1. Key: D Content Area: Professional Relationships.
Holding a client in unconditional positive regard.
2. Key: A Content Area: Professional Values & Ethics.
A place for an agency official to sign for the client if he/she is not available to sign. An agency or facility representative is not permitted to sign for a client who is not available to approve and sign an Information Release form.
3. Key: D Content Area: Issues of Diversity.
Complete a biopsychosocial assessment, with an emphasis on cultural, familial, and religious factors. It is important to know as much as is reasonably possible about the student, the family, the culture, and the role of religion before attempting any intervention. All other interventions may well become appropriate, but would not be the proper first steps.
4. Key: A Content Area: Communication.
Address the child’s anger and resentment at being sent to see the counselor. Physically interacting with the student could escalate the situation. Pointedly asking why he behaves “so badly” will further alienate him. Deferring the issues to a meeting with the parents does not address the problem in a timely way. Focusing on the child’s immediate feelings allows him to express them, and begin to explore and revise them.
5. Key: D Content Area: Human Development and Behavior.
Splitting. “Splitting” is characterized by viewing the self and others in terms of “all good” or “all bad,” and often rapidly shifting between each. It occurs when someone is unable to cope with opposing thoughts, feelings, or beliefs about themselves or others, especially when perceived needs appear to remain unmet.
6. Key: D Content Area: Human Development & Behavior.
All of the above. Each of the defense mechanisms listed are being used in one way or another by the client, as he seeks to explain away and elope responsibility for his actions.
7. Key: B Content Area: Human Development and Behavior.
Ego Integrity versus Despair. Individuals must be able to derive satisfaction from relationships with significant others and from life achievements, or else they will suffer feelings of hopelessness and despair.
8. Key: A Content Area: Professional Relationships.
Not accept, but express appreciation for the thought. A professional working relationship must be maintained by careful boundaries. Actions that foster more of a “friendship” context can subtly alter the nature of the relationship, and cause either the social worker or the client-or both-to avoid addressing difficult topics and concerns.
9. Key: D Content Area: Human Development and Behavior.
Reporting the abuse to Adult Protective Services (APS). While the abuse may seem minor, anytime that a caregiver strikes a client, that abuse must be reported. In this situation, the caregiver’s conduct is not likely to result in prosecution of any sort. However, the conduct does raise a “red flag,” and APS workers can collaborate with the caregiver to find alternate support resources and respite options before the problem escalates.
10. Key: A Content Area: Communication.
11. Key: D Content Area: Direct and Indirect Practice.
Begin to play with the child to initiate the assessment process. The general rule is to assess first, and then consider other interventions.
12. Key: C Content Area: Assessment in Social Work Practice.
Describe how to file an ethics complaint, and urge her to do so. No further steps are possible since the client refuses to divulge the name of the social worker providing the prescription valium. However, the client may later change her mind and will now be informed of the unethical nature of the previous social worker’s actions.
13. Key: C Content Area: Assessment in Social Work Practice.
Call both the lab and the police, reporting the threat to each. Federal Tarasoff regulations require that both the intended victim and law enforcement be notified of any explicit threat of harm made against an individual or group of individuals. One should never assume that a client’s specific threats are insincere, even when made under the influence of drugs. And only notifying the police or the lab is legally considered an insufficient response.
14. Key: C Content Area: Human Development and Behavior in the Environment.
Natural group. A group that meets to provide the participants with informal support is called a “natural” group. A “primary” group provides frequent, intimate face-to-face contact but not necessarily for mutual support. “Reference” groups arise from cultural or social status factors. A “task” group emerges from the need to accomplish specific goals, and may be formed by assignment.
15. Key: B Content Area: Human Development & Behavior.
Magical thinking. The child expresses a fear that her prior “bad behavior” may have caused her grandmother to “go away” (i.e., die). The attribution of causality to an unrelated event or outcome is called “magical thinking.” It is a reflection of “egocentric” thinking common to this stage of development. Separation anxiety largely resolves by 6-8 months of age, though residual symptoms may persist longer. Stranger anxiety involves an undue fear of new people, and is not relevant to this scenario. Social phobia is a fear of being out in public places, and is also unrelated to this scenario.
16. Key: D Content Area: Human Development & Behavior.
Adolescence. This question refers to Erik Erikson’s “Psychosocial Theory” of development. Erikson’s fifth stage is known as the “Identity vs. Role Confusion” stage, and is characterized by the development of self identity and self integration in to a cohesive whole. Failure to integrate the self into a cohesive whole results in role confusion.
17. Key: D Content Area: Professional Values and Ethics.
Decline to get involved in any way, citing the ongoing therapeutic relationship. This is a crucial boundary issue. While it can be tempting to support a client, the social worker could be drawn into a potentially toxic battle, and could be urged to support the client beyond what the social worker feels is acceptable. Any refusal of support in an escalating custody battle, and/or any divulging of negative but true information, could profoundly damage the therapeutic relationship.
18. Key: B Content Area: Professional Values and Ethics.
Reduced client self-determination. Social work ethics require that clients be afforded maximal opportunities for self-determination. Delivering solutions to clients will unavoidably limit their opportunities for problem exploration and consequent self-determination.
19. Key: A Content Area: Professional Values and Ethics.
Discuss the subpoena with an agency or facility supervisor. A subpoena is a legal order for documents that cannot be ignored. However, there may be room to contend that harm may come to the client if all records are disclosed-even if the client agrees to the release. Further, the wording of a subpoena may be narrowly construed, such that all records are not required. Consequently, consultation with a supervisor is strongly advised, even before any legal consultation occurs.
20. Key: B & D Content Area: Supervision in Social Work.
Imputed negligence and Respondeat Superior (“let the Master answer”) are both alternate legal terms for the concept of vicarious liability.