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Human Behavior Ch1-8
| Question | Answer |
|---|---|
| categories of NASW ethical standards include | responsibilities to clients colleagues practice settings professionals the social work profession broader society |
| NASW 6 core values | service social justice dignity and worth of the person importance of human relationships integrity competence |
| empowerment | the process of increasing personal, interpersonal, or political power so that individuals can take action to improve their life situations |
| 3 facets of human rights | political and human freedom adequate standard of living rights on a global level where everyone is entitled to a social and international order in which human rights are realized |
| social forces | are values and beliefs held by people in the social environment that are strong enough to influence people's activities, including how the government is structured or restricted. |
| economic forces | are the resources that available, how they are distributed, and how they are spent. |
| political forces | are the current governmental structures, the laws to which people are subject, and the overall distribution of power among the population. |
| community | a number of people who have something in common that connects them in some way or distinguishes them from others. |
| group | is at least two individuals gathered together because of some common bond, to meet members' social and emotional needs, or to fulfill some mutual purpose. ex, study groups, neighborhood groups, recreational groups. |
| input | is the energy, information, or communication flow received by other systems. |
| output | is what happens to input after it's gone through and been processed by some system. |
| interface | is the point where two systems come into contact with each other, interface, or communicate, ex. individuals, families, groups, organizations, communities. |
| equifinality | is the notion that there are many different means to achieve the same end |
| ecological | living interactions |
| adaptation | is the capacity to adjust to surrounding environmental conditions. ( it implies an ongoing process of change) |
| stressor | is a demand, situation, or circumstance that results in physiological and/or emotional tension, in other words stress. |
| engagement | establishing a relationship with the client |
| assessment | identifying the clients needs and their resources available |
| planning | identifying goals and ways to implement them |
| intervention | is the actual doing and implementing the plan |
| evaluation | is appraising the effectiveness of the plan and implementation of the plan |
| termination | is the ending of the relationship with the client |
| follow-up | is checking on the client and how they are functioning after the termination |
| group context | social exchange theory stresses the importance of the individual within the |
| rewards and costs | social exchange is interpersonal interaction which involves |
| learning theory provides | a framework for understanding how behavior develops or is learned |
| learning theory focuses on | individual members not the group members not the group as a unit |
| respondent conditioning | the elicitation of behavior in response to a specific stimuli |
| modeling | the learning of behavior by observing another individual engaging in that behavior |
| operant conditioning | a type of learning in which behaviors are altered primarily by regulating the consequences which follow them |
| cognitive behavioral theory | combines learning and cognitive theory. people can make positive changes in their lives , problematic behavior is the focus of change and cognition, emotions, and behavior interact and communicate with each other |
| psychoanalytic theory | emphasizes the impact of early life experiences and current feelings and behavior which it uses to explain behaviors in the present |
| group functioning | how group members act in their early life usually within their family, emotional reactions to each other and the leader, distorted perceptions members have of each other and events because of forces in their own personality. |
| system theory | 4 primary objective integration, pattern maintenance, goal attainment, adaptation. |
| pattern maintenance | the means by which the group adheres to its basic processes and procedures. |
| task groups | is a collection of people that use group dynamics to solve problems, develop ideas, create plans, and achieve goals. |
| administrative groups | various clusters of supervisors and managers organized to maintain and improve agency functioning |
| committee | a group of persons delegated to consider, investigate, take action on, or report on some matter. |
| board of directors | an administrative group authorized to formulate the organizations mission, objectives, and policies, in addition to overseeing the organization's ongoing activities. |
| six types of treatment groups | therapy, support, educational, growth, socialization, self-help groups |
| 5 ways social action groups are used | increasing understanding, inspiring others, consciousness raising, providing mutual support, using cooperation |
| scientific management | developed by Frederick Taylor when management and employees shared a hostile relationship. jobs and tasks should be studied scientifically. workers should be chosen on a scientific basis everyone works together following standardized procedure. |
| administrative theory of management | developed by henry Fayol based on six basic principals. division of work managerial authority and worker responsibility centralization of authority delegation of authority unity of command \(one supervisor) unity of direction to keep consistent goals |
| theoryX | views employees as being incapable of much growth and that employees must be controlled |
| theory Y | employees abilities and sees them as wanting to grow and develop. based on internal rewards |
| primary settings | social work is the main or primary profession |
| secondary setting | variety of professional staff |
| mission statements | identify an organizations basic goals |
| objectives | are relevant attainable, measurable, with time ;limited ends. |
| resources | social service agencies must have financial resources government, a private agency or foundation, insurance payments, grants/contracts, fundraising/contributions from individuals or corporations. |
| TANF | temporary assistance for needy families limit is 5 years |
| organizational culture | expectation for performance, communication, dress, management style |
| organizational structure | set of formal tasks, reporting relationships, and systems design to ensure the work is done correctly |
| political diagnosis | assess the location of power within a company with organizational charts interviewing employees or coalitions |
| various supervisor functions | administrative educational responsibilities range of other functions |
| management | attainment of organizational goals in an efficient and effective manner through planning organizing leading and controlling organizational resources |
| machine | typical bureaucrat who takes on the orientation of the bureaucracy |
| social services organizations frequent problems | vagueness of process, impersonal behavior, lack of rewards/recognition, agency policy and worker discretion, traditions/unwritten rules |
| total quality management TQM | empowers direct service workers |
| seven sins of service | apathy, brush off, coldness, condescension, robotism, rule book, runaround. |
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mawmawG
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