Enhancing client's problem solving skills - ASSERTIVENESS TRAINING,SOCIAL SKILL TRAINING,STRESS MANAGEMENT & ENHANCING CLIENT'S SOCIAL SUPPORT SYSTEM. For MSW sutdents

1. ‘Enhancing clients
problem solving& social
supporting system’
ASSERTIVENESS
STRESS MANAGEMENT
SOCIAL SKILLS
ATHIRA RAJEEV

2. CASE WORK PROCESS
STUDY
DIAGNOSIS
TREATMENT
EVALUATION
ENHANCEMMENT
TERMINATION
FOLLOW UP

3. Let’s go through….
•Assertiveness training
•Stress inoculation
training
•Social skills training
•Social supporting system

4. ASSERTIVENES
S

5. WHAT IS ASSERTIVENESS?
Assertiveness is about self
confidence which means having
a positive attitude towards
yourself and others.
(Lange&Jakubowski)
“Standing up for personal rights&
expressing thoughts & believes in direct,
honest & appropriate ways which don't
violate another person’s right.”

6. Ten Points about Assertive
Behaviours
1- It depends on expressing yourself
2- Showing respects to others rights
3- Being honest
4- Direct and certain
5-Mutual equilibrim and benefit is
important in a relationship

7. 6-It is expressing emotions, rights, realities,
thoughts and boundaries by words .
7-Using non-verbal communication for sending
the message.
8-It is not universal, it depends on the position
and the individual.
9-It is getting social responsibility.
10-It is not the nature of the humankind, it can be
learned .

8. Being Assertive
1-Being assertive is focusing on your goal
2-Being assertive is being self-aware
3-Being assertive is being true to yourself
4-Being assertive is building self esteem
5-Being assertive is nurturing yourself.

10. Passive
Aggressive
Indirectly aggressive
Styles of
communication

11. Passive
communication
Aggressive
communication
Indirectly
aggressive
communication
Soft voice Blaming, accusing Appears to agree but
really does not agree
Overly agreeable, no
point of view expressed
Demanding, ordering Criticizes after the fact
Avoidance Raised voice
Verbal browbeating
Tells others but not the
source of the concern
Withdrawn body
language
Intimidating body
language
Holds back expressing
concerns or providing
assistance
Sound unsure Harsh, personal
language
Keeps score, sets
conditions

12. Some Indirectly Aggressive
Messages
“I knew that wouldn’t work.”
“If that’s the way you want it…”
“How could you even think that?”
“ When was the last time you helped me?”
“The problem with Joe is…”

13. Some Aggressive
Messages
“You must…”
“Because I said so.”
“You idiot!”
“You always…”
“You never…”
“Who screwed this up?”

14. Some Assertive
Messages
“Yes, that was my mistake.”
“As I understand your point…”
“Let me explain why I disagree with that
point.”
“Let’s define the issue and then explore some
options to help resolve it.”
“Please hear me out and then work with me to
resolve my concern.”

18. Techniques in Assertiveness Training:

19. ASSERTIVENESS TRAINING
• Body-language awareness leading to work
body oriented therapies
• Role-plays* and then work in
psyhcodrama.
• Looking at situations in the past where one
was, or was not assertive and take that
situation for role playing

21. 1) Verbal skills needed in assertion
• Making request • Refusing request
• Importance of clarifying
what is requested
• Otherwise respondent
may be confused what is
actually want.
• Eg..
• Also clarify the reason for
making request
• 3 elements
• Position – statement,
pro/con of ones stand on
an issue / ones response
to a request/demand
• Reason – statement that
explains / justifies one's
position , request/
feelings
• Understanding –
statement that
recognizes & accept
another’s position,
request/ feelings
Making request Refusing request

22. Empathetic Assertion*
• First , recognize how the other person views the
situation:
“I understand you are having trouble working
with David.”
Then, express what you need :
“….however , this project needs to be completed
by Friday . Let’s all sit down & come up with a
plan to get it done.”

23. Basic assertion
• Simple expression of standing up for personal
rights, beliefs, feelings, or opinions.
• Eg. When being interrupted ,” excuse me, I’d
like to finish what I’m saying..”

24. SAYING ‘YES’ OR ‘NO’

25. Why is it difficult to say no?
• If I say no,they may feel hurt or injected
• If I say no this time, they may not like me anymore
• If I say no this time,they may never ask again
• They won’t take any notice if I say no
• They would say ‘yes’ to me (and so I will feel guilty
if I refuse them)
• I can’t say no, because I feel sorry for them

26. How to say ‘no’ assertively?
• Start your reply with a clear,firm,audible
‘no’
• Do not justify or make excuses.Giving a
reason is different from over-appologizing
• Feel that you have a right to say no
• Once you have said ‘no’ , do not stay
around waiting to be persuaded to change
your mind.Make a definite closure by
changing the subject,walking away,
continiuing with what you are doing-

27. Why is it difficult to say ‘yes’?
• I don’t deserve it
• They might not really mean it
• I am not really sure that is what I
want
• I don’t have enough information

28. How to say ‘yes’ assertively
• Say ‘yes’ clearly and definitely
• Identify why you would find it difficult
• Examine thoughts realistically and ask yourself
• Having clarified thoughts for yourself then
reaffirm your desire to say ‘yes’

29. Assertive communication techniques
• I statement
Use “I Want” , “I Need” , “I Feel” to convey
basic assertions.
I feel strongly that we need to work to bring
in a third party to mediate this disagreement

30. 2) Non verbal communication
with assertively
• Relaxed posture
• Direct eye contact
• Firm & moderate tone of voice
• Fluent speech pattern
• Appropriately varied facial expressions
• Moderately expressive gestures

31. • Facial expression Body language
• Eye contact Firm voice

32. 3) Value your self & your rights
Understand that your rights, thoughts, feelings,
needs,& desires are just as important as everyone
else’s.
But remember they are not more important than
anyone else’s, either.
Recognize your rights & protects them.
Believe you deserve to be treated with respect &
dignity at all times.
Stop apologizing for everything

33. Identify your needs & wants, &ask
for them to be satisfied
• Don’t wait for someone to recognize what you
need(you might wait forever)
• Understand that to perform to your full
potential, your needs must be met.
• Find ways to get your needs met without
sacrificing others needs in the process.

34. 4) Acknowledge that people are
responsible for their own behavior
• Don’t make the mistake of accepting
responsibility for how people react to your
assertive statements(anger).you can only control
yourself.
• As long as you are not violating someone else’s
needs , then you have been the right to say or do
what you want.

35. Express –ve thoughts & feelings in
a healthy & +ve manner
• Allow yourself to be angry , but always be
respectful.
• Do say what’s on your mind ,but do it in a way
that protects the other person’s feelings.
• Control your emotions.
• Stand up for yourself & confront people who
challenge you &/or your rights.

36. Receive criticism & compliments
+ vely
• Accept compliments graciously.

37. Problems in Assertiveness Training
• The first major problem for assertion training
involves negative evaluations of assertive people by
others
• Confusion between assertion and aggression
• Problem involves transfer of training,the difficulty
experienced by trainees in generalising assertive
from the training context to real-life situations
• Finally some of the difficulties in applying assertion
training outside the training context may be due to
intuitive training procedures that are inadequately
based in research.

39. Stress management

41. What Is Stress ?
• Stress is the body’s automatic
response to any physical or mental
demand placed on it.
• Psychological tension or strain
• Adjustment any effort to cope with stress
• Adrenaline is a chemical naturally
produced in our body as a response to
stress .
• Fight or Flight response is elicited.

42. The biology of stress
• When body is confronted with a stressful situation,
• The hypothalamus stimulates , the
sympathetic nervous system & the adrenal
gland to release stress hormones,
1.Adrenaline
2.Nor epinephrine - to blood.
• Heart begins to pound.
• Respiration increases.
• Queasy feeling in stomach.

43. Is All Stress Bad?
• Moderate levels of stress may actually improve
performance and efficiency.
• A minimum level of stress is needed to ‘push’ us towards
our set goals. Non-existence of stress would
lead to lack of motivation to perform.
• This positive stress is termed as eustress.
• This eustress helps students prepare for exams,
unemployed to search for job, people to finish their
respective work.
• (+ve stress= eustress)
+ve view of an event/situation =“good stress”

44.  Too little stress may result in boredom.
 Too much stress may cause an
unproductive anxiety level
-ve stress = “distress”
 Certain situations like loss of job,
bereavement, divorce, may result in distress.

45. Identifying Stressors
Stressors the events or circumstances that
triggers stress.
Situations, activities, and relationships that
cause ‘trauma’ to one’s physical, emotional,
or psychological self

46. Stressors
• School
• Work
• Family
• Relationships
• Legal
• Finances
• Health/illness
• Environment
• Living Situation

47. •Pressure -a feeling that one must speed
up, intensify, or change the direction of one’s
behavior to a higher standard of performance
•Frustration- the feeling that occurs when
a person is prevented from reaching a goal
•Conflict- simultaneous existence of
incompatible demands, opportunities, needs, or
goals.

48. COPING WITH STRESS
Coping is defined as an individual’s cognitive and
behavioral efforts to manage (reduce, minimize,
master or tolerate) specific internal or external
demands that are appraised as taxing or exceeding
the persons resources.
The concept of stress was first introduced by Hanz seyle
in 1936.
The term stress refers to an
internal state, which results
from frustration or
unsatisfying conditions.

49. • Make cognitive &behavioral efforts to
manage psychological stress.
Direct coping
Confrontation
Compromise
withdrawal
Defensive coping
Denial
Repression
Projection
Identification
Regression
Intellectualization
Reaction formation
Displacement
Sublimation

50. Direct coping
• When we are frustrated/in conflict we have 3 basic
choices for coping directly.
Confrontation- acknowledging a stressful
situation directly &attempting to find a solution to
the problem or attain the difficult goal.
Compromise- deciding on a more realistic
solution / goal when an ideal solution /role is not
practical.
Withdrawal- avoiding a situation when other
forms of coping are not practical.

51. Defense mechanism
• Self – deceptive techniques for reducing
stress
Denial refusal to acknowledge a painful /
threatening reality
Repression excluding uncomfortable
thougts,feeling,& desires from consciousness
Projection attributing one’s own repressed
motives ,feelings/wishes to others.
Identification taking on the characteristics of
someone else to avoid feeling incompetent

52. Regression reverting to childlike behavior
&defenses
Intellectualization thinking abstractly
about stressful problems as a way of detaching
from them.
Reaction formation expression of
exaggeration ideas & emotions that are the
opposite of one’s repressed beliefs or feeling.
Displacement shifting repressed motives &
emotions from an original objects to a substitute
object.
Sublimation redirecting repressed motives
&feelings into more socially acceptable channels.

53. A flexible, individually tailored, multifaceted
form of cognitive behavioral therapy *
It involves a set of general principles &
clinical guidelines for treating distressed
individuals.

54. • Professional attempts to prepare the person in
advance to cope better with the stressful
event by teaching the person to develop more
realistic & adaptive attitudes towards the
problem.
• Using cognitive behavioral techniques to
help people to manage stressful situation.
• Prepare people to tolerate an anticipated threat
by changing the things they say to themselves
before the crisis.

55. Steps :
 Educational phase
 Skill acquisition & skill
consolidation phase
 Application & follow
through phase

56. Educational phase
• Collaborative working relationship
established between client & trainer.
• This relationship provides the basis, that allows
& encourages client to confront stressors &
implement variety of coping skills.
• Enhance the clients understanding & awareness
of nature & impact of stress & coping resources.
• Clinical techniques used –
Socratic discovery based interviewing
Psychological testing with constructive feedback
about deficits,

57. • Identify the problem by means of,
1)Interviews with the client & significant others.
2)The client’s use of an imagery –based
reconstruction & assessment of a prototypical
stressful incident.
3)Psychological & environmental assessment.
4)Behavioral observations. FIGHT
FLIGHT

58. • Permit the client to tell his/her story(stressful
situations& identify clients coping strengths).
• Helps the client to transform his/her
description from global terms into behaviorally
specific terms.
• Help them to break stressful situations into
specific behaviorally prescriptive problems.
• Help them to consider their coping efforts &
evaluate which are maladaptive & adaptive.

59. • Help them to establish short term, intermediate
& long term behaviorally specific goals.
• Help the client to know the transactional nature
of his/her problem.
• Train the client to analyze problems.
• Ascertain the degree to which coping difficulties
arise from coping skills deficits / “performance
failure”

60. Skill acquisition
Skill training Skill rehearsal/consolidation
• Find out client’s selected mode
of coping.
• Explore how these coping efforts
can be employed in present
situation.
• Examine what inter/intra
personal factors are blocking
such coping efforts.
• Train problem-focused
instrumental coping skills that
helps to minimize, avoid impact
of stress.(anxiety management ,
cognitive restructuring, problem
solving skills, anger control,
using social support )
• Use coping models(either live
or video clips)
• Engage in collaborative
discussion, rehearsal &
feedback of coping skills.
• Discuss possible barriers &
obstacles to using coping skills
&ways to anticipate & address
such barriers. (d’nt worry it’s
a little pain part of treatment)

61. • Select each skill according to
the needs f the client.
• Help client to break complex
stressful problems into more
manageable sub problems that
can be solved 1 at a time.

62. Application / follow through phase
• Apply variety of coping skills
• Modeling ,role playing employed
• Trainer explores with clients the variety of
possible high risk stress full situations that they
may experience.
• Client rehearse & practice the skills in
collaborative fashion with client.

63. Managing Stress
• Stress Relief Strategies
1. Body relaxation exercises
- breathing techniques
- guided imagery
2. Physical exercise
-yoga
-work out routine
3. Meditation
4. Counseling
-talk therapy
-life coaching

65. Specific behaviors people use
when interacting with others that
enable individuals to be effective
at achieving their personal goals.
 Situations such as :
having a casual conversation,
making friends,
expressing feelings,
obtaining something from another person
require the use of social skills.

66. Examples of social skills
• Communication skills
• What is said &how it is said
• Self awareness
• Inter personal relationship
• Empathy

67. EFFECTIVE COMMUNICATION
Communication is the exchange of information or
ideas. It is the art or act of expressing a message in a
way that allows others to understand.
Effective Communication involves:
Using appropriate voice and body language
Understanding the situation, and the people
involved in it
Understanding the message being communicated,
and
Responding appropriately

68. • Facial expression Body language
• Eye contact Firm voice

70. SELF AWARENESS
Self Awareness is having a clear perception of your
personality, including strengths, weaknesses, thoughts,
beliefs, motivation, and emotions.
Self Awareness allows you to
understand other people,
how they perceive you,
your attitude and your
responses to them in the
moment.

71. INTERPERSONAL RELATIONSHIP
An Interpersonal Relationship is a strong, deep, or
close association or acquaintance between two or
more people that may range in duration from brief to
enduring.
This association may be based on inference, love,
solidarity, regular business interactions, or some
other type of social commitment.

72. EMPATHY
Empathy is the ability to imagine what life is
like for another person even in a situation
that we may not be familiar with.
It helps us to understand and accept others
and their behavior that may be very different
from ourselves.

73. PROBLEM SOLVING
Problem Solving can be defined as a process of
working through details of a problem to reach a
solution. Teaching individuals problem solving skills
can equip them to cope more effectively with
the difficulties they will encounter in the
future.

74. Steps for Problem Solving
Acknowledge the Problem
Analyze the Problem and identify the needs of
participants or individuals
Employ brainstorming to generate possible solutions
Evaluate each option, considering the needs of
individuals.
Implement the option selected
Evaluate the outcome of Problem solving efforts

75. • Conversation skills
• Conflict management skills
• Problem solving skills
• Assertiveness skills
• Friendship skills
• Parenting skills
• Vocational skills
• Miscellaneous –
Personal grooming
Using public transportations
Making telephone calls
Eating &drinking politely

76. IMPORTANCE OF SOCIAL SKILLS
 People experience many problems in their
relationship with others.
It results in difficulties in adjustment&
impoverished quality of life.
Helping people to improve their social
skills can enhance their social functioning
in the society.

77. Where do social skills come from?
• Some clients become ill before they have
been able to fully develop their social
skills.
• Some have grown up in an environment in
which they didn't have good role models.
• Some leant good social skills but later lost
them as they developed their illness.

78. Social Skill Training (SST)
A set of psychotherapeutic techniques
based on social learning theory that has
been developed to teach social skills to
individual.

79. What is social skills training?
Social learning(cognitive) theory *
(Bandura)
 5 principles:–
Modeling
Reinforcement
Shaping
Over learning
Generalization

80. Modeling
It refer to the process of observational
learning, in which a person learns a new social
skill by watching someone else use that
skill.
Practioner model specific social skills in a role
plays, directly drawing the attention of the
participants to the process & discussing the
specific steps of skills that are demonstrated.

81. Power of modeling – many people have
difficulty changing their behavior based on the
verbal feedback of others , but capable of
behavior change after observing skills
modeled.

82. Reinforcement
• +ve consequences following a behavior
that increases the likelihood of that behavior
occurring again.
• +ve reinforcement provision of some valued
/desired outcome following a behr.
• -ve reinforcement removal / reduction of
some unpleasant stimulus (criticism) following
a behr.

83. Shaping
• Reinforcement of successive steps toward a
desired goal.
• By breaking down complex skills into
component steps & teaching them one at
a time over multiple trails , effective
social skills can gradually be shaped over time.

84. Over learning
• Process of repeatedly practicing a skill
to the point where it becomes automatic.
• In SST trainees repeatedly practice targeted
social skills in role plays in the group & home
work assignments outside the group.
• Role plays are frequently used in over learning.

85. Generalization
• Transfer of skills acquired in 1 setting to
another.
• Using the learned skills in their natural
situations.

86. Steps in social skill training
• SST is a structured format for teaching
interpersonal skills that follows a specific
sequence of steps
1)Establishing a rationale for learning the
skill
2)Discussing the component steps of the
skill
3)Modeling the skill in a role-play &
reviewing the role play with the clients.

87. 4) Engaging a client in a role play
5) Providing +ve feed back
6) Providing corrective feedback
7) Engaging the client in a second role
play of the same situation
8) Providing additional feed back
9) Assigning home work

88. 1)Establishing a rationale
To motivate group members to learn a new
skill ,a rationale for its importance must be
established.
Practitioner can elicit the rationale from
group members.
Pr can provide reasons for the importance of
the skill.

89. 2) Discussing the steps of the skill
• Break down the skills into 3 / 4 steps.
• Practioner introduce & discuss each step of
the skill .
• The steps of the skill should be written
down & posted in a prominent location in
the room.

90. 3) Modeling the skill in a role play
• Model the skill in a role play.
• Role play situation should have high relevance to
the participants.
• It should be brief & to the point .
• Prior to beginning the role play , leader
instructs the group that he will demonstrate
the skill & their task is to observe which
steps of the skill they see the leader use .

91. • Keep the role play simple .
• After the role play the leader reviews the
different steps of the skill with group ,
eliciting for each step whether it was
performed .
• Overall evaluation of whether the leader was
an effective communicator .

92. 4)Engaging a client in a role play
• Modeling of a specific skill is followed
immediately by a role play rehearsal of the
same skill by a group member.
• Practice the skill using the same role play
situation that was modeled by pr, to
familiarize the group with specific steps of
the skill
• Begin with more skilled member .

93. 5) Providing +ve feed back
• Discuss whether each sep of the skill was used.
• +ve feedback about what specifically the person
did well
• Something genuinely +ve must be found in even
poorest role play performance
• It can be given by eliciting it from other
members & by giving directly to the members
• Cut off –ve feedback

94. 6) Providing corrective feed back
• To improve the client’s performance in the next
role play
• It should be brief , non-critical, to the point, as
behaviorally specific as possible
• Aim is to identify the most critical aspects of the
role enhance overall performance
• Should focus on one / two all the most critical
components of the skills
• It can be elicited from group members & by
leader
• Your role play would be even better………

95. 7) Engaging the client in another
role play of the same situation
• Client is engaged in another role play of the
same situation & is requested to make ½ small
changes based on the corrective feedback given.
• Try to work on behaviors that are most critical &
changeable.

96. 8) Providing additional feedback

97. 9) Engaging other members in role
plays, +ve feedback , corrective
feed back

98. 10) Assigning home work
• Give home work assignments to practice the skill
before the next session
• Ask members to identify situations in which they
could use the skill

99. Conversation skills
• Skill: listening to others
• Rationale: whenever you are in a conversation
,it is important to show the other person that you
are listening, that you are paying attention .
When the other person can tell you are
listening , he or she is more likely to want to
continue talking to you. There are some
specific things you can do to show you are
interest to the other person.

100. • Steps of the skill:
1)Maintain eye contact .
2)Nod your head .
3)Say ,’uh-uh’ , ‘okay’ , /’I see’.
4)Repeat what the other person said.
Scenes to use in role plays
Listening to someone who is talking about a
favorite hobby.
Listening to someone who is talking about a
favorite TV show.
Listening to a friend talk about a recent outing.

101. Social support system

102. Being part of a community who
cares for us.
Exchange of assistance through
social relationships.

103. Supporting system may be people/
group of people /organization who
provide help, protection, support in a
crisis situation.

104. Mercer and colleagues ,1986
Social support is :-
“The amount of the help actually
received ,
satisfaction with that help,
& the persons providing that help.”

105. • Social support is the perception &actuality
that one is cared for, has assistance available
from other people & that one is part of a
supportive social network
• These supportive resources can be;
 Emotional ( nurturance)
 Tangible (financial assistance)
 Informational (advice)
 Companionship (sense of belonging)
 Intangible ( personal advice)

106. Types of support system

108. Emotional support
 Emotional support - offering of
empathy,love,intimacy,concern,trust,enco
uragement,affection,acceptance,caring.
It’s the warmth &nurturance providing by source
of social support.
Providing emotional support can let the
individual know that he/she is valued.
It’s also called esteem support or appraisal
support

109. Tangible support
• Provision of financial assistance, material
goods, services
• It’s also called instrumental support.
• This form of social support encompasses the
concrete direct ways people assists others.

110. Informational support
• Provision of advice, guidance,
suggestions or useful information
to some one.
• This type of information has the potential to help
others problem solving.

111. Companionship support
• This is the type of support that gives someone a
sense of social belonging.
• This can be seem as the presence of companions
to engage in shared social activities.

112. Enhancing social support system
• Enhancing intra familial relationships.
• Supplementing resources in the home
environment.
• Developing & enhancing support systems.
• Moving client to different environments.
• Increasing the responsiveness of
organizations to people’s needs.

113. • Enhancing interaction between
organizations & institutions.
• Improving institutional environments.
• Enhancing agency environments.
• Developing new resources.
• Employing advocacy & social action.

114. 1) Enhancing intra familial relationships
 Family members – primary resources for
meeting human needs ( nurturance, guidance,
protection, nutrition, health care, affection,
companionship, sexual fulfillment.)
 Conflict among parents , spouses, care providers.
(quarreling btn parents, abuse, neglect-
inadequate parental care )

115. Family enhancing interventions
Working directly with parents to “resocialize”
them(Breton,1981)
Working directly with abusive parents
(Kruger,1979)
Using parent education programs (Lero, Turner)
Enhancement programs for abused children &adults
in mental & correctional institutions
(Showalter,Jones,1980)

116. 2) Supplementing resources in home environment
Home maker services
• Offer “on the spot availability”
• Assisting inadequate parents.
• Program for “Treatment of emotionally
disturbed children” providing services by home
management specialist.
House hold items
• Some family lacks basic resources essential to
health & effective home management.
• Remedial actions taken by social workers.

117. 3)Developing & Enhancing support system
Social supporting system provides;
 A sense of belonging.
Significant social relationships.
Emotional support in times of stress.
Concrete assistance – physical care during
illness, financial aid, transportation,

118. a) Natural
support systems
• Relatives, friends, neighbors,
church organizations, clubs,
romantic partners ,pets,
family physicians…….

119. • “Natural helping neighbor”
• Support by church, congregations-spiritual
stimulation, social activities, recreational
programs, home visiting,……
• Network therapy-mobilizing even larger
numbers of persons from client’s extended social
networks to provide support during crisis.

120. b) Self help groups
• Organizations consist of people who share
common conditions, experiences/problematic
situations (alcoholism, history of mental disorders,
parents of developmentally disabled children) &
mutually seeks to assist each other to enhance
their common factors.(Reach Swasraya, TNP*)
• Provide help at free cost & based on experience of
people rather than professional expertise.
• Assist members to gain control of problematic
behaviors

121. c) Using volunteers
• Volunteers are person who render services to social
service agencies & clients without remuneration.
• Big brothers (Royfe,1960) national organization of
adult male volunteers provide – 1 to 1 relationships
with male children who d’nt have fathers.
• College students- provide ongoing relationship
with emotionally disturbed children
• VCASS , NSS

122. Significant services ;
 Preventing child abuse & neglect(Rosenstein,1978)
 Serving as mentors to children (VCASS)
 Transporting clients from & to hospitals.
 Entertaining& visiting nursing home patients
 Providing companionship to dying patients

123. d) Formal support systems
• The Salvation Army- provides food & shelter
• YWCA & Senior citizen’s centers – provide
opportunities for social interaction, recreation,
education in crafts& hobbies.
• The Red Cross provides shelter, food, medical
services to victims of natural disaster, fires,
wars….
• Hospitals, convalescent homes, residential
treatment centers, correctional institutions-
provide resources for people who require
intensive care
• Rape crisis centers.

124. 4) Moving clients to a different
environment
• Moving people from familiar environment to less
familiar to altogether different environment.
• Employed in the case of
Physical abuse/ neglect of children/adolescents.
(MAHILA MANDIR)
Sexual abuse of children.
Physical abuse of women.
Clients with special needs.
Loss of housing –natural disaster.(SCHOOL)

125. Children in need of care and protection
Family centered group care
 placing a child in a substitute family like
environment with the goal of protecting child.
 E.g. - SOS

126. Anderson & Shafer(1979) described
an interdisciplinary approach
dealing with child sexual abuse
cases
• Separate abused children from the parent using
authority of court.(parent-jail)
• During the period of separation parents & child
are treated separately.
• Family reunion occurs in planned phase
• Family therapy employed – primary mode of
intervention
• Built an improved familial environment

127. Adolescents
• Goal : assist them to make a stable adjustment
inside & out side of home.
• According to Garbarino(1980) if the
adolescents were not treated properly they will
enter into relationship outside family.
• Families are motivated to reduce risk of
adolescents.
• Parenting classes
• Schools, self help groups, youth serving agencies

128. Emotionally disturbed adults
• Special need are required
• Many general hospitals ,community mental
health centers have psychiatric wards –for
receiving treatment within their communities..
 mental institutions provide;
• Privacy for patients
• Programs offer opportunities to work
• To socialize
• To engage in recreation
• To participate in skill development activities

129. 5)ENHANCING INTERACTION BTN
ORGANIZATIONS & INSTITUTIONS
• Effective interaction among organizations
needed to enhance clients needs.
• Assisting clients in making transition from 1
environment to another

130. • Eg; when clients are discharged from mental/
correctional institutions to their home,
provision for continued services & support is
essential.
• Otherwise client/family/other institutions may
be un prepared to cope with stress of
adjustments.
• Provide opportunity for clients to establish
rapport with helping professionals facilitate
transition easily.

131. 6) Developing new resources
• Developing support system for women
• Establishing recreational programs for
people of all ages
• Developing indigenous networks to prevent &
monitor child abuse
• Establish rape crisis programs
• Develop neighborhood support network

132. Importance of social support system
• It serves as a key psychosocial “ protective”
factor (John cassel,1976).
• Powerful influence on physical, mental, social
health.
• It enhances people problem solving abilities.
• It reduces behavioral risk factors.
• Can improve current health behaviors

133. Glanz (2002)
Big Brother Big Sister program(1997).
Goal :- To reduce risk faced by American youth.
For 1 year participants spent 12 hours a month
together.
Result:-
1.Better attitudes towards school.
2.Better school attendance.
3.Improved relationship with parents.
4.Reduced the use of drugs.
5. “ “ “ “ alcohol.

134. Reference
• Mc Bride Patricia(1998).The Assertive Social
Worker. Arena Ashgate Publishing Limited, Union
Street Farnham Surrey England.
• Hepworth.H.Dean,Larsen Ann Jo (1982).Direct
Social Work Practice Theory & Skills (Part2).The
Dorsey Press (1982),United States of America.
• Hepworth.H.Dean,Larsen Ann Jo,Rooney H Ronald
(1982).Direct Social Work Practice Theory & Skills
(Part1).The Dorsey Press (1982),United States of
America

135. •Pestonjee D.M. Stress & Coping –Indian
experience
• Selye Hans, Stress without distress.
•Trevithick, Pamela. Social Work Skills. 2009:
Jaipur .Rawat Publications.
•Datar, Sudha, Rama Bawilkar. Skill Training for
Social Worker. A Manual. 2009: New Delhi. Sage
Publications.
•Singh D K, A K Bhartiya. Social Work Concept and
Methods. 2009. Lucknow . NewRoyal Book.Co.

137. THANK
YOU…
Be an excellent problem
solver….