MODELS IN SOCIAL GROUP WORK , BY ARSHIL PC ,DEPARTMENT OF SOCIAL WORK, CENTR...Arshu Pc
MODELS IN SOCIAL GROUP WORK IS THE IMPORTANT PART OF SOCIAL GROUP WORK. IT ALSO EXPLAINS THE FEATURES AND THE ROLE OF A SOCIAL WORKER IN DIFFERENT MODELS.
MODELS IN SOCIAL GROUP WORK , BY ARSHIL PC ,DEPARTMENT OF SOCIAL WORK, CENTR...Arshu Pc
MODELS IN SOCIAL GROUP WORK IS THE IMPORTANT PART OF SOCIAL GROUP WORK. IT ALSO EXPLAINS THE FEATURES AND THE ROLE OF A SOCIAL WORKER IN DIFFERENT MODELS.
Content
Introduction
Brief History of the Casework Process
Process in Case Work:
Intake and psycho-social study,
Tools and Techniques in the beginning phase
Social Diagnosis (Assessment)
Intervention (Treatment)
Termination and follow up
Evaluation
Tasks of the Social Case Worker
Role of the Social Case Worker
References
Meaning of Social Case Work
Social Case Work, a primary method of social work, is concerned with the adjustment and development of individual towards more satisfying human relations.
Better family life, improved schools, better housing, more hospitals and medical care facilities, protected economic conditions and better relations between religious groups help the individual in his adjustment and development.
But his adjustment and development depend on the use of these resources by him. Sometimes due to certain factors, internal or external, he fails to avail existing facilities.
In such situations, social caseworker helps him. Thus, social casework is one to one relationship, which works in helping the individual for his adjustment and development
Social Case work in De-addiction CentreZaeem Jifri
A presentation on social case work in De-Addiction Center.
Addiction is a psychological and physical inability to stop consuming a chemical, drug, activity, or substance, even though it is causing psychological and physical harm.
Social Group Work in Community setting by Anshu. Jaiswal (RGNIYD)NILAMBAR MANDAL
Presentation on "social Group Work in Community setting" by the student of Department of Social Work, Rajiv Gandhi National Institute of Youth development (An Institute of National Importance by the act of Parliament)
Content
Introduction
Brief History of the Casework Process
Process in Case Work:
Intake and psycho-social study,
Tools and Techniques in the beginning phase
Social Diagnosis (Assessment)
Intervention (Treatment)
Termination and follow up
Evaluation
Tasks of the Social Case Worker
Role of the Social Case Worker
References
Meaning of Social Case Work
Social Case Work, a primary method of social work, is concerned with the adjustment and development of individual towards more satisfying human relations.
Better family life, improved schools, better housing, more hospitals and medical care facilities, protected economic conditions and better relations between religious groups help the individual in his adjustment and development.
But his adjustment and development depend on the use of these resources by him. Sometimes due to certain factors, internal or external, he fails to avail existing facilities.
In such situations, social caseworker helps him. Thus, social casework is one to one relationship, which works in helping the individual for his adjustment and development
Social Case work in De-addiction CentreZaeem Jifri
A presentation on social case work in De-Addiction Center.
Addiction is a psychological and physical inability to stop consuming a chemical, drug, activity, or substance, even though it is causing psychological and physical harm.
Social Group Work in Community setting by Anshu. Jaiswal (RGNIYD)NILAMBAR MANDAL
Presentation on "social Group Work in Community setting" by the student of Department of Social Work, Rajiv Gandhi National Institute of Youth development (An Institute of National Importance by the act of Parliament)
Milieu therapy is the treatment of mental disorder or maladjustment by making substantial changes in a patient's immediate life circumstances and environment in a way that will enhance the effectiveness of other forms of therapy.
SOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL .docxsamuel699872
SOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORK
HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS
Nunavik Counselling
and Social Work Training Program
Spring 2011
� Always take seriously the
problem experienced by
the clients.
� Be persuasive in pursuit
of service for the client.
� Work creatively with
them toward achieving
solutions.
Important reminder for social Important reminder for social
workerworker
solutions.
� Properly assess needs
and identify the request
for assistance from the
client.
� Applicants; a client request services of a social
worker to deal with internal or external problem
(teachers, nurses, doctors, employers, family
members)
� Referrals; client who did not apply for service.
Person who are referred vary in the extent to which
they perceive that referrals as a source of pressure or
simply as a source of potential assistance.
Involuntary clients; who respond to perceived
Potential clientsPotential clients
� Involuntary clients; who respond to perceived
requirements to seek help as a result of pressure
from other persons or legal sources.
Clients are facing a situation of
disequilibrium in which they can
potentially enhance their problem-solving
ability by developing new resources or
employing untapped resources in ways
that reduces tension and achieve mastery that reduces tension and achieve mastery
over problems.
� Clients are facing a
situation of
disequilibrium in
which they can
potentially enhance
their problem-
solving ability by
developing new developing new
resources or
employing untapped
resources in ways
that reduces tension
and achieve mastery
over problems.
Reflective activity 1 disequilibrium vs change =
transition
� Phase 1: Exploration, engagement,
assessment and planning.
� Phase 2: Implementation, achieve goal
and attainment goal.
Phase 3: Termination.
The helping process in social workThe helping process in social work
� Phase 3: Termination.
� The first phase lays
the groundwork for
subsequent
implementation of
interventions and
strategies aimed at
resolving client’s
problems and
Phase 1: Exploration, engagement, Phase 1: Exploration, engagement,
assessment and planningassessment and planning
problems and
promoting problem
solving skills.
Keys steps in helping Keys steps in helping
relationshiprelationship
� Exploring client’s problem by eliciting
comprehensive data about the person(s), the
problem, and environmental factors, including forces
influencing the referral for contact.
� Establishing rapport and enhancing motivation.� Establishing rapport and enhancing motivation.
� Formulating a multidimensional assessment of
the problem, identifying systems that play a
significant role in difficulties, and identifying relevant
resources that can be tapped or must be developed.
� Mutually.
Attitude ,sources of attitude ,congnitive dissonance , organization related attitudes , personality , determinants of personaliity , personality traits in OB , types of personality
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Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
1. Unit IV
Theories /Approaches to Practice
&
Recording in Case Work Practice
Compiled By
Dr. V.SETHURAMALINGAM
Professor
Department of Social Work
Bharathidasan University
Tiruchirappalli-620 023
2. Theories of Case Work
Psychosocial Approach
Problem Solving Approach
Crisis Intervention
Behaviour Modification
Functional Approach and
Development of an Eclectic model for practice
3. PSYCHO SOCIAL APPROACH
Case Work deals with the people, their environment and
the relationship between them (Person-in-situation).
What is psychosocial approach?
Psychosocial Approach (Case Work) means “attention to
both interpersonal system ( parent, child, husband and wife,
family) and personality system (Id, ego and superego) of the
individuals.
It is one of the approaches adopted by the caseworkers to
deal with the problems of the Individuals.
4. Origin:
This approach is traced to Mary Richmond’s formulations.
However, this approach changed and it was influenced by
Socio Economic events of 1920s and 1930s as well as the
growth of personality theory and social theory.
Freudian Theory began to feed with this point of view in
1926. The early contributors of to this theory were Marion
Ken Worthy, Betsely Libby, Hamilton Gordon, Bertha
Reynolds, Charlotte Towle, Florenceday and others
5. FOUNDATION OF PSYCHO SOCIAL APPROACH
Psycho-social approach has drawn from many sources.
From practice
Ideas from Gestalt psychology
Contributions of psychoanalysis
Social Sciences influences.
Cultural anthropology:
6. Characteristics of Psycho Social Approach
This approach is an open system of thought, which
constantly changes.
It grows as new data become available and as new
proposition concepts, hypothesis, and theories emerge.
7. Objectives of Psycho Social Case Work
To alleviate the clients distress and decreasing the mal –
functioning in the person situation systems.
To enhance the clients comfort, satisfaction and self realization.
This may enhance the adoptive skills of client’s ego and the
functioning of the person – situation system.
Change may be needed in either the person or his situation or in
both. I.e. In what aspects a person and (or) his situation need
changes or improvement.
Attentions to both inter personal system (parent – child husband
wise, family and the personality system (Id, Ego, and Super Ego).
8. Stages of the approach
PHASE I
Arriving at an understanding with the client of why the contact
is taking place
Establishing a relationship with the client which will enable
him to use the workers help.
Encourage the client in treatment.
Beginning the treatment from the initial phase itself.
Gathering information needed for the psycho-social diagnosis
and the guidance in treatment.
9. PHASE - II ASSESSMENT OF THE CLIENT (IN HIS
SITUATION)
This phase is otherwise known as diagnostic period helpful
to assess the strength as well as the weakness of the client
What is diagnosis? (It is a guide to treatment)
According to Webster : Diagnosis means recognizing
disease from its symptoms.
It is a scientific determination critical scrutiny or its
resulting judgment.
In Case Work – Diagnosis means: Critical scrutiny of
client, his situation and his trouble, which help is needed for
the purpose of understanding the nature of the difficulty
with more detail and accuracy.
10. PHASE – III TREATMENT
According to Hamilton Garden “Treatment as a “furnishing a Service”
or Behaviour towards some one”. Its nature and intensity depends
upon both the clients might involve meeting deficiencies with social
resources, programs modification or resource adjustment as well as
counselling or therapy.
Treatment is a starting point “Means by which change is brought about
and the ways in which diagnosis guides the worker [in his choice]. The
treatment is directed to bring about a change. In treatment process
communication plays vital role–ie client – worker, client – collateral,
client – client and worker – collateral.
Treatment begins in first interview itself. (i.e. non – specific treatment
is involved even in the first interview). The worker usually assess
some form of sentiments and an opportunity for ventilation which is of
potential therapeutic value. He encourages the client to reflect up on
his situation and himself in order to understand the situation or himself
or both
11. PHASE – IV TARGET
This approach is widely used in family settings medical settings,
psychiatric settings, schools and other child welfare settings.
This approach is adopted to solve the environmental problems and
the problems those of interpersonal nature. This approach is widely
used in clinical settings as well as in social settings.
This approach has depends upon the motivation of clients and the
voluntary nature of treatment relationship.
Hence adoptions are therefore necessary -
Where motivation is low or non-existent.
With those with sever character disorders
Alcoholics
Drug addicts
Delinquents and
Mental patients, who are ill, seriously regressed.
12. FUNCTIONAL APPROACH
ORGIN:
This approach was developed by faculty members of school
of social work of the university of Pennsylvania in the 1930s.
Bertha Reynolds’ contributed more on developing the
functional approach.
PRINCIPLE OF FUNCTIONAL CASE WORK
A/C to Ruth. E. Smalley
Diagnosis : Understanding the problem (Analyze or Assessment)
Use of time phase:
The use of agency functions use of agency policy & procedures –
so that the client may know what he is dealing
Use of relationship
13. PHASES OF FUNCTIONALAPPROACH
1.Initial phase:
Beginning:- (Intake procedures and getting started”)
Each new beginning recreates the life fear, the fear
separation, individualization, the fear of not experiencing,
etc
It is the worker’s sensitivity to what is involved in
particular beginning.
What will makes him to reduce the fear, resistance etc.
Making the unknown known by being clear about is
agency’s, service, and its conditions to avail the service,
what ca be expected from the agency and what is the
requirements and expectations of agency”.
“The known is the less fear and more manageable than the
unknown”.
14. Middles:
Middles are characterized by the worker taking increased
responsibility for his part in the situation and / by a deepening
of the relationship involved. The worker must make efforts to
deeper the relationship, and make it possible to gain a new
sense of accomplishment and power through bring something
to conclusion.
Endings:
Endings have their own feelings and quality. Ending may be
resisted and feared. Clients may resist and postpone endings
even after the relationship has lost its meaning or is to be
terminated under the conditions of agency service.
Ending are inevitable for every beginning there is an ending.
15. II. Assessment Phase (of the client in his situation) or
diagnosis
For effective (social work service) service there is a need for
understanding of the total situation, understanding of the
individual, group or community – change with course of
using the service offered.
i.e. understanding about:
The value of the particular problem (or any problem)
Understanding the particular kind of individual
Characterization of an (or any kind of) individual
Needs of an individual at various points in the life process.
Various ways of dealing with stress
16. The nature of various degrees of mental retardation.
Common physical, psychological and social illness
In understanding of socio economic and cultural
differences and how such differences affect the
individual’s life.
An understanding of the various patterns of individual
life expression in a particular gestalt or balance of will,
emotion, and impulse.
The case worker is responsible for encasement his
knowledge through independent or formal study of the
individual to whom the works is currently offering
services.
Some of is understanding will derive from various
regards and reports available with him or with the
agency or institutions.
17. III HELPING PROCESS (Treatment )
Functional approach uses the term helping process rather than Treatment
because it accurately expresses the concept that the centre for changes
resides in the client, with the worker facilitating what the client can do
rather than the worker is responsible for treating.
STEPS IN TREATMENT:
Use of time
Understanding the individual
Use of agency function
Use of structure
Principles of process
TARGET:
The functional approach is applicable to all fields of practice for social work
and to all the social work methods both primary (case work, group work,
community organization ) we deals with client or client system directly and
secondary (supervision, Administration, Research and education for social
work)
18. CRISIS INTERVENTION THEORY
Crises can be defined as “an upset in a steady State”.
Intervention:
It is a specific action by a worker in relation to human systems or
process in order to induce change. The action is guided by
knowledge, and professional values as well as by skilfulness of
the worker (Luise C. Johnson)
Conscious interference of the worker into the client’s affairs
in order to move the client/group towards its goal or to introduce
clarification, enlighten or a change in direction.
It is a procedural activity directed towards the inducement of
changing personality and social system. Essentially the
interventions are purposeful, goal oriented and situational. They
may change structural, cultural and functional pattern of
individual.
19. Goals of Intervention:
The goal is the restoration of Social Functioning and
enhancement of Coping Capacity
Characteristic of crisis theory:
this theory is useful in dealing with individuals and families in
situation of urgency and stress.
It is useful to both clinical and primary prevention strategy in
mental health
Played vital role in behavioural and personality change
It is eclectic in nature
Factors responsible for the state of Crisis:
One or series of hazards events which leads to some threats
In ability to respond with adequate coping mechanism
Threat to current and past events
20. Assessment of the client in situation( Diagnosis)
Assessing the clients --
A way of diagnosing acute situational stress,
A way of classifying hazardous events & people reaction to
them.
The understanding the process of personality functioning- i.e.
How ego processes function in transaction with the external
and internal state.
Appraisal of basic personality structure and identification of
basic defenses as well as habitual adaptive patterns is relevant
and important in crisis intervention.
Ability to understand the personality structure of the client.
Systematic investigations of clients history (vertical &
horizontal) – i.e. scanning of development emotional, and
social functioning, manifestation of psycho pathology etc.
Knowledge on how people behave and try to cope in crisis
situation etc.
21. Treatment Principles & Methods
Relief of symptoms.
Restoration to the optimal level of functioning
Understanding the relevant precipitating events
Identification of remediable measures.
Intervention Strategies:
In creasing or developing new desired behaviour
In decreasing undesired behaviours
Changing Cognitive Patterns
Behaviour Modification:
Increasing or developing new desired behaviour
Procedure for increased Desired Behaviour
23. Procedure for Decreasing Undesired Behaviour:
a). Negative Practice
b). Positive Punishment
c). Negative Punishment
d). Time Out).
e) Extinction (destruction)
f). Systematic Decentralization
g). Substitution of sexual for anxiety response
h). Aversive counter conditioning
i). Covert sensitization
j). Contact desensitization
k). Thought stopping
24. Complex Procedure:
a). Differential reinforcement:
b). Discrimination Training:
c). Assertive Training:
d). Modelling
Indirect or Environmental Modification.:-
It includes human environment of the client both taking in
what he needs, and can use and what he must interest of his
growth.
25. BEHAVIOUR MODIFICATION
(MODIFICATION/ALTERING OF BEHAVIOUR)
Behaviour:
Any activity of the individual is called behaviour
The way in which the some one behaves is called behaviour.
Response (behaviour) to the stimulus (motivation) is the
behaviour
Behaviour refers to thinking, feeling (emotion), talking and
doing.
Thinking is covert (hidden), because they are not visible.
26. TYPES OF BEHAVIOUR
Observable Behaviour:
Any behaviour that can be observable.
Eg. Screaming (loud, noise), stuttering, lecturing, laughing,
Aggression, Self Injury, Destructiveness, Over activity, etc.
Measurable Behaviour:
Behaviour that cannot be visible but measurable only.
Fear, depression, anxiety, sexual disorder, Ego impairment,
damage self-image (personality, character, self esteem), hostilely
(bitter), etc.
Desirable behaviour: The behaviour is acceptable or tolerable
by others
Undesirable behaviour: Behaviour, which seriously interfere
with normal life of a person or with whom he or she lives or works.
27. How to identify Behaviour Disorder
Observable Behaviour/ Events:
Any behaviour that can be observable. eg. aggression, self
injury, destructiveness, over activity, etc
Un-observable Behaviour/ Events:
Through measurement
Eg. Fear, depression, anxiety, sexual disorder, Ego
impairment, damage self-image (personality, character, self
esteem), hostilely (bitter), etc.
28. How can we Determine Undesirable behaviour?
Behaviour which seriously interfere (obstruct) with
normal life of the person or with whom he / she lives or
work
What is Behaviour Modification?
It is a form of Intervention.
Modification means - Change, Adjustment, Adoption
or Altering of Behaviour
This technique is used for elimination of undesired
behaviour and successful when adaptive behaviour
is taught at the same time
29. Method of Changing/ Altering Behaviour
Principle of Classical Conditioning (Pavlov)
Principle of Operant Conditioning (Skinner)
Principle of Trial & Error (Thorndike)
These are called Behaviour theories or Stimulus- Response
Gestalt theory – by Kohler (Learning by Insight)
Social Learning by Bandura (Socialisation-Experience)
These Two theories are called Cognitive Theories Or Field
Theories
30. I. Principle of Classical Conditioning (Pavlov)
Classical means: In an established manner or Traditional,
Usual, Standard, etc
Conditioning means
A type of Training or Learning or
Modification of behaviour by learning;
That is modification (change) of behaviour by learning
Conditioning is the process by which behaviour is
learned.
Learning means change in behaviour that occurs as a
result of practice or experience.
31. Thus, Classical Conditioning means:
Learning (conditioning) in an established manner or
Modification of behaviour in an established manner or
Change of behaviour in an established manner.
(i.e. wants to develop a desired response to shape the
behaviour)
32. What is the basis for learning?
The basis for the learning is Motivation
Eg. Dog - Bell - Food
The training (hearing of bell sound and seeing of food)
enable the dog to salivate whenever the sound was produced.
This response (saliva) that has been learned (by this dog) is
called conditioned response
33. Conditioning is the process by which behaviour is learned.
When a response (reply/answer) to a stimulus (motivation/
impulse) has been learned, the person’s behaviour has been
modified.
Many behaviour are unconditioned. They happen naturally.
An unconditioned stimulus produces as unconditioned
response.
Eg.
1. People’s eyes water in a high wind
2.They salivate when given food
3.They withdraw their hands sharply when burned
34. Counter (oppose) conditioning seeks to associate
desirable response with particular stimuli in opposition with
undesired response.
According to Pavlov ‘Motivation’ (Reward) is the basis for
learning (Change/Modification of behaviour)
That is Reward (Motivation) is given before the work is
over
35. Techniques used in classical conditioning
1.Systematic desensitisation:
The most commonly used counter conditioning techniques is
systematic desensitisation.
Eg. This is often used with Agoraphobic (fear of public place) or
School phobic
ii. Assertiveness (boldness) training:
This Technique is used where people are unconfident.
Counter conditioning has been used in various forms of sexual
therapy:
Another example is:
Conditioning children who are “enuretic”(enuresis-The
involuntary discharge of urine)
36. There is loud buzzer/bell connected to an electrical contact
placed with in soft mates under the child. The bell sounds
when some urine makes contact with the mates and the
child wakes up and can complete urine in a toilet.
This process has two effects:
(1) the child is conditioned to wake when the bladder is
full. So avoid bed-wetting.
(2) The tone of the bladder muscle is improved; strengthen
the capacity to get through the night without wetting.
These responses are set up as form of counter conditioning to
the natural process.
37. II. Principle of Operant Conditioning
B.F.Skinner
Operant means operate on the environment i.e Self
Conditioned means modification of behaviour by
learning.
Operant Conditioning means Self-learning or
programmed learning or instrumental learning.
That is modification of behaviour through self-
learning.
The technique of operant conditioning can be used to
shape the human behaviour. That is helped to
modify the behaviour
38. A/c to Skinner, human behaviour is primarily the result of
self-learning (operant conditioning). Some of our beliefs,
customs and goals may be learned through this technique.
The term operant conditioning was coined by skinner to
indicate, “when a response operates on environment, it
may produce change”.
39. Skinner’s experiment with rat
Initiating Stimuli Bar Press Food
Response Reinforcing stimuli
(Reward)
According to this theory :
Nothing is taught, everything is learned.
A/C to Skinner, any reward is given only after the work is over.
40. Learning (change of behaviour) can be controlled by REWARDS and
PUNISHMENT
Rewards
Intrinsic Rewards - comes from within
Extrinsic Rewards - comes from outside
Intrinsic Rewards –
Eg. 1.
A boy who assembles a radio in order to communicate with his friends –
drives a satisfaction when he completes the instruments and fined it
works.
Eg.2. A child wants to learn to ride a bicycle.
Here motivations are intrinsically motivated by pleasure derived from
learning new skills
41. Extrinsic Rewards
Eg. 1
Mother promise to buy her child a walk man if she cleans
the house
Eg.2
Fear of being ridiculed by his pear groups if a child fails to
ride a bicycle - may also be a motivation
These are extrinsic motivation ( rewards)
42. Punishment
Let us focus on learning (modification of behaviour) can be
controlled by Punishment
Govt. exercise social control by levying fine or sanction of
imprisonment.
Eg. Violation of Traffic rules.
Note- Punishment often less effective than the reward,
because it temporarily suppresses a response.
43. Advantages:
1. Punishment can effectively eliminate an undesired behaviour if
alternative desired behaviour is available.
Eg. A child may be punished for watching T.V. but praised for
reading books.
2, Punishment can be quite effective, when the organism responds
to a signal to avoid Punishment.
3. Punishment may be informative Eg. Electric shock.
Disadvantages of Punishment
1. Punishment may result in altering the behaviour but
consequences can not be predicted.
2. Punishment induces fear and anxiety among the individual leads
to fix the behaviour instead of eliminating the behaviour
3. Punishment may leads develop a dislike of the situation where the
punishment occurred.
44. The most effective use of punishment is the informative one,
so that the child will know what is allowed and what is not
allowed.
When children test the patience, it is best to use discipline
firmly but not harshly. Discipline should be used promptly
and consciously.
Nagging consciously may be more brutal than immediately
spanking.
A child who is threatened with vague and postponed
Punishment may be affected more severely than a child
who is punished but afterwards pardoned and accepted.
45. 3.Principle of Trial & Error (Thorndike)
A/C to this theory If a behaviour is followed by
something pleasant, most likely, the behaviour will be
repeated.
If a behaviour is followed by something unpleasant,
the behaviour will not be repeated.
(Eg. In Thorndike experiment, the cat tries many kinds
of response like Hitting, Dashing, Biting, etc., before
opening the box the first time. After a few trials the cat
learn to open the box (escape from the box) and able to
eat the food.
46. Conditioned by repeated trials-Reinforcement
Techniques of Reinforcement: (both classical, Operant
and Trial & Error)
Reinforcement: means strengthening the response of
the individual
There are two types of reinforcement
Positive Reinforcement
Negative Reinforcement
47. Positive Reinforcement: A procedure to increase the
desired behaviour by presenting a reinforcing stimulus on
performance of the response. Unwanted behaviour may well
be positively reinforced.
The reinforce may be any object, verbal approval, any other
stimulus, etc.
Negative reinforcement –
The word Negative indicates the removal or reduction of the
effect of the stimulus.
Eg. Quarrel with Spouse/ superiors
48. Shaping: means reinforcing small steps towards the desired
behaviour.
E.g. Mr. “A” is seven year old boy never learned appropriate
communication skills – the counsellor would price him give a
piece of price, encourage him at each and every time he spokes
correctly.
Here desired behavior is developed by sequentially reinforcing
successively closer approximation, to the terminal goal behavior.
Fading (Vanishing): means seeing where the behaviour is used
in another situation in which the behaviour is to be used.
E.g. The idea for Mr. X to enter in to the community after his 5
years stay in the psychiatric hospital.
49. Modelling: means demonstrating the behaviour
Coaching or prompting: means advising the client about
appropriate behaviour.
Physical guidance: moving the client’s body in the way required.
Eg. Piano teacher positions a student’s body and hand correctly.
Once behaviour is established, reinforcement may be withdrawn.
Punishment: Procedure applied to suppress or decrease the
undesirable behaviour.
Positive punishment: When unpleasant consequences follow,
are immediately related to and reduce behaviour. This is called
positive punishment.
Negative punishment is the removal of a pleasant part of
someone’s life unless they perform behaviour.
Eg. Permission to eat ice cream is denied to a children whenever
they refuse to do their homework from school.
50. In summary,
Reinforcement, whether positive or negative, strengthens
behaviour.
Punishment, whether positive or negative, reduces the
behaviour.
Positive always means doing some thing,
Negative always means taking something away. Both can be
used together.
51. 4. Gestalt Theory-Learning By Insights (Kohler)
It is German Gestalt means - Shape, Whole, Form,
Configuration- Total Phenomena or Total Events.
Gestalt means Insight. Insight means making meaningful
connections between two things. That is Learning by Insight
According to this theory,
‘Behaviour can be studied in parts but viewed as a whole’.
According to Kohler Insightful Learning is meaningful learning.
In learning by Insight, the correct solution not only appears
suddenly but also it appears repeatedly on subsequent
presentation of the problem.
Once the problem is solved, the problem is no longer a problem.
52. 5. Principles of Social Learning (Bandura)
Social means man-to-man relation – through socialization
Learning means change in behaviour (Education helps to
change of behaviour)
Social role – Any role you do related to others
That is modification of behaviour through experience i.e.
through socialization process or through man-to-man
relation.
That is modification of behaviour through experience i.e.
through socialization process or through man-to-man relation.
Most learning is gained by people’s perception and thinking
about what they experience. They learn by copying the example
of others around them through modeling/model.
53. Recording in Case Work
Record
Record – Documents, Register - to note down the work or events
Recording: The act of one who records or registering.
In Case Work Recording means documents related to client and his history with
reference to treatment, etc.
In the simplest terms, records are documents (Gelman, 1992; Streat, 1987). Records
ensure that clients receive adequate and appropriate services, assure case continuity,
and provide a means for administrative monitoring.
Records are tools for diagnosis, assessment, treatment planning, ongoing monitoring
of services to clients, and, in some states, are considered legal documents (National
Association of Social Workers [NASW], 1991).
54. Sources of Records
Intake Sheet – details about the client’s address, personal
data (demographic data), Referral by whom, reasons for
referral, Family background, etc.
Social Workers Diary - containing details on home visits,
collateral contacts, Interview with clients, etc.
55. Types of Records:
1. Case Record:
Information about the client situation and service transaction that is
documented by the social workers during the intervention process
and retained by the agency or in the case work file.
The purpose case record is to co-ordinate, communicate, set goals
and remember intervention strategies.
2. Person Oriented Records (POP)
A format used by the social workers and some agencies to keep
specific, accountable and goal directed records of the intervention
process with each client. An adaptation of the physician’s problem
oriented record (POP) the person oriented record contains an initial
data base, treatment plan, assessment, progress notes and progress
review.
56. 3. Problem Oriented Record (POR)
A format used by social workers, physicians, nurses etc. to
develop and maintain efficient case records. It was developed by
Lawrence Weed, originally as medical record and it has been
applied in multidisciplinary conducts and adopted for the needs
of many different professions. This record contains four
component:
The data base (Face sheet information, Presenting problem,
relevant demographic, cultural and medical data, mailing list and
so on).
The problem list (each problem has a number so that when it is
resolved it is convenient to see and check of).
The plan (different possible steps to take in resolving each of the
numbered problems).
The follow up actions (what has actually done to implement the
plan)
57. The POR is highly focused on specific problems and their
progress and resolution and thus makes the case worker more
easily accountable than do less focused chorological summaries.
3. Diagnostic Record
It means stating the analysis of the problem
II. Narrative – describe the events, orderly account of events.
III. Summative/ Summary Record: - cumulative, Comprehensive
report of the client
58. Principles of Recording:
Secrecy: Content of record should be a confidential matter
Objectivity: Without any bias and prejudices, accuracy,
simplicity, brevity (brief) should be the guiding factors for in
preparing, records.
Simple language and style- while writing records
Appreciations should be avoided
Summary is a good device for organising and analyzing facts.
Reaction of the clients should be recorded- like emotions,
anger, happiness, irritability, etc should be recorded
59. Use/purpose/importance of Records:
By maintaining records a worker can improve his professional Skills and
Techniques.
Records can be useful to learn by his own errors and thus make his help
more effective and systematic.
Records not only help a worker to evaluate his own work, but he can also
improve up on his own methods.
Records can create interest, not only among the workers but also the
clients and help in building-worker client relationship
Records more supervision and teaching easier and effective.
Records can be used for social work Research and Planning.
Through records a worker can show his agency what he has done.
Records also useful for future references (in order to refer future work).
Records help in providing services in a systematic basis.
10. Records help to provide information of the client.
60. Records help to provide information on the rate point.
Records help to provide evidence of non-progress
Records help to mold or shape the intervention programme.
Records help to determine whether the programme has moved to
quickly or whether the client has requisite skills in his repertoire
(stock, collection) for behaviour change.
Records help to determine whether in might be necessary to move
back to an earlier stage of intervention.
61. To evaluate the factors impeding (hamper, delay) the effectiveness
of the mediator.
To determine to extend to which the progress has been mobilised
(which could lead make decisions to make changes in the
techniques).
To determine when the termination goal has been reached.
To assess the efficiency of the programme.
To assess the effectiveness of the programme.
62. Maintenance/ Qualities of Case Work Records
Should be reasonable
Should have clarity, accuracy and objectivity
Standardization and Uniformity should be maintained
63. References
Gordon , Hamilton,(1940) Theory And Practice Of Social Case
Work: Columbia University Press.: New York School of Social
Work
Hollis, Florence (1964) Case Work - A Psychosocial Therapy,
Random House, NY
Mathew, Grace (1992) An Introduction to Social Case Work
Bombay; Tata Institute of Social Sciences, Mumbai
Misra. P.D. (1994) Social Work: Philosophy and Methods. Inter-
India Publications, New Delhi
Perlman, Helen H (1973) Social Case Work - A Problem solving
process, University of Chicago Press, Chicago. (16th)
Robert, & Robert Nee (1970), Theories of social case work, (ed)
University of Chicago Press,Chicago.
Samalley, Ruth Elizabeth (1971), Theory of Social Work Practice;
Columbia Univ.press, NY.
64. Sundel and Sundel (1999) Behaviour Modification in the Human
Services, Sage, Newbury Park.
Timms, Noel (1964), Social Case Work : Principles and practices,
Rutledge and Kegan Paul., London
Trevithick (2005) Social Work Skills, A Practice Hand Book, Open
University Press, London.
Upadhyay, R.K (2003) Social Case Work, Rawat, Jaipur