When Whitaker worked with a family, who did he want to come?
a. Just the parents
b. Just the children
c. The parents and the children
d. The parents, the children, and the extended family
Answer: D
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An American social work faculty person took responsibility for a study abroad program in Costa Rica. One of the major challenges was that the faculty member had very limited command of Spanish. One afternoon, the instructor and three students stopped at a local grocery market to make some purchases. He was embarrassed about the fact that he was becoming an impediment to the other people in the store and felt powerless to be able to “fix” the situation. According to Freire’s ideas about moving from naïve consciousness to critical consciousness, this faculty member is in which of the following stage?
a. reflection b. awareness c. dialogue d. action
The effect of asking the client multiple questions during the interview can be:
a. That the client feels interrogated b. That the worker gains much valuable information c. Similar to asking open questions d. That the worker progresses quickly toward finding a solution
What common tool is used to understand the availability and quality of emotional
and instrumental support for a client? a. A psychosocial test in which the client is asked to identify the psychosocial stressors in their life and the impacts they have on relationships b. An evaluation form in which the client rates the people in their life on a scale of one to ten based on how happy the client is when with the person c. An ecomap in which the clients are asked to identify the people they interact with and then identify the quality of the relationship/resource as strong, tenuous, or conflictual d. A road map in which the client is asked to identify houses as the people they interact with and then identify the roads between the houses as representing the quality of the relationship/resource in which they can be described as strong (a smooth road), tenuous (a bumpy road), or conflictual (a very bumpy and winding road)
Early traumatic experiences can hardwire the brain in dysfunctional ways, leading to
a. indiscriminate attachment b. extremely high expectations c. frozen watchfulness d. diminished executive functioning