LCSW EXAM PREP V2
1. Engagement: why is change sought? define foles of social worker and the expectations for
treatment
2. Assessment of Strengths and Needs: essential information is collected upon to define the
problems and solutions as well as identify collateral contacts from which gaps in data can be
collected.
3. Planning or Design of Intervention: understand the problem specific actionplans
developed. What resources are needed? timelines.
4. Intervention: active involvement to realize continued progress and sustainablechange.
Issues addressed. Progress tracked.
5. Evaluation of Efforts: Subjective reports and objective indicators of progressused
6. Termination: Progress that has been achieved should be reviewed and sup-ports
anticipated to be needed in future should be identified.
7. Client: is always a priority, is an expert. Social worker must help fight rules orremove
barriers which do not put client first. ADVOCATE for needs of a cliemt
8. Piaget: Cognitive development. a developmental psychologist. Piaget's stagesdescribe
how one acquires knowledge. he believes children learn from their interac-tion with the
environment and others.
9. Piaget Cognitive Development Stages: Four Stages: Sensorimotor; Preoper-ational;
Concrete operational; Formal operational
10. Sensorimotor Stage: 0-2 symbol meaning means language. Signals meaningie.
babysitter's arrival means mom is leaving. play is imitative. primitive logic in manipulating
objects.
11. Preoperational Stage: 2-7 Progress from concrete to abstract thinking. cancomprehend
past present and future. Night terrors, magical thinking, concrete egocentric thinking.
imaginary friends
12. Concrete Operations: 7-11 Beginning abstract thought. Plays games with rules.Cause and
effect relationship understood.thinking reversible.
13. Formal Operations: 11 years -15 years
higher level of abstraction. Cognitive abstract thought. Planning for future. Thinks
hypothetically. Assumes adult roles and responsibilities
14. Child Development: physical emotional changes that occur between birth andthe end of
adolescence
15. Infants and Toddlers (0-3): brain size grows rapidly. learning through senses,building trust
16. Young Children (4-6): toilet trained. use symbols.more independent
, 17. Older Children (7-12): Spurt at puberty. Understands cause and effect.
18. PIE Theory: client-centered theory rather than agency centered. highlights theimportance
of understanding individual behavior in light of the environment in whicha client lives and
acts.
19. ecological perspective: rooted in systems theory which views coping as a transactional
process that reflects the pie relationship. The focus of intervention is the interface between a
client (person, family, group etc) and a clients environment
20. Depression and anxiety: can be typical reactions to life events. not always aclinical
problem.
21. Tips: put everything in writing. always advocate and empower. Do not make everything a
clinical issue. A client cannot be involuntarily treated unless a dangerto self and others.
22. Systems Theory: biopsychosocial spiritual cultural dimensions of a client are interrelated
and work together. when one dimension changes within a system the whole system or a clients
well-being is affected.
23. Autism Spectrum Disorder: incorporates Autism,Aspergers, Disintegrative and Pervasive
Developmental Disorders. to diagnose ASD client must have deficitsin 1.social
communication/ and social interaction and 2.restricted, repetitive be- haviors, interests, and
activities. If both components are not present use social communication disorder.
24. Bipolar Disorder DSM V: primary criteria for manic and hypomanic episodesnow include
changes in activity and energy not just mood
25. Maslow's Hierarchy of Needs: level 1) Physiological Needs, (level 2) Safety and Security,
(level 3) Relationships, Love and Affection, (level 4) Self Esteem, (level 5)Self Actualization
26. Physiological Needs:
According to Maslow, are the most
fundamentaland must get satisfied first. Food, Water, Oxygen, Constant Body Temperature. If
deprived of these needs a person will die.
27. Safety Needs: There is need to feel safe from harm, danger, or threat of destruc-tion.
Need to feel that the world is organized and predictable; need to feel safe
28. Social Needs: Friendship, Intimacy, Love, Affection needs from one's work,
group,family,friends,or romantic relationships
29. Esteem Needs: People need a stable, firmly based level of self-respect andrespect from
others
Fourth level of Maslow's hierarchy. Includes self-esteem, confidence, achievement,respect of
and by others.
30. Self-Actualization: There is a need to be oneself, to act consistently with whomone is. It
is an ONGOING PROCESS.
1. Engagement: why is change sought? define foles of social worker and the expectations for
treatment
2. Assessment of Strengths and Needs: essential information is collected upon to define the
problems and solutions as well as identify collateral contacts from which gaps in data can be
collected.
3. Planning or Design of Intervention: understand the problem specific actionplans
developed. What resources are needed? timelines.
4. Intervention: active involvement to realize continued progress and sustainablechange.
Issues addressed. Progress tracked.
5. Evaluation of Efforts: Subjective reports and objective indicators of progressused
6. Termination: Progress that has been achieved should be reviewed and sup-ports
anticipated to be needed in future should be identified.
7. Client: is always a priority, is an expert. Social worker must help fight rules orremove
barriers which do not put client first. ADVOCATE for needs of a cliemt
8. Piaget: Cognitive development. a developmental psychologist. Piaget's stagesdescribe
how one acquires knowledge. he believes children learn from their interac-tion with the
environment and others.
9. Piaget Cognitive Development Stages: Four Stages: Sensorimotor; Preoper-ational;
Concrete operational; Formal operational
10. Sensorimotor Stage: 0-2 symbol meaning means language. Signals meaningie.
babysitter's arrival means mom is leaving. play is imitative. primitive logic in manipulating
objects.
11. Preoperational Stage: 2-7 Progress from concrete to abstract thinking. cancomprehend
past present and future. Night terrors, magical thinking, concrete egocentric thinking.
imaginary friends
12. Concrete Operations: 7-11 Beginning abstract thought. Plays games with rules.Cause and
effect relationship understood.thinking reversible.
13. Formal Operations: 11 years -15 years
higher level of abstraction. Cognitive abstract thought. Planning for future. Thinks
hypothetically. Assumes adult roles and responsibilities
14. Child Development: physical emotional changes that occur between birth andthe end of
adolescence
15. Infants and Toddlers (0-3): brain size grows rapidly. learning through senses,building trust
16. Young Children (4-6): toilet trained. use symbols.more independent
, 17. Older Children (7-12): Spurt at puberty. Understands cause and effect.
18. PIE Theory: client-centered theory rather than agency centered. highlights theimportance
of understanding individual behavior in light of the environment in whicha client lives and
acts.
19. ecological perspective: rooted in systems theory which views coping as a transactional
process that reflects the pie relationship. The focus of intervention is the interface between a
client (person, family, group etc) and a clients environment
20. Depression and anxiety: can be typical reactions to life events. not always aclinical
problem.
21. Tips: put everything in writing. always advocate and empower. Do not make everything a
clinical issue. A client cannot be involuntarily treated unless a dangerto self and others.
22. Systems Theory: biopsychosocial spiritual cultural dimensions of a client are interrelated
and work together. when one dimension changes within a system the whole system or a clients
well-being is affected.
23. Autism Spectrum Disorder: incorporates Autism,Aspergers, Disintegrative and Pervasive
Developmental Disorders. to diagnose ASD client must have deficitsin 1.social
communication/ and social interaction and 2.restricted, repetitive be- haviors, interests, and
activities. If both components are not present use social communication disorder.
24. Bipolar Disorder DSM V: primary criteria for manic and hypomanic episodesnow include
changes in activity and energy not just mood
25. Maslow's Hierarchy of Needs: level 1) Physiological Needs, (level 2) Safety and Security,
(level 3) Relationships, Love and Affection, (level 4) Self Esteem, (level 5)Self Actualization
26. Physiological Needs:
According to Maslow, are the most
fundamentaland must get satisfied first. Food, Water, Oxygen, Constant Body Temperature. If
deprived of these needs a person will die.
27. Safety Needs: There is need to feel safe from harm, danger, or threat of destruc-tion.
Need to feel that the world is organized and predictable; need to feel safe
28. Social Needs: Friendship, Intimacy, Love, Affection needs from one's work,
group,family,friends,or romantic relationships
29. Esteem Needs: People need a stable, firmly based level of self-respect andrespect from
others
Fourth level of Maslow's hierarchy. Includes self-esteem, confidence, achievement,respect of
and by others.
30. Self-Actualization: There is a need to be oneself, to act consistently with whomone is. It
is an ONGOING PROCESS.
