ASWB MSW Exam FULLY SOLVED & UPDATED.

Freud Psychosexual Stages - ANSWER-1. Anal (0-1) 2. Oral (2-3) 3. Phallic (3-5) 4. Latency (5-11) 5. Genital (12-18) Freud Psychosexual Stages Fixations - ANSWER- Oral stage - ANSWER--infant's primary interaction with world is through mouth, oral stimulation through sucking and tasting Anal stage - ANSWER--primary focus of libido was on controlling bladder and bowel movements -toilet training is primary issue, too much pressure can result in excessive need for order or cleanliness later in life, too little pressure from parents can lead to messy or destructive behavior later in life Phallic stage - ANSWER--focus of id's energy is on genitals, children become aware of gender identity Latent stage - ANSWER--focus of id's energy is on genitals, children become aware of gender identity Genital stage - ANSWER--onset of puberty causing libido to become active -strong interest in opposite sex, individual will continue to develop into well-balanced person Piaget Stages of Development - ANSWER-Sensorimotor (0-2) Preoperational thought (2.5 - 6/7) Concrete operations (7-11) Formal Operations (11-18) Sensorimotor Stage - ANSWER--learn primarily through sensory input and action -object permanence, causality, symbolic thought Preoperational Thought - ANSWER--child is able to use words and images to refer to objects Concrete operations - ANSWER-- think logically but have difficulty with abstracts or hypotheticals Formal Operations - ANSWER-- can think abstractly, use deductive reasoning, and systematically plan Erikson's Psychosocial Stages - ANSWER-1. Trust vs Mistrust 2. Autonomy vs Shame & Doubt 3. Initiative vs Guilt 4. Industry vs Inferiority 5. Identity vs Identity Diffusion 6. Intimacy vs Isolation 7. Generativity vs Self-Absorption 8. Integrity vs Despair Trust vs Mistrust - ANSWER-Children begin to learn the ability to trust others based upon the consistency of their caregiver(s). Autonomy vs Shame & Doubt - ANSWER-Between the ages of 1 and 3, children begin to assert their independence by walking away from their mother. If encouraged it fosters independence, if criticized it leads to feeling unable to survive and over dependence on parent. Initiative vs Guilt - ANSWER-Children assert themselves more frequently, if encouraged they feel secure in their ability to lead others and make decisions; if discouraged children develop a sense of guilt and lack self-initiative. Industry vs Inferiority - ANSWER-Children begin to develop a sense of pride in their accomplishments. If encouraged and they begin to feel industrious and feel confident in their ability to achieve goals. If not encouraged they feel inferior, doubting their abilities and failing to reach their potential. Identity vs Role Confusion - ANSWER-During adolescence, transition from childhood to adulthood and children become more independent, looking to their futures. Intimacy vs Isolation - ANSWER-In young adulthood, individuals begin to share themselves with others and explore relationships . Successful completion leads to commitment, while unsuccessful completion leads fear of intimacy & commitment. Generativity vs Stagnation - ANSWER-During middle adulthood, individuals establish careers, settle down within relationships, begin families, and develop a sense of being a part of the bigger picture. They give back to society through raising children, being productive at work, and becoming involved in community activities and organizations. Ego Integrity vs Despair - ANSWER-As individuals grow older and become senior citizens, they tend to slow down and explore life as retired people. If they view life as unproductive or failed to accomplish goals it can lead to depression. Behaviorist Theory - ANSWER-(Pavlov, Skinner)—learning is viewed through change in behavior and the stimuli in the external environment are the locus of learning. Social workers aim to change the external environment in order to bring about desired change. Cognitive Theory - ANSWER-(Piaget)—learning is viewed through internal mental processes (including insight, information processing, memory, and perception) and the locus of learning is internal cognitive structures. Social workers aim to develop opportunities to foster capacity and skills to improve learning. Humanistic Theory - ANSWER-(Maslow)—learning is viewed as a person's activities aimed at reaching his or her full potential, and the locus of learning is in meeting cognitive and other needs. Social workers aim to develop the whole person. Systems theory - ANSWER-- A system is comprised of several parts, and when one thing changes within a system the whole system is affected - understanding person in environment is essential to identifying barriers or opportunities for change Theory of Moral Development - ANSWER-Lawrence Kohlberg - believes moral development parallels cognitive development - moral reasoning (basis for ethical behavior) has 6 developmental stages - a person must pass through each stage without skipping - stages are grouped as pre conventional (before 9), conventional (early adolescence), and post conventional (adult) Individual Psychology - ANSWER-Alfred Adler - belief that the main motivations for human behavior are not sexual or aggressive urges but striving for perfection Defense Mechanisms - ANSWER-Behaviors that protect people from anxiety. They are automatic, involuntary, usually unconscious psychological activities to exclude unacceptable thoughts, urges, threats, and impulses from awareness for fear of disapproval, punishment, or other negative outcomes. Social Theory - ANSWER-(Bandura)—learning is obtained between people and their environment and their interactions and observations in social contexts. Social workers establish opportunities for conversation and participation to occur. Common defense mechanisms - ANSWER- Harm Reduction Model to Drug Addiction - ANSWER-Seeks to reduce or minimize the adverse health and social consequences associated with substance use without requiring a client to discontinue use. Addiction Stages of Treatment - ANSWER-1. Stabilization 2. Rehabilitation 3. Maintenance Cognitive dissonance - ANSWER-Arises when a person has to choose between two contradictory attitudes and beliefs. Echolalia - ANSWER-Repeating noises and phrases. It is associated with Catatonia, Autism Spectrum Disorder, Schizophrenia, and other disorders Infant Development - ANSWER-(Age 0-3) 1. Mental—learns through senses, exploring, playing, communicates by crying, babbling, then "baby talk," simple sentences. They need safety, security, physical closeness; a healthy parent-child bond. Young Child Development - ANSWER-(Age 4-6) 1. Physical—grows at a slower rate; improving motor skills; dresses self, toilet trained 2. Mental—begins to use symbols; improving memory; vivid imagination, fears; likes stories 3. Social-Emotional—identifies with parent(s); becomes more independent; sensitive to others' feelings Older Child Development - ANSWER-(Age 7-12) 1. Mental—understands cause and effect, can read, write, do math; active, eager learner 2. Social-Emotional—develops greater sense of self; focuses on school activities, negotiates for greater independence Adult Development - ANSWER-(Age 21-39) Healthy Growth and Development. 1. Physical —reaches physical and sexual maturity, nutritional needs are for maintenance, not growth 2. Mental—acquires new skills, information; uses these to solve problems 3. Social-Emotional—Seeks closeness with others; sets career goals; chooses lifestyle, community; starts own family. Middle Age Adult Development Stage - ANSWER-(Age 40-64) 1. Physical—begins to age; experiences menopause (women); may develop chronic health problems 2. Mental—uses life experiences to learn, create, solve problems 3. Social-Emotional—hopes to contribute to future generations; stays productive, avoids feeling "stuck" in life; balances dreams with reality; plans retirement; may care for children and parents Older Adult Development Stage - ANSWER-(Age 65-79) 1. Physical—ages gradually; natural decline in some physical abilities, senses 2. Mental—continues to be an active learner, thinker; memory skills may start to decline 3. Social-Emotional—takes on new roles (grandparent, widow or widower, etc.); balances independence, dependence; reviews life Elder Development Stage - ANSWER-(Age 80+) 1. Physical—continues to decline in physical abilities; at increasing risk for chronic illness, major health problems 2. Mental—continues to learn; memory skills and/or speed of learning may decline; confusion often signals illness or medication problem 3. Social-Emotional—accepts end of life and personal losses; lives as independently as possible Basic Human Needs (Maslow's Hierarchy) - ANSWER- Models for substance abuse - ANSWER-1. Biopsychosocial model - most comprehensive explanation 2. Medical model-a addiction is considered a chronic disease 3. Self-medication model - substances relieve symptoms of a psychiatric disorder 4. Family & environmental model 5. Social model Stages of Grief - ANSWER-Denial and isolation: Shock is replaced with the feeling of "this can't be happening to me." Anger: The emotional confusion that results from this loss may lead to anger and finding someone or something to blame—"why me?" Bargaining: The next stage may result in trying to negotiate with one's self (or a higher power) to attempt to change what has occurred. Depression: A period of sadness and loneliness will then occur, in which a person reflects on his or her grief and loss. Acceptance: After time feeling depressed about the loss, a person will eventually be at peace with what happened. Hope is not a separate stage, but is possible at any stage. Ethnicity - ANSWER-The idea that one is a member of a particular cultural, national, or racial group that may share culture, religion, race, language, or place of origin. Race - ANSWER-Is related to a particular social, historical, and geographic context. Today, society classifies people into different races primarily based on skin color. Cultural Identity - ANSWER-The identity of a group or culture of an individual who is influenced by his or her self-identification with that group or culture. Cultural & Ethnic Identity Stages - ANSWER-1. Unexamined identity 2. Identity search 3. Identity achievement Strengths Perspective - ANSWER-Clients have the capacity to grow, change, and adapt (humanistic approach). They have the knowledge that is important in defining and solving their problems (clients or families are experts about their own lives and situations); they are resilient and survive and thrive despite difficulties. Abuse Types - ANSWER-Physical, sexual, psychological, and neglect Reduce Dynamic Risk Factors - ANSWER-- Pharmacological interventions - Substance use treatment - Psychosocial interventions Dynamic risk factors - ANSWER-Potentially changeable factors Static risk factors - ANSWER-Risk factors that are not amenable to intervention, such as prior hx of offenses Cognitive distortions - ANSWER-Filtering - focus on negative and ignore positive Polarized thinking - black or white thinking Overgeneralization - come to conclusions based on a single event Catastrophizing - expecting disaster Personalization - thinking everything is about you or caused by you Blaming - blaming others for our emotions Shoulds - holding others to our personal standards of how we believe they should act Emotional Reasoning - what we feel is the truth Reward Fallacy - expecting a reward for altruistic behavior Minimizing & Magnifying Self-actualization - ANSWER-realization or fulfillment of one's potential Egocentric - ANSWER-Piaget (assumes other's see things exactly how they do) Ego-syntonic - ANSWER-behaviors, values, feeling in sync with the Ego. Ego-dystonic - ANSWER-beliefs, values, feelings that are in contrast to the Ego, self-image. Mental Health Parity - ANSWER-recognizes mental health illnesses as the same as physical illnesses. Sexual Orientation - ANSWER-An individual's pattern of physical and emotional arousal toward other persons. Gender Identity - ANSWER-The knowledge of oneself as being male or female. Gender identity usually conforms to anatomic/biological sex. Psychosocial approach - ANSWER-Focuses on intrapsychic and interpersonal change Task Centered approach - ANSWER-Focuses on completing tasks to strengthen self-esteem and restore usual capacity for coping. Problem Solving Approach assumption about human behavior - ANSWER-individual's cognitive processes can be engaged to solve problems, achieve, and to grow emotionally Theoretical bases for Cognitive approach - ANSWER-Rational-emotive behavior therapy Ecological Model - ANSWER-- Problems occur in life transitions, environmental pressures, or maladaptive fit between individual and larger entity (family or community) - Each individual system depends on other systems Bowenian Family Therapy - ANSWER-- the goal of this approach is not symptom reduction rather it is interested in improving the intergenerational transmission process Bowen Emotional Triangle - ANSWER-3 person system, smallest stable relationship, forms when two people experience tension Family Systems Theory - ANSWER-Minuchin - Structure should be hierarchical w/ parents at top Strategic Family Therapy - ANSWER-Haley & Madanes - Symptoms have a "payoff" for the family - Helplessness, illness provide power positions within family, child uses symptoms to change parent behavior. Types of therapy groups - ANSWER-Groups centered on a shared problem counseling groups activity groups action groups self-help groups natural groups closed vs open groups structured groups crisis groups reference groups (similar values) Educational Groups - ANSWER-Focus on helping members learn new information and skills Stages of group development - ANSWER-1. Preaffiliation- development of trust (aka forming) 2. Power and control- struggles for individual autonomy and group identification (aka storming) 3. Intimacy- utilizing self in service of group (aka norming) 4. Differentiation- acceptance of each other as distinct individuals (aka performing) 5. Separation/termination- interdependence (aka ajourning) Equifinality - ANSWER-reaching same ending point from different starting points Entropy - ANSWER-tendency of system to move toward disorder Group Properties - ANSWER-- Formal vs informal - Primary group (family, friendship) - Secondary relationships (task centered) - Open vs Closed Biopsychosocial History - ANSWER-Provides information on the current/presenting issue or issues; a client's past and present physical health, including developmental milestones; a client's emotional functioning; educational or vocational background Biological section assessment - ANSWER-A client's medical history, developmental history, current medications, substance abuse history, and family history of medical illnesses. Psychological section assessment - ANSWER-a client's present psychiatric illness or symptoms, history of the current psychiatric illness or symptoms, past or current psychosocial stressors, and mental status. Antipsychotics - ANSWER-Haldol, Loxitane, Thorazine Anti-depressants - ANSWER-SSRIs -Celexa, Lexapro, Proxac, Zoloft, Others -Effexor, Remeron, Wellbutrin Mood Stabilizers - ANSWER-Lithium, Topamax, Lamictal Anti-anxiety medications - ANSWER-Ativan, valium, Xanax ADHD meds - ANSWER-Adderall, ritalin Neurodevelopmental D/Os - ANSWER-Includes Intellectual d/os, communication d/os, autism spectrum, adhd, learning d/o, motor d/o Schizophrenia spectrum D/Os (7) - ANSWER-Schizophrenia, schizotypal PD, brief psychotic d/o, schizophreniform d/o, schizoaffective d/o, substance induced psychotic d/o, catatonia Bipolar related D/Os (7) - ANSWER-Bipolar I, Bipolar II, cyclothymic d/o Depressive D/Os (8) - ANSWER-Disruptive mood dysregualtion d/o, MDD, persistent depressive d/o, premenstrual dysphoric disorder Anxiety D/Os (12) - ANSWER-Separation Anxiety Disorder, Selective Mutism, Specific Phobia, Social Anxiety Disorder, Panic Disorder, Panic Attack (Specifier), Agoraphobia, Generalized Anxiety Disorder, Substance/Medication-Induced Anxiety Disorder, Anxiety Disorder Due to Another Medical Condition, Other Specified Anxiety Disorder, Unspecified Anxiety Disorder Personality D/Os - ANSWER-Cluster A: Odd and Eccentric 1. Schizoid Personality Disorder 2. Paranoid Personality Disorder 3. Schizotypal Personality Disorder Cluster B: Dramatic, emotional, and erratic 1. Antisocial Personality Disorder 2. Borderline Personality Disorder 3. Narcissistic Personality Disorder 4. Histrionic Personality Disorder Cluster C: Anxious and fearful 1. Avoidant Personality Disorder 2. Dependent Personality Disorder 3. Obsessive-Compulsive Personality Disorder PD typically diagnosed in - ANSWER- Mental Status Exam - ANSWER-1.Appearance—facial expression, grooming, dress, gait, and so on 2.Orientation—awareness of time and place, events, and so on 3.Speech pattern—slurred, pressured, slow, flat tone, calm, and so on 4.Affect/mood—mood as evidenced in both behavior and client's statements (sad, jittery, manic, placid, and so on) 5.Impulsive/potential for harm—impulse control with special attention to potential suicidality and/or harm to others 6.Judgment/insight—ability to predict the consequences of her or his behavior, to make "sensible" decisions, to recognize her or his contribution to her or his problem 7.Thought processes/reality testing—thinking style and ability to know reality, including the difference between stimuli that are coming from inside herself or himself and those that are coming from outside herself or himself (statements about delusions, hallucinations, and conclusions about whether or not a client is psychotic would appear here) 8.Intellectual functioning/memory—level of intelligence and of recent and remote memory functions Genogram - ANSWER-a graphic representation of a family tree that displays the interaction of generations within a family. Ecomap - ANSWER-Shows social and personal relationships of individual in relation to their environment Paradoxical directive - ANSWER-Therapist asks pt to choose to engage in problematic behavior to illustrate the behavior is voluntary & controllable. Comorbid - ANSWER-existing with or at the same time; for instance, having two different illnesses at the same time Contraindicated - ANSWER-not recommended or safe to use (a medication or treatment that is contraindicated would not be prescribed because it could have serious consequences) Delusion - ANSWER-false, fixed belief despite evidence to the contrary (believing something that is not true) Disorientation - ANSWER-confusion with regard to person, time, or place Dissociation - ANSWER-disturbance or change in the usually integrative functions of memory, identity, perception, or consciousness Endogenous depression - ANSWER-depression caused by a biochemical imbalance rather than a psychosocial stressor or external factors Exogenous depression - ANSWER-depression caused by external events or psychosocial stressors Folie à deux - ANSWER-shared delusion Postmorbid - ANSWER-subsequent to the onset of an illness Premorbid - ANSWER-prior to the onset of an illness Psychotic - ANSWER-experiencing delusions or hallucinations Problem Solving Process (Therapy) - ANSWER-Engagement, assessment, planning, intervention, evaluation, termination Indicators of Trauma/Abuse - ANSWER-1.Addictive behaviors 2.An inability to tolerate conflicts with others 3.A belief of being bad, worthless, without value 4.Dichotomous "all or nothing" thinking 5.Chronic and repeated suicidal thoughts/feelings 6.Poor attachment 7.Dissociation 8.Eating disorders 9.Self-blame 10.Intense anxiety and repeated panic attacks 11.Depression 12.Self-harm, or self-destruction 13.Unexplained intense, fears of people, places, or things Collateral Sources - ANSWER-family, friends, other agencies, physicians, as informants when collecting information to effectively treat clients. Beck Depression Inventory - ANSWER-21 items to measure depression MMPI - ANSWER-Minnesota Multiphasic Personality Inventory consists of 550 statements designed as a personality test for the assessment of psychopathology MBTI - ANSWER-Myers-Briggs Type Indicator - self-report inventory that attempts to classify individuals along four theoretically independent dimensions. The first dimension is a general attitude toward the world, either extraverted (E) or introverted (I). The second dimension, perception, is divided between sensation (S) and intuition (N). The third dimension is that of processing. Once information is received, it is processed in either a thinking (T) or feeling (F) style. The final dimension is judging (J) versus perceiving (P). Rorschach Inkblot Test - ANSWER-Client responses to inkblots are used to assess perceptual reactions and other psychological functioning. Stanford-Binet Intelligence Scale - ANSWER-Is designed for the testing of cognitive abilities. Thematic Apperception Test - ANSWER-It consists of a series of pictures of ambiguous scenes. Clients are asked to make up stories or fantasies concerning what is happening, has happened, and is going to happen in the scenes, along with a description of their thoughts and feelings. The TAT provides information on a client's perceptions and imagination. Wechsler Intelligence Scale - ANSWER-a measure of a child's intellectual and cognitive ability. It has four index scales and a full scale score. Schizotypal PD - ANSWER-A. The presence of one (or more) delusions with a duration of 1 month or longer. B. Criterion A for schizophrenia has never been met. Note: Hallucinations, if present, are not prominent and are related to the delusional theme (e.g., the sensation of being infested with insects associated with delusions of infestation). C. Apart from the impact of the delusion(s) or its ramifications, functioning is not markedly impaired, and behavior is not obviously bizarre or odd. D. If manic or major depressive episodes have occurred, these have been brief relative to the duration of the delusional periods. E. The disturbance is not attributable to the physiological effects of a substance or another medical condition and is not better explained by another mental disorder, such as body dysmorphic disorder or obsessive-compulsive disorder. Schizophreniform - ANSWER-Similar symptoms of schizophrenia but less than 6 months in duration. Schizoaffective - ANSWER-Requires a depressed or manic episode occur during active-phase symptoms. SOAP - ANSWER-Subjective - a client's report of how he or she has been doing since the last visit and/or what brought a client into treatment. Objective - Factual evidence of functioning Assessment - consolidation of objective & subjective info to form opinion of the case Plan - what to do to ameliorate problems Schizophrenia - ANSWER-A. Two (or more) of the following, each present for a significant portion of time during a 1 -month period (or less if successfully treated). At least one of these must be (1 ), (2), or (3): 1. Delusions. 2. Hallucinations. 3. Disorganized speech (e.g., frequent derailment or incoherence). 4. Grossly disorganized or catatonic behavior. 5. Negative symptoms (i.e., diminished emotional expression or avolition). B. Decreased level of functioning C. 6 months of disturbance D. R/O of schizoaffective, depression, or bipolar E. Not due to drugs/medication/medical condition F. If hx of child onset of autism schizophrenia dx only if prominent delusions & hallucinations present 1 month Catatonia - ANSWER-A. Two (or more) of the following, each present for a significant portion of time during a 1 -month period (or less if successfully treated). At least one of these must be (1 ), (2), or (3): 1. Delusions. 2. Hallucinations. 3. Disorganized speech (e.g., frequent derailment or incoherence). 4. Grossly disorganized or catatonic behavior. 5. Negative symptoms (i.e., diminished emotional expression or avolition). Bipolar I Disorder - ANSWER-1 manic episode in lifetime Manic Episode A. A distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased goal-directed activity or energy, lasting at least 1 week and present most of the day B. During the period of mood disturbance and increased energy or activity, three (or more) of the following symptoms: 1. Inflated self-esteem or grandiosity. 2. Decreased need for sleep (e.g., feels rested after only 3 hours of sleep). 3. More talkative than usual or pressure to keep talking. 4. Flight of ideas or subjective experience that thoughts are racing. 5. Distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli), as reported or observed. 6. Increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation (i.e., purposeless non-goal-directed activity). 7. Excessive involvement in activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments). C. The mood disturbance is sufficiently severe to cause marked impairment in social or occupational functioning C. The mood disturbance is sufficiently severe to cause marked impairment in social or occupational functioning 1 depressed episode during 2 week period. Major Depression A. Five (or more) of the following symptoms have been present 1. Depressed mood most of the day, nearly every day 2. Markedly diminished interest or pleasure in all, or almost all, activities most of the day 3. Significant weight loss when not dieting or weight gain 4. Insomnia or hypersomnia nearly every day. 5. Psychomotor agitation or retardation 6. Fatigue or loss of energy 7. Feelings of worthlessness or excessive or inappropriate guilt 8. Diminish Bipolar II Disorder - ANSWER-1 hypomanic episode A. A distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased activity or energy, lasting at least 4 consecutive days and present most of the day, nearly every day. B. During the period of mood disturbance and increased energy and activity, three (or more) of the following symptoms have persisted: 1. Inflated self-esteem or grandiosity. 2. Decreased need for sleep (e.g., feels rested after only 3 hours of sleep). 3. More talkative than usual or pressure to keep talking.4. Flight of ideas or subjective experience that thoughts are racing. 5. Distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli), as reported or obsen/ed. 6. Increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation. 7. Excessive involvement in activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments). C. The episode is associated with an unequivocal change in functioning that is uncharacteristic of the individual when not symptomatic. D. The disturbance in mood and the change in functioning are observable by others. E. The episode is not severe enough to cause marked impairment in social or occupational functioning or to necessitate hospitalization. If there are psychotic features, the episode is, by definition, manic. F. The episode is not attributable to the physiological effects of a substance (e.g., a drug of abuse, a medication or other treatment). 1 depressed episode. Cyclothymic - ANSWER-A. For at least 2 years (at least 1 year in children and adolescents) there have been numerous periods with hypomanie symptoms that do not meet criteria for a hypomanie episode and numerous periods with depressive symptoms that do not meet criteria for a major depressive episode. B. During the above 2-year period (1 year in children and adolescents), the hypomanie and depressive periods have been present for at least half the time and the individual has not been without the symptoms for more than 2 months at a time. C. Criteria for a major depressive, manic, or hypomanie episode have never been met. D. The symptoms in Criterion A are not better explained by schizoaffective disorder, schizophrenia, schizophreniform disorder, delusional disorder, or other specified or unspecified schizophrenia spectrum and other psychotic disorder. E. The symptoms are not attributable to the physiological effects of a substance (e.g., a drug of abuse, a medication) or another medical condition (e.g., hyperthyroidism).F. The symptoms cause clinically significant distress or impairment in social, occupational, or other important areas of functioning. Disruptive Mood Dysregulation Disorder - ANSWER-A. Severe recurrent outbursts E. Present for 12+ months G. Diagnosis should not be made before age 6 or after 18 H. If observation or hx is used for dx, age of onset should be before age 10 MDD - ANSWER-A. 5+ of the following during 2 week period: 1. depressed mood most of the day 2. diminished interest or pleasure 3. sign. weight loss or weight gain 4. insomnia or hypersomnia 5. psychomotor agitation 6. fatigue 7. worthlessness or guilt 8. diminished ability to think or concentrate 9. recurrent thoughts of death, SI, SA B. Symptoms are clinically sign. C. Episode is not due to medical cond. Persistent Dysphoric Disorder (Dysthymia) - ANSWER-A. Depressed mood most of the day for 2 years B. Presence of 2+ of the following: 1. poor appetite 2. insomnia or hypersomnia 3. fatigue 4. low self-esteem 5. poor concentration 6. hopelessness C. During 2 years symptoms have not been relieved for more than 2 months. Panic Disorder - ANSWER-A. Recurrent unexpected panic attacks B. At least 1 attack has been followed by of: 1. concern or worry about addition attacks 2. sign. maladaptive change related to attacks C. Not due to substances D. Not better explained by another cond. Panic Attack - ANSWER-abrupt surge of intense fear or discomfort that reaches peak within minutes Generalized Anxiety Disorder - ANSWER-A. excessive worry for 6+ months B. Difficulty controlling worry C. Anxiety associated with 3+ of the following: 1. restlessness 2. fatigue 3. diff. concentrating 4. irritability 5. muscle tension 6. sleep disturbance D. Causing sign. distress or impairment OCD - ANSWER-A. Presence of Obsessions, Compulsions or both B. Obsessions or compulsions are time-consuming (more than 1 hour daily) C. Not due to substances D. Not another mental illness Obsessions - ANSWER-recurrent thoughts, urges, or images that are intrusive or unwanted and cause anxiety or distress Compulsions - ANSWER-repetitive behaviors or mental acts aimed at reducing anxiety or distress Trichotillomania - ANSWER-Hair pulling disorder Excoriation disorder - ANSWER-skin picking Universalism - ANSWER-the principle that welfare services should be available to all by right, according to need, and not restricted by individual ability to pay, but funded by general contributions through taxes, rates, or national insurance payments Child emancipation - ANSWER-Through marriage, armed forces service, management of own money court states that teen is their own legal guardian. Terminating clients for non-payment - ANSWER-The financial contractual arrangements have been made clear to the client, preferably in writing. The client does not pose an imminent danger to self or others. The clinical and other consequences of the non-payment (i.e., disruption of treatment/interruption of services) have been discussed with the client. Terminating Client Early - ANSWER-1. Client has mental health needs that are beyond the social worker's area of expertise. 2. Therapist is unable or unwilling, for appropriate reasons, to continue to provide care 3. Conflict of interest is identified after treatment begins 4. Client fails to make adequate progress toward treatment goals or fails to comply with treatment recommendations 5.Client fails to participate in therapy 6.Lack of communication/contact from the client 7. Non-payment of agreed upon fees Psychotherapy notes release - ANSWER-Notes kept separate from client record may be classified as psychotherapy notes and protected as PHI under HIPAA. self psychology - ANSWER-Focuses on empathy toward client. Mirroring (positive responses of others help form sense of self worth), Idealizing (those we look up to), Twinship (copying others for a sense of likeness & belonging) object relations - ANSWER-Humans are primarily motivated by the need to form relationships. Action research - ANSWER-Research that includes community engagement, activism, etc. QD, BID, TID, QID, PRN etc. - ANSWER-Daily, 2x daily, 3x daily, 4x daily, as needed. Code of Ethics - ANSWER-1.Service 2.Social justice 3.Dignity & Worth of Person 4.Importance of Human Relationships 5.Integrity 6.Competence external validity - ANSWER-extent to which effect in research can be generalized to other populations, settings, and treatment variables Internal Validity - ANSWER-confidence that can be placed in the cause and effect relationship in a study Reliability - ANSWER-Overall consistency of a measure. high reliability indicates a measure will produce statistically similar results under consistent experimental conditions. ex, if two SWs administer same interview, do they get same results. Positive reinforcement - ANSWER-Occurs when a behavior (response) is followed by a stimulus that is rewarding, increasing frequency of behavior Negative reinforcement - ANSWER-Occurs when a behavior (response) is followed by the removal of an aversive stimulus, thereby increasing that behavior's frequency. Ex: Wife nags husband until he does something, then the nagging stops. Positive punishment - ANSWER-Occurs when a behavior (response) is followed by a stimulus, such as introducing a shock or loud noise, resulting in a decrease in that behavior. Ex: spanking Negative punishment - ANSWER-Occurs when a behavior (response) is followed by the removal of a stimulus. Ex: Taking away a child's toy following an undesired behavior, resulting in a decrease in that behavior. Token economy (contingency management) - ANSWER-Exchange system using the principles of operant conditioning where a token is given as a reward for a desired behavior. Tokens may later be exchanged for a desired prize or rewards such as power, prestige, goods, or services. short term interventions - ANSWER-psychodynamic model crisis model cbt Change Strategies - ANSWER-modify systems modify individual thoughts modify actions Most important info to collect during program eval - ANSWER-how well the agency is reaching the targeted population Magical Thinking - ANSWER-One's thoughts alone can result in the accomplishment of certain wishes Displacement - ANSWER-Affect is transferred from one object to another. -compulsively eating lollipop after quitting smoking -yells at spouse because unable to express anger Asceticism - ANSWER-Rigor and self-denial -refuse to eat or sleep until project complete -refuse pleasure to cope with tension and desire Denial - ANSWER-Distorts reality, doesn't acknowledge emotion, uncommon in children Sublimation - ANSWER-Displace unacceptable instincts for constructive and socially acceptable behaviors Elder abuse - ANSWER-physical, financial, psychological Maturational crisis - ANSWER-Normal stress during course of life -marriage, child birth, retirement Situational crisis - ANSWER-Sudden traumatic event unexpected -death of loved one, job loss, illness Crisis Intervention - ANSWER-Brief treatment to help restore to pre-crisis functioning What are 5 steps of program development? - ANSWER-1. Conduct needs assessment 2. Define goals and objectives 3. Establish planning team 4. Develop action plan and timeline (may conduct lit review) 5. Implement