SOCIAL SERVICES 2

The Code of Ethics

provides general principles to guide practitioners' conduct and decision-making, and holds social workers accountable for unethical actions

the mission and the defining feature of social work.

The Code of Ethics highlights both _____ and _____

The mission

is "to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty."

The defining feature

is "the profession's focus on individual wellbeing in a social context and the wellbeing of society"

6 values of social work

Service, Social Justice, Dignity and Worth of the Person, Importance of Human Relationships, Integrity, Competence

Informed Consent

Social workers provide their clients with information about their services

Self-Determination

Social workers promote clients' ability to make their own choices

Conflicts of Interest

Social workers do not engage in dual relationships with their clients

Physical Relationships

Social workers avoid romantic relationships with past or current clients and their family members and friends

Confidentiality

Social workers protect clients' right to privacy.

Termination of Services

Social workers avoid terminating services when clients are still in need, but do not prolong services unnecessarily

Conditions Under Which Confidentiality May Be Broken

Includes client's informed consent, reporting suspected abuse, preventing harm, court orders, and medical emergencies.

mandated reporters

Social workers are legally required to report abuse and warn others of potential threats from clients.

Privileged Communication

Social workers do not have the right to privileged communication, unlike other professionals such as lawyers.

Health Insurance Portability and Accountability Act (HIPAA)

A law governing access to confidential client records by various parties, including treatment providers, law enforcement, and others.

Ecological Systems Model

A model that focuses on how individuals interact with their environments and how both people and environments reciprocally influence each other.

Major Sources of Problems in the Ecological Systems Model

Problems of living may arise from the person, the environment, or the fit between the two.

Interventions in the Ecological Systems Model

Interventions include increasing access to support systems and resources, helping clients cope with environmental stressors, and advocating for programs that support the community.

Strengths-Based Perspective

A perspective that focuses on clients' strengths, resources, coping skills, and resilience to help them succeed.

Empowerment Perspective

A perspective that emphasizes increasing clients' sense of power, control, confidence, self-efficacy, and self-determination.

Role of Clients in Strengths-Based and Empowerment Perspectives

Clients are seen as the experts on their situations and are viewed as partners in the helping process.

Effectiveness of Empowerment at Group and Community Levels

Empowerment is especially effective at the group and community levels, helping to build collective power and resilience.

behavioral model

Behavior is learned. Eliminate negative behaviors and learn healthier behaviors. relaxation training, desensitization, assertiveness training

Family Systems model

All parts of the family system are interrelated and influence each other. Change dysfunctional patterns within the family system. genograms, family sculpture, reframing, communication training

Person-Centered model

Clients have the potential for growth, fulfillment, and self-determination. Provide a safe setting to explore and find obstacles to growth. active listening, reflection, clarification

Solution-Focused model

Clients possess the skills and knowledge they need to create a better future. Help clients to develop and achieve their envisioned solutions. exception question, miracle question, scaling question

Change Agent/System

The practitioner(s) who facilitate change in the social service process.

Client System

The person(s) receiving services, which may include applicants, referrals, non-voluntary clients, and legally mandated clients.

Target System

The people or systems that must be influenced to help the client.

Action System

The other professionals involved in the client's case or treatment.

Professional Relationship in Social Work

The most important factor in therapeutic change, which is goal-oriented, time-limited, ethically constrained, and focused on the client's wellbeing.

Fiduciary Relationship

A professional relationship where the client places trust in the practitioner, who accepts this trust and establishes a dependent relationship.

Objectivity and Empathy in Professional Relationships

The practitioner should strive to be as objective as possible while also expressing warmth and empathy toward the client.

Starting Where the Client Is

The practitioner should meet the client where they are in their process, considering their needs and perspective.

Conscious Use of Self

The deliberate use of the practitioner's own presence, qualities, and experiences to help the client.

Transference and Countertransference

The practitioner should be aware of emotional reactions (transference and countertransference) that may arise in the professional relationship, which could affect the therapeutic process.

Verbal Communication

The use of clarity, conciseness, courtesy, and attentiveness in speaking to ensure effective communication.

Paralanguage

Vocal qualities such as loudness, rate of speech, inflection, and pauses that convey the emotion behind verbal communication.

Nonverbal Communication

Communication that accounts for approximately two-thirds of what is conveyed in a message, often being the most accurate indicator of a person's mental state.

Ideal Practitioner Nonverbal Behavior

Practitioners should sit upright, maintain an open stance, display sincere and nonjudgmental facial expressions, allow but not force eye contact, face the client at a ninety-degree angle, lean slightly toward the client, and maintain a 3-4 feet distance without obstacles.

PERCEIVE Method

A method used to understand body language, focusing on Proximity, Expressions, Relative orientation, Contact, Eye contact, Individual gestures, Voice, and Existence of adapters (nervous or bored behaviors).

Cultural Competence

The ability to effectively communicate with people from different cultures, racial and ethnic groups, genders, ages, socioeconomic statuses, and levels of education.

Active Listening

Concentrating on the client, maintaining eye contact, nodding, and organizing the information shared by the client to fully understand their message.

Reflection

Listening to, analyzing, and paraphrasing back to the client both the content of their communication and the underlying thoughts and feelings.

Empathy

Recognizing and demonstrating understanding of a client's feelings (Sidell & Smiley).

Minimal Prompts

interviewing skill used to encourage clients to keep talking or elaborate on their responses, often by using small verbal cues or non-verbal gestures.

Clarification

Interviewing skill that involves asking questions or making statements to ensure understanding of what the client is saying.

Summarization

Interviewing skill that involves briefly restating the main points shared by the client to confirm understanding.

Exploration

Action response that involves using open- and closed-ended questions to gather more information from the client.

Interpretation

Action response where the practitioner shares their analysis or perspective on the client's situation.

Reframing

Action response that involves reinterpreting a situation in a positive light to help the client view it from a different perspective.

Supportive Statements

Action response that points out the client's strengths to encourage and empower them.

Confrontation

Action response where the practitioner points out discrepancies in the client's behavior or information.

Self-confrontation

Helping clients recognize discrepancies on their own.

Assertive confrontation

Stating a concern relative to a desired outcome, identifying discrepancies, and pointing out potential negative consequences.

Sharing Responses

Self-disclosure by the practitioner about their own beliefs or life circumstances, helping to create a connection with the client.

Orientation Statements

Teaching response where the practitioner provides information about the therapeutic process to the client.

Instructions

Teaching response where the practitioner provides directions for the client's proposed behaviors.

Information Giving

Teaching response where the practitioner informs the client about social problems, resources, and available options (Sidell & Smiley)