Descripciones mejoradas de Syndetics:

Using a case-based approach to connect the classroom and the practice environment, this foundational text incorporates a broad set of themes that include advocacy, social justice, global focus, ethics, theory, and critical thinking. Integrated, up-to-date, evidence-based content related to diversity, social justice, and international issues helps readers develop the basic skills of engagement, assessment, intervention, and reflective practice, as well as the key skills needed for the field experience. Each chapter of the book is mapped to the latest Educational Policy and Accreditation Standards (EPAS) to aid schools of social work in connecting the course content with monitored outcomes.

Tabla de contenidos provista por Syndetics

• Acknowledgements(p. xi)
• Chapter 1 An Overview of the Book(p. 1)
• What Is Generalist Social Work Practice?(p. 2)
• Major Themes in Each Chaper(p. 3)
• Advocacy(p. 3)
• Social Justice(p. 3)
• Global Focus(p. 3)
• Ethics(p. 4)
• Theory(p. 4)
• Critical Thinking(p. 4)
• How This Book Is Organized(p. 5)
• Siggestons for the Social Work Student(p. 7)
• Theory and Concept Tools(p. 7)
• Generalizable Knowledge and Skills(p. 7)
• Rationales for Decisions(p. 8)
• Technology as a Friend (and Possibly a Foe)(p. 8)
• Suggestions to the Social Work Instructor(p. 9)
• Chapter 2 Integrative Themes That Guide Social Work Practice with Individuals, Families, and Small Groups(p. 11)
• Definition of the Social Work Profession and Principles of the Profession(p. 16)
• The Mission of Social Work(p. 17)
• Social Justice Lens(p. 18)
• Core Theoretical Perspectives(p. 20)
• Ecological Systems Perspective and the Life Model of Social Work Practice Perspective(p. 20)
• Empowerment Perspective(p. 24)
• Sociocultural Perspective(p. 25)
• Evidence-Informed (EI) Practice Perspective(p. 29)
• Integrating Conceptual Perspectives(p. 31)
• Chapter Review Questions(p. 32)
• References(p. 33)
• Chapter 3 From Evidence-Based Practice to Evidence-Informed Practice(p. 35)
• Defining Evidence-Based Practice (EBP)(p. 37)
• Assessment, Diagnosis, and Service/Intervention Planning(p. 41)
• Decision Making(p. 41)
• Interpersonal Expertise(p. 42)
• Self-Reflection and Skill Acquisition(p. 42)
• Evaluating and Using Research Evidence(p. 42)
• Understanding Sources of Diversity(p. 43)
• Seeking and Utilizing Available Resources(p. 43)
• Establishing a Rationale for Decisions(p. 43)
• The Challenges in Using the EBP Framework in Social Work(p. 44)
• Steps in Applying the EBP Framework(p. 46)
• Resources to Promote Evidence-Based Decisions(p. 50)
• Moving from EBP to Evidence-Informed (EI) Practice(p. 52)
• Chapter Review Questions(p. 52)
• References(p. 53)
• Chapter 4 Professional Values, Ethics, and Professional Use of Self(p. 55)
• Professional Social Work Values, Purpose, and Practice Principles(p. 58)
• NASW Code of Ethics Standards(p. 63)
• Ethical Decision Making(p. 66)
• A Closer Look at Self-Determination, Informed Consent and Confidentiality, Privileged Communication, and Technology/Social Media Use(p. 68)
• Self-Determination(p. 68)
• Informed Consent and Confidentiality(p. 69)
• Privileged Communication(p. 70)
• Technology/Social Media Use(p. 71)
• Addressing Malpractice and Unethical Behavior(p. 74)
• Professional Use of Self(p. 75)
• Chapter Review Questions(p. 75)
• References(p. 76)
• Chapter 5 Engagement and Relationship-Building Skills(p. 77)
• Core Values That Guide Engagement and Relationship-Building Efforts in Social Work Practice(p. 80)
• Pathways to Services(p. 82)
• Approaches That Positively Impact the Engagement Phase(p. 85)
• Skill Building That Emphasizes Collaboration to Improve Follow-Through(p. 87)
• The Stages of Change Framework(p. 92)
• Alliance Building(p. 96)
• Chapter Review Questions(p. 96)
• References(p. 96)
• Chapter 6 Assessment in Social Work With Individuals and Families(p. 99)
• Defining Assessment(p. 102)
• Bio-Psycho-Social-Spiritual Perspective, the Problem-Based Approach, and the Strengths-Based/Resiliency Approach to the Assessment Process(p. 104)
• Multidimensional Functioning (MDF) Assessment(p. 105)
• Systemic and Strengths-Focused/Resiliency Approach(p. 108)
• The Bio-Psycho-Social-Spiritual History(p. 110)
• Key Screening Tools(p. 112)
• Functioning and Wellness Screening Tools(p. 112)
• Trauma Assessments and Mandated Reporting Resopnsibilities(p. 119)
• Diagnostic and Statistical Manual of Mental Disorders(DSM-5), Cultural Assessment Tools in the DSM-5, and International Statistical Classification of Diseases and Related Health Problems (ICD-10)(p. 122)
• Chapter Review Questions(p. 124)
• References(p. 124)
• Chapter 7 Change Planning(p. 127)
• What Is Change Planning?(p. 129)
• Core Principles of Change Planning(p. 129)
• Program-Driven Versus Tailored Change Plans(p. 130)
• Change Plans Developed Collaboratively(p. 131)
• Change Plans Informed by Comprehensive Assessment(p. 132)
• Flexible Change Plans(p. 133)
• Change Plans Understood by and personally Meaningful to the Client(p. 133)
• Change Goals(p. 134)
• Intermediary Goals Versus Ultimate Goals(p. 134)
• Outcomes and Processes(p. 136)
• Goal Selection(p. 137)
• Safety(p. 137)
• Importance to the Client(p. 138)
• Highest Level of Generalizability(p. 139)
• Most Imapairing(p. 139)
• Easiest to Address(p. 139)
• Goal Specification: A SMART Approach(p. 139)
• Specific(p. 140)
• Measurable(p. 140)
• Attainable(p. 141)
• Relevant(p. 141)
• Time Bound(p. 141)
• Intervention Selection(p. 142)
• Skill Focused(p. 142)
• Simple Versus Complex(p. 143)
• Generalizable(p. 143)
• Resource Sensitive(p. 143)
• Evidence Based(p. 143)
• Adaptable(p. 144)
• Active(p. 144)
• The Written Change Plan(p. 145)
• Chapter Review Questions(p. 146)
• References(p. 146)
• Chapter 8 Core Intervention Skills: Using Cognitive and Behavioral Approaches in Social Work Practice With Individuals, Families, and Groups(p. 149)
• The Cognitive Aspect of CBT(p. 151)
• Belief Structure(p. 151)
• Cognitive Restyructuring(p. 153)
• Step 1 Identifying Thoughts and Interpretations(p. 153)
• Step 2 Looking at Thoughts Objectively(p. 158)
• Step 3 Restating Unrealistic or Inaccurate Thoughts(p. 160)
• Step 4 Adjusting Behavior(p. 160)
• Behavioral Aspects of CBT(p. 160)
• ABC from a Behavioral Standpoint(p. 160)
• Reinforcement(p. 161)
• Punishment(p. 163)
• Extinciton(p. 166)
• CBT as an Integrative Framework(p. 167)
• Practice of CBT(p. 168)
• Major Treatment Taskes(p. 168)
• Structural Features of CBT(p. 169)
• Functional Analysis(p. 169)
• Skills Training(p. 170)
• Ongoing Professional Development(p. 173)
• Chapter Review Questions(p. 173)
• Reference(p. 177)
• Chapter 9 Intervention Skills: Using Problem-Solving, Psychoeducational, and Multisystemic Intervention Approaches and Case/Care Management Skills in Working With Individuals and Families(p. 179)
• Problem-Solving Approach(p. 182)
• Psychoeducational Approach(p. 187)
• The Substance Abuse and Mental Health Service Administration (SAMHSA) Evidence-Based Toolkit(p. 189)
• Online Psychoeducational Modules(p. 191)
• Multple-Family Psychoeducation Program (MF-PEP)(p. 191)
• Multisystem Intervention Approaches(p. 193)
• Case/Care Management Approaches(p. 198)
• Chapter Review Questions(p. 200)
• Refernces(p. 200)
• Chapter 10 Additional Skills for Working With Families and Groups(p. 203)
• Introducing the Core Skills Needed When Working With Families and Helping Families to Change(p. 205)
• Social Work's Mission in Working With Familes(p. 205)
• A Multidimensional Ecosystemic Comparative Approach (MECAmaps) to Assess Cultural and Contextual Sociopolitical Contexts(p. 207)
• Establishing a Relationship With Each Family Member(p. 208)
• Models of Family Work(p. 209)
• Special Note: Working With Couples(p. 210)
• Introducing the Core Skills Needed When Working With Groups(p. 211)
• Leading Groups and Understanding Group Development Stages(p. 211)
• Chapter Review Questions(p. 215)
• References(p. 216)
• Chapter 11 Outcome Monitoring(p. 217)
• Overview of Outcome Monitoring(p. 219)
• What Is the Purpose of Outcome Monitoring?(p. 219)
• Are There Any Other Benefits to Outcome Monitoring?(p. 219)
• Is Outcome Monitoring Research?(p. 220)
• Is Outcome Monitoring a Type of Program Evaluation?(p. 221)
• General Principles of Outcome Monitoring(p. 221)
• Systematic and Formal(p. 221)
• Repeated Measurements(p. 221)
• Qulity Over Quantity(p. 223)
• Relevance to Change Goals(p. 224)
• Accuracy of Measurement Tools(p. 224)
• Measurement Types and Data Collection(p. 225)
• Measurement Types(p. 225)
• Data Collection(p. 230)
• Summarizing Data and Making Inference(p. 233)
• Common Measurement Questions(p. 234)
• Do I Measure Everything?(p. 234)
• If I Select and Outcome Measure and Find That It Isn't Working Well, Can I Change It?(p. 234)
• If I Find a Standardized Measure-That Is, a Questionnaire or Inventory-That Already Exists, Can I Change It to Fit My Needs?(p. 234)
• How Do I Find Standardized Measures?(p. 234)
• My Outcome Measures for a Client Involve Self-Reports. I'm Not Sure If My Client Is Being Truthful in Reporting. What Should I Do?(p. 235)
• Chapter Review Questions(p. 235)
• References(p. 236)
• Chapter 12 Lifelong Learning and Professional Development Over the Life Course(p. 237)
• Your Professional Identity(p. 238)
• Defining Your Current Professional Identity(p. 238)
• Defining Your Future Professional Identity(p. 239)
• Identity Development and Lifelong Learning(p. 240)
• Supervision and Mentorship(p. 240)
• Supervison(p. 240)
• Mentorship(p. 241)
• Remaining Current With the Research(p. 245)
• Open Access Journals(p. 245)
• Really Simple Syndication (RSS)(p. 246)
• Licensure(p. 248)
• Continuing Education(p. 249)
• Professional Social Networks(p. 250)
• Conclusion(p. 251)
• References(p. 251)
• Index(p. 253)
• Abour the Authors(p. 265)

Notas de autor provistas por Syndetics

Mary C. Ruffolo, PhD, LMSW, is a professor with the University of Michigan's School of Social Work. She teaches classes on topics related to assessment and interventions with children, adolescents, adults, families and small groups. Dr. Ruffolo's research emphasizes the development, evaluation, and sustainability of evidence-based or evidence-informed practices in public behavioral health settings, as well as in integrated health environments.

Brian E. Perron, PhD, is an associate professor with the University of Michigan′s School of Social Work. He teaches classes on topics related to diagnosis and treatment of mental health and substance use disorders. Dr. Perron is also actively involved in research related to these topics, with an emphasis on clinical assessment, measurement, evidence-based practices, and predictive modeling.

Elizabeth H. Voshel, LMSW, ACSW, is an associate clinical professor and director of field instruction with the University of Michigan's School of Social Work. She has been a leader in the school's integrative learning effort and teaches a capstone seminar. Voshel has presented nationally and internationally on field instruction curriculum and social work ethics and was employed for 22 years by the US Department of Veterans Affairs.