Ppt ch03 gpoc
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second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
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Chapter 1Introduction to Generalist Practice with Organi
Chapter 1
Introduction to Generalist Practice with Organizations and Communities
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Young Adulthood
The Generalist Intervention Model
A Micro Approach
A Mezzo Approach
A Macro Approach
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Figure 1.1
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Figure 1.2
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
What Does Generalist Practice Mean?
Defining Generalist Practice:
1. Acquisition of an Eclectic Knowledge Base
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Figure 1.3
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Systems Theories
Conceptualizing Systems in Macro Practice
The Macro Client System
The Target System
The Change Agent System
The Action System
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Human Behavior
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Social Welfare Policy and Policy Practice
Social Work Practice
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Research-Informed Practice and
Practice-Informed Research
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Acquisition of Professional Values and Application of Professional Ethics
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
National Association of Social Workers (NASW)
Code of Ethics
Core Values:
Service
Social Justice
Dignity and worth of the person
Importance of human relationships
Integrity
Competence
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
International Federation of Social Workers/
International Association of Schools of Social Work
Ethics in Social Work, Statement of Principles
Awareness of Personal Values
Management of Ethical Dilemmas
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
3. and 4. Mastery of a Wide Range of Practice Skills to Target Any Size System
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Before Macro Practice: Three Models of Community Organization
Locality development
Social planning
Social action
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Emphasis on Client Empowerment, Strengths, And Resiliency
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The Importance of Human Diversity
...
SWK 503 Ch 1
This second practicetheory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizationsand communities. The relationshipsbetween communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. Thesewill be gainedthrough readings, oral and written assignments, and videos.
Ppt ch01 gpoc
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
Extreme Engagement: Strategies for Enhancing Learning and Memory
Extreme Engagement: Strategies for Enhancing Learning and MemoryKristi Casey Sanders, CMP, CMM, DES, HMCC
How do you define engagement in an educational environment? How does engagement affect the brain and help people learn? Are there ways you can restructure your content so that it is more memorable? Learn about how to design more engaging training and educational programs that will help participants learn and remember the content.
For more meeting and event education and inspiration, visit http://academy.mpiweb.org. To learn more about the world's largest family of meeting and event professionals, visit http://www.mpiweb.org/join.EMBRACING TECHNOLOGY TO IMPROVE HUMAN RELATIONSHIPS
The digital revolution is here and it’s changing how we work, and how we learn. And while technology is powerful in many ways, it can’t replicate our innately human traits; listening, teamwork, empathy, leadership, building relationships, building trust, and so on. What if we could leverage technology to support and improve these more human traits? How can we find a balance and better yet, use technology to support the effectiveness of all of our human interactions? Learn how Insights is embracing technology to leverage and enhance our humanity.
In this webinar, you’ll discover:
How to keep people at the heart of your organization in a tech-driven world and how this will positively impact your business outcomes
Learning theories that support a future of tech-enabled, human relationships
The future of learning and how to cater to the needs of tomorrow’s learners
Brain-Based Learning Principles for Engagement in the Virtual Classroom
The document discusses brain-based learning principles for virtual classrooms. It outlines six guidelines: 1) Active engagement activates the brain; 2) Neurons that fire together wire together, so relate new content to what is already known; 3) Vision is the strongest sense, so use visual examples and metaphors; 4) Social learning activates mirror neurons, so encourage collaboration; 5) Failure precedes success, so take risks and learn from mistakes; 6) Practice makes permanent, so provide opportunities to apply knowledge. The document provides examples and implications for applying each principle to increase engagement and retention in virtual instruction.
Ppt ch04 gpoc
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
Change Leadership and Neuroscience - PeopleGro - LSSC 2018
This presentation aims to challenge habitual thinking by making the invisible visible. Sustainable results are difficult at best and downright elusive at worst. We need to rethink our current change, leadership, and development models. The new imperative is to engage people in their own learning while managing process change using Lean and Six Sigma. Gain insight into change management, leadership and developmental vocabulary and models to help you evolve your work to create and support sustainable results.
Recommended
Chapter 1Introduction to Generalist Practice with Organi
Chapter 1
Introduction to Generalist Practice with Organizations and Communities
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Young Adulthood
The Generalist Intervention Model
A Micro Approach
A Mezzo Approach
A Macro Approach
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Figure 1.1
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Figure 1.2
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
What Does Generalist Practice Mean?
Defining Generalist Practice:
1. Acquisition of an Eclectic Knowledge Base
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Figure 1.3
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Systems Theories
Conceptualizing Systems in Macro Practice
The Macro Client System
The Target System
The Change Agent System
The Action System
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Human Behavior
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Social Welfare Policy and Policy Practice
Social Work Practice
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Research-Informed Practice and
Practice-Informed Research
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Acquisition of Professional Values and Application of Professional Ethics
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
National Association of Social Workers (NASW)
Code of Ethics
Core Values:
Service
Social Justice
Dignity and worth of the person
Importance of human relationships
Integrity
Competence
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
International Federation of Social Workers/
International Association of Schools of Social Work
Ethics in Social Work, Statement of Principles
Awareness of Personal Values
Management of Ethical Dilemmas
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
3. and 4. Mastery of a Wide Range of Practice Skills to Target Any Size System
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Before Macro Practice: Three Models of Community Organization
Locality development
Social planning
Social action
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Emphasis on Client Empowerment, Strengths, And Resiliency
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The Importance of Human Diversity
...
SWK 503 Ch 1
This second practicetheory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizationsand communities. The relationshipsbetween communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. Thesewill be gainedthrough readings, oral and written assignments, and videos.
Ppt ch01 gpoc
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
Extreme Engagement: Strategies for Enhancing Learning and Memory
Extreme Engagement: Strategies for Enhancing Learning and MemoryKristi Casey Sanders, CMP, CMM, DES, HMCC
How do you define engagement in an educational environment? How does engagement affect the brain and help people learn? Are there ways you can restructure your content so that it is more memorable? Learn about how to design more engaging training and educational programs that will help participants learn and remember the content.
For more meeting and event education and inspiration, visit http://academy.mpiweb.org. To learn more about the world's largest family of meeting and event professionals, visit http://www.mpiweb.org/join.EMBRACING TECHNOLOGY TO IMPROVE HUMAN RELATIONSHIPS
The digital revolution is here and it’s changing how we work, and how we learn. And while technology is powerful in many ways, it can’t replicate our innately human traits; listening, teamwork, empathy, leadership, building relationships, building trust, and so on. What if we could leverage technology to support and improve these more human traits? How can we find a balance and better yet, use technology to support the effectiveness of all of our human interactions? Learn how Insights is embracing technology to leverage and enhance our humanity.
In this webinar, you’ll discover:
How to keep people at the heart of your organization in a tech-driven world and how this will positively impact your business outcomes
Learning theories that support a future of tech-enabled, human relationships
The future of learning and how to cater to the needs of tomorrow’s learners
Brain-Based Learning Principles for Engagement in the Virtual Classroom
The document discusses brain-based learning principles for virtual classrooms. It outlines six guidelines: 1) Active engagement activates the brain; 2) Neurons that fire together wire together, so relate new content to what is already known; 3) Vision is the strongest sense, so use visual examples and metaphors; 4) Social learning activates mirror neurons, so encourage collaboration; 5) Failure precedes success, so take risks and learn from mistakes; 6) Practice makes permanent, so provide opportunities to apply knowledge. The document provides examples and implications for applying each principle to increase engagement and retention in virtual instruction.
Ppt ch04 gpoc
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
Change Leadership and Neuroscience - PeopleGro - LSSC 2018
This presentation aims to challenge habitual thinking by making the invisible visible. Sustainable results are difficult at best and downright elusive at worst. We need to rethink our current change, leadership, and development models. The new imperative is to engage people in their own learning while managing process change using Lean and Six Sigma. Gain insight into change management, leadership and developmental vocabulary and models to help you evolve your work to create and support sustainable results.
Chapter 12Ethics and Ethical Dilemmas in Practice with
Chapter 12
Ethics and Ethical Dilemmas
in Practice with Organizations and Communities
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Young Adulthood
NASW Code of Ethics (slide 1 of 12)
Ethics consist of a set of principles that guide professional behavior
Social workers are expected to abide by the NASW Code of Ethics, regardless of whether or not they are members of NASW
The NASW Code of Ethics can be accessed online at http://www.naswdc.org/pubs/code/default.asp
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Professional Values and Ethics in Macro Contexts: Ethical guidelines in six areas:
Social Workers’ Ethical Responsibilities to Clients
1.01 Commitment to Clients
1.02 Self-Determination
1.03 Informed Consent
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 2 of 12)
Social Workers’ Ethical Responsibilities to Clients (continued)
1.04 Competence
1.05 Cultural Competence and Social Diversity [Ethical Boundaries and Spirituality]
1.06 Conflicts of Interest
1.07 Privacy and Confidentiality
1.08 Access to Records
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 3 of 12)
Social Workers’ Ethical Responsibilities to Clients (continued)
1.09 Sexual Relationships
1.10 Physical Contact
1.11 Sexual Harassment
1.12 Derogatory Language
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 4 of 12)
Social Workers’ Ethical Responsibilities to Clients (continued)
1.13 Payment for Services
1.14 Clients Who Lack Decision-Making Capacity
1.15 Interruption of Services
1.16 Termination of Services
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 5 of 12)
Social Workers’ Ethical Responsibilities to Colleagues
2.01 Respect
2.02 Confidentiality (among colleagues)
2.03 Interdisciplinary Collaboration
2.04 Disputes Involving Colleagues
2.05 Consultation
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 6 of 12)
Social Workers’ Ethical Responsibilities to Colleagues (continued)
2.06 Referral for Services
2.07 Sexual Relationships
2.08 Sexual Harassment
2.09 Impairment of Colleagues
2.10 Unethical Conduct of Colleagues
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 7 of 12)
Social Workers’ Ethical Responsibilities in Practice Settings
3.01 Supervision and Consultation
3.02 Education and Training
3.03 Performance Evaluation
3.04 Client Records
3.05 Billing
3.06 Client Transfer
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
...
Brain-Based Learning for Engagement in the Virtual Classroom
The document discusses applying brain-based learning guidelines to virtual classrooms. It outlines six guidelines: 1) active engagement equals active brains, 2) neurons that fire together wire together, 3) vision trumps other senses, 4) social learning fires mirror neurons, 5) failure precedes success (no pain, no gain), and 6) practice makes permanent. Examples and implications of each guideline are provided to help increase engagement in virtual learning.
Ppt ch12 gpoc
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
Ch03 Watch Watch: “The Milgram Experiment ” Watch: “The Prison Stanford Exper...
This document discusses ethics in criminal justice research. It covers several key topics:
- The importance of weighing potential benefits of research against harm to subjects. Voluntary participation is also important but can limit generalizability.
- Techniques like anonymity, confidentiality, and informed consent help address ethical issues. Special populations like prisoners require extra considerations.
- Institutional review boards evaluate risks to ensure research complies with ethical standards like those in the Belmont Report regarding respect, beneficence, and justice.
Ppt ch02 gpoc
The document discusses various causes of stress like traumatic events, burnout, and poor work conditions. It describes the general adaptation syndrome model of stress involving alarm, resistance, and exhaustion phases. It provides strategies for managing stress such as relaxation techniques, exercise, social support, and changing one's thinking. The document also discusses approaches for managing time including planning, prioritizing goals, and getting control of one's behavior. It describes procrastination and strategies to overcome it such as breaking large tasks into smaller ones.
SAC330 Using questions
The document discusses using open-ended and closed-ended questions to explore issues with clients. Open-ended questions require more than a yes or no answer and begin with who, what, when or how. Closed-ended questions can be answered with a word or short phrase. It's important to build understanding and trust before asking questions, and to use the right type of question based on the goal. Questions should seek clarification and deeper understanding from clients in a thoughtful, non-rapid way.
clow_imc8_inppt_03.pptx
The document summarizes consumer buying behavior and the consumer decision-making process. It discusses how consumers recognize needs, conduct internal and external information searches, evaluate alternatives using methods like the evoked set approach or multiattribute approach, and finally make a purchase decision. It also covers trends affecting consumer behavior and differences in business-to-business purchasing.
Achieving Maximum Retention: More Brain-Based Principles
This 60-minute webinar introduced six brain-based principles for maximum retention in the virtual classroom: Prime the Pump, Chunk it Down, Mix it Up, Sleep on It, Test and Retest, and Use it or Lose it
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Slides for a 60-minute webinar on six brain-based learning principles for maximum engagement in a web conference learning environment.
SWK 422 Chapter 3
This document discusses key topics in counseling ethics from Gerald Corey's book, including mandatory ethics, aspirational ethics, positive ethics, informed consent, confidentiality, exceptions to confidentiality, cultural competence, diagnosis and assessment, evidence-based practice, multiple relationships, and the use of technology and social media in counseling. Being an ethical counselor requires following ethical codes, making ethical decisions on a case-by-case basis, seeking consultation, and engaging in self-reflection.
SWK 422 Chapter 2
The document discusses the importance of the counselor's personal qualities and self-awareness in effectively doing their job. It emphasizes that the counselor's character, willingness to self-reflect, and ability to manage their own values are central to building strong therapeutic relationships and outcomes. Counselors are encouraged to engage in their own personal growth work through self-care, therapy, and addressing issues like countertransference.
SWK 422 Chapter 1
This document provides an overview and introduction to counseling theories and psychotherapy. It discusses 11 major approaches and emphasizes that no single model can explain all human experiences. It also stresses that the quality of the client-therapist relationship is important. Students are encouraged to develop a personalized counseling style that reflects their own personality and experiences. They are also advised to relate the readings to their own lives and apply concepts and techniques personally. The document directs students to consider case studies from the perspective of different theoretical orientations. It underscores that both the therapeutic relationship and the specific therapy used contribute to positive treatment outcomes.
SWK 597 Week 10. civil lawsuits and other matters
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SWK 597 Week 8. prisons
This document summarizes information about the US federal prison system and the Texas Department of Criminal Justice. It outlines the growth of prisoner populations in both systems from the 1980s onward due to tougher sentencing laws. It also describes the different security levels in federal prisons and some of the key events and reforms in the history of the Texas prison system. Finally, it summarizes some of the legal rights that inmates have under Texas law.
SWK 597 Week 7 criminal justice & drug offenses
This document provides an overview of drug offenses and criminal justice topics related to controlled substances. It discusses the Uniform Controlled Substances Act and how it established a drug scheduling system to classify substances based on their potential for abuse and accepted medical use. It then describes the five drug schedules under this system and provides examples of drugs that fall under each schedule. The document also discusses Texas' penalty groups for classifying drug offenses and the associated punishments. Additionally, it covers topics like drug courts in Texas, alcohol-related crimes, and comparisons of alcohol and marijuana.
SWK 597 Week 6. criminal justice and sexual offenses
This document discusses criminal sexual offenses and the sex offender registry in Texas. It defines various sex crimes like rape, sexual assault, prostitution, indecent exposure, and child pornography. It outlines the sex offender registry requirements in Texas and at the national level under SORNA (Megan's Law), requiring offenders to register for 10 years. The consequences of being placed on the sex offender registry are also noted.
SWK 597 Week 5. understading immigration
This document provides an overview of US immigration terminology, principles, and processes. It defines key terms like immigrant, migrant, lawful permanent resident, and undocumented immigrant. It explains different pathways to enter the US like family-based immigration, employment-based immigration, and the diversity visa program. It also outlines the process of becoming a naturalized US citizen and temporary statuses like Temporary Protected Status. The document seeks to educate about how the US immigration system is intended to work.
SWK 579 Week 4. criminal justice system cont
This document provides an overview of the criminal justice system unit for week 4. It covers the classification of crimes and punishments as misdemeanors and felonies. It then discusses the rights of defendants, including the right to remain silent, confront witnesses, have a public and speedy trial, have a jury trial, legal representation, not face double jeopardy, and adequate representation. It also discusses the rights of victims to be treated with dignity, informed, protected, apply for compensation, and prompt return of property. Sentencing considerations like aggravating and mitigating factors are presented. Cruel and unusual punishment based on proportionality is also summarized.
SWK 597 Week 2. administrative protections (2)
This document provides an overview of administrative protections and objectives for week 2. It begins by differentiating between civil rights and civil liberties, and defining administrative law. It then discusses statutory protections like Title VII, Title IX, HIPAA, the Privacy Act, the Freedom of Information Act, and the Whistleblower Protection Act. The document goes on to explain administrative law, administrative hearings, and how cases can cross over into civil matters. It also discusses the due process clause of the 5th and 14th amendments and requirements for impartiality in administrative hearings.
SWK 597 Week 1
This document provides an introduction to theoretical frameworks for social work and the law, including therapeutic jurisprudence, preventive law, procedural justice, and restorative justice. It discusses how these frameworks can help social workers understand their role within the legal system. The document also outlines the objectives of social work and law, provides examples of how theoretical frameworks apply, and describes the roles of social workers in relation to the legal system such as when appointed by the court or working for an agency. Finally, it defines jurisdiction and outlines the structure of the federal and Texas state judicial systems.
SWK-597-43W Chapter 4
This document discusses loss, grief, death and end of life care options. It defines loss and grief, explores theories of grief such as Freud's theory of confronting grief and Kübler-Ross' five stages of grief. It examines coping with loss through rituals and avoiding burnout and compassion fatigue. It defines death, perspectives on death, and end of life options like hospice care, advanced directives and do not resuscitate orders.
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Chapter 12Ethics and Ethical Dilemmas in Practice with
Chapter 12
Ethics and Ethical Dilemmas
in Practice with Organizations and Communities
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Young Adulthood
NASW Code of Ethics (slide 1 of 12)
Ethics consist of a set of principles that guide professional behavior
Social workers are expected to abide by the NASW Code of Ethics, regardless of whether or not they are members of NASW
The NASW Code of Ethics can be accessed online at http://www.naswdc.org/pubs/code/default.asp
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
Professional Values and Ethics in Macro Contexts: Ethical guidelines in six areas:
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1.01 Commitment to Clients
1.02 Self-Determination
1.03 Informed Consent
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 2 of 12)
Social Workers’ Ethical Responsibilities to Clients (continued)
1.04 Competence
1.05 Cultural Competence and Social Diversity [Ethical Boundaries and Spirituality]
1.06 Conflicts of Interest
1.07 Privacy and Confidentiality
1.08 Access to Records
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 3 of 12)
Social Workers’ Ethical Responsibilities to Clients (continued)
1.09 Sexual Relationships
1.10 Physical Contact
1.11 Sexual Harassment
1.12 Derogatory Language
Copyright © 2018 Cengage Learning. All Rights Reserved.
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The NASW Code of Ethics (slide 4 of 12)
Social Workers’ Ethical Responsibilities to Clients (continued)
1.13 Payment for Services
1.14 Clients Who Lack Decision-Making Capacity
1.15 Interruption of Services
1.16 Termination of Services
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 5 of 12)
Social Workers’ Ethical Responsibilities to Colleagues
2.01 Respect
2.02 Confidentiality (among colleagues)
2.03 Interdisciplinary Collaboration
2.04 Disputes Involving Colleagues
2.05 Consultation
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 6 of 12)
Social Workers’ Ethical Responsibilities to Colleagues (continued)
2.06 Referral for Services
2.07 Sexual Relationships
2.08 Sexual Harassment
2.09 Impairment of Colleagues
2.10 Unethical Conduct of Colleagues
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
The NASW Code of Ethics (slide 7 of 12)
Social Workers’ Ethical Responsibilities in Practice Settings
3.01 Supervision and Consultation
3.02 Education and Training
3.03 Performance Evaluation
3.04 Client Records
3.05 Billing
3.06 Client Transfer
Copyright © 2018 Cengage Learning. All Rights Reserved.
‹#›
...
Brain-Based Learning for Engagement in the Virtual Classroom
The document discusses applying brain-based learning guidelines to virtual classrooms. It outlines six guidelines: 1) active engagement equals active brains, 2) neurons that fire together wire together, 3) vision trumps other senses, 4) social learning fires mirror neurons, 5) failure precedes success (no pain, no gain), and 6) practice makes permanent. Examples and implications of each guideline are provided to help increase engagement in virtual learning.
Ppt ch12 gpoc
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
Ch03 Watch Watch: “The Milgram Experiment ” Watch: “The Prison Stanford Exper...
This document discusses ethics in criminal justice research. It covers several key topics:
- The importance of weighing potential benefits of research against harm to subjects. Voluntary participation is also important but can limit generalizability.
- Techniques like anonymity, confidentiality, and informed consent help address ethical issues. Special populations like prisoners require extra considerations.
- Institutional review boards evaluate risks to ensure research complies with ethical standards like those in the Belmont Report regarding respect, beneficence, and justice.
Ppt ch02 gpoc
The document discusses various causes of stress like traumatic events, burnout, and poor work conditions. It describes the general adaptation syndrome model of stress involving alarm, resistance, and exhaustion phases. It provides strategies for managing stress such as relaxation techniques, exercise, social support, and changing one's thinking. The document also discusses approaches for managing time including planning, prioritizing goals, and getting control of one's behavior. It describes procrastination and strategies to overcome it such as breaking large tasks into smaller ones.
SAC330 Using questions
The document discusses using open-ended and closed-ended questions to explore issues with clients. Open-ended questions require more than a yes or no answer and begin with who, what, when or how. Closed-ended questions can be answered with a word or short phrase. It's important to build understanding and trust before asking questions, and to use the right type of question based on the goal. Questions should seek clarification and deeper understanding from clients in a thoughtful, non-rapid way.
clow_imc8_inppt_03.pptx
The document summarizes consumer buying behavior and the consumer decision-making process. It discusses how consumers recognize needs, conduct internal and external information searches, evaluate alternatives using methods like the evoked set approach or multiattribute approach, and finally make a purchase decision. It also covers trends affecting consumer behavior and differences in business-to-business purchasing.
Achieving Maximum Retention: More Brain-Based Principles
This 60-minute webinar introduced six brain-based principles for maximum retention in the virtual classroom: Prime the Pump, Chunk it Down, Mix it Up, Sleep on It, Test and Retest, and Use it or Lose it
Brain-based Learning in the Virtual Classroom
Slides for a 60-minute webinar on six brain-based learning principles for maximum engagement in a web conference learning environment.
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SWK 422 Chapter 3
This document discusses key topics in counseling ethics from Gerald Corey's book, including mandatory ethics, aspirational ethics, positive ethics, informed consent, confidentiality, exceptions to confidentiality, cultural competence, diagnosis and assessment, evidence-based practice, multiple relationships, and the use of technology and social media in counseling. Being an ethical counselor requires following ethical codes, making ethical decisions on a case-by-case basis, seeking consultation, and engaging in self-reflection.
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The document discusses the importance of the counselor's personal qualities and self-awareness in effectively doing their job. It emphasizes that the counselor's character, willingness to self-reflect, and ability to manage their own values are central to building strong therapeutic relationships and outcomes. Counselors are encouraged to engage in their own personal growth work through self-care, therapy, and addressing issues like countertransference.
SWK 422 Chapter 1
This document provides an overview and introduction to counseling theories and psychotherapy. It discusses 11 major approaches and emphasizes that no single model can explain all human experiences. It also stresses that the quality of the client-therapist relationship is important. Students are encouraged to develop a personalized counseling style that reflects their own personality and experiences. They are also advised to relate the readings to their own lives and apply concepts and techniques personally. The document directs students to consider case studies from the perspective of different theoretical orientations. It underscores that both the therapeutic relationship and the specific therapy used contribute to positive treatment outcomes.
SWK 597 Week 10. civil lawsuits and other matters
The document provides information about various civil law matters that social workers may encounter, including evictions, foreclosures, bankruptcy, and legal aid programs. It discusses the eviction process, noting landlords are required to provide written notice before filing an eviction case in court. Foreclosure follows a three step process beginning with a notice of default, then notice of sale, and finally the foreclosure sale. Loss mitigation options like loan modifications can help prevent foreclosure. Bankruptcy laws provide options under different chapters for individuals, municipalities, businesses, and cross-border cases.
SWK 597 Week 9. child protective services
This document provides an overview of the juvenile justice and child protective services systems in Texas. It discusses the objectives of the Texas Juvenile Justice Department and definitions used. It also explains the referral process for juvenile court, possible dispositions, and diversion programs in Dallas County. Additionally, it defines different types of child abuse, neglect, and trafficking. The document outlines the responsibilities of Child Protective Services and requirements for reporting abuse in Texas.
SWK 597 Week 8. prisons
This document summarizes information about the US federal prison system and the Texas Department of Criminal Justice. It outlines the growth of prisoner populations in both systems from the 1980s onward due to tougher sentencing laws. It also describes the different security levels in federal prisons and some of the key events and reforms in the history of the Texas prison system. Finally, it summarizes some of the legal rights that inmates have under Texas law.
SWK 597 Week 7 criminal justice & drug offenses
This document provides an overview of drug offenses and criminal justice topics related to controlled substances. It discusses the Uniform Controlled Substances Act and how it established a drug scheduling system to classify substances based on their potential for abuse and accepted medical use. It then describes the five drug schedules under this system and provides examples of drugs that fall under each schedule. The document also discusses Texas' penalty groups for classifying drug offenses and the associated punishments. Additionally, it covers topics like drug courts in Texas, alcohol-related crimes, and comparisons of alcohol and marijuana.
SWK 597 Week 6. criminal justice and sexual offenses
This document discusses criminal sexual offenses and the sex offender registry in Texas. It defines various sex crimes like rape, sexual assault, prostitution, indecent exposure, and child pornography. It outlines the sex offender registry requirements in Texas and at the national level under SORNA (Megan's Law), requiring offenders to register for 10 years. The consequences of being placed on the sex offender registry are also noted.
SWK 597 Week 5. understading immigration
This document provides an overview of US immigration terminology, principles, and processes. It defines key terms like immigrant, migrant, lawful permanent resident, and undocumented immigrant. It explains different pathways to enter the US like family-based immigration, employment-based immigration, and the diversity visa program. It also outlines the process of becoming a naturalized US citizen and temporary statuses like Temporary Protected Status. The document seeks to educate about how the US immigration system is intended to work.
SWK 579 Week 4. criminal justice system cont
This document provides an overview of the criminal justice system unit for week 4. It covers the classification of crimes and punishments as misdemeanors and felonies. It then discusses the rights of defendants, including the right to remain silent, confront witnesses, have a public and speedy trial, have a jury trial, legal representation, not face double jeopardy, and adequate representation. It also discusses the rights of victims to be treated with dignity, informed, protected, apply for compensation, and prompt return of property. Sentencing considerations like aggravating and mitigating factors are presented. Cruel and unusual punishment based on proportionality is also summarized.
SWK 597 Week 2. administrative protections (2)
This document provides an overview of administrative protections and objectives for week 2. It begins by differentiating between civil rights and civil liberties, and defining administrative law. It then discusses statutory protections like Title VII, Title IX, HIPAA, the Privacy Act, the Freedom of Information Act, and the Whistleblower Protection Act. The document goes on to explain administrative law, administrative hearings, and how cases can cross over into civil matters. It also discusses the due process clause of the 5th and 14th amendments and requirements for impartiality in administrative hearings.
SWK 597 Week 1
This document provides an introduction to theoretical frameworks for social work and the law, including therapeutic jurisprudence, preventive law, procedural justice, and restorative justice. It discusses how these frameworks can help social workers understand their role within the legal system. The document also outlines the objectives of social work and law, provides examples of how theoretical frameworks apply, and describes the roles of social workers in relation to the legal system such as when appointed by the court or working for an agency. Finally, it defines jurisdiction and outlines the structure of the federal and Texas state judicial systems.
SWK-597-43W Chapter 4
This document discusses loss, grief, death and end of life care options. It defines loss and grief, explores theories of grief such as Freud's theory of confronting grief and Kübler-Ross' five stages of grief. It examines coping with loss through rituals and avoiding burnout and compassion fatigue. It defines death, perspectives on death, and end of life options like hospice care, advanced directives and do not resuscitate orders.
SWK-597-43W Chapter 11
This document discusses nutrition screening and treatment of nutritional problems in older adults. It describes several screening tools used to assess nutritional risk, including the MST, MUST, SGA and MNA. Common causes of weight loss and malnutrition in older adults are discussed, such as inadequate intake, absorption issues, and chronic diseases. Treatment focuses on identifying and addressing the underlying cause, as well as following dietary patterns like the Mediterranean diet to support health and manage conditions like diabetes.
SWK-597-43W Chapter 10
This document discusses important considerations for prescribing drugs to older adults. It covers how aging affects drug absorption, distribution, metabolism and excretion. It identifies drug classes that can cause anti-cholinergic syndrome or serotonin syndrome. It also discusses potentially inappropriate medications, polypharmacy, herbal supplements, and the principles of "Go Low-Go Slow" when prescribing to older patients.
SWK-597-43W Chapter 8
This document discusses cognitive and psychological changes related to aging. It describes three factors that can cause cognitive impairments in older adults: disease, disuse, and aging. It discusses how aspects of cognition like fluid and crystallized intelligence, attention, orientation, memory, executive functioning, and learning may change with aging. Specific cognitive changes covered include processing speed, learning ability, and changes to different types of memory. The document also discusses interventions that can help maintain or enhance cognition in older adults.
SWK-597-43W Chapter 7
This document provides an overview of the physiological changes that occur with aging and their effects on major body systems. It discusses theories of aging and lists the key objectives as differentiating life expectancy from lifespan, comparing genetic and environmental aging theories, and explaining the role of free radicals in aging. For each body system, it identifies common age-related changes and health conditions, such as reduced organ function, muscle/bone loss, increased disease risks, and cognitive/motor declines.
SWK-597-43W Chapter 3
This document provides an overview of aging in place and the continuum of care. It defines aging in place as the ability to remain in one's own home or community as one ages. The continuum of care refers to a service delivery model that connects different types of housing options with healthcare services to support aging in place. Options along the continuum range from independent living, assisted living facilities, and nursing facilities to provide higher levels of care. The goal is to allow individuals to receive care in the least restrictive environment possible.
SWK 597.43W
This document provides an overview of key concepts in social gerontology. It defines gerontology and differentiates it from geriatrics. Several theories of aging are described, including disengagement theory, activity theory, continuity theory, and the biopsychosocial approach. Ageism and its harmful effects are explained. Social roles that older adults may hold like retiree, grandparent, and caregiver are outlined. The importance of social relationships and how they evolve is covered. Elder abuse, its victims and perpetrators, and mandatory reporting are defined. Reasons why older adults may continue working or engage in civic activities are presented. Finally, several advocacy groups for older adults are described.
Ppt ch14 gpoc
second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.
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- 1. 1 Chapter 3 Using Micro Skills in the Macro Environment Copyright © 2018 Cengage Learning. All Rights Reserved.
- 2. Copyright © 2018 Cengage Learning. All Rights Reserved. 2 Introduction Assertiveness Conflict Working with Supervisors
- 3. Copyright © 2018 Cengage Learning. All Rights Reserved. 3 Beginning Relationships in Macro Practice
- 4. Copyright © 2018 Cengage Learning. All Rights Reserved. 4 Figure 3.1
- 5. Copyright © 2018 Cengage Learning. All Rights Reserved. 5 A Review of Basic Micro Skills
- 6. Copyright © 2018 Cengage Learning. All Rights Reserved. 6 Verbal and Nonverbal Behavior • Eye Contact • Attentive Listening • Facial Expressions • Body Positioning • Tense/Relaxed Continuum • Formal/Informal Continuum • Personal Space Multicultural Sensitivity and Nonverbal Behavior
- 7. Copyright © 2018 Cengage Learning. All Rights Reserved. 7
- 8. Copyright © 2018 Cengage Learning. All Rights Reserved. 8 Warmth, Empathy, and Genuineness • Warmth • Empathy • Genuineness
- 9. Copyright © 2018 Cengage Learning. All Rights Reserved. 9 Nonverbal Behavior, Communication, Empowerment, and People Who Have Physical Disabilities • People with Visual Impairments • People with Hearing Impairments • People with Mobility Disabilities
- 10. Copyright © 2018 Cengage Learning. All Rights Reserved. 10 Communicating with Other People in Macro Contexts (Slide 1 of 2) • Simple Encouragement • Sensitivity to Cultural Differences • Paraphrasing • Reflective Responding • Clarification • Interpretation
- 11. Copyright © 2018 Cengage Learning. All Rights Reserved. 11 Communicating with Other People in Macro Contexts (Slide 2 of 2) • Providing Information • Emphasizing People’s Strengths • Summarization • Eliciting Information • The Use of “Why?” • Overlap of Techniques
- 12. Copyright © 2018 Cengage Learning. All Rights Reserved. 12 Appropriate Assertiveness in the Macro Environment: Empowering Yourself and Others
- 13. Copyright © 2018 Cengage Learning. All Rights Reserved. 13 Nonassertive, Assertive, and Aggressive Communication • Each of Us Has Certain Assertive Rights • The Advantages of Assertiveness • Assertiveness Training