Key revision from Y2

What does A stand for in ABC?

Achieving Rapport

What does B stand for in ABC?

Boiling down the problem

What does C stand for in ABC?

Coping

What does S stand for in SAFER-R

Stabilise

What does A stand for in SAFER-R

Acknowledge

What does F stand for in SAFER-R

Facilitate Understanding

What does E stand for in SAFER-R

Effective Coping

What does R stand for in SAFER-R

Recovery

What does the second R stand for in SAFER-R

Referral

What does A involve in ABC?

Achieving rapport:

1. Establish safety at all levels

2. Use interpersonal skills to establish appropriate rapport for engagement with the problem

What does B involve in ABC?

Boiling down the problem:

1. Listening to how client feels about problem (not for too long as you want to intervene)

2. Identifying the precipitating event

3. Identify how it affects the different domains of their life

4. Gently reframe thinking if and when appropriate

What does C involve in ABC?

Coping:

1. Identify strengths and resources that can be used

2. Create a plan for moving forward

3. Refer as appropriate

What does S stand for in SAFER-R?

Stabilise:

1. Safety

2. Basic needs

What does A stand for in SAFER-R?

Acknowledge:

1. Identify and understand what is happening (not why)

What does F stand for in SAFER-R?

Facilitate Understanding:

1. Normalise as appropriate

2. Depersonalise - the problem is the problem, this is not because of individual shortcomings etc

What does E stand for in SAFER-R?

Encourage Effective Coping:

1. Identify strengths, resources etc which may assist in coping with the situation

What do the 2 R’s stand for in SAFER-R?

Recovery and Referral:

1. Judge whether the client is safe to be left alone

2. Come up with a plan for the future and the immediate situation

3. Refer as appropriate

Erikson’s first stage is?

trust vs mistrust - learning to trust people to take care of them or difficulty trusting later in life

Erikson’s second stage is?

Autonomy vs shame - learning to be a bit more independent and autonomous or shame and doubt later

Erikson’s third stage is?

Initiative vs guilt - learning to control environment appropriately or guilt, self doubt and lack of initiative later

Erikson’s fourth stage is?

Industry vs inferiority - learning some new skills or will feel inferior afterwards

Erikson’s fifth stage is?

Identity vs role confusion - develop personal identity or will struggle with who they are and how they fit

Erikson’s sixth stage is?

Intimacy vs isolation - form strong and intimate relationships or will feel isolated

Erikson’s seventh stage is?

Generativity vs stagnation - create things that outlast them or will feel less involved in world

Erikson’s eighth stage is?

Ego integrity vs despair - be content in reflecting on life or will feel bitterness, regret, and despair

What years does Erikson’s 1st stage apply to?

Birth to 1.5

What years does Erikson’s 2nd stage apply to?

2 to 3

What years does Erikson’s 3rd stage apply to?

3 to 5

What years does Erikson’s 4th stage apply to?

6 to 11

What years does Erikson’s 5th stage apply to?

12 to 18

What years does Erikson’s 6th stage apply to?

19 to 40

What years does Erikson’s 7th stage apply to?

40 to 65

What years does Erikson’s 8th stage apply to?

65+

What are Piaget’s 4 stages?

• Sensorimotor - 0-2

• Pre-operational - 2-6

• Concrete operational - 7-12

• Formal operational - 12 - adult

What is the age of sensorimotor?

0-2

What is the age of preoperational?

2 to 6

What is the age of concrete operational?

7 to 12

What is the age of formal operational?

12+

Explain what Freud’s 2 key contributions to human development theory as we know it today were?

Explanation should include:

• Identification and explanation of roles and relationships between id, ego, and superego

• Identification of psychosexual stages

• Explanation of general overview of psychosexual stages meaning

What are the key milestones of the sensorimotor stage?

1. Exploring the world through interaction (think sensori = take in new info and motor = move around)

2. Development of separation anxiety

3. Development of object permanence

What are the key milestones of the preoperational stage?

1. Ability to use words and pictures to represent objects, however, inability to logically reason with objects yet

2. Ability to pretend

3. Egocentricity - unable to understand that different people have different perspectives, needs, etc

What are the key milestones of the concrete operational stage?

1. Can now think logically about concrete objects e.g. holding and counting (think concrete = something concrete you can hold, and operational = manipulating that thing to perform logic operations on it)

2. Understands conservation

What are the key milestones of the formal operational stage?

1. Capacity for abstract thinking and reasoning

2. Capacity for moral reasoning

Explain the very basics of attachment theory

Explanation should include:

1. Explanation of how the basis of attachment theory is the need for consistent and responsive caregiving for children to see the world as a safe place - link to maternal deprivation theory

2. Explanation that “inconsistent” caregiving, essentially, neglect, violence, mistreatment, etc, compromises the development of secure attachment, causing alternative styles which influence the way someone relates to others

Explain how attachment theory links to neurobiology

Explanation should include:

1. We have an inherent requirement for attachment as mammals - Harlow

2. Quality of early attachment seems to impact the brain and nervous system as it develops

3. There is evidence that these effects on the brain and nervous system also get transferred biologically

What does attachment theory and research say about caregiving from other caregivers to parents e.g. childcare?

Attachment theory and current research say:

1. Caregiving and attachments with other caregivers are not inherently a bad thing; in fact, they can be useful by increasing social resources and socialisation if you want to look at it that way

2. The determinant of the effects of these attachments is the quality of the attachment and relationship - positive if a child is cared for, negative if not

What is each stage of Maslows hierarchy of needs?

1. Physiological - basic survival needs

2. Safety - secure and stable environment

3. Belonging and love - Close relationships and group membership of different kinds and at different levels

4. Esteem - self respect and respect from others

5. Self-actualisation

What are the 7 stages of the social work process?

1. Preparing

2. Beginning

3. Problem exploration

4. Assessment

5. Contracting

6. Evaluating

7. Termination

What are the 5 core principles of pro-social practice?

1. Identify prosocial comments and behaviour

2. Reinforce prosocial comments and behaviour

3. Identify unwanted comments and behaviour

4. Address unwanted comments and behaviour

5. Model prosocial comments and behaviour

What are the 6 stages of family life cycle theory?

1. Unattached young adult

2. Newly married couple

3. Family with young children

4. Family with adolescents

5. Family with children leaving

6. Family in later life

What are the key processes involved in stage 1 of family life cycle theory?

Restructuring relationships and family systems (both immediate and extended) to reflect new independence of young adult

What are the key processes involved in stage 2 of family life cycle theory?

• Integration of differing values passed on from parents, picking up the ones that work for the couple and leaving the ones that don’t so that the new agreednvalues can work in harmony

• Re-evaluation of family systems to reflect addition of family member, and new life stage

What are the key processes involved in stage 3 of family life cycle theory?

• Biggest thing is accepting new identity as a parent, including responsibilities that children bring, how life looks very different with them, the need to care for them, etc

• Another restructure of the way you relate to other family members

• Restructuring roles and responsibilities with partner to reflect children

• Being an authority figure to children

What are the key processes involved in stage 4 of family life cycle theory?

• Providing the circle of security (to link it back to that), where the child has enough independence to go out and explore the world (relative to their age of course), but are able to, and know they are able to, come back to safety when in trouble if needed

• Refocusing on non-child related things as they are already taking up less time and responsibility, and will soon take up even less

What are the key processes involved in stage 5 of family life cycle theory?

• Assisting children’s independence across multiple domains

• Supporting, not controlling children

• Rearranging family system to reflect not having kids in the home anymore, and being back at stage 2 again in a way

What are the key processes involved in stage 6 of family life cycle theory?

• Redefining generational roles to reflect changes in independence, maturity, development, roles, etc

• Accepting less power and responsibility with older age (although this differs across cultures)

What is the underlying lens of a person-centred approach

That people intrinsically seek to develop and progress throughout life, and that there ability to do so in a therapeutic context is dependent on a strong relationship between the client and the practitioner

What are the key principles of a person centred approach?

1. Interpersonal skills

2. UPR

3. Empathy

4. Congruency

5. Allowing the client to go in their own direction rather than directing them (collaboration)

What is the underlying philosophical lens of a strength-based approach?

People are seen through the lens of their resilience, current resources, potential for growth, and therefore capacity to resolve their own problems rather than their deficits; it is their strengths which they will use to grow, not what they can’t do

What are the core principles of a strength based approach?

1. Everyone has strengths and aims to identify these

2. Adverse events are not just sources off adversity, but also resilience

3. Emphasises collaboration over a directive approach

4. Clients know what is wrong, and they come in to services to get help with this. They therefore are not there just for us to tell them everything that is going wrong

What are the 8 types of questions used to identify strengths in a strength based approach?

You can conceptualise and remember the questions using these 2 categories and subcategories:

Negative:

What you’ve done:

• Regular functioning when things aren’t wrong

• Coping - How have you coped previously?

What you want:

• Desires - What do you want to see?

• Differences - What specific differences do you want to see made

Positive:

How you think:

• Thinking - What do you think about the situation?

• Motivations - What keeps you going?

What you’ve got:

• Assets - What resources do you have?

• Strengths - What strengths do you have?

You can also use the acronym CARDS TM D - Cards TradeMarked by Darcy

What is a key consideration to be made with strength-based practice?

That although this sees people as always working to better themselves and utilising strengths, resources, etc, even if those methods of working are maladaptive, this view only extends so far, and can have negative implications if things are beyond what a person can deal with themselves. For example, someone who is suicidal might need a more directive approach initially, then a strength-based approach may be able to be used.

What is the underlying philosophical principle of TIC?

Understandings of the neurobiological effects of trauma have generated new insights for appropriate interaction with potentially traumatised people. TIC is something which can be implemented into any model, approach, method, or theory to provide interaction that is reflective of this new knowledge, and what we now know is the most compassionate, effective, human rights and social justice aligned response. Essentially, TIC isn’t about directly addressing trauma, but rather a way of working with people who may be traumatised.

What are the key principles of trauma-informed care (not the TIP’s)?

1. Maladaptive coping strategies are reflective of strategies which used to be appropriate in traumatic environments, but no longer are. They are not a personal problem/shortfall/failing

2. Practitioners have the responsibility to engage, not clients, and therefore when clients disengage the onus is on the practitioner to re-engage appropriately

3. The TIP’s should be incorporated into all practice

What are the TIP’s, and what do they mean?

Safety - Creating safety at all levels, physical, psychological, environmental, and relational

Trust - Being consistent in providing safety and in all other ways, building goodwill and genuineness, demonstrating respect and acceptance

Choice - Providing as much choice over service provision as possible, from what happens in the service to the conditions, timing, parameters, environment, etc. Another way of looking at choice is reasserting clients choice over their reactions through psychoeducation

Collaboration - Working with, rather than for clients by using power appropriately and in a shared way, and working in a shared manner

Empowerment - Helping people to do for themselves, rather then to need to have done or done with. Giving as much power, skills, and knowledge back to clients as possible, so that they may deal with the issues themselves in the future

What are 3 key potential mechanisms for dealing with defences?

1. Identifying, explicitly drawing attention to, identifying the underlying fear it is protecting the person from, and asking for the clients perspective

2. Identifying and drawing attention to the defence, and then asking the client what they think it might be protecting them from (thoughts or feelings)

3. Creating enough safety for the person to identify the defence and explore it of their own accord

What is core to any process of engaging with defensive clients?

Containment - being able to take what the person is saying, comfort them, and create the perception that we can sit with it, we can hold it, and we are competent enough to know how to deal with it and not let it overwhelm or crush us.

What is a heightened emotion?

Any emotion that is felt so strongly that it significantly affects a person’s feelings, physiological response, thinking, and actions

Think the response is like TAPE - Thinking, Actions, Phisiological responses, Emotions that doesn’t come off easily once triggered - to remember the domains effected

What is the neurobiological explanation for why a person can feel heightened emotions that don’t align with their conscious and rational understanding of a situation?

• The amygdala, as we know, plays a central part in emotional processing and processing of the emotional part in memories

• The amygdala can operate independently from our conscious thinking

• Therefore, it is possible for someone to experience heightened emotions about a memory that do not align with the way they consciously think about it

What is a core consequence of heightened emotions?

Heightened emotions can cause people to limit their engagement, to inaccurately interpret messages, and make it significantly easier or harder to remember things, depending on the emotions associated with them.

This is all protective, heightened emotions come from our nervous system and form part of our protective measures in the face of perceived danger.

What are the 4 phases of emotional escalation?

1. Pre-escalation - what happens just before an escalation, the trigger hides here

2. Escalation - the process of escalation to a heightened emotions after trigger(s)

3. Heightened emotion - experiencing the heightened emotion after escalation

4. Dee-escalation - returning to a baseline state after experiencing the heightened emotion

How do we want to respond to heightened emotions? (stopping them altogether, etc)

Although we may want to prevent heightened emotions to ensure we can work well, we don’t necessarily want to prevent them altogether, and we don’t want to try and stop them immediately when they occur - we want to help people have more choice over when and how they experience and convey any heightened emotions they may have.

How can we prevent and respond to a heightening of emotions when they occur?

By preventing and responding as appropriate based on each stage:

1. Pre-escalation - prevention - removing triggers and ensuring safety, that the person is happy with the parameters of our work and rules in place, etc

2. Escalation - prevention through response - identifying a person’s emotions are starting to heighten above baseline, and distracting, reassuring, doing things specific to the person to help them to calm down, verbalising your observations and asking what supports they may need to calm down, or drawing attention to the persons capacity to manage their emotions

3. Heightened emotion - responding - supporting the person to safely express their emotions in the different emotions and states that they are in (fight, flight, etc), and engaging in structured collaborative (as much as possible) decision making if necessary

4. De-escalation - responding - creating safety and responding positively to new potential emotions of embarrassment, regret, etc, reviewing any decisions that were made in the heightened state

What are the key principles of GST?

1. Transaction - looking at how the person is affected by their environment and vice versa, rather than seeing them in isolation

2. Subsystems - breaking systems into different levels and parts and identifying their place in contributing to the overall goal

3. Boundary’s - how open or closed systems are to feedback/input

4. Homeostasis - The system naturally tries to maintain a comfortable and functional state

5. Entropy - Closed systems will die, all systems are dysfunctional at times

6. Equifinality - Many different solutions can be applied to reach an outcome

What are the core levels of social ecological systems theory?

1. Individual

2. Family

3. Community

WHat key systems in SES theory influence the wellbeing and resilience of individuals?

1. Personal - Personal traits and factors

2. Environmental - Conditions around us

3. Energy - Literally how much time and energy we have

4. Material - Material resources available to us

What key systems influence the resilience of a family?

1. Belief systems - Their worldviews

2. Structure - How the family is organised as a system

3. Teamwork processes - Clarity, the way emotions are handled, and the way they collaborate)

What are the key systems influencing the resilience of community’s?

Economic development - Vulnerability to hazards, equity of distribution, and quantity and variety of resources

Social capital - Received and expected social support and connection to community

Information and communication - Current narratives, portrayal of topics by media, ability to engage with media, and access to trusted sources of information

Community competence - Community action, reflexivity, flexibility, creativity, efficacy, empowerment, and political allegiances (essentially, how well are they positioned to do things and how much do they think about what they do)

What understanding does SES theory offer regarding trauma?

SES theory is a way of understanding the things that impact people’s ability to adapt past traumatic events, rather than the consequences of those events or how these can be remedied.

What is the foundational philosophical principle of behavioural theory?

We constantly automatically change our behaviour in response to environmental stimuli and learning in the operant and classical conditioning sense. Therefore, it should be possible for us to deliberately learn new things in that sense, to change our behaviour deliberately.

What are the key principles of behavioural theory?

1. Focus on a specific behaviour

2. Understand the behaviour

3. Identify the initial experiences that may have triggered the behaviour, and what may be reinforcing it now

4. Identify what needs to change to stop the behaviour being reinforced

5. Collaboration

6. The principles of operant and classical conditioning

What is the underlying philosophical principle of CBT?

That dysfunctional behaviours are caused by faulty thinking and can therefore be fixed by changing such thinking

What are the ABCDE’s of CBT?

A - Antecedent - what triggered the response?

B - Belief based on antecedent - what belief was developed in response to the trigger?

C - Consequence - What were the emotional and physiological consequences of the belief, and what action did these create?

D - Disputation - Exploring the faulty beliefs and replacing with rational ones

E - Re-evaluation - Triggers seen differently with new rational beliefs

How do you use the ABCDE’s of CBT with a person in a way that fuses CBT and the key analysis from behavioural theory?

Go through the ABCDE’s with a person as a process to follow, focusing on the information you found when analysing the situation through behavioural theory regarding what may have originally triggered the behaviour, and what may be reinforcing it now.

What is the order we process and respond to situations in according to CBT?

Our existing beliefs inform the way we perceive things (think of perceptual set), a trigger causes internal processes of emotions and phyisiological responses, which leads to a behavioural response, and emotional meaning making which alters our beliefs (think of schemas), and changes the way we respond to the same trigger/stimuli in the future.

What is the underlying philosophy of SFBT?

That we should focus on what is possible and changeable, rather than what the problems are

What are the principles of SFBT?

1. Strength-based

2. Client is the expert of their lives

3. Is curious about clients and does not assume knowledge

4. Breaks big goals into smaller, achievable steps

What is the process for implementing SFBT?

Think GSEBSS:

G - Getting to know the client and build rapport

S - Scaling questions to identify where they are at now, and miracle questions for where they want to be

E - Exception questions for what the client was doing when things were how they wanted, times when they succeeded, and identifying any strengths

B - Breaking goals down into smaller, achievable sub-goals

S - Sub-goals for the smaller goals, exactly what we need to do to achieve the smaller goals

S - Scaling questions to monitor progress

What is it important to end each SFBT session with?

Feedback that reinforces to the client the good work they have already done, and the strengths that they possess

What do exception questions do?

1. Remind the person that they have already done the thing before, and are therefore capable

2. Bring strengths to the surface that the client may not have realised they had

3. Reinforce to the person that they have agency, and can influence the situation

What are the key interpersonal skills for engaging with a person?

1. Beginning - Greeting the person warmly, explaining who you are and what your role is, explaining confidentiality and any limitations to service right off the bat

2. Invitation to talk

3. Empathetic responses

4. Reflection of feelings and content

5. Open and Closed ended questions

6. Probing

7. Prompting

8. Challenging - gentle and assertive

9. Summarising

10. Solution exploration questions

What are the neurological understandings of trauma?

• When our thalamus (intake for sensory information) perceives a stiumulus as dangerous, our brain simultaneously fires a high road and a low road circuit - the high going from the thalamus to the sensory cortext (which processes it), to the amygdala (which creates an emotional, psychological, and physiological responses in the form of fight, flight, etc - the low going straight from the thalamus to the amygdala for action, without the information being critically appraised

• If the amygdala is triggered, fight, flight, freeze, attachment cry, or death responses are then enacted as appropriate, and a person may enter a state of heightened emotion. Each state of course, has a critical function for survival, and the state we enter is unconsciously chosen automatically by our nervous system, based on our species long evolution for dealing with such threats

• As part of this, many different neurochemicals floody our brain, 2 key ones of which are adrenaline and cortisol. These compromise the normal development and connection of neurons, which can lead to problems for development in different areas, especially impulse control, attachment, regulation, and cognitive processing

• Furthermore, chronic activation can cause the systemm to act like a stuck switch, constantly alert and and sending false alarms to the body, creating threat responses to situations where there was no threat. E.g. a car backfiring

• This can significantly impact a person’s daily functioning,as is imaginable

• Another way of thinking about whether the amygdala is triggered in this way is through the window of tolerance model, where a person’s window of tolerance is impacted by their life experience and genetics, different triggers influence where they sit within this window bringing them closer to going outside the window at the top or bottom level through hypo or hyper arousal, leading to the same responses previously identified.

• A trigger can be thought of in the same way as stimulus that alerts the

What is the underlying philosophical principle of epigenetic systems theory?

Similar to the principle of transaction from GST - that our development occurs through the interaction of genetic and environmental factors - it is neither one or the other

What are the core principles of epigenetic systems theory?

1. Genetic biological development is constantly influenced by the activities of humans (it is not predetermined and set in stone)

2. Development is never set in stone and development in certain directions is only made possible through the interactions between genetics, neurons, behaviour, and the environment (E.g. going so far as looking at how DNA may not transcribe into a person’s traits if the biochemical environment of the cells isn’t right