ILLINOIS PEL - SOCIAL WORK
CONTENT EXAM QUESTIONS WITH
COMPLETE ANSWERS
Common Issues in a School SW Setting - ANSWER-(1) social interpersonal or family
problems (2) aggression/disruptive behavior/bullying (3) behavior problems
associated with neurological disorders like ADHD (4) adjustment issues (5) anxiety,
stress, school phobia (6) depression and grief reactions
NASW Stance on School SW - ANSWER-School social workers seek to ensure
equitable education opportunities; ensure that all students are mentally, physically,
and emotionally present in the classroom; promote the respect and dignity for all
students
Purpose of Social and Emotional Learning - ANSWER-Common elements of
programs to implement (1) learning environments are safe, caring, well-managed,
and participatory (2) social and emotional competency instruction in self-awareness,
social awareness, self-management, relationship skills, & responsible decision-
making
Structural
Family Theory - ANSWER-Salvador Minuchin; goal = shift the family hierarchy to
influence change (need effective authority & hierarchy); families need clear
boundaries, power, & alignment; families need stable relationship alliances and
communication skills; families organize themselves in relation to the problem they
are experiencing; functional hypothesis (presenting current structure to family);
interventions (joining, enactment, unbalancing)
Solution Focused Brief Therapy - ANSWER-A postmodern approach to therapy that
provides a context whereby individuals focus on recovering and creating solutions
rather than talking about their problems.
goal-oriented; avoids problem-focused talk; addresses negative client mindset
resulting from lack of success in solving problem; future-focused; build on what
works & help people identify what they want vs. what they don't want; no history
collection; interventions (miracle question, goal setting, scaling questions, exploring
exceptions, relative/relationship questions; compliments)
Family Systems Theory - ANSWER-A perspective on family functioning that
emphasizes interconnections among different family relationships (such as marital,
parent-child, sibling).
Murray Bowen; the anxiety bias (we are creatures of anxiety & anxious attachment
that want to lean out of it and diffuse it elsewhere); intergenerational family patterns
are caught & taught; use of the genogram (3 generations) to understand family
patterns of interaction; psychodynamic + systems theory (integrative model); 6
concepts - self differentiation; triangles; multigenerational emotional processes;
,fusion and cutoff; sibling position/birth order; societal emotional processes (isms);
symptoms = anxiety & toxic issues + stressors on life cycle; interventions -
neutralizing triangles; process questions; relationship experiments; coaching; "I"
position
Principles for School SW with Families - ANSWER-1) understand family structure
and process (2) use a strengths-based approach (3) develop a partnership (4) use
the school as a holding system for development while changes take place (5) never
work with a pupil without some connection with the family
organizational characteristics of schools - ANSWER-(1) culture (2) structuring of
power (3) openness toward its environment; "the way the school works"; important to
consider how school are influenced by their surrounding environments - the
community, cultural values and practices, policies at the local, state, and national
levels, and events and trends in broader society (unemployment, migration patterns)
Mediation - ANSWER-A method of settling disputes outside of court by using the
services of a neutral third party, called a mediator. The mediator acts as a
communicating agent between the parties and suggests ways in which the parties
can resolve their dispute.
used specifically when a resolution session is needed for a child with disabilities
recommended placement; encouraged without the need for attorneys or hearing
officers; state mediation procedures can be used instead of resolution
Conflict Resolution Strategies - ANSWER-Avoiding
Collaborating
Competing
Compromising
Cooperating/accommodating
Smoothing
IDEIA (2004) provides for a resolution session to occur without an attorney. If the
parent does attend with an attorney, the school needs one as well. This would be
followed with a due process hearing. If still unresolved after these formal measures
are taken, it could go to court.
impartial due process hearing - ANSWER-a hearing by an impartial officer that is
held to resolve differences between a school and parents of a student with
disabilities
procedural safeguards - right to be accompanied or advised by counsel and by
experts, the right to present evidence, the right to confront, cross-examine, and
compel the attendance of witnesses, the right to a verbatim record, and the write to
written findings of facts and decisions; the child's placement remains the same
unless he or she has not been admitted to public school
crisis intervention - ANSWER-a treatment approach that tries to help people in a
psychological crisis to view their situation more accurately, make better decisions,
act more constructively, and overcome the crisis
, a process for actively influencing psychosocial functioning during a period of
disequilibrium in order to alleviate the immediate impact of disruptive stressful events
and to help mobilize the manifest and latent psychological capabilities and social
resources of persons directly affected by the crisis (and often the key persons in the
social environment) for coping adaptively with the effects of stress; goals = deal with
the immediate crisis + strengthen the individual's coping abilities for the future
people processing & people changing perspectives - ANSWER-rules that govern
behavior that set limits or create admissions criteria; school social workers must
address organizational decision-making, school modes of operation, patterns of
student processing, student change; and whether these patterns are appropriately or
inappropriately different among students with particular attributes *considering ~
income, identity, stigma, rules/procedures, etc.; to make schools more inclusive,
supportive, and productive
routinized action perspective - ANSWER-the ability to examine, analyze, and initiate
changes in routines to better address environmental challenges in schools;
questions for social workers to ask (a) why is this [routine] the way it is? (b) Is
anything different this year compared to last year? (c) when was the last time we
thought about changing the way we do this activity? (d) does the general student
population feel success with the way we currently run things? ( e) if we could change
one thing about this programming, what would it be?; responding to demographic
changes or students, families, & communities
diversity change perspective - ANSWER-responding to multicultural staff, students &
communities through the development of cultural humility [competence] which can
be initiated by the social worker
postmodern perspectives - ANSWER-Being skeptical of generalizations, specifically
about groups of people; emphasizes the role of power in structuring organizational
relations; openly avoiding the dominant point of view; does not allow for
assumptions, while giving validity to the lived experiences of all students; promotes
incorporating the qualitative experiences of students within quantitative data; social
worker must step back from the organization and policies and understand the
separate realities of students with varying experiences
Oppression in Schools - ANSWER-structural barriers (insufficient funding for mental
health services for youth in urban public schools); interpersonal barriers
(discrimination of students of disabilities in the classroom); need to challenge the
belief that this is beyond the scope of the social work role (to tackle oppression in
schools); schools can be actively, passively, or anti-oppressive; how to tackle (1)
recognize privilege (2) reflect on policy and practice priorities (3) use data and
multitiered interventions (4) own unique role of the social worker (5) align with anti-
oppressive policies (6) involve oppressed youths, families, and community members
social justice & school social work - ANSWER-(1) educational practice and policy
must be based on evidence of effectiveness (2) must be based on the purpose of
equal access to free and appropriate education (3) evidence is used to develop
policy and practice must be related to the needs and differences of the groups of
CONTENT EXAM QUESTIONS WITH
COMPLETE ANSWERS
Common Issues in a School SW Setting - ANSWER-(1) social interpersonal or family
problems (2) aggression/disruptive behavior/bullying (3) behavior problems
associated with neurological disorders like ADHD (4) adjustment issues (5) anxiety,
stress, school phobia (6) depression and grief reactions
NASW Stance on School SW - ANSWER-School social workers seek to ensure
equitable education opportunities; ensure that all students are mentally, physically,
and emotionally present in the classroom; promote the respect and dignity for all
students
Purpose of Social and Emotional Learning - ANSWER-Common elements of
programs to implement (1) learning environments are safe, caring, well-managed,
and participatory (2) social and emotional competency instruction in self-awareness,
social awareness, self-management, relationship skills, & responsible decision-
making
Structural
Family Theory - ANSWER-Salvador Minuchin; goal = shift the family hierarchy to
influence change (need effective authority & hierarchy); families need clear
boundaries, power, & alignment; families need stable relationship alliances and
communication skills; families organize themselves in relation to the problem they
are experiencing; functional hypothesis (presenting current structure to family);
interventions (joining, enactment, unbalancing)
Solution Focused Brief Therapy - ANSWER-A postmodern approach to therapy that
provides a context whereby individuals focus on recovering and creating solutions
rather than talking about their problems.
goal-oriented; avoids problem-focused talk; addresses negative client mindset
resulting from lack of success in solving problem; future-focused; build on what
works & help people identify what they want vs. what they don't want; no history
collection; interventions (miracle question, goal setting, scaling questions, exploring
exceptions, relative/relationship questions; compliments)
Family Systems Theory - ANSWER-A perspective on family functioning that
emphasizes interconnections among different family relationships (such as marital,
parent-child, sibling).
Murray Bowen; the anxiety bias (we are creatures of anxiety & anxious attachment
that want to lean out of it and diffuse it elsewhere); intergenerational family patterns
are caught & taught; use of the genogram (3 generations) to understand family
patterns of interaction; psychodynamic + systems theory (integrative model); 6
concepts - self differentiation; triangles; multigenerational emotional processes;
,fusion and cutoff; sibling position/birth order; societal emotional processes (isms);
symptoms = anxiety & toxic issues + stressors on life cycle; interventions -
neutralizing triangles; process questions; relationship experiments; coaching; "I"
position
Principles for School SW with Families - ANSWER-1) understand family structure
and process (2) use a strengths-based approach (3) develop a partnership (4) use
the school as a holding system for development while changes take place (5) never
work with a pupil without some connection with the family
organizational characteristics of schools - ANSWER-(1) culture (2) structuring of
power (3) openness toward its environment; "the way the school works"; important to
consider how school are influenced by their surrounding environments - the
community, cultural values and practices, policies at the local, state, and national
levels, and events and trends in broader society (unemployment, migration patterns)
Mediation - ANSWER-A method of settling disputes outside of court by using the
services of a neutral third party, called a mediator. The mediator acts as a
communicating agent between the parties and suggests ways in which the parties
can resolve their dispute.
used specifically when a resolution session is needed for a child with disabilities
recommended placement; encouraged without the need for attorneys or hearing
officers; state mediation procedures can be used instead of resolution
Conflict Resolution Strategies - ANSWER-Avoiding
Collaborating
Competing
Compromising
Cooperating/accommodating
Smoothing
IDEIA (2004) provides for a resolution session to occur without an attorney. If the
parent does attend with an attorney, the school needs one as well. This would be
followed with a due process hearing. If still unresolved after these formal measures
are taken, it could go to court.
impartial due process hearing - ANSWER-a hearing by an impartial officer that is
held to resolve differences between a school and parents of a student with
disabilities
procedural safeguards - right to be accompanied or advised by counsel and by
experts, the right to present evidence, the right to confront, cross-examine, and
compel the attendance of witnesses, the right to a verbatim record, and the write to
written findings of facts and decisions; the child's placement remains the same
unless he or she has not been admitted to public school
crisis intervention - ANSWER-a treatment approach that tries to help people in a
psychological crisis to view their situation more accurately, make better decisions,
act more constructively, and overcome the crisis
, a process for actively influencing psychosocial functioning during a period of
disequilibrium in order to alleviate the immediate impact of disruptive stressful events
and to help mobilize the manifest and latent psychological capabilities and social
resources of persons directly affected by the crisis (and often the key persons in the
social environment) for coping adaptively with the effects of stress; goals = deal with
the immediate crisis + strengthen the individual's coping abilities for the future
people processing & people changing perspectives - ANSWER-rules that govern
behavior that set limits or create admissions criteria; school social workers must
address organizational decision-making, school modes of operation, patterns of
student processing, student change; and whether these patterns are appropriately or
inappropriately different among students with particular attributes *considering ~
income, identity, stigma, rules/procedures, etc.; to make schools more inclusive,
supportive, and productive
routinized action perspective - ANSWER-the ability to examine, analyze, and initiate
changes in routines to better address environmental challenges in schools;
questions for social workers to ask (a) why is this [routine] the way it is? (b) Is
anything different this year compared to last year? (c) when was the last time we
thought about changing the way we do this activity? (d) does the general student
population feel success with the way we currently run things? ( e) if we could change
one thing about this programming, what would it be?; responding to demographic
changes or students, families, & communities
diversity change perspective - ANSWER-responding to multicultural staff, students &
communities through the development of cultural humility [competence] which can
be initiated by the social worker
postmodern perspectives - ANSWER-Being skeptical of generalizations, specifically
about groups of people; emphasizes the role of power in structuring organizational
relations; openly avoiding the dominant point of view; does not allow for
assumptions, while giving validity to the lived experiences of all students; promotes
incorporating the qualitative experiences of students within quantitative data; social
worker must step back from the organization and policies and understand the
separate realities of students with varying experiences
Oppression in Schools - ANSWER-structural barriers (insufficient funding for mental
health services for youth in urban public schools); interpersonal barriers
(discrimination of students of disabilities in the classroom); need to challenge the
belief that this is beyond the scope of the social work role (to tackle oppression in
schools); schools can be actively, passively, or anti-oppressive; how to tackle (1)
recognize privilege (2) reflect on policy and practice priorities (3) use data and
multitiered interventions (4) own unique role of the social worker (5) align with anti-
oppressive policies (6) involve oppressed youths, families, and community members
social justice & school social work - ANSWER-(1) educational practice and policy
must be based on evidence of effectiveness (2) must be based on the purpose of
equal access to free and appropriate education (3) evidence is used to develop
policy and practice must be related to the needs and differences of the groups of
