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NOTE: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN: 013388466X.

Integrates theory and practice on multiple levels.

Developed from the authors' experiences as practitioners and clinical faculty, Clinical Social Work Practice, 5/e p rovides students with a method for integrating clinical theories and practice with diverse clients. This student-friendly book addresses assessment within a theoretical framework that considers the use of DSM-V and the mental status exam. Richly diverse case studies, drawn from practice experience, are integrated throughout and show how theory is applied to work with individuals, families, groups, and children and adolescents. To better help students understand the field, the authors' clinical social work is presented authentically, describing both successes as well as their mistakes.

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Tabla de contenidos provista por Syndetics

• Preface(p. xv)
• Acknowledgments(p. xix)
• 1 An Integrated Approach to Clinical Practice(p. 1)
• Theoretical Base for Clinical Social Work Practice(p. 1)
• The Integrative Model(p. 1)
• The Practice Class as Laboratory: Learning to Integrate(p. 1)
• The Integrative Journal(p. 2)
• Clinical Supervision: The Learning Alliance(p. 6)
• Faculty Field Advisement(p. 8)
• Practice Evaluation and Research(p. 8)
• 2 Key Issues in Clinical Practice(p. 10)
• Brief Treatment(p. 10)
• Client Suitability(p. 11)
• The First Meeting(p. 11)
• The Working Relationship(p. 12)
• Mindfulness in the Therapeutic Relationship(p. 13)
• Ethics and Boundaries(p. 13)
• Sexual Relationships with Clients(p. 14)
• Other Dual Relationships(p. 15)
• The Suicidal Client(p. 15)
• Guidelines for Assessing Suicide(p. 16)
• Providing Safety(p. 17)
• Child and Adolescent Suicide(p. 18)
• Suicide among the Elderly(p. 18)
• Managed Care(p. 19)
• Ethical Dilemmas under Managed Care(p. 19)
• Opportunities under Managed Care(p. 20)
• Coaching and Social Work(p. 20)
• Confidentiality and Technology: HIPAA(p. 21)
• Social Work in a Digital Age(p. 22)
• Fee for Service(p. 22)
• The Client in a System of Care(p. 23)
• Spirituality and Religion(p. 23)
• Social Work in a Global Economy(p. 24)
• Therapist Self-Care and Self-Compassion(p. 24)
• 3 The Clinical Interview: The Process of Assessment(p. 27)
• Beginning, Middle, and End Stages of Treatment(p. 27)
• The First Meeting(p. 27)
• Self-Awareness(p. 28)
• Introductions(p. 28)
• Why Is the Client Here?(p. 28)
• Confidentiality(p. 29)
• Answering Personal Questions(p. 29)
• The Therapeutic Relationship(p. 30)
• Transference and Countertransference(p. 31)
• The Real Relationship and the Working Alliance(p. 32)
• Resistance(p. 32)
• Using These Concepts in Practice(p. 32)
• Transtheoretical Model: The Stages of Change(p. 33)
• The Middle Stage of Treatment-Moving to Contemplation, Preparation, and Action(p. 37)
• The Ending Phase of Treatment(p. 41)
• 4 The Psychosocial Study: The Product of Assessment(p. 44)
• Preparing the Psychosocial Study(p. 44)
• A Human Rights Perspective(p. 44)
• A Psychosocial Model Outline(p. 45)
• 5 Multicultural Practice(p. 60)
• Cultural Competence(p. 61)
• Multicultural Clinical Practice(p. 62)
• Cultural Trauma(p. 63)
• Roles for Cross-Cultural Therapists(p. 64)
• Theoretical Models of Treatment(p. 64)
• The Culturagram(p. 66)
• Therapy with Transnational Immigrants(p. 66)
• Example of Culturally Competent Practice(p. 67)
• Example of Culturally Specific Practice: Research across Cultures(p. 72)
• Skilled Dialog(p. 73)
• The Research(p. 74)
• 6 Object Relations Theory: A Relational Psychodynamic Model(p. 76)
• The Work of Melanie Klein(p. 76)
• The Internal Object: The Subjective Experience(p. 76)
• Splitting and Projective Identification(p. 77)
• The Internal Object and Child Abuse(p. 77)
• The Internal Object and Internalized Oppression(p. 77)
• The Work of Ronald Fairbairn(p. 77)
• The Internalized Bad Object: The Environmental Influence(p. 77)
• Introjection and Self-Blame(p. 78)
• Trauma Bonding(p. 78)
• The Work of Harry Guntrip(p. 78)
• The Internalized Good Object(p. 78)
• Object Loss and Ego Weakness(p. 79)
• The Work of Donald Winnicott(p. 79)
• The Internal Object(s) and Interpersonal Relationships(p. 79)
• The Transitional Object(p. 80)
• The Interpersonal School(p. 80)
• The Significance of the Therapeutic Relationship(p. 80)
• Object Relations Theory and Brief Treatment(p. 80)
• Cyclical Maladaptive Pattern(p. 81)
• Multicultural Considerations(p. 82)
• Research Perspectives(p. 89)
• 7 Self-Psychology: A Relational Psychodynamic Model(p. 91)
• Self-Psychology as a Theoretical Framework(p. 91)
• Empathy(p. 92)
• The Role of the Therapist in Self-Psychology(p. 92)
• Self-Psychology and the Treatment of Children and Adolescents(p. 93)
• Self-Psychology and Learning Disorders in Children and Adolescents(p. 94)
• Self-Psychology and Self-Harm in Adolescents(p. 95)
• Self-Psychology and the Elderly(p. 95)
• Self-Psychology and Brief Treatment(p. 96)
• Brief Psychotherapy with Women(p. 101)
• 8 Relational Theory(p. 106)
• The Therapeutic Relationship(p. 106)
• Transference, Countertransference, and Intersubjectivity(p. 106)
• Relational Theory and the Third Space(p. 107)
• Relational Mindfulness(p. 108)
• Relational Cultural Theory(p. 113)
• Relational Cultural Theory and Women's Group(p. 115)
• 9 Cognitive Theory: A Structural Approach(p. 120)
• History and Definition(p. 120)
• The Therapeutic Relationship(p. 120)
• Research Perspective(p. 121)
• Client Characteristics(p. 121)
• A Structured Approach(p. 122)
• Rational Emotive Therapy(p. 123)
• The ABCs of RET(p. 123)
• Frequent Disturbances in Thinking(p. 124)
• Constructive Perspective(p. 125)
• Beck's Model of Cognitive Therapy(p. 127)
• Testing of Automatic Thoughts(p. 129)
• Schema Therapy(p. 129)
• Cognitive Processing Therapy(p. 133)
• Mindfullness-Based Cognitive Therapy(p. 133)
• Positive Psychology(p. 133)
• 10 Behavior Therapy: A Structural Approach(p. 143)
• The Three Generations or Three Waves(p. 143)
• Traditional Behavior Therapy(p. 143)
• Behavioral Assessment(p. 144)
• Cognitive Behavior Therapy(p. 145)
• The Third Generation of Behavior Therapy(p. 150)
• The Therapeutic Relationship(p. 151)
• Research Perspectives(p. 151)
• Empirical Evidence for ACT(p. 156)
• 11 Narrative Therapy(p. 157)
• A Postmodern Approach(p. 157)
• The Language of Narrative(p. 158)
• The Structure of Narrative: Narrative as Metaphor(p. 158)
• The Deconstruction of Narrative(p. 159)
• Externalizing Conversations(p. 160)
• Therapeutic Strategies(p. 162)
• Reauthoring(p. 162)
• Positions(p. 164)
• Definitional Ceremony(p. 164)
• Therapeutic Documents(p. 165)
• Cross-Cultural Counseling(p. 165)
• Collective Narrative Practice(p. 172)
• Narrative Theater(p. 173)
• Research Perspectives(p. 173)
• 12 Solution-Focused Therapy(p. 175)
• A Postmodern Approach(p. 175)
• The Editorial Reflection(p. 177)
• Postassessment Session and Self-Reflection(p. 178)
• Solution-Oriented Family Assessment(p. 178)
• Interdisciplinary Collaboration(p. 180)
• Solution-Focused Strategies(p. 180)
• Crisis Intervention(p. 187)
• Research Perspectives(p. 188)
• 13 Trauma Theory(p. 190)
• Definition of Trauma(p. 190)
• Types of Trauma(p. 190)
• Complex Trauma(p. 190)
• Acute Trauma(p. 191)
• Acute Stress Disorder(p. 191)
• Post-Traumatic Stress Disorder(p. 191)
• Trauma, Attachment, and Development(p. 192)
• Treatment of Trauma(p. 193)
• Trauma Theory(p. 194)
• Psychodynamic Mentalization-Based Treatment(p. 194)
• Trauma-Focused Cognitive Behavioral Therapy(p. 197)
• Self Care(p. 202)
• 14 Clinical Practice with Children and Adolescents(p. 204)
• Developmental Assessment(p. 204)
• Child Psychopathology(p. 205)
• The Clinical Interview(p. 205)
• With the Parent(s)(p. 205)
• With the Child or Adolescent(p. 208)
• Confidentiality(p. 209)
• Learning Disturbances(p. 209)
• Play Therapy(p. 210)
• Behavioral Therapy(p. 213)
• Narrative Therapy(p. 217)
• Working with Parents(p. 217)
• References(p. 220)
• Index(p. 245)

Notas de autor provistas por Syndetics

Dr. Joan Granucci Lesser , PhD, LICW is founder and practicing clinician with The Pioneer Valley Professionals a multidisciplinary mental health practice in Holyoke, MA.nbsp; She is also Adjunct Associate Professor at Smith College School for Social Work where she was formerly on the full time faculty and chair of social work practice. Dr. Lesser is the co-author ofnbsp; Human Behavior and the Social Environment: Theory and Practice as well as a number of book chapters and papers. Dr. Lesser has presented locally, nationally and internationally on a variety of clinical topics, including the treatment of trauma in children, adolescents and the elderly; neurobehavioral disorder such as ADHD and the application of theory to clinical practice with multicultural populations.nbsp;nbsp;Dr. Lesser has co-conducted research related to trauma in Kingston, Jamaica and Guangzhou, China.nbsp; Dr. Lesser was the 2012 NASW Ma Chapter recipient ofnbsp; he award for greatest contribution to social work practice.

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Dr. Marlene Cooper is Associate Professor at Fordham University Graduate School of Social Service, where she is currently co-chair of the curriculum committee and form chair of the clinical area.nbsp; She has a private practice for children and families in East Brunswick,NJ. Dr. Cooper has written numerous articles and book chapters on clinical issues and has presented her worknbsp; locally, nationally and internationally.nbsp; She and Dr.Lesser shared research projects inJ amaica West Indies and Guanzhou China, where Dr. Cooper also presented on suicide risk assessment.nbsp; Dr. Cooper will be teaching in Beijing China this summer at China Youth University, as part of a collaboration with Fordham university. She was an invited member at Sun Yat Sen University task force on migrant health policy.nbsp; Dr. Cooper is former President of NASWNJ and an active committee member.