a client plans ot work on before next session

4. rexcapitulating the highlights of  previous sessions and reviewing client progress on tasks during the week for providing focus and continuity between sessions