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Illinois PEL - Social Work Content
Exam Questions and Correct Answers
Functional Behavior Assessment (FBA) An assessment procedure to examine specific behaviors that may be impeding a student's academic and/or behavioral success in the school environment. The goal is to gather information about the cause and reasons behind specific behaviors that a student may exhibit. Behavior Intervention Plan (BIP) A working document outlining a student's problem behavior, antecedents, consequences, and the function of the behavior. Its goal is to shape behavior towards ones that are pro-academic or pro-social & meet student needs. Abuse and Neglected Child Reporting Act A state law intended to protect the health, safety, and best interests of the child in all situations where the child is vulnerable to child abuse or neglect. It provides for reporting and investigation.
Americans with Disabilities Act of 1990 A federal law passed in 1990, and amended in 2008, that prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else to participate in mainstream American life - to enjoy employment opportunities, to purchase goods and services, and to participate in state and local gov't programs and services. The Children's Mental Health Act of 2003 a state law with short and long term recommendations for providing comprehensive, coordinated mental health prevention, early intervention, and treatment services for children from birth to age 18. Law realizes that emotional and social development significantly impact school readiness and academic success. Confidentiality of Substance Use Disorder Patient Records A federal regulation that governs confidentiality for individuals (including minors) seeking treatment for substance use disorders from federally assisted programs. It requires consent of the minor prior to the disclosure of information from patient records if the minor obtained treatment without parental consent. If parental consent is needed to obtain treatment, consent from both the parent and minor is needed before disclosing information from client records.
A federal law that governs student confidentiality in schools. It requires that schools not divulge, reveal or share any personally identifiable information about a student or his/her family, unless it is with another school employee who needs the information to work with the student. An exception is the publishing of student directory information. Parents or eligible students have the right to inspect and review the student's education records maintained by the school and have the right to request that a school correct records that they believe to be inaccurate or misleading. Health Insurance Portability and Accountability Act (HIPAA) A federal law with goals to improve continuity of group and individual health insurance coverage, combat waste and fraud in health insurance and health care delivery, improve access to long-term care services, and simplify the administration of health insurance. Illinois Administrative Code (IAC) - Title 23 Contains the state's administrative rules on education and cultural resources. Rules pertaining to education are proposed by ISBE and approved by a subgroup of the Illinois General Assembly called the Joint Committee on Administrative Rules (JCAR) Illinois Mental Health and Developmental Disabilities Code
The Law States That Any Person May Request Information From A Developmental Disability Or Mental Health Facility Relating To Whether A Minor Has Been Admitted To The Facility. The Law Describes The Rights Of Minors Receiving Inpatient And Outpatient Treatment In A Mental Health Facility, Including Their Right To Consent To Counseling Services. Overseen By IL DHS Illinois School Code This Compilation Of Statues Describes Illinois' Policies And Directives Regarding Powers And Duties Of School Boards And Districts With Respect To Finances, Health, And Safety Programs, School Records And Reports, Strategic Planning, And Administration Of Programs. Contains Information On School Funding, Roles Of School Personnel, And Information About General Education And Special Education Programming Authorized Through ISBE. Illinois School Student Records Act Describes The Requirements For The Maintenance And Destruction Of Student Records. Addresses The Disclosure Of Records, The Rights Of Parent And Students To Access Records, Procedures For Challenging The Content Of Records, And Penalties For Noncompliance With The Law. Protects The Disclosure Of Privileged Or Confidential Communications, Including Information Communicated In Confidence To A School Social Worker/Intern. Mckinney-Vento Homeless Assistance Act Of 2001 A Federal Law Requiring That All Children And Youth Experiencing Homelessness Have Access To A FAPE. Schools Must Provide Children And Youth Experiencing
LGBTQIA+
These Youth Can Be Victims Of Physical Violence, Homelessness, And/Or Be At An Increased Risk For Suicide. These Students Face Discrimination, Harassment, And Marginalization Both Within School Settings And Throughout Communities Across The Country. Social Work Efforts
- Developing Anti-Bullying Interventions
- Advising Gay-Straight Alliances
- Training Staff On Issues & Diversity
- Influencing School Policies And Curricula To Be More Inclusive Children From Military Families Signs Of Distress In This Population Leading Up To And After Deployment:
- Unfocused Agitation
- Disconnection From Peers And Adults
- Serious Depression Or Withdrawal
- Auditory Or Visual Hallucinations
- Prolonged Major Changes From Normal Functioning Children Experiencing Homelessness
These Children Have A Right To An Education In Either The School District In Which The Child Previously Attended Or The School In The Attendance Area In Which The Child Currently Resides. Can Include:
- Children Sharing Housing Of Other Persons Due To A Loss Of Housing
- Pupils Who Are Not Residing In A Fixed, Regular, And Adequate Nighttime Residence Social Work Role
- Can Be District Homeless Liaison
- Help Families Obtain Housing, Food, And Transportation Children Of Incarcerated Parents Increased Risks Of:
- Antisocial Behavior
- Mental Health Problems
- Drug Use
- School Failure
- Unemployment
- Stereotyping From Other Students *Provide For Social/Emotional Needs + Connect To Community Resources
*School Swers Should Address Social/Emotional Effects Ecological Systems Theory & School As Org The School Social Worker, Drawing Upon The Person-In-Environment Approach, Sees The Self As A Professional-In-Organization; The Below Systems (1) Interact And Interrelate With One Another And (2) The Individual Has The Capacity To Construct & Shape (Rather Than Be Shaped By) The Systems In Which He/She/They Participate Microsystems - Family, Peer Groups, And Schools (Within Environmental Contexts); School = Student Peer Groups, Classrooms, Teams, Parent Groups, And Formal And Informal Faculty Mesosystems - The Relationships That Develop Between Microsystems Exosystems - Contexts In Which The Individual Does Not Necessarily Participate In Directly Like Community Orgs & School Boards SSWAA Practice Model
- Provide Evidence-Based Education, Behavior, And Mental Health Services
- Promote A School Climate And Culture Conducive To Student Learning & Teaching Excellence
- Maximize Access To School-Based And Community-Based Resources
Early Childhood Period Of Development From 1 To 6 Years Of Age; Maintaining Attachment While Beginning To Explore World & Self; Learning To Control Impulses; Learning About Status, Roles, & Rituals; Beginning To Develop Language And Sense Of Self With "I" And "Me;" Begin To Understand Parents' Point Of View; Strategies For Coping/Regulation - Play, Self-Stimulation, Language Middle Childhood 6-11 Years; Have Developed Many More Strategies For Emotional Regulation Than In Early Childhood; Children Are Beginning To See The World As A Place With Its Own Laws And Customs, About Which They Must Learn And Into Which They Must Assimilate Themselves; Latency Stage - Ability To Maintain Control & Calm; Begin Understanding Social Perspectives Of Others; Begin To Have Empathy (Prosocial Behavior), Begin Identifying Themselves Within Groups > Individual; Minority Children Identify Their Status/Hierarchy Based On (Class, Race, Gender, Ability, Ethnicity) Adolescence Risk Taking Behaviors; Heightened Desire For Independence; Egocentrism; Puberty & Growth Spurt; Piaget's Formal Operations - Able To Think In New And Novel Ways; Moral Development - Ability To Imagine A Variety Of Outcomes For An Event; Development Of Emotional Intelligence, Self-Awareness, Self-Management, Social Awareness, & Relational Management Early Adulthood
Micro - IQ, Age, Gender, Income, Health, Language, Spirituality, Recreation, Emotion, Cognition, Self-Esteem Mezzo - Local Economy & Resource, Coworkers, Work, Family, Church, Neighborhood Macro - Government, Discrimination & Oppression, History, Services & Resources, Cultural Values, Community, Economics, Politics Feminist Theory A Theoretical Approach That Looks At Gender Inequities In Society And The Way That Gender Structures The Social World; Emphasizes How Social, Political, & Economic Structures Should Be Considered Based On The Effects Of Oppression & Domination, Power & Powerlessness; Intersectionality Strengths-Based Approach An Approach To Interventions That Focuses On The Positive Attributes Of The Client And The Client's Environment; Client Knows Best About Problem/Issue & Has The Strengths Within Themselves To Be Built Upon; Advocating And Mobilizing Resources For Individuals, Families, Or Communities; Empowerment (Helping Create Influence To Increase Strengths Towards Improving Own Circumstances) Person-In-Environment
A Practice-Guiding Principle In Social Work That Highlights The Importance Of Understanding An Individual And Individual Behavior In Light Of The Environmental Contexts In Which That Person Lives And Acts. Biological Level - Diet, Health, Sexual Functioning, Medication And Substance Use, Family Health & Genetic History Psychological Level - Self-Esteem, Coping Skills, Mental Health (Past & Present); Personality Traits, Family History Of Mental Illness, Spiritual Development, Cognitive & Emotional Development Social Level - Work Stability; Engagement With Social Activities & Recreation; Relationships With Family, Friends, And Co-Workers Behavior May Be Understood By Understanding Its Context, As It Relates To Other Settings, And As These Settings Related To One Another; Attending To The Complexities Of The Environment As We Would The Individual; Engaging The Progressive Forces In People And Situational Assets, And Effecting The Removal Or Environmental Obstacles To Growth And Adaptive Functioning Psychodynamic Theory Any Theory Of Behavior That Emphasizes Internal Conflicts, Motives, And Unconscious Forces Common Issues In A School SW Setting (1) Social Interpersonal Or Family Problems (2) Aggression/Disruptive Behavior/Bullying (3) Behavior Problems Associated With Neurological Disorders
Solution Focused Brief Therapy 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 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 ( 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
- 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 (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 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
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 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 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 Responding To Multicultural Staff, Students & Communities Through The Development Of Cultural Humility [Competence] Which Can Be Initiated By The Social Worker Postmodern Perspectives 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 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
