1. Part 1 in Blue-green
2. Part 2 in Yellow
3. Part 3 in Purple
4. Part 4 in Pink
5. KIRST-ASHMAN & HULL Understanding Generalist Practice
5.1. Chapter 1
5.1.1. Skills for working with individuals (micro-practice skills) involve relationship building, the effective use of verbal and nonverbal behavior, and proficiency in interviewing. ==> This is both a list of things to include in a future resume and cover letter, and a list of things to expect by going into micro-level social work. An informative passage for both.
5.1.1.1. In generalist social work practice, interviews are more than pleasant conversations, because they have a specified purpose. This purpose is to “exchange information systematically, with a view toward illuminating and solving problems, promoting growth, or planning strategies or actions aimed at improving the quality of life for people” ==> This is a good summary of the purpose of meeting within a social work setting.
5.1.1.1.1. The worker empathetically responds, “Two-year-olds can be very difficult and trying. I understand how sometimes you feel like you’re at your wits’ end.” This response conveys that the worker understands the situation and Ms. Wilson’s feelings. However, it does not condone Ms. Wilson’s behavior. Empathy can be used to demonstrate to clients that you are on their side. Clients who feel that you have listened to how they feel and that you are not against them are much more likely to be willing to work with you toward finding solutions to problems. Empathy communicates to a client that you are there to help solve the problem. ==> This is a good point because it looks into how to respond especially if you do not condone Ms. Wilson's behavior. Looking at the situation from the client's perspective, that empathy, is an important aspect of social work.
5.2. Chapter 5
5.2.1. "Effective assessment looks at micro, mezzo, and macro aspects of the client situation and fully engages the client in the process" -> it's person and environment not one or the other, you gotta look at everything to get a clear picture
5.2.1.1. A clear understanding of the need, problem, or situation is a critical element of the assessment process. ==> dont work harder than your client, decide on a goal or a couple goals together.
5.2.1.1.1. "Strengths can include such things as persistence, spiritual resources, motivation, intelligence, commitment to others, and experience grappling with the problem. Sources of strength might include family and friends, education and employment background, problem-solving and decision-making skills, personal qualities and characteristics, physical and financial resources, attitude and perspective, and more. " ==> this is a good list of skills and strengths that would be nice to have just as a basis
5.3. Chapter 6
5.3.1. Re: Planning in Generalist Practice
5.3.1.1. 8 Steps: Work WITH your client(s), prioritize problems, translate problems into needs, evaluate levels of intervention, establish goals, specify objectives, specify action steps, formalize a contract or service agreement. ==> This is like a roadmap to social work practice as a whole, I think even just having these steps down is something helpful. This is with regards to MICRO practice.
5.3.1.1.1. With regards to MEZZO practice, and working with groups, the steps are basically the same but involve input from all clients, and have the social worker propose goals given their perspective. Contracts are a little different in that they might be between the group & agency, the group & the worker, and the group & a member.
5.4. Chapter 11
5.4.1. In regards to SWs' ethical commitment to clients, it's very important both in regards to relationship and ethics to not *promise* something unless you are absolutely capable of upholding that promise.
5.4.1.1. Confidentiality is one of the main points in this chapter, and how to handle ethical dilemmas that may pop up such as a client who is suicidal, and when to break confidentiality for safety. Key ethics and confidentiality example.
5.4.1.1.1. Separating your personal core values and your professional ones is an important skill, and knowing what might be affecting your thoughts is a first step.
5.5. Chapter 15
5.5.1. The negative impact of long-term oppression and some of the adaptive and maladaptive defenses that were developed to cope with its impact. ==> Being aware of oppression and it's consequences is important to a diverse practice.
5.5.1.1. "Intervention should focus on the present and what clients bring with them to the process." ==> Important to remember that we're trying to help the now. Bringing up the past can be helpful but it shouldn't just be to poke at old wounds.
5.5.1.1.1. Phases of social work are as follows: engage(preparing, beginning, exploring), assess(assessing, contracting), intervene(working, evaluating), and evaluate(ending)
5.6. Chapter 16
5.6.1. Words. Are. Important. It's okay to make mistakes and correct them, but truly think about whether or not something is clearly defined or could have negative connotations, especially when note taking and doing formal records.
5.6.1.1. Being thorough, polite, and explanatory with record keeping helps assist in documenting services, maintaining case continuity, assisting in interprofessional communication, and sometimes sharing the recorded information with the client.
5.6.1.1.1. What could be the most important part of proper record keeping is monitoring process and impact of service - that is, is the service we're providing helping or not?
5.7. Chapter 12
5.7.1. Re: Culturally Competent Social Work Practice
5.7.1.1. "Minority" is a difficult to define term and not without it's problems. "For example, the term minority is offensive to many who believe it connotes inferiority and reflects racism." Try to be Specific, rather than general when discussing these things.
5.7.1.1.1. Social workers experience barriers to cultural competency. One that stood out to me is "our tendency to assume that words mean the same thing to everyone." Remember to ask for clarification.
5.8. Chapter 7
5.8.1. Maltreatment includes “physical abuse, inadequate care and nourishment, deprivation of adequate medical care, insufficient encouragement to attend school consistently, exploitation by being forced to work too hard or too long, exposure to unwholesome or demoralizing circumstances,” sexual abuse, and psychological abuse and neglect ==> Maltreatment encompasses more than just physical abuse, and I think remembering that is important.
5.8.1.1. A family preservation philosophy typically characterizes CPS. ==> This contradicts the common misconception that CPS is trying to split apart families.
5.8.1.1.1. Social workers can provide help at the macro level in disaster relief and trauma counseling. ==> I'm wondering if we will do anything for COVID, but otherwise I think in general this would be a good place to look into work because I think it's often forgotten about when it comes to larger scale traumas.
5.9. Chapter 13
5.9.1. Re: Gender Sensitive Social Work Practice
5.9.1.1. Feminism does involve equal or identical rights to opportunities and choices. It relates to women’s and men’s rights not to be discriminated against nor denied opportunities and choices on the basis of gender. ==> Feminism can be a word that people have a negative reaction to, but it's important to remember this particular definition with regards to feminism.
5.9.1.1.1. This chapter seems to primarily focus on women which definitely experience difficulties with regards to gender sensitivity. However, a more inclusive approach should include transgender, nonbinary, and intersex individuals.
6. Notable Quotes
6.1. (Re: human rights abuses, esp WWII.) So my point is really to help students see how does it happen because we have to stop very early to speak up. At the end it's much harder to speak up. - Dr. Elisabeth Reichert: Social Work and Human Rights
6.1.1. I think one area is that the human rights that United States focus on human rights has been the political and civil rights and the social and economic rights actually have fallen wayside. - Dr. Elisabeth Reichert: Social Work and Human Rights
6.1.1.1. That knowledge is power. And then when people have a different way of viewing their problems and what's happened to them instead of getting labeled and told what's wrong with them there the capacity for people to self motivate out of the traps they're in and move in different directions is extraordinary. Dr. Sandra Bloom: The Sanctuary Model: A Trauma-Informed Approach to Treatment and Services
7. Technology in SW Standards
7.1. "social workers’ use of electronic technology to (1) provide information to the public; (2) design and deliver services; (3) gather, manage, store, and access information about clients; and (4) educate and supervise social workers" ==> Summary of SW use of technology, ultimately how technology has changed education and services in general effects SW as well.
7.1.1. Using technology to address individual needs is a great way too look at tech use -- many people may find more comfort and accessibility in communicating online.
7.1.1.1. Advocating for technology access is an important point especially today when so many students are having difficulties with COVID and keeping up with school being entirely online when they may not have the resources to do that well.
8. Dolgoff, Harrington & Loewenberg
8.1. Chapter 1
8.1.1. "Two causes of ethical problems are (1) competing values and(2) competing loyalties." ==> Whether your values compete with the client's or societies or groups. These competing values equal a dilemma and require problem-solving.
8.1.1.1. Ethics can be taught, in the same way that critical thinking can be taught. It's a matter of going through the steps and thought process, and while immediately important for SW should be a requirement for every profession.
8.1.1.1.1. The process of determining how to respond to ethical dilemmas - considering your client, your professional obligations, personal values and ethical principles are all involved in making decisions.
8.2. Chapter 2
8.2.1. Professionally, social worker's can disagree on value implementation and priorities.
8.2.1.1. Ethics, while close to values, is a branch of philosophy and seeks to guide behavior - ethics come from examining values.
8.2.1.1.1. Mortality is what is considered acceptable within society, so these are values transposed onto a large population.
8.3. Chapter 3
8.3.1. "Ethical relativists reject fixed moral rules." ==> Ultimately I see this as allowing for grey areas in morality, which are what almost all situations are.
8.3.1.1. Clinical Pragmatism ==> Looking at just the situation a client brings is important, but not considering the ethics and bigger picture can lead to discrimination and bias.
8.4. Chapter 4
8.4.1. Protection of Clients Rights and Welfare - Changing definitions provide for problems but, it's more important that the changes are implemented and advocated for.
8.4.1.1. The Least Harm Principle ==> Sometimes there is no right answer, no positive choices, and simply choosing the option with the least permanent harm is all that can be done. A sobering reminder in this text.
8.4.1.1.1. "Protection of Life > Social Justice > Autonomy > Least Harm > Quality of Life > Confidentiality > Truthfulness" ==> This is something of a generalization but a good quick reminder of how ethical dilemmas are handled in order of importance.
8.5. Chapter 5
8.5.1. "Who is the client" isn't always an easy to answer question - sometimes it can really be the whole family.
8.5.1.1. The situations where autonomy is better denied, for the safety of the client, can be incredible ethical dilemmas.
8.5.1.1.1. "How immediate is the danger?" Is an important note. "I'm thinking about suicide, but I don't have a plan. I just don't wanna exist anymore." ==> There's no plan, it would probably better to avoid police involvement and focus on discussing the feelings they're having.
8.6. Chapter 6
8.6.1. Value gap is one of the things I fear the most, and for good reason - it can lead to ethical dilemmas. Focusing on the client in that moment is the most important tool.
8.6.1.1. Values can be expressed by body language and facial expressions too, not just words.
8.6.1.1.1. Cultural differences can magnify ethical issues - but ultimately the client needs to share what values guide their choices.
8.7. Chapter 7
8.7.1. "Trust" can be difficult for involuntary clients, and being able to communicate that trust is the essence of SW.
8.7.1.1. Conflict of interest within SW can occur if a SWer puts their interests above the clients and benefits by doing this.
8.7.1.1.1. "Once a client always a client" is important to remember. It's very common for clients to become attacted to a helper.
8.8. Chapter 8
8.8.1. "informed consent is derived from the moral principle of autonomy, which states that all persons have the capacity for self-government and self-decision making" ==> basis of why informed consent is important
8.8.1.1. There is a duty to protect - that is the exceptions for confidentiality. If someone is in danger, that is a reason to breach confidentiality.
8.8.1.1.1. When working with couples and families, consent from all parties is important.
8.9. Chapter 9
8.9.1. There is never enough time - despite saying this every day, this is especially true in SW. Make the most out of every interaction.
8.9.1.1. NASW Code of Ethics requires SWers to advocate for social justice.
8.9.1.1.1. "To serve one group may mean other groups receive less than they legitimately also need." ==> It's the difficult case with helping people, sometimes you hurt others by doing so.
8.10. Chapter 10
8.10.1. Reporting colleagues is what you have to do. Ethically, you can't just tell them to stop - you have to say something.
8.10.1.1. "Ethical problems arising out of adherence to agency policies occur in all settings." This is so important and so difficult to justify. Entry-level SW jobs make as much as a full-time retail worker. The chance that the job you're in is the difference between putting food on the table or being evicted is highly possible. Choosing to quit, or report your place of work in order to protect your license is the right choice, but you can see how difficult that might be.
8.10.1.1.1. Your supervisors and administration isn't immune to the previous comment either - government isn't. Working within systems that are against SW values can be super difficult.
8.11. Chapter 11
8.11.1. "Intimate partner violence comes in several forms: physical, sexual, psychological, economic, social isolation, stalking, and coercive control." ==> Important to note the different ways IPV can occur.
8.11.1.1. "Approximately two thirds of all elder abuse perpetrators are family members, most often the victim’s child or spouse." ==> This makes me sick. I need to know it, I just wish it weren't true.
8.11.1.1.1. "The social work profession strives to enhance the quality of life, to encourage the exploration of life options, and to advocate for access to options, including providing all information to make appropriate choices." ==> End-of-life SW is the last one I'd want to get into right now, but, it's important to treat them like any other client and really explore how to advocate for them, even at this time.
8.12. Chapter 12
8.12.1. The cost of care has grown so exponentially that many can't receive care.
8.12.1.1. Technology in practice has grown: use care with regards to confidentiality, and definitely note the usefulness of tech as well.
8.12.1.1.1. Evidence-based practice “is a new educational and practice paradigm for closing the gaps between research and practice to maximize opportunities to help clients and avoid harm” ==> EBP goal is to give clients the best care they can provide.
8.13. Chapter 13
8.13.1. Ways to support ethical decision making: client bill of rights, agency risk audits, peer review, accountability systems, training and consultation, agency appeals, professional associations like the NASW.
8.13.1.1. Interdisciplinary work is going to be a huge way to reach clients.
8.13.1.1.1. “the integrity of the social worker is not found in consistent action or maximizing pay-offs across cases, or in carrying out department policy or the law accurately, rather it is found in the fundamental orientation or good will towards those who one works for and works with, and towards the activities in which one engages” ==> Remember this, in practice and in school. You're here for a reason and this motivation will help. You don't need to be perfect, you need to be genuine.
9. SOCIAL WORK SKILLS WORKBOOK
9.1. When we refer to "Social Work Values" and "The Values of Social Workers" these are the professional values that we, as a group of professionals, have decided to uphold - it's what our code of ethics is about. Professional values.
9.2. Chapter 1
9.2.1. Important things to consider in the first meeting: clarifying the purpose of the interview, clarifying the worker’s role, reaching for the client’s feedback, and exploring issues of authority. ==> This is perhaps step 1 to help create structure and calm a client, allowing them to accept help.
9.3. Chapter 6
9.3.1. "A place of peace" seems like a social worker's goal. Speaking "giraffe" - empathetically, kindly, is positive peace on a level each of us can do every day.
9.3.1.1. Cultural competency or, humility, is something that we're going to have to be familiar with for our entire practice. We're going to make mistakes and understanding the importance of culture and being ready to learn is the best tool to do that.
9.3.1.1.1. In regards to non-verbal communication, a lot of trauma can be communicated with this, intentionally or not. For example some things I find myself doing, I've begun to recognize as a trauma response. Changing these is difficult but important, at least *trying* to and acknowledging them even more so.
10. TIP 57: A Treatment Improvement Protocol - Trauma-Informed Care
10.1. SAMHSA - Substance Abuse and Mental Health Services Administration
10.2. "TIC begins with the first contact a person has with an agency..." Do NOT start the intake process with "what's wrong with you?"
10.3. Chapter 1
10.3.1. "It is not just the event itself that determines whether something is traumatic, but also the individual’s experience of the event." ==> If someone says an experience was traumatic, that's not something to argue with. Just because it might not traumatize everyone doesn't mean it wasn't traumatic for them.
10.3.1.1. Culture, developmental processes, era trauma(s) occurred all influence how trauma is perceived, processed, accessibility and engagement in help and community-resources. ==> These are all interconnected, and one area influences another. It's important to think about these different wheels when developing treatment plans or systems.
10.3.1.1.1. After intentional human-caused acts, survivors often struggle to understand the motives for performing the act, the calculated or random nature of the act, and the psychological makeup of the perpetrator(s). ==> An interesting point when looking at mass shootings, given how many we have had, and how we focus on the killer and not the victims.
10.4. Chapter 2
10.4.1. Research suggests that reestablishing ties to family, community, culture, and spiritual systems is not only vital to the individual, but it also influences the impact of the trauma upon future generations. ==> These are some difficult topics, especially with my own recent trauma being death related, but this is interesting research to look in to. What will the distance between my father and I say about our trauma and eventual coping?
10.4.1.1. Homelessness is typically defined as the lack of an adequate or regular dwelling, or having a nighttime dwelling that is a publicly or privately supervised institution or a place not intended for use as a dwelling (e.g., a bus station). ==> I'm pulling this quote because of the term "regular dwelling." I would say that not having a secure dwelling is definitely a traumatic experience, and one I think is often overlooked because "they're doing what they can."
10.4.1.1.1. How survivors of natural trauma respond to the experience often depends on the degree of devastation, the extent of individual and community losses, and the amount of time it takes to reestablish daily routines, activities,and services. ==> Not only an important take on how I viewed each hurricane during my childhood, but also I feel as if this related to the community right now with COVID. Important to consider most of us will be having a traumatic stress response given everything that is going on.
10.5. Chapter 5
10.5.1. Establish Safety: Helping the client gain control over trauma symptoms and identify what they are, is an initial objective in TIC.
10.5.1.1. Providing education to clients is essential in helping them understand their trauma and being able to cope with and overcome it.
10.6. Chaptre 6
10.6.1. Clients participating in present-focused approaches may reveal some of their stories; past-focused approaches emphasize how understanding the past influences current behavior, emotion, and thinking,thereby helping clients cope more effectively with traumatic experiences in the present. ==> Looking at the different ways you can approach the past/past traumas.
10.6.1.1. Informed consent and confidentiality ==> So important for building TRUST. Keep out any identifying information when talking about examples in class.
10.6.1.1.1. A diverse practice lead to less bias and stereotypes within the staff ==> This is diversity 101 but important to remember that bias can develop and especially as new workers we need to say something.
10.7. Chapter 4
10.7.1. First goal of screening is to determine a history of trauma and any persistent symptoms. This is also first impression time.
10.7.1.1. Assessment delves into what was found in screening. This is the more lengthy, interview based portion of interacting with a client.
10.7.1.1.1. Keeping it trauma informed: Be honest, but nonjudgmental - potentially screen multiple times. I really liked that TIP suggests making sure the client is grounded - I want to remember to do this regularly.
11. CORMIER, NURIUS, & OSBORN Interviewing and Change Strategies for Helpers
11.1. Chapter 1
11.1.1. "Establishing an effective therapeutic relationship" ==> First and most important step, the relationship is what creates success.
11.1.1.1. "Assessment and goal setting," is step two, and describes what most people think of as the practice. Empowerment and collaboration is important here.
11.1.1.1.1. Strategy selection and implementation is the third stage of helping ==> Similar to stage two, client needs to make final decision.
11.2. Chapter 2
11.2.1. There is no single adaptation from any of these client characteristics that is best; many adaptations are possible, much like getting a multiflavor instead of a single-flavor ice cream cone. ==> The author was hungry when they wrote this, and now I want ice cream. Nevertheless, I see this as connecting social workers and clients who would work well together can contribute to the overall effectiveness of treatment.
11.2.1.1. For example, she notes that some clients from Eastern cultures often expect their helper to conform to a sort of “cultural hierarchy” and regard their helper as an “authority figure” ==> I have some background in Japanese language study, business etiquette, culture, and art from my undergrad studies. This makes a lot of sense, and highlights the cultural differences that can exist and contribute to a strain on the helping relationship.
11.2.2. "Interactional theory of social work" ==> Biopsychosocial, person-in-environment -- these are all things that say the person and surroundings effect each other.
11.2.2.1. "Take oppression, vulnerability, and resiliency into account." ==> A quick statement but an important one to look at within "what happened to you" and "how did you manage that." Because if they made it to your office, they were resilient enough to survive whatever they experienced prior. Focusing on what got them there, that resiliency and strength, is going to be key to practice.
11.2.2.1.1. Mindfulness challenges limiting beliefs that arise from trauma, quells anxiety about future events, and simply helps one stay grounded in the present. ==> Mindfulness is often talked about, and here is why. I think the grounding in the present is especially useful when dealing with anxiety disorders.
11.2.2.2. 1. Demonstrate Ethical and Professional Behavior. 2. Engage Diversity and Difference in Practice. 3. Advance Human Rights and Social, Economic, and Environmental Justice. 4. Engage in Practice-Informed Research and Research-Informed Practice. 5, Engage in Policy-Practice. 6. Engage with Individuals, Families, Groups, Organizations, and Communities. 7. Assess Individuals, Families, Groups, Organizations, and Communities. 8. Intervene with Individuals, Families, Groups, Organizations, and Communities. 9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities. ==> These are some key skills a social worker should have, and be competent in. A very useful concept to remember.
11.2.2.2.1. We also integrate the following dimensions of professionalism in our work with others: • Integrity • Self-understanding and self-control • Knowledge, expertise, and self-efficacy • Social support and well-being • Critical thinking and scientific inquiry • Lifelong learning • Diversity and difference • Human rights and social, economic, and environmental justice • Policy-practice • Social work values and ethics, and ethical decision making ==>These are such good points to remember, this introduction is basically the key to describing social work.
11.2.2.2.2. Trauma aftermath is so important, and the earlier TIC starts happening after trauma the better.
11.3. Chapter 3
11.3.1. In this study, clients spoke of their therapeutic relationship “in excess of any other factor” of perceived helpfulness. ==> The relationship and connection you form with a client is just as important as knowledge - being personable is part of being a social worker.
11.4. Chapter 7
11.4.1. Start with explaining the purpose of assessment: there really shouldn't be any surprises, people are much more comfortable in situations where they have some sort of expectations.
11.4.1.1. Prioritizing and selecting issues: you can't fix everything, and finding something to focus on for the present is much more likely to lead to outcomes than just touching on everything lightly.
11.4.1.1.1. identifying client's coping skills, strengths, and resources: important in figuring out how to help the client help themselves, and be able to figure out how to move forward.
11.5. Chapter 8
11.5.1. Treatment monitoring is an important component of the helping process. ==> If you aren't looking at the small changes, you won't notice them and it'll feel like nothing is happening, no progress is being made because the negatives will be focused on.
11.5.1.1. The primary purpose of constructing and evaluating treatment goals is to convey to the client the responsibility and role she or he has in contributing to the results of the helping process. ==> this leads to successful, positive outcomes. the client needs to be involved, SW is a guide not a savior.
11.5.1.1.1. Effective goals are consistent with the client’s cultural identity and belief systems ==> This just emphasizes the client needing to be a part of the process because a SW might not be on the same page as far as a goal that lines up with the client individually.
11.6. Chapter 9
11.6.1. Treatment planning is an integrative process that takes into consideration the “forest and the trees.” ==> important because often people in need of counseling are really focused on one thing or another because of stress.
11.6.1.1. "The treatment plan is a map constructed jointly by the client and helper: " ==> this metaphor allows for occasional detours. Things dont always go as planned.
11.6.1.1.1. "Forest and the trees" metaphor extends to social justice and macro practice, and how they effect individual treatment as well.
11.7. Chapter 10
11.7.1. Resistance ="something to be accepted and worked through in collaboration with clients." ==> Resistance can be useful to practice, not distracting. It points out where we need to work together.
11.7.1.1. Solution-focused therapy (SFT) and motivational interviewing (MI) represent what we believe are helpful ways to work with resistance with our clients. ==> Very focused on client strengths. I prefer MI, but SFT is very useful and I think of having all these as my "tool kit".
11.7.1.1.1. First, they noted that honoring client stories bolsters the full participation of both client and helper in the helping process. Second, motivation and ambivalence are the resources for change, and third, change occurs in relation. ==> A good way of viewing SFT and MI, and where their strengths are.
11.8. Chapter 11
11.8.1. Reframing is an approach that modifies or restructures a client’s perceptions of a difficult situation or a behavior. ==> SUCH an important skill, it's important to look at things in a way that's more conducive to solutions rather than a non-helpful way.
11.8.1.1. Cognitive modeling is a procedure in which practitioners demonstrate to clients what to say to themselves while performing a task. ==> I tend to refer to this as a type of role play but this is a better way to describe it. I'm definitely getting a CBT feel from this.
11.8.1.1.1. Cognitive restructuring has its roots in the elimination of distorted or invalid inferences, disputation of irrational thoughts or beliefs, and development of new, healthier cognitions and patterns of responding. ==> Definitely leaning towards CBT, changing destructive thinking and replacing it with productive or neutral ways of thinking about things.
12. TEHRANI
12.1. The cost of caring - the impact of secondary trauma on assumptions, values, and beliefs
12.1.1. Psychological Needs: frame of reference, safety, trust/dependency, esteem, independence, power, and intimacy. These needs are vulnerable to disturbance, and also align with different schemas.
12.1.1.1. Most available source of support was talking to friends and colleagues ==> Having a support system is a key element to not falling into vicarious traumatization.
12.1.1.1.1. Whatever your personal values, an ethical practice must be performed -- take into account any bias you have and try to prevent them.
13. SOMMER
13.1. Vicarious Traumatization, Trauma-Sensitive Supervision, and Counselor Preparation
13.1.1. Vicarious traumatization is “neither a reflection of inadequacy on the part of the therapist nor of toxicity or badness on the part of the client. It is best conceptualized as a sort of occupational hazard” ==> Important to remember going into practice, this is a very real possibility. Instead of experiencing vicarious growth, it could go negatively instead. (Or, even re-traumatization. )
13.1.1.1. Supervisors have a obligation to watch for changes in their workers, and provide an environment where they can be comfortable talking about the feelings associated with discussing traumas.
13.1.1.1.1. Hypervigilance aimed at keeping themselves and loved ones safe from harm ==> I can see this being a common maybe "first sign" of vicarious traumatization.
14. SHULMAN - The Skills of Helping Individuals, Families, Groups, and Communities
14.1. Chapter 1, 2, 3, 4, 17
14.1.1. There is an "artistry" to practice, and this is ultimately the social worker using their critical thinking skills and knowledge of evidence-based practices to develop the best practice for the individual.
14.1.1.1. SFP: Solution-focused practice. Strengths approach, with social worker can find a solution to current issues.
14.1.1.1.1. Motivational Interviewing: “it elicits the client’s own intrinsic motivations for change; it is a supportive, empathetic, reflective and collaborative counseling style that honors client autonomy” ==> Useful practice but also why it works so well. This would be a good combination of EBP and artistry.
14.2. Chapter 2
14.2.1. Resilience and life-span theory and their related research provide an important framework for understanding and engaging any client. ==> Development through the lifespan is a good theory, and provides considerations for what an individual is going through at each stage in their life - as well as how you would work with them.
14.2.1.1. "Practice with individuals is considered as micro practice , practice with families as micro/mezzo practice, practice with groups as mezzo practice , and practice with larger systems, including organizations and communities, as macro practice ." ==> A relatively short explanation so I can keep my facts straight.
14.2.1.1.1. Consumer participation also means giving clients/consumers the chance to obtain State training and certification, as well as employment in behavioral health settings as peer specialists. Programs that incorporate peer support services reinforce a powerful mes-sage—that provider–consumer partnership is important, and that consumers are valued. ==> I just want to see more of this, maybe look up examples in WNY because I love this idea but it seems like I haven't seen much outside of things like AA.
14.3. Chapter 3
14.3.1. SW Values: "an emphasis on client empowerment, strengths, and resiliency ; the importance of diversity ; and advocacy for human rights, and the pursuit of social and economic justice." ==> A good summary on values, goals, and motivation of social workers.
14.3.1.1. Medications can help manage and control symptoms; however, they are only apart of a comprehensive treatment plan. ==> This is important. I usually say my medication gives me the ability to focus on my therapy and treatment, so I'm not so overwhelmed. This is a good way to describe that in a professional manner.
14.3.1.1.1. Skills to help clients manage feelings: reach inside of silences, putting clients feelings into words, display understanding of client feelings, and sharing workers feelings. ==> The last one is dangerous, you want to focus on the client unless talking about yourself can be beneficial.
14.4. Chapter 4
14.4.1. Be aware of cultural differences and the possibility of microaggressions - go ahead and print this chapter out and put it in your binder, it's a very useful overview.
14.4.1.1. Workers can have personal experiences similar to their clients, including intrusive thoughts and flashbacks to events they only heard about. Caring professionals usually have a high level of empathy so while not surprising, it is dangerous.
14.4.1.1.1. Historic perspective of social worker as a "mediator," helping people understand systems and help themselves.
14.5. Chapter 17
14.5.1. "Social workers do not pick and choose which problems and issues they would like to address. " ==> There's so much intersectionality that just because you're a "Insert type of social worker here" doesn't mean that you won't unlock other problems - knowing when to give referrals can be important.
14.5.1.1. "As with trauma and substance use disorders, there is a bidirectional relationship; mental illness increases the risk of experiencing trauma, and trauma increases the risk of developing psychological symptoms and mental disorders." ==> A good way to look at two issues and see that trauma flows both ways.
14.5.1.1.1. "Increase sensitivity to indirect communications" can be just practicing empathy, but the key is understanding that what someone says isn't always exactly what they're thinking.
15. COHEN + COLLENS
15.1. The Impact of Trauma Work on Trauma Workers: A Metasynthesis on Vicarious Trauma and Vicarious Posttraumatic Growth
15.1.1. "Some people who are indirectly exposed to trauma cope well," is perhaps the gist of vicarious post traumatic growth, and is in itself an interesting topic that I think ties more into how our brain operates. We become more resilient because we're experienced with more traumas, even if it's just from helping others.
15.1.1.1. "The role of organizational factors in managing and mitigating the potential harmful effects of the work." - And self-care strategies, are not only important they're very interesting to see. How your brain processes things and how activities can be split up so that way they're easier to cope with is going to be something I want to remember in the future.
15.1.1.1.1. "Trauma work leads to changes in schemas and day-to-day routines," is an interesting point because I'm not sure if schemas are a common term - I know them from therapy but not from school. But this is interesting, because ultimately trauma work can change you in fundamental ways.
16. Intro-addressing trauma
16.1. "Child welfare practitioners have historically observed: among children who experience abuse or neglect, a startling majority develops a complex array of social, emotional, and behavioral challenges that, if left unaddressed, often have a long-lasting and devastating impact on their future." ==> It's very often that if a child enters the child welfare system that they have experienced trauma(s). This is important to consider because it's not being addressed other than removing the child from a dangerous situation.
16.1.1. Another point mentioned in this articles is mothers with trauma-related disorders are not receiving services. I would argue many children have parents who are in need of help, and some may be taken away because they're unable to get that help.
16.1.1.1. Being trauma-focused in child welfare is important in improving social and emotional well-being of those in the CW system. ==> Summary of this literature review looking at various studies involving trauma and children in foster care.
17. The Dancing Healers
17.1. (In white society, we think something is happening when people are talking. In Indian country, they know something is happening when there is silence.) page 28. ==> A note on cultural differences that I found particularly interesting and important to consider. Often times in my sales career I was told to stop talking sometimes - silence is very powerful.
17.1.1. Mental health is the same way. It can be described as having your head, mouth, and heart in a straight alignment. Mental health happens when what you believe in your heart is the same as what you say with your mouth. Page 45 ==> In both Navajo culture and social work suggest balance and equilibrium as a healthy mental state.
17.1.1.1. If I, as a physician, cure someone and aid him or her to become less vulnerable to that disease again, then I am a good doctor. But if I, as a doctor, cure someone, aid him or her to become less vulnerable to that disease, and help him or her to understand their place in the universe, then I am a healer. (page 97) ==> I'm really looking at this from my own practice, as a macro social work intern at the UB School of Dental Medicine. Our dental students fix people's teeth. At the CARES program we want to help them with access to services they might need. Ideally, we are helping them in multiple ways, not just with their dental care. I think this is an interesting perspective, I like this quote a lot.
18. Case Formulation
18.1. Biopsychosocial model: allows for worker to look at things other than a biological diagnosis which holds a lot of power when it comes to looking at a client.
18.1.1. The Four Ps: Predisposing, Precipitating, Perpetuating, Protective. A way of organizing a patient's presentation, it divides their history, trauma, maladaptive behaviors, and strengths. The upside of this is the need for
18.1.1.1. The Four Perspectives model is: Disease, Dimensions, Behavior, and The Life Story. This is sort of a combination of the two previous case formulations, where biology is an important part of things but behavior and how much it affects the client are also included.