Empowerment

Accountability

Efficiency

Transparency

Ask for additional dates to improve the factual record.

Explain the worker's own distress in greater detail

Repeat the facts more slowly at the next meeting.

Attend to emotional meaning and communicate understanding

It applies collaboration because the worker assessed everyone

It rejects strengths practice because professional knowledge was used

It recognises strengths but fails to apply collaboration.

It fully applies strengths practice because skills were listed

Select one model because practice models cannot be combined.

Combine community education with social action around the rule.

Use skills training as the full response to institutional exclusion.

Use publicity without addressing either learning or the rule.

Transfer decisions to a different professional team

Help residents clarify options and make their own informed choices.

Take additional decisions to reduce residents' workload

Ask residents to approve a completed plan at the final meeting.

Adaptation

Integration

Pattern maintenance

Goal attainment

Xenophobia

Ageism

Ableism

Classism

Working stage

Initial stage

Ending stage

Transition stage

Vicarious learning through stories

Learning through family recapitulation

Operant conditioning

Classical conditioning

Support becomes unnecessary once a person starts making decisions.

Supportive relationships and shared skills can strengthen a person’s self-reliance.

Working with others limits a person’s ability to develop leadership skills.

Becoming self-reliant requires a person to withdraw from community networks.