Intro To Social Work

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Anat Ben Porat

23/10/06- class1

We will learn:

1. Values
2. Skills
3. Knowledge

Many exercised will be given out in order to bring knowledge to skills

10% - is given to class participation

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Gotta be careful not to satisfy your needs in the therapeutic relation - therefore you need to be aware of yourself enough to know where you’re coming from as a therapist so that you don’t harm the patient

Some common therapist needs

1. Altruistic  -problem: sometimes we discover that we can’t fix the world-and then we feel frustrated – i.e. the guy can’t or doesn’t wanna be helped
1. Rant: we give a lot of SE weight to helping others and when we do not succeed our SE goes down – we think that it is our failure
2. Internalization of good objects of the past who helped me out in bad times, I then try to emulate him and repeat him
3. Help themselves: try to fix themselves through others, whatever your internal issue. Good side: more empathy, you can understand him better -Problems: the other person is not you – you might have over-empathy 
4. The need to help others: people go into the role of the helper from young age. Some kids have ability to read needs of surroundings and helps others –you may get attention but you will lose yourself in the system, and you also might get burnt out

Vs. altruism:

1. a matter of choice, vs. need to help others which is more learnt unconsciously
2. matter of principle, vs. need help others which is a matter of unconsciously learnt

 

5. The need to be wanted: gives sense of power – that I am needed – that I save people –prob:  might do things for patient that will eventually harm him – i.e. taking away his learning of skills in order “to help him”

-SW value: patient empowerment!! 

5a) I want to be valued: I.e. therapists want to hear a thank you even though it  usually doesn’t come

6. The need to know everything/to give answers: but sometimes, there are no answers and sometimes the patient needs to come up with answer himself

 
 

Issues

7. Pay: in beginning, pay sucks – only later does it pay better
8. Status:

 

What is diff. b/w SW and psych? 

At first, SW mandate was a social fixer, vs. psych who looked at internal conflicts

-with time, there was some diffusion 

questions for next class:

1. why did we chose this field?
2. How much am I aware of my motives?
3. Am I able to satisfy my needs w/o harming?
4. Am I really interested in people?
5. Do I regularly take responsibility over others? Am I able to be helped myself, am I able to be dependent on others?
6. Do I have a perception that my patients have to healed fast? Do I think that that is the proof of my suceess?
7. How much room do I have for doubt? Do I think I know the answers for everything? àa therapist must always know and estimate his skills and energies

 
 

-doron is angry that SW has moved from a group thing to an individual thing. In his definition, SW is firstly a contextual thing, i.e. work in welfare offices/fight for social justice/etc. 

-sometimes people want concrete solution and not other things 

main criticism: where are the SW’ers voice in the budget cuts/other social injustices? 

Social services system hierarchy -Work and welfare office: Mankal Rosh Sherut Individual and Family/Takon (correctional)/Retarted/Etc.  They have inspectors under them- they are in charge of what happens in the field  -there were voluntary org. (don’t have inspectors on their backs) àand later the gov’t takes cover over it and funds it.

Values article

*âåèîï, ã. (2001). àúé÷ä ìî÷öåòåú äèéôåìééí (òî' 56- 49).úì àáéá: ãéåðåï Values – student might be disappointed for a long time until he gets to do therapeutic work       -(i.e. vs. Communal SW)  underlying values clinical is more prestige must make differentiation b/w own values and clients’ values (i.e. religion)   there is an underlining SW ethic humanistic/democratic meant to solve problems which arise b/w ind. and society increase human potential use knowledge of human b/h to improve human’s resources and solve problems àor groups/countries/international problems try to get social justice   morales&shaefor -other professions have similar ethic codes  3 ethic code classifications: preferability of people human respect/person can change his lot/human responsibility of self and others/no extreme isolation/uniqueness of individual preferability for human beings: allowing inds. To grow as individuals and fulfill his potential. àsociety has to give all those tools. It is also the ind’s responsibility to take part equally in developing the society relationships t/w people: SW must treat everyone equally and humanistically   Riemer: 4 ways that values affect SW in 4 areas: sense that SW field has an element of calling affects how SE treat client/colleagues and community people how to treat solving ethical dilemmas in practices   4 trends in SW values fatherlike –more at beginning of the S?W field – the SW takes a moralistic approach hoping to help the client social justice: to fix social injustices cause b/c of bad social structure religious: those who try to get social justice through religious ideals clinical: secrecy/agreement based on knowledge/etc. defensive: saving he SW from lawsuits immoral i.e. people who give preference to psychotherapy/cost-vs.-benefit   in 1996, new SW code of ethnics -6 main values: service -SW help people through using knowledge/skills/values of the profession  social justice -SW are obligated to social change: defeat poverty decent work to all who seek defeat discrimination ài.e. help the weak àhelp by brining people to resources  respect and value of each person -thus the SW increases client’s decision-making and responsibility  interpersonal skills -needed by SW to have for good therapy to take place  honesty -whatever  ability: SW are expected to contribute to their field through knowledge  You can also split values as terminal, close  or functional values:  terminal: what we want to achieve functional i.e. to achieve something (i.e. secrecy/foreknowledge b/f treatment close: more realistic-specific to groups.               levy: (example of close value/respect of each person assumption individual can change client’s choosing giving client chance to fulfill his potential access to economic/political social resources no discrimination privacy passing on info to other professionals -sometimes values of client is diff. from that of therapist: i.e. of kid comes to religious SW with help for abortion  general stance:  neutrality -you can accept client w/o accepting his flaws/differences. It influences: what to change how to bring about the change what is the content of the help   -big basic argument about freedom of choice vs. dete4rminism – infl. the ind. SW’s work  -the art of SW is an expression of his values       -there are even politically ideological influences on the SW       -i.e. in democratic countries, more focus on ind’s choice vs.  Totalitarian society,  the focus would be more on collectivism of the ind.  Levy: another important factor is that client needs to feel equality – distributive justice       -helps improve quality of life of the weaker groups  sometimes, SW’ers are stuck on some sort of ethic dilemma – only knowledge of Ethics helps the SW make decisions

Maslow’s hierarchy of needs
Self-Actualization	Find self-fulfillment and realization of one’s potential	↑
Esteem needs	Mastery/To achieve/be competent/gain approval and recognition	↑
Belongingness/love needs	To affiliate with others/accepted/belong	↑
Safety needs	Feel out of danger/secure/safe	↑
Physiological needs:	Hunger/thirst/etc.	↑

-our exercise: to map out the services and their interactions -I represent Lishka -bring material to class to represent for 20 minutes + 10 minutes for discussion -written work that also brings up theoretical material 4-5 pages -our presentation date is 1/12007

Ethics- definitions

*âåèîï, ã. (2001). àúé÷ä ìî÷öåòåú äèéôåìééí (òî' ,117-122, 33- 17). úì àáéá: ãéåðåï Heller defines 3 kids of values: understanding/explaining – content-based normative – do what is expected educational/therapeutic – shape inate tendencies   levy – those 3 values relate to the SE’s job! t/w individual/group –i.e. b/w parents and kids organizational life professional life t/w the 5 groups:   Clients Role/job Peers Employer profession   general ethics: Aristotle: ethics is to get Eidemania (be satisfied all around) and take the middle road   2 Greco-Roman approaches Stoicism: (zenon): avoid both addictions and moralistic judgment Apikorus: atraxia: w/o pain and obstacles/moderate pleasure/value of life/equality   Ethical goal across all values: conscience/independent (i.e. control drives and free from external pressures when deciding what’s good/bad  Jewish ethic: Torah demands to be good/ethical Good of all of society   Derech eretz: be good t/w yourself be good t/w others   3 centralvalues are summed up in Psalms do justice love the grace walk w/ God humbly     Naftali Kraus Ethics =be moral and do right things – quotes the Rambam Rambam: avoid extremes follow God àmental health is hinted to be part of Rambam’s morality ideas  Switzer: don’t moralistically judge the world (hint of Stoicism?) Think ethically about the world (Stoicism?) Don’t be abstract – rather help all creatures which me meet   Switzer : being ethical is being positive/fulfill life/gotta be a thinking moralist àDialogue b/w internal drives and awareness plus and awareness that other want to live, too àethical is no harming and only helping  Kant: experience or knowledge is not enough! Rather, we need to do actions, not based on personal interest but on values.  Main value: humanity as a goal and not as means  -xtians took Jewish ideas of loving man/tolerance/grace/etc…  switzer:  real ethics is when you stop talking about something and actually do something about it! -in conflicts b/w man and others: gotta also think about the other -do only what advances life  àDalhi Lama said similar thing: a step t/w life is stopping internal destructive force w/I ourselves

Ethical Theories

-Range of ethical approaches range from skeptical to dogmatic  4 principles of ethics in medicine and SW Beneficence (of client Non-maleficence – can’t harm the patient Justice Autonomy: of client to decide what to do in his life/regarding his own health   Blasszauer: 6 approaches: Theological – morality is God’s command –frankena: more good than evil is cornerstone of theology (just like SW!) Intuitive/hedonist- pleasure is ultimate ethic – apikorus – just do this in moderation-roman take on this approach: Balance is a good feeling and this is the best! Dauntological – kant – gotta have knowledge – with knowledge, you will do ethics – ethics is what is universally best. Ethics is binding (responsibility to the  ethics.  Problem: wheat happens if 2 ethics conflict? 2nd group Beneficial –end justify means – if at he end, there is more benefit – then it is ethical –i.e. resources should be split is way that gives most benefit to most people. Unlike Dauntological which focuses on our good, here the focus is on everyone’s good             àcan’t assume something is ethical w/o considering its outcome  Kinds of benefit: action: how will this act on our good/bad general: what if everyone benefits same? I.e. every SW has private clinic? Legal: does the law advance the general good?   2 kinds of benefit: personal benefits benefit of all – more ethical that the first   Moral responsibility: morality is for the people and not the people are for morality – not set morality – just do what is right in actuation  “golden rule”: don’t do to others what you don’t want done to you Situational ethics: do whatever makes the person’s life good/bad. what’s right or wrong depends on the specific context/situation àno universal rules

Ethics code of SW in Israel ÷åã äàúé÷ä äî÷öåòéú ùì äòåáãéí äñåöéàìééí áéùøàì .(1995). úì àáéá: àéâåã äòåáãéí äñåöéàìééí áéùøàì

help individual/society basic needs/independence/equality/freedom from unnecessary force SW strives to have individual take responsibility for his life/increase his range of possibilities Answer every comer with acceptance, respect and w/o discrimination SW is constantly supposed to develop Responsible to client, boss and profession  Responsibility to clients no personal interests and personal tendencies in those relationships no discrimination privacy – I can't tell anyone about you unless when I need advice/protect you/when law tells me privacy and secrecy on one hand access to his info on the other SW has to give the client all info about services available to him, yet take his interest into account at all times Help client make best of his decision Avoid interest-conflict situations Finish the meetings in appropriate ways Communicate w/ peers when necessary for best interest of client Considerate wage  Social role behaviors: SW is supposed to b/h in ways which improves welfare Reduce discrimination based on birth or developmental defects and help the weak get access to resources  Working w/ peers: gotta work together, respect their privacy/etc. as a boss, gotta give them decent conditions    Working w/ bosses work only in an ethical place. If place is unethical, gotta warn and improve it.  Responsibility t/w profession: gotta give accurate info about what you do only allow work w/I realm of profession – disallow unauthorized work disallow unethical conduct of peers  Ethics: -help the SW make choices when values are conflicting  values of the trade: person has responsibility and autonomy to manage his life and to choose his life conditions equal opportunity in having freedom from worry about basic needs/help person have positive interactions with his peers reduce discrimination to inborn/developmentally challenged and strive for equal help democracy letting client be informed and letting him choose to influence each stage of welfare privacy of each person person can choose in all realms of his life. Reduce forcing in daily interaction with surroundings   overriding principles: Respect/strive for autonomy/rights and responsibilities Reduce discrimination Helping inds/families/groups/communities and organizations in giving them a broader range of choices and ability to make decisions Don’t reject client/ignore his plight, especially when action needs to be done to help him Professional responsibility is more important than personal accountability Constant personal professional development Personal accountability t/w the client/employer/profession Working together with peers to improve customer service   Chapter 1 –responsibility t/w clients: Chief responsibility is t/w client serve clients w/ îñéøåú/ðàîðåú/ðçéùåú w/ all his professional skills no using relationship w/ clients for personal needs don’t ignore or give in to discrimination don’t avoid infectably sick clients gotta take client’s wishes into account in all professional actions no sex w/ clients or their families can’t treat your own family members gotta give accurate and full info about available services including risks and costs consult colleagues for the helping of a client gotta finish the relations regarding a client as soon as case is over avoid breaching laws/rights of the client gotta involve client in improving his lot in a maximal way when dealing with legally helpless person, also gotta deal with this client’s interests   social worker will respect right of privacy and will keep info he has received a secret gotta tell clients the given boundaries of secrecy and when this info will be used SW will only give info when law/professional needs call for it, and of course w/ informing the client Gotta allow client the controlled access to client’s paperwork When this is done, gotta protect others’ privacy Gotta have client agree to being exposed to recordings of any sorts. Make sure that client knows what he’s getting into   SW working in the public services can’t take private clients from his geographical area  SW should decide on a fair and reasonable wage, in consideration of the client gotta inform the client about expected costs of the service SW can only get $ and only for his work Can’t get benefits from sending clients off to some service or other.   Chapter 2 – SW has rto work w/I the social welfare hat SW is supposed to improve societal welfare fight against discrimination help everyone get resources help client increase is range of choices, especially in regard to the poor help advance respect of the multi-culture in Israel SW has gotta try to worry more about his role in public emergencies rather than himself and family Gotta support policies improving social justice and social conditions Try to get clients/families/communities to shape social institutions –especially that which change   SW is supposed to give service/that’s how he’s supposed to function SW is responsible for his professional work SW is supposed to give humane service and warn when the job is not bring done humanely Has to be aware of when pressures effects his professional decisions Can’t take advantage of professional ties for personal benefits   SW is supposed to do his professional job as best as possible and thus needs to invest in self-development can’t take on jobs that he’s not skilled to do has to give accurate info regarding his skills and avoid info which might deceive   SW who does research/publishing is bound by Academic research rules has to consider ramifications of his study on humans make sure people consent out of being informed – can’t have people fear that if they don’t participate in study, they’ll have negative consequences/have to consider respect and privacy in study participants protect participants from uncomfort/distress/injury/risk, whether mental or physical caused w/o consent study should only be done for the sake of the profession gotta keep the participant info secret give self credit only for what you did – give credit to others where it is due   SW give self stringent personal b/h standards SW should be aware of if personal b/h influences the profession SW can’t do dishonest things SW has to differentiate b/w personal and professional statements   Chapter 3 – responsibilities to peers Respect/honesty to peers (including students of SW in Practicum) SW need cooperation w/ peers to advance professional cause SW keeps secret info gotten from peers SW works to have work conditions to have professional and ethical standards Respect skills/knowledge/views of peers and present them accurately – gotta use right channels to say your opinion If you replace a peer – gotta respect that peer Gotta respect other professionals as you respect another SW Ask for advice when in professional conflict w/ peer Can’t misuse conflict b/w peer and boss for your interest SW who is boss has to set clear professional boundaries in the relationship SW who hires/evaluates peers – gotta do it honestly and in a clearly seen fashion If SW evaluates peer, gotta show him evaluation and get the evaluated peer to have his say   SW has to treat peer’s client with full professional consideration SW has to coordinate w/ peers about in-common clients SW serving a peer’s clients still has to do so professionally as if it was his own clients   Chapter 4 – relationship b/w SW and employer Employer has to be responsible t/w the employer/professional boundaries and Ethics code has to improve company policy and make it more effective fight against discrimination against some workers w/I employed corporation SW should only accept job where he can continue following professional ethics SW shouldn’t put SW students where the ethics are breached Has to work honestly and make good use of time/resources of service he’s hired at Has to warn against when ethics are breached     Chapter 5 –Ethical responsibilities t/w his profession SW is supposed to keep the respect/image of profession protect profession and it image and to advance it SW will try to give his time and expertise (work/volunteer) to improve image and skills of the profession will need to support any policy helping the profession SW will not misrepresent the profession and when it does Obstruct the non-authorized from working in the profession Work in right channels and will stop any unethical b/h of a peer   SW will develop knowledge and try to take advantage of its knowledge had to base work on knowledge relevant to SW has to be critically informed get updated has to contribute to SW knowledge and share it with peers, whether research or collected through his work

Melting pot from outside – the dynamics of identifying with the Ethiopian culture, after army service

Question: Is there cultural continuity in Ethiopians in Israel? Answer: -some things yes (i.e. counting generations) -other things no -external looks may be deceiving – the Ethiopians look as if they behave fully Israeli àdespite looks, we must take into account their past/internal culture  -after the army, especially with immigrant, there is a building of identity – i.e. how much identification with Israel, and relevance of both cultures  Theoretics: -part of immigration process is identity building Kroeber: even w/I immigration, there is cultural continuity  Ways to deal w/ new culture: acculturation assimilation segregation pluralism     us/Israel -the melting-pot model has failed àeven 4th generation has signs of original culture àwe forget that people have tendency to maintain original identity, and sometimes it b/c even more extreme  Problem: policy makers didn't se the ability of people to be multi-cultured  Evaluation of redefinition of identification w/ Ethiopian culture Question of article: did the Ethiopians maintain their identities  honor: is seen by the Ethiopians as important – anyone higher on the social scale is honored – this is also maintained in Israel counting generations: Ethiopian Jewish thing – can't marry w/I 7 generations in same family [so we know he's Jewish/same family or not] – but younger generations met in dorm places and might not follow it. Some want 4/5 generations extended family events: everyone is expected to come. This is less followed guest hosting: seen as utmost important and is still maintained   soldiers: want to keep ideal self yet reject those things which are seen as non-adaptive to Israeli society  Things that Ethiopian youths want to leave behind: foods coffee rituals traditional clothing menstruation laws   conclusion: some things are seen as important and others are seen as maladaptive to new country  cultural identifications –examples: parental honor – yes, parental authority  - no [unlike Ethiopia where parents had full authority] those who accept parental authority more identify more w/ Ethiopian culture. The honor vs. authority conflict comes to play strongly in choosing an intimate partner – especially in the 7 generation issue group of equals: most Ethiopians see Ethiopian peers as closer than native Israelis. The new does not replace the old – the Ethiopian social network remains the central on in their lives   cultural identity the Ethiopian identity s their central identity despite externally trying to externally look like Israelis

Cultural-sensitive therapy w/ Arabs

-psychoanalysis's universalistic approach might nor suit some cultures, like the Arab culture Non-formalistic theory: the client brings his culture's 'explanatory model' of what is wrong -when non-western client goes to western therapy, he understands therapist through his culture's eyes àcould lead to dis-communication.       àclient leaves b/c he senses he's not understood.  -Stigma is stronger in Arab cultures -traditionally, arabs got support in their families or with traditional healers (you even have koranistic healers). You have traditional-styled psychiatrists. àmany of the traditional healers have therapeutic components and thus should work hand-in-hand and not in competition.  -often, modern psychiatry fails when there is no similarity or at least understanding of the world views of the patient  -the traditional [psychiatric] therapists use rituals and symbols from the arab culture. -the arab patient tends to use many symbols, and often transfers distress to psychosomatic problems  -in arab culture, traditional healers are more like father figures, they give advise, etc… they also use family more, while western therapists are detached from family involvement in therapy -when the arab comes to western therapist, they will b/c frustrated when the therapist is non-directive and possibly leave  Arab culture high birth rate 255 million in 21 Arab countries and scattered in world Paternalistic. Women take are of home/childrearing, while men work Level of groups: nuclear family-extended family-chamula-tribe High-context society – the collective is more important than the individual Polygamy Exchange marriages (badal marriages – where  brothers marry 2 sisters) Problem is solved in group level so individual is not faced with choices. The decisions are given to him W/ individual's disagreement with group, he is outcast   Influence of Arab culture on therapy western psychology is individualistic in many societies, there is no separation-individuation! Only continued symbiosis with family western society is individualistic and democratic while arab culture is group-geared and authoritarian no individual self-identity   sharabi: arab culture focuses on group and inter-dependencies (vs. competition b/w them) acceptance and tolerance is preferred to activeness and achievements hierarchical authority (vs. equality) communication is held back/formal/lacks personal relationship (vs. expressive communication)   therapy with arabs -the arab patient expects therapy to be more explanatory/learning àthis means that arab patient wants therapist to help him understand better what is expected from him (dos and don'ts) -more external locus of control in such patients. He will search externally for the source of his problems  Western therapy Arab therapy  Exploratory Explanation/educative  Non-directive Directive  Indirect ways to solve problems Direct problem solving techniques: advise/give the solutions for the client  Therapist asks the question and client answers Client asks and therapist answers (this way, the therapist knows the focus of therapy)  Therapist/client equality Teacher-student  quality to the therapeutic relationship  Therapist expresses his ideas as suggestions Therapist expresses himself as a command or instruction  The therapist is passive/client is active Therapist is active and client is passive    Principles for culture-sensitive treatment of Arab clients gotta see the problems w/I a family/culture context, since individual isan integral part of them at first, therapist has to be more active than what he's used to in order to increase therapeutic trust directive therapy father-son/teacher-student type of therapeutic relationship arab client will show closer same sex closeness and more different-sex distance than what is the standard in western societies therapist has to accept the informal systems of treatment w/I the arab society and work with them. The client has and will continue to use them, so you might as well integrate those systems women in arab cultures are especially stigmatized, so you have to give them a 'clean' setting – i.e. in medical center gotta see his problems w/I the family/group context. This will bridge the gap b/w the formal and informal treatments. Studies show that arab perceives his problems as supernatural even regardless of educational level for trust-enhancing effect, gotta use short-term goals   summery systematic eclecticism: take into account both social/cultural and personal experiences  -with the problem, you have  to take into account system as well as cultural ecology that patient lives in, as well as mapping out the formal and informal systems used by client àyou can use the dominant figure in family system to help the client. This is acceptable (and expected on some level) in arab culture -therapist should know the informal theories of that culture so he can integrate formal and informal theories into a more successful therapy

Russian Aliya article

Pile-up of stress: refers to the combination of immigration stresses, developmental stress and circumstantial stress  3 parts of article 1) unique characteristics of Russian Aliya 2) special populations w/I the Russian immigration 3) appropriate interventions  Unique characteristics of Russian Aliya -immigration is considered a macro-crisis since you don't recognize anything in the new context -change of scenery/job/profession sometimes/redo job experience/driver license – sometimes pay is lower  3 stages of immigration: leaving – preparation – feeling of cultural loss transition – 'living in suitcases'. There is stress b/c lack of certainty and lack of belonging new settling process: finding home/job/school -in the settling gin process, there are several stages: idealization –"honeymoon stage" then reality kicks in àdepression –thinks it might have been a bad idea to move/critical of new society with time, adaptation system kicks in àreorganizes stresses   -at first, there are too many things  in order to undergo the appropriate grieving process. Only with the realization of gaps in expectation and reality does loss come in à"shattered dreams"  Cultural shock: could have loss of "meaning of life"/dissociation àneed to rebuild sense of control in life/SE/adaptation  Different family stresses -increased stresses since each family member adapts in different ways i.e. adolescents tend to adapt faster - want to b/c more liberal than their traditional homeland culture. The adolescents also want a more open relationship with parents àparents see this as breaching of parental authority and stick harder to traditional views -women also adapt faster, which many times causes family tension   2 ways o deal w/ new society: Mono-cultural: take one or the other society. Sticking to the one culture means very little contact w/ the other. To the mono-cultural - taking one means negating the other Bi-cultural: taking on both cultures  5 factors in this decision: difference b/w the cultures – the bigger the diff., the more closing in from new culture openness of new culture to others perceived openness how many old relatives hey have in the country – hey serve as moderators of adaptation stress history – dictates how person will deal with present stresses     Idiosyncratic social-cultural element of Russian Aliya -each region has various level of Jewish identity -others strive for intellectualism (i.e. Moscow) -others, i.e. Ukraine, is a very assimilated population  Culture: -Russia used to be a dictatorship. Personal live was run by the gov't  3 factors influence the lack of choice-making experience: no choice over important choices in life b/f they came complex relation to authority -dependence       -demand for autonomy       -manipulative approach (in order to survive) àthe Russians are especially weary of this b/c the mental health was used for political ends. Thus therapist must stress less the speaking element of it. complex view of groups. On one hand, they're used to it. On the other hand they're weary of it after breakdown of USSR   -Russian culture stresses less the expression of emotions -the distress level was found to be same b/w Israeli and Russian, but Russian/American youth who came on Aliya show diff. symptoms: Russians are more depressed/less SE and less Social skills  Family issues (which might make the Aliya harder): multi alternative family structures low awareness of Judaism forced Aliya (old/youth were forced to come)   special groups: adolescents: also have to deal w/ adolescent issues while dealing with immigration issues. 4 ways to react: go by the old culture, new culture, both, or integration. 3 issues come up: generation gap b/c of kids not growing up in communism, youth adapting faster than parents, and kids being angry at they parents for the forced Aliya. Often, there is a reversal of roles where kids help their parents adapt. Kids turn to traditional ways of help and no mental health b/c of 3 reasons: there is a fear of authorities in that system, as was the case in Russia; the fear of being labeled crazy, and thirdly, distrust of adults. Risk factor: high stresses of Russian youths and little ways of dealing with it step-families: have to constantly deal with their complex dynamics while also dealing with the dynamic processes of immigration. This is especially hard b/c there is no clear cut rules of being a step-family – they tend to more strongly hold on to old ways, and reduce integration   ways of treatment with Russian Aliya focus less on emotion and more on knowledge focus on groups with same difficulty of integration. Help them normalize their difficulties remember: 70s Aliya is ideological and looks down on he 90s Aliya, who came for economic reasons language – easier for the Russians to express emotions/difficulties in Russian than Hebrew therapy through speaking is not well taken by the Russians – focus more on concrete problem solving Use cultural tools – i.e. theater goes well with the Russian culture   Summary -acute stress of the Russian immigration – many changes -in helping them, gotta take into account their characteristics, including limited choice making, complex view of authorities and groups, negative approach to expression of emotions, different symptomology of the youths, high number of alternate family structures and low knowledge of Jewish heritage. -principles of helping this population includes alternative services, given by SW who are Russians/speak Russian. There is significance to emphasis on normalization, use of groups and in direct approaches

Supportive vs. dynamic therapy – destructive differentiation? – Berman

Question: does person need supportive or dynamic therapy? Argument of article: the differentiation is unnecessary – i.e. supportive w/o dynamic therapy is shallow. Usually, lower education/socioeconomic level peoples are referred to the supportive therapy. There is also a tendency to give such cases to less experienced therapists  4 doubts that these good words help -“we’ll be ok” can bring 4 reactions hope: the therapist trusts me-perhaps my anxiety is too hard therapist is selling me the standard answers therapist always had it good, so he doesn’t know the constant shit that I am in therapist is in despair over me, but he can’t admit it –I have to pretend that I believe him good that he trusts me, but if I fail then what? Even my parents stopped expecting stuff from me   -thus we need a deeper understanding of the person in order to see what’s his reactions/etc…  Despite stereotypes/referrals to supportive/inexperience therapists: -no relationship b/w socioeconomic/education level and insight/self awareness/ability to gain from dynamic and not only supportive therapy -the fear is that dynamic therapy will lead to breakdown in such people, but this is not true, since support is part of the dynamic process -rushed dynamic therapy is bad – might lead to breakdown [bad for everyone] -but listening intervention, when done well should not cause breakdown whereas shallow therapies won’t work  Note: dynamic therapy in not necessarily not supportive. This misconception comes from rigid view that dynamic therapy is only about giving deep meanings  àeven in deep dynamic therapies, person needs trusting experiences/supportive/empathy -such therapeutic goals are based on experiences, which build over time:  Complex balance b/w: past/present symbolic/concrete   conclusion of article: thus you can’t schematically split therapy into 2 kinds: supportive/dynamic. It’d just harm the client who is being labeled and from the start

Systems approach in social work – yanuv

Chapter 1 – definitions/concepts/lingo in systems analysis Olsen: a system is an organization beyond the specific individual -it is differentiated from surroundings w/ borders -system analysis could help understand individual/organizational processes  System characteristics borders: need them for system. The borders could be arbitrary. They have components [sub-systems] and environment [bigger systems]. Borders are way to differentiate b/w inside and outside system.   Closed vs. open borders: open borders: border is permeable – i.e. neighborhood closed border: no outside influence. There is a rigid border. i.e. gang. Borders are kept tight b/c outside might harm their existence [even less tight borders – they are kept to maintain existence of system] horizontal vs. vertical interactions: horizontal: w/I system – w/I border i.e. interaction w/I family vertical: crosses borders – i.e. from w/I family out equilibrium/homeostasis/steady state of change equilibrium: in closed systems – even after external input, family returns to prior equilibrium homeostasis – open systems. Dynamic balance: interaction w/ surroundings i.e. lake when gets its input, pours out other water steady state of change: also in open systems. Always adapting and changing to new situations   input [úùåîåú] throughput [äîøä] outputs [úôå÷åú] input: resources – could be material or spiritual throughput: how resources are dealt with output: final result   Graph of interaction b/w family and surrounding    Input      --------Throughput-à          System                          Surroundings    output                                  feedback boundary       Example: input: food throughput: cooking output: I can work feedback: I make $ so that I can buy more food  feedback - feedback loop from output back to input linkages: need to have link b/w components of system. Also, if person has different roles in diff. system [mom/secretary], she needs a link b/w those 2 roles [components] in the two systems she’s in. Linkage are more efficient when they’re 2-wayed [i.e. in orgs, a way to get there is w/ standardized reports] 5 functions of a community system production-division-consumption – i.e. taxes give benefits/work gives $, socialization: system socializes people values/behaviors supervision: keeps the stability of the organization [i.e. police/ethics board – usually has rewards/sanctions mutual help: this mechanism ensures that members of system help each other in times of need social involvement: ensures that members have a say in decisions, i.e. client involvement in staff meetings/civil involvement in political involvement note: a component could be functional [develops] or dysfunctional [hinders] the system. Whatever function could be functional or dysfunctional depending on specific context. For example prostitution could help person support herself  cohesion: unlike outside factors entering and possibly harming the system, internal processes help the system cohere. This ‘glue’ is necessary for he system to survive [i.e. values/ kinship/religion. Even positive feedback to the system – that it is influencing others for the better – coheres it.   Summery of chapter System has main components: clear boundaries horizontal relationships w/ all sub-components of system functional relations w/I components of system symbols/values/supervision/etc. keep the system have cohere it environment w/ interaction of systems and the specific system gets inputs, has outputs some components of system has vertical relationships [w/ other systems in same environment constant interactions b/w components of system/system and its surroundings   chapter 2 – systems approach to person and his surroundings -micro-system: small systems [i.e. families] -macro-systems: big systems [i.e. organizations/societies]  -this chapter focuses on macro systems  Person as a system: Borders are like skin on a body. The subsystems inside the body interact dynamically [i.e muscles get oxygen from lungs/food from digestive system] input=food/oxygen/throughputs bodily functions/outputs activity  Person in his surroundings – systems model -assumption: person is within context of surroundings:  Person has interaction with following 6 contexts: nuclear/multi-generational family reference/belonging group –i.e. neighborhood/organizations community – i.e. city cultural/social/national international community universe   -those systems are listed from small to big, and alternatively from close to far/more interaction to less interaction  Family as a system and its context As seen, this is the closest and most significant system which the person is in. so much is I so, that Portman called it the social womb  -humans – as babies are the primates who need most time to mature after birth -the nuclear family is an open system that includes parents and kids -there is horizontal relationships w/ other family members and vertical relationships with people outside the family  -input - i.e. income -cohesion – i.e. values  Family: main socializing agent also serves as social inspector family crisis breaks the equilibrium. It could lead to growth. i.e. kid moves into kindergarten family regulates its borders through regulating its contact with horizontal/vertical relationships w/ other systems. i.e. they decide who to be in contact with. They might use external feedback of other systems [i.e. other’s successes] to decide their borders     The participant surroundings -over life, people participate in different social organizations: socializers: i.e. school/family/youth organization economic: stores/work mutual help: medical center social inspection: police   -such organizations influence the people involved with them. For example, Harris, 1977, claims that hospitals as closed systems  which influence the sick [for the bad]  Community as a system and a surrounding -modern community has open borders [i.e. modern urban city] -a community is a system of systems, which include schools/associations/etc….. -some towns are more closed-bordered like Kfar Chabad  Information theory explanation of local-national relations -information availability is entering everywhere! i.e. nowadays everyone is expecting a feedback! -i.e. in a back-and-forth report dialogue info might get lost or misinterpreted. One’s report [output] is another’s input. On other hand, good communication increases the reciprocal transactions  Ecological approach: this approach likes to see all of surrounding context [i.e. even geographical/people/social institutions/technology/values/activities/ideas/etc…]. The claim is that we have to see all of surrounding in order to understand behavior. i.e. killing pests also influences the hierarchy animals who eat them. They want to see how everything fits into the macro-system. This approach tries to see how different sections of a metropolitan community fit in and interact together. This helps set programs for large groups, i.e. immigrant groups. The main assumption is that open systems can change w/I broad surroundings. Using ecological ideas in therapy means that context of client is not just background noise. In order to do good therapy, you must also see the wide context of the client  Final idea: from this article, you should learn to see importance of context/surroundings

Powerful ideas about empowerment –staples

Empowerment The prefix “em” means to make -thus empower means to: give power or authority give ability/enable/permit   -power will probably not be given to the poor, so they will have to get it themselves -in the context of empowering the poor, the definition of poor is: gain power develop or seize power facilitate power give/grant power   -so empowerment is move from relative lack of power to relative lots of power -empowerment = process+product Essential: effective action on part of self to gain more control over life àantithesis of paternalism. Empowerment is the “self-help for social change”  For empowerment, we need: self-efficacy competencies critical analysis committed to a position rationally motivated actions skills SE Sense of control   Huggstrom: forget early childhood! – look at current life’s problems! – the ability to make complex decisions/act effectively =influences personality i.e. person behaves more responsibly when acting according to own needs rather than others’ àthus need to help the person solve his own problems rather than solve them for him àmix of sense of both entitlement and efficacy àwe need the belief that we have power to achieve our goal àrealistic expectations for change/success lead to hope and hope leads to action  Individual/collective empowerment -empowerment is move from reactive/passive to positive actors -need basic respect to take responsibility/ownership over their lives -material/info resources increase opportunities -b/c constant change in life empowerment is dynamic. Some people lose power and competencies b/c insufficient to meet new needs – so there’s no final state of empowerment -so – empowerment is constant capacity for action under changing circumstances àpsychological redefinition of self  -SW can facilitate client’s empowerment, but not by doing things for him àif person can’t do things: fundamental loss of self [more than dignity!] powerlessness   -empowerment is essentially a group thing [w/ exception of those few who did succeed]  -in US, there is more individual/psychological explanations for success/failure [b/c there are more opportunities for success] àthey focus more on individual change rather than social structure change [even though this is seen as the main problem here!]. this approach is seen as less threatening to dominating groups. Social reality is constructed to support the dominant. Furthermore, social systems are built in a way which reduces social changes  Individual growth: -depends on context. For example – a goldfish in aquarium grows less than the same goldfish in a open lake àbeing in weak group inherently gives obstacles/oppressive conditions  -since powerless [i.e. obstacles] is a group thing, empowerment is a group things  -but not everything can be changed on group level, so individual has to try for himself too  -in the hypothetically equal context there would still be variance b/w people which lead back to inequality àso despite importance of individual empowerment, group empowerment is largely ignored àstructurally, it is hard to give opportunity for empowerment to a big group  -less powerful groups tend to be channeled to weaker parts of society -despite some individual successes, we can’t blame the weak victim! Most less powerful just can’t find the paths to success -individual might be able to help a few but in order to help a whole group, you need more of a group effort  -individual empowerment is not the salvation of the groupàneed social structure change for thatàneed collective actions for such changes  -thus when speaking of empowerment, you need to speak in either collective or individual terms  Studies: -until now, studies speak of individual/leadership characteristics  Problem: these studies have an individual quality to them focus s on leaders impression in social organizations, but we also need to see perceptions of others/opponents/allies/observers perceptions lead to real actions and this should not be ignored!   important -empowerment is not only a perception! Actual results also need to be seen! -empowerment is acting on own behalf  Empowerment [whether individual/group] necessitates: transformation in consciousness/beliefs/attitudes practical knowledge solid info real competencies concrete skills material resources genuine opportunities tangible results essential step: taking actions   limitations of methodology: -measuring things like SE/self-perception, but no harder-to-measure stuff like skills/resources/opportunities. Thus the studies until now have been only partially encompassing àfirst of all, minimally add perceptions of others on individual/collective empowerment!  Process/product -empowerment is the continual process to gain more mastery/control in life -empowerment = develops ongoing capacity to effectively act on own behalf -firstly, consciousness is transformed.  Note: no final stage of empowerment! = you can always go for more -empowerment is measured in a snapshot of time. You need to see how much empowerment each person has at a given point in time  Factors of individual empowerment: critical consciousness sense of entitlement competencies skills self-respect   Factors of collective empowerment: -groups’ efficacy is influenced by: size quality of leadership resources allies opportunities skills self-respect   à in both cases, self-perceptions are important factors in determining capacity to act    Some characteristics of empowerment -sometimes, empowerment is just altering power-relations w/o other groups -group is also strength – can succeed more than the individual to change things [i.e. opening new school/bus-line -skills is also an empowerment tool [i.e. resources/education] -collective campaigns are very useful! – they help organization capacity/adds new members/strengthens leadership/new resources/new allies -achievement of goals is not empowering – achievement of control is -important: empowerment process which lead to empowerment is not a product but rather means to a bigger aim!