JOSEPH WALSH eneraiis Social Work Practice INTERVENTION METHODS Licensed to: iChapters User Generalist Social Work Practice Intervention Methods JOSEPH WALSH School of Social Work Virginia Commonwealth University , , BROOKS/COLE »» CENGAGE Learning- Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User , 4. BROOKS/COLE »% CENGAGE Learning" Generalist Social Work Practice: Intervention Methods Joseph Walsh Assistant Editor: Stephanie Rue Editorial Assistant: Caitlin Cox Technology Project Manager: Andrew Keay Marketing Manager: Karin Sandberg Marketing Assistant: Andy Yap Marketing Communications Manager: Shemika Britt Project Manager, Editorial Production: Christy Krueger Creative Director: Rob Hugel Art Director: Caryl Gorska Print Buyer: Paula Vang Permissions Editor: Roberta Broyer Production Service: Newgen-Austin Copy Editor: Michele Chancellor Cover Designer: Lisa Buckley Compositor: Newgen © 2009 Brooks/Cole, Cengage Learning ALL RIGHTS RESERVED. 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Library of Congress Control Number: 2007938730 ISBN-13: 978-0-534-64130-6 ISBN-10: 0-534-64130-X Brooks/Cole Cengage Learning 10 Davis Drive Belmont, CA 94002-3098 USA Cengage Learning is a learning provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at international.cengage.com/region. Cengage Learning products are represented in Canada by Nelson Education, Ltd. For your course and learning solutions, visit academic.cengage.com. Purchase any of our products at your local college store or at our preferred online store www.ichapters.com. Printed in the United States of America 1 2 3 4 5 6 7 12 11 10 09 08 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User To all of my undergraduate students, past and present, at Virginia Commonwealth University, and to my first five students at Ohio Dominican University Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Brief Contents PREFACE xiii ABOUT THE AUTHOR xviii part I Introduction to Generalist Practice 1 1 Defining Generalist Practice 3 2 Problem Solving in Generalist Social Work Practice 3 Relationships with Client Systems 41 4 The "Person" of the Social Worker 75 part II Intervention Theories and Applications 89 5 Behavior Theory 91 6 Cognitive Theory 108 7 Community and Social Support Theory 129 part III Intervention Methods for Levels of Practice 149 8 Practice with Individuals 151 9 Practice with Families 174 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User BRIEF CONTENTS V 10 Group Interventions 198 11 Organizational Practice 233 12 Community Interventions 264 REFERENCES 281 INDEX 295 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Contents PREFACE xiii ABOUT THE AUTHOR xviii part I Introduction to Generalist Practice 1 1 Defining Generalist Practice 3 Defining Generalist Practice 3 A Model of Generalist Practice 5 Elements of Generalist Social Work Practice 6 The Bio-Psycho-Social-Spiritual Perspective 6 The Relationship of Theory to Practice 11 Roles of the Generalist Practitioner 12 Systems in Generalist Practice 14 The Value Base of Social Work Practice 14 Strengths-Based Practice 15 Client Empowerment 16 Ethical Dilemmas 17 Professional Value Principle: Service 19 Characteristics of Effective Practice 20 2 Problem Solving in Generalist Social Work Practice Problems in Living 22 Stress and Coping Styles 24 Three Categories of Stress 24 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User CONTENTS Vii Biological Coping 25 Psychological Coping 25 Coping Styles 26 The Problem-Solving Process 28 The Roles of Critical Thinking and Creativity 29 The Problem-Solving Model of Generalist Practice 30 Problem Identification and Exploration 30 Planning for Problem Resolution 31 Implementation of the Plan 31 Evaluation of the Plan 31 A "Problem" Focus Versus a "Solution" Focus 31 Client System Assessment 32 Goals of the Initial Social Worker-Client Meeting 32 Components of Problem Assessment 33 Sources of Assessment Information 33 Goal Setting and Contracts 34 Guidelines for Goal Selection and Definition 34 Contracts 36 Value Principle: Social Justice 36 3 Relationships with Client Systems 41 Begirming^lili Sorral Worker—Client Relationship 41 The Client's Orientation to the Service Setting 42 Communication Skills 43 Counterproductive Communication 45 Worker—Client Differences in Generalist Practice 45 Cross-Cultural Intervention 45 Understanding Culturally Competent Practice 48 The Ethnocentric Response 49 The Knowledgeable Response 49 The Curious Response 50 The Competent Response 50 Case Illustration: The Apache Tear 51 Reactant Clients 52 Motivational Interviewing 53 Establishing and Maintaining Boundaries in Relationships 61 Crossing Boundaries 62 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User VIII CONTENTS Boundaries and Power 63 Boundaries and Professional Groups 63 Warning Signs of Possible Boundary Transgressions 63 Managing Boundary Dilemmas 65 Personal Reactions of Social Workers to Their Clients 66 Common Social Worker Reactions to Clients 67 Case Illustration: The Quiet Woman 69 Ending Relationships with Clients 70 Types of Endings 70 Tasks for Ending 71 Ending Rituals 72 Case Illustration: The Runaway Shelter 73 4 The "Person" of the Social Worker 75 Self-Awareness 76 Being a Social Worker 78 Cognitive, Physical, and Emotional Development 79 Spiritual Development 79 Social Development 80 Burnout and Compassion Fatigue 80 Good Social Worker Care: Agency Strategies 82 Social Worker Self-Care 83 Appreciate the Rewards of Social Work Practice 83 Do Not Deny or Minimize the Stresses Inherent in Social Work Practice 84 Nurture Relationships Inside and Outside the Office 85 Set Clear Boundaries with Clients 86 Create a Facilitative Physical Work Environment for Yourself 87 Cultivate a Sense of Mission 87 part II Intervention Theories and Applications 89 5 Behavior Theory 91 Basic Assumptions of Behavior Theory 92 The Nature of Problems and Change 92 Classical Conditioning 93 Operant Conditioning 93 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User CONTENTS ix Social Learning 94 Goals of Intervention 95 Behavior Assessment 95 Goal Setting and Intervention Principles 97 Parenting Education 98 Systematic Desensitization 101 Professional Value Principle: Competence 104 6 Cognitive Theory 108 Cognitive Development 109 The Nature of Problems and Change 110 Cognitive Assessment 111 Interventions 114 Cognitive Restructuring 116 Cognitive Coping 119 Combining Cognitive and Behavioral Intervention 124 Value Principle: Integrity 126 7 Community and Social Support Theory 129 Definitions of Community 130 Social Learning Theory 130 Social Exchange Theory 131 Value Principle: Importance of Human Relationships 131 The Nature of Social Organization 132 Four Perspectives on Community 134 Community as Spatial Relations 134 Community as Conflict 136 Community as Social System 137 Community as Social Bond 138 Final Thoughts: Dimensions of Community 139 Social Support 140 Operationalizing Social Support 142 Assessing Social Support 143 Measuring Social Support 144 Assessing and Utilizing Community Resources 145 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User X CONTENTS part III Intervention Methods for Levels of Practice 149 8 Practice with Individuals 151 Assessing Individual Clients 151 Case Illustration: The Adolescent Mother 152 Assessment Outline for Individual Clients 153 Task-Centered Practice 155 Case Illustration: Robert's Vocational Training 159 Social Skills Development 160 Case Illustration: The Angry Adolescent 162 Stress Management 163 Relaxation Skills Development 164 Stress Prevention Skills Development 165 Crisis Intervention 167 Assessing Suicidal Ideation 168 Crisis Intervention Strategies 169 An Ethical Dilemma: The Social Worker—Client Relationship 171 9 Practice with Families 174 Self-Awareness in Family Work 175 Structural Family Theory 175 Major Concepts 176 Other Concepts 178 The Nature of Problems and Change 179 Assessment and Intervention 181 Ending Structural Family Interventions 187 Case Illustrations 188 The Dalton Family 188 The Family Drawings 192 A Mobile Home near the Woods 193 Ethical Dilemmas in Family Work 194 10 Group Interventions 198 Types of Treatment Groups 198 Forming Intervention Groups 200 Group Stages 203 Group Leadership Skills 204 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User CONTENTS XI Monitoring Group Process 205 A Word About Involuntary Groups 206 Cognitive—Behavioral Intervention in Groups 207 Examples of Intervention Groups 207 The Family Education and Support Group 208 The Art Therapy Group 211 An Anger Control Group: The Franklin Court Conflict Resolution Group 212 An Education Group: The Living Skills Group 213 Education, Growth, and Socialization: The Multiple-Family Weekend Retreat 215 All Five Types of Groups: The Wilderness Group 216 Ethical Dilemmas in Group Work 218 APPENDIX A: SAMPLE PHONE SURVEY FOR PROSPECTIVE GROUP MEMBERS 222 APPENDIX B: SAMPLE EVALUATION FORM 226 11 Organizational Practice 233 The Nature of Human Service Organizations 234 Characteristics of Formal Organizations 237 Task Groups in Agencies 239 Common Administrative Challenges in Human Service Agencies 240 Organizational Theories 242 Scientific Management 242 Human Relations 242 Contingency Theory 243 Theory Z and Total Quality Management 244 Agency Power and Politics 245 A Note on Interprofessional Relationships 246 An Agency Assessment Outline 246 Agency Intervention 248 Agency Opposition to Change 249 Program and Practice Evaluation 250 Ethical Dilemmas in Organizational Practice 259 Value Principle: Service 259 Value Principle: Dignity and Worth of the Person 261 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User XÜ CONTENTS 12 Community Interventions 264 A Community Assessment Outline 265 Types of Communities 266 Intervention Strategies 267 Collaboration 267 Campaign 268 Contest 268 Social Advocacy 268 Community Intervention: Three Illustrations 269 A Partnership with the Community Mental Health Association 269 The Cobblestone Controversy Revisited 273 "Housing First" 275 Ethical Dilemmas in Community Practice 277 REFERENCES 281 INDEX 295 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Preface Generalist social work practice can be defined as the comprehensive assessment of a problem situation in a client system, followed by planning and intervention at any of five levels including those of the individual, family, group, organization, or community. The generalist perspective assumes an interdependence between individuals and their social environments, and requires that social workers have a broad base of knowledge about the functioning of individuals, families, groups, organizations, and communities, and the ways in which they may reciprocally support or inhibit functioning. Generalist Social Work Practice: Intervention Methods is a textbook that provides undergraduate social work students with a wide range of specific intervention strategies for use with client systems at all levels of generalist practice. Six of the 12 chapters are so focused, and all of the other chapters include sections on practice implications of the topic material as well. Thus, the major strength of this book is its emphasis on intervention. Regarding practice applications, this book is based on a strengths-based problem-solving model that can apply across all levels of intervention. Students are introduced to cognitive and behavioral theory for use with individuals and groups, and structural theory for use with families. These approaches have been selected because they are clearly understood by undergraduate students, practical in most social work settings, and have demonstrated effectiveness with a range of problems in living. Students are also introduced to the contingency, community systems, and social support theories for larger scale interventions. All of these intervention perspectives are consistent with each other, and thus provide the social work student with a systematic set of strategies for generalist practice. Each chapter also includes a list of classroom discussion topics and ideas for assignments. xiii Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User xiv PREFACE Generalist Social Work Practice: Intervention Methods is divided into three sections, as follows: ■ An introduction to generalist practice, including attention to the special nature of social work, the problem-solving process, and the process of managing professional relationships ■ Intervention theories and applications, with special attention to behavior theory, cognitive theory, and social support theory ■ Specific intervention methods for use across all five levels of generalist practice ORGANIZATION OF THE BOOK Parts I and II consist of seven chapters that lay out a theoretical perspective for generalist practice. The well-known problem-solving model, with a clear strengths focus, is presented as the underlying conceptual framework for intervention. This model is practical for generalist practice because it is applicable across the five levels. Another advantage of the problem-solving model is that it provides a basis for client empowerment. A major theme of the book is that clients are always helped by the social worker to become better problem solvers. The cognitive, behavioral, and social support theories for practice are introduced in Part II. These theories and their related intervention strategies help practitioners to focus their work on a client system's cognitive, emotional, and behavioral functioning, including its development of new knowledge or new ways of approaching the environment. Concepts of community are also given special attention in Part II. Social support theory is presented with this material as it provides a link between work with smaller and larger systems. Part III, focused more specifically on intervention methods, provides sets of strategies for use with client systems at all five levels of generalist practice. Each chapter includes at least four distinct strategies, and many of them build on each other. There are three reasons for taking this approach. First, it enables the instructor to cover as much material in each chapter as fits with the scope of the course. Thus, instructors who teach a practice course for only one semester may use half of the intervention strategies covered in each chapter. Secondly, an instructor may choose to emphasize some levels of practice more than others, if such an approach fits with the nature of his or her program. Thirdly, the instructor may want to cover some intervention strategies at all levels of practice early in the academic year, and then go through the sequence again to teach additional strategies later in the year. This way, students who are given caseloads or other practice assignments in their agencies early in the year (agencies are quite variable in this regard) do not have to wait long before getting to course material that lends guidance to their field activities. Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User PREFACE xv An in-depth discussion of agency-based practice is reserved for Part III. The first half of that chapter is theoretical and may be used earlier in the semester. At that time students will be adjusting to their field placement agencies and will probably experience many orientation activities before they are in a position to provide interventions. This content will help the students to make a successful adjustment to the field, and the recommended assignments and questions for discussion will help the instructor take advantage of the opportunity to teach students about large-systems practice. This concept is emphasized in the chapter on agency-based research, which provides students with the ability to develop empirical rationales for their interventions at that level. PROFESSIONAL VALUES AND ETHICS Many textbooks include separate chapters about professional values. Intervention Methods incorporates attention to a single social work value principle in each chapter of Part III. This enables the instructor to place the teaching of values into a context of the other text material, and students can integrate this learning into their range of practice activities. A case vignette representing a value dilemma is included in each of the last six chapters, based on the intervention principles from that chapter, for student reading and discussion. A RANGE OF INTERVENTION METHODS Figure 1 outlines all of the theories and intervention activities for generalist practice that are described in the book. Each theory and activity is listed beneath the target of intervention to which it applies. If a line moves from the topic across a portion of the page, that topic is intended to be applicable to several levels of intervention. What should be evident from this table is that each level of intervention may call for the practitioner's application of different roles and interventions. A major principle of Generalist Social Work Practice: Intervention Methods is that, while generalist practice provides an overarching perspective for service delivery, the effective practitioner needs to be able to call on special knowledge and intervention skills to help clients resolve problems and challenges at each of the five levels of practice. Social work is a challenging profession, one in which even the most seasoned practitioners face new dilemmas every day that test their abilities to help clients solve problems. This book can help new social workers develop the competence, confidence, and sense of optimism to embark on a lifelong career in service to others. Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User XVI PREFACE FIGURE 1 Generalist Social Work Practice Interventions Target Systems Individuals Families Groups Organizations Communities Theories and Interventions Problem-solving theory_ Problem-solving model, Task-centered practice Cognitive-Behavior theory_ Cognitive restructuring, Skills training, Stress management, Stress prevention, Behavioral reinforcements, Crisis intervention Social support theory Formal and informal linkage development and maintenance Family systems Structural (includes communications) Educational Group process Five types, Four stages, Leadership strategies Contingency theory Changing: People, Processes, Structures Approach: Policy, Program, Project, Personnel, Practice Strategy: Collaboration, Campaign, Contest Research: Needs assessment, Evaluation Social action Collaboration, Campaign, Contest Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User PREFACE XVii ACKNOWLEDGMENTS I have enjoyed teaching undergraduate social work students throughout my 15 years in academia. Writing this book has been a dream of mine, and many people have helped me in the process. First I want to acknowledge my most influential mentor in teaching and working with undergraduate students—Jane Reeves, former BSW program director at Virginia Commonwealth University. For their assistance with preparing the manuscript I want to recognize the contributions of colleagues Lori Thomas, Jeanne Crowell, and Jacqueline Corcoran. From Cengage Learning and the Newgen—Austin production team I want to thank Marcus Boggs, Stephanie Rue, Dan Alpert, Christy Krueger, Michele Chancellor, Caitlin Cox, Bharathi Sanjeev, Rebecca Logan, Debra DeBord, and Randa Dubnick. A special thanks goes to Lisa Gebo, formerly of Thomson Brooks/Cole, who offered me the contract for this book. The reviewers listed in the following section provided excellent suggestions for improving early drafts of the manuscript. REVIEWERS Roseanna McCleary (California State University, Bakersfield) Kenneth Hermann (State University of New York) Santos Torres (California State University, Sacramento) Barbara Rio (Stephen F. Austin State University) Andrew Scharlach (University of California, Berkeley) Ronald Polon (Ball State University) Diane Calloway-Graham (Utah State University) Sabrina Sullenb erger (Indiana University) Frederick Stephens (University of North Carolina, Pembroke) Margaret Elbow (Texas Tech University) Phillip Ortiz (Eastfield College) Anthony Mallon (Virginia Commonwealth University) Sandy Cook-Fong (University of Nebraska) Jay Bishop (University of Maryland, Eastern Shore) Freddi Avant (Stephen F. Austin State University) Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User About the Author Joseph Walsh is a professor of social work at Virginia Commonwealth University. He has been a direct service practitioner in the field of mental health for many years, first in a psychiatric hospital and later in community mental health center settings. He has mostly specialized in services to people with serious mental illnesses and their families. Since 1993 Joe has been at VCU, teaching courses in generalist and clinical practice, human behavior, research, and social theory. He was the 1998 recipient of the National Mental Health Association's George Goodman Brudney and Ruth P. Brudney Social Work Award, given amualjV to recognize significant contributions to the care and treatment of people with mental illnesses. Joe is the author or coauthor of six other books related to social work practice. xviii Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. 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Wilson, G. T. (2000). Behavior therapy. In R. J. Corsini & D. Wedding (Eds.), Current psychotherapies (6th ed., pp. 205-240). Itasca, IL: F. E. Peacock. Wodarski, J. S., & Bagarozzi, D. A. (1979). Behavioral social work. New York: Human Sciences Press. Wong, Y., & Hillier, A. (2001). Evaluating a community-based homelessness prevention program: A geographic infonnation systems approach. Administration in Social Work, 25(4), 21-45. Wuthnow, R. (1998). Loose connections: Joining together America's fragmented communities. Cambridge, MA: Harvard University Press. Yan, M. C, & Wong, Y. R. (2005). Rethinking self-awareness in cultural competence: Toward a dialogic self in Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User cross-cultural social work. Families in Society, 86(2), 181-188. Young, T. R. (1999). Marxism and social movements: Theory and practice for social justice. Contemporary Sociology, 28(3), 268-270. REFERENCES 293 Zastrow, C. H. (2006). Social work with groups: A comprehensive workbook (6th ed.). Belmont, CA: Brooks/Cole. Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Index ABC review, 113, 116-117, 118, 124 cognitive restructuring and, 116 Abuse, domestic, 195 Accessibility, 134 ADHD school programs, 136-137 Adolescents, 152-153, 154 social skills development and, 160-161 Advocacy for agency change, 126 African Americans, 45, 58, 130 adolescents, 154 Caucasian social workers and, 50 cultural heritage, 121 kin networks and, 141 multigenerational family systems, 141-142 slavery era, 142 Agencies hierarchy, 82 host settings for social workers, 235 people-changing, 235 people-processing, 235 people-sustaining, 235 primary settings for social workers, 235 solvency, 260 Agencies, employing administrative concerns, 235 social workers and, 235 Agencies, human service accessing infonnation from all stakeholders, 241 common administrative challenges in, 239-241 efficiency of resource use, 241 evaluations of staff perfomiance, 241 infonnal power, 245 insuring client access to services, 240 lack of clarity about agency mission or program, 240 public and private, 234 quality of interprofessional relationships, 241 staff alienation and burnout, 241 upholding client dignity, 241 variable program quality, 240 Agency assessment outline, 246-247 the agency, 247 the community, 247 record keeping, 248 service gaps, 247 social work practice, 247 supervision and evaluation, 247 Agency change activities case illustration: consumers as board members, 251—252 case illustration: "gender suitability" of staff at a homeless shelter, 256-259 case illustration: length of stay at the Salvation Anny, 255-256 case illustration: parent participation at Sacred Heart Center, 252-255 Agency intervention, 248—259 295 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User 296 INDEX Agency intervention (continued) agency opposition to change, 249-250 people-focused change, 248 program and practice evaluation, 250-251 structural change, 248 technological change, 248 Agency power and politics interprofessional relationships, 246 Agency program and policy developer, 13 Agency requirements, 53 Agency sanctions, sources of clients, 236 community agencies, 236 foundations and other funding sources, 237 government bodies, 237 key community supporters, 237 national credentialing organizations, 236 professional organizations, 236 Agency values, 15 Alcohol and other drugs, 154 Alcoholics Anonymous, 139, 199 Alcohol use, negative reinforcement and, 94 Americans, definitions of community and, 129 American society, ethic of individualism in, 138 Analysis patterns of clients, 49 Anxiety, 101, 102 "Apache tear," 51 Appalachia, 123 cultural background, 187 Arts activity, directed, 208 Art Therapy group, 211—212 Asian Americans, 45 Assessing individual clients, case illustration: the adolescent mother, 152-153 Assessing involuntary families, intervention, 185-187 Assessment, sources of infonnation, 33-34 Assessment and intervention, structural family theory, 181-187, 193-194 assessing involuntary families, 185-187 beginning procedures, 181-182 case illustration: the Dalton family, 188-192 case illustration: the family drawings, 192-193 ending structural family interventions, 187-188 Assessment outline for families, 182-183 for individual clients, 153-155 Assessment questions, examples of, 96 Attention deficit/hyperactivity disorder (ADHD), 137 parent advocates, 137 Attitudes of clients, 48 Attribution training, 118 Authenticity, 44 Autonomy, 19 Bagarozzi, 91 Baseline, 99, 100 Beginning procedures, 181-182 Behavior, 91 Behavioral analysis, five domains of, 97 Behavioral problems of adolescents motivational interviewing and, 53 Behavior assessment, 95-98 questions, 96 Behaviorism, 91 Behaviors of clients, 48 directive, 70 supportive, 70 Behavior theory, 91-107 basic assumptions of, 92 covert actions, 108 the nature of problems and change, 92-95 overt actions, 108 Billable hours, 260 Biofeedback, 165 Biological factors and functioning, 153 Body image and awareness, 7 Boundaries benefits for clients, 62 benefits for social workers, 62 crossing, 62-63 guidelines for managing dilemmas, 65-66 intervening factors, 65 legal liabilities and, 65 power and, 63 professional groups, 63 warning signs of possible boundary transgression, 63-64 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User Boundaries, rules about contact time, 61 emotional space, 62 physical closeness, 61-62 territoriality, 62 types of infonnation to be shared, 61 Boundaries in relationships, establishing and maintaining, 61-66 rules about, 61 Boundary transgressions accepting or giving gifts, 64 dual relationships, 64 intrusion into the client's territory, 64 investigating certain details of a client's personal life, 64 loaning, trading, or selling items to a client, 65 referring to a client as a friend, 65 self-disclosure by the social worker, 64 sharing infonnation about a client, 65 socializing with a client, 64-65 touching or physically comforting the client, 64 warning signs of, 64 BSSW (Bachelor of Science in Social Work), 3 BSW (Bachelor of Social Work), 3, 75, 233 Burnout, 5, 80 compassion fatigue and, 81 effects of, 81 Campaign, 268, 275 Case illustrations the adolescent girls group, 120-121 the adolescent mother, 152-153 the Apache tear, 51-52 consumers as board members, 251-252 the Dalton family, 188-192 the family drawings, 192-193 "gender suitability" of staff at a homeless shelter, 256-259 length of stay at the Salvation Army, 255-256 Leonora's odd lifestyle, 145-146 managing family friction with communication skills, 123—124 parent participation at Sacred Heart Center, 252-255 the quiet woman, 67, 69-70 INDEX 297 Robert's vocational training, 159-160 the runaway shelter, 73 the school brawler, 58-61 Caseloads, 82 Case management, 6 Catholics, 8 Catholic youth organization, 199 Caucasians, 45 kin networks and, 141 Causal attributions, 109, 117 problematic, 111 Challenge, 24 Change ambivalence toward, 54 people-focused, 248 structural, 248 technological, 248 Childhood, 109 Children, social skills development and, 160-161 Class conflict, 136 Classical conditioning, 93, 101 Client rights, 53 professional knowledge and, 17 Clients, 154 gifts from, 72 motivation, 35 outreach, 5 overidentification with, 67 power and, 16 racial experiences of, 48 resources of, 49 responsibilities to, 104-105 spiritual beliefs of, 49 worldview beliefs, 49 Clients, ending relationships with, 70-73 case illustration: the runaway shelter, 73 ending rituals, 72-73 tasks for ending, 71-72 types of endings, 70 Clients, involuntary, 51 court orders and, 52 Clients, reactant, 52-61 motivational interviewing, 53 ways to help, 52-53 Client's thoughts, assessing validity of, 113 Client system, 32 Client system assessment, 32-34 components of problem assessment, 33 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User 298 INDEX Client system assessment (continued) goals of the initial social worker-client meeting, 32-33 sources of assessment infonnation, 33-34 Clinical practice, 6 Clinton administration, 276 Cobblestone controversy revisited, 273-275 community assessment, 274 interventions, 275 objectives and intervention tactics, 274-275 Cognition, 91 Cognitive assessment, 111-114 Cognitive assumptions, adjusting, 111 Cognitive biases, 109 Cognitive coping, 115, 118-124 communication skills development, 115, 122-124 problem solving, 115 problem-solving skills development, 120 relaxation skills development, 115 self-instruction, 115, 119 social skills development, 115 techniques for, 115 Cognitive deficits, 111, 114 Cognitive development, 109-110 Cognitive distortions, common, 112 Cognitive distortions of reality, 25, 111, 114, 117 Cognitive functioning, 153 Cognitive interventions, 109 Cognitive mediation, 94 Cognitive questioning, 118 Cognitive restructuring, 113, 114, 116-118 the ABC review, 115, 116-117 attribution development, 115 education, 115 point-counterpoint, 115 single parent and, 117-119 strategies for, 115 Cognitive theory, 108-128 cognitive assessment, 111-114 cognitive development, 109-110 cognitive restructuring, 114 cognitive therapy, 116 combining cognitive and behavioral intervention, 124-126 emotions in, 108 interventions, 114-126 the nature of problems and change, 110-111 rational-emotive therapy, 116 value principle: integrity, 126 Collaboration, 267—268 Collaborative process, 35 Collateral infonnation, 33 College students, stress and coping styles, 26 Combining cognitive and behavioral intervention, 124-126 Command-giving, parent training and, 99 Communication patterns of clients, 49 Communication skills, 30, 191 case illustration: managing family friction with communication skills, 123-124 development, 123-124 training, 186 Communities, 266—267 anoinic, 266-267 diffuse, 266-267 integral, 266-267 parochial, 266-267 stepping stone, 266-267 territorial, 130 transitory, 266-267 Community, 198, 264 as conflict, 136-137 definitions of, 130 dimensions of, 139-140, 140 multicultural, 139 as social bond, 138-139 as a social system, 137-138 as spatial relations, 134-136 Community and social support theory, 129-147 assessing social support, 143-144 definitions of community, 130 four perspectives on community, 134-140 the nature of social organization, 132-134 social exchange theory, 131 social learning theory, 130—131 social support, 140-143 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User Community and social support theory (continued) value principle: importance of human relationships, 131-132 Community as a social system, 137-138 the sibling support group, 138 the supervised apartment program, 137-138 Community as conflict, 136-137 ADHD school programs, 136-137 the family support group, 136-137 Community assessment outline, 265-266 Community as social bond, 138-139 gangs, 139 Community as spatial relations, 134-136 the cobblestone controversy, 135-136 the shelter relocation, 135 Community interventions, 129, 264-280 the cobblestone controversy revisited, 273-275 a community assessment outline, 265-266 ethical dilemmas in community practice, 277-278 Housing First, 275-277 intervention strategies, 267-268 a partnership with the community mental health association, 269-273 social advocacy, 268-269 types of communities, 266-267 Community resource developer and advocate, 13 Community resources, assessing and utilizing, 145 case illustration: Leonora's odd lifestyle, 145-146 Compassion fatigue, 81 Compulsive behaviors, reinforcement and, 94 Conditioning, 93 Confidentiality, 17 in family work, 194 threats of violence and, 196 Conflict, 136 Conflict resolution group, 212-213 Conscious thoughts, cognitive theory and, 108 Consumerism, 133 Contemplation, 54 Contingency theory, 243-244 INDEX 299 Continuum of Care, 276, 277 Contracts, elements of, 36 Coping, 24 biological, 25 emotion-focused, 26 problem-focused, 26 psychological, 25-26 Coping skills, 91 of clients, 49 Coping styles, 26, 26-28 Core beliefs, influence of, 110 Countertransference, 66-67 negative, 67 positive, 67 problematic, 67 Covert actions, 108 Creativity, 29, 153 characteristics of, 30 Crises, 167, 168 assessment and intervention activities, 168 failure of usual coping efforts, 168 implementation of solutions, maladaptive or adaptive, 168 sharp and sudden increase in tension, 168 stages of, 168 suicide and, 168 Crisis intervention, 167-171 assessing suicidal ideation, 168-169 case illustration: a mid-life crisis, 170-171 skills, 5 strategies, 169-171 Critical thinking, 29 Crowell, Jennifer Hause, 264 Cultural factors and transitions, 154 Cultural heritage of clients, 48 Latino, 121 Cultural knowledge, 48 Culturally competent practice, understanding, 48-52 case illustration: the Apache tear, 51-52 the competent response, 50-51 cultural knowledge, 48 the curious response, 50 the ethnocentric response, 49 the knowledgeable response, 49-50 Cultural norms, boundaries and, 65 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User 300 INDEX Cultural sensitivity, 48-49 Deaf culture, 130 Deaf people, 130 Deciding on an intervention strategy in cognitive theory, 114 Deep breathing, 115 Deviance, 133 Diabetes, motivational interviewing and, 53 Diagnostic labels, 5 Direct practice, 6 Direct practitioner with individuals, families, and groups, 13 Disabilities, 273 Disposition, 154 Divergent thinking, 29 Diversity, 243 Duelin' Daltons, 188 Eating disorders, motivational interviewing and, 53 Education, growth, and socialization: the multiple-family weekend retreat, 215-216 Empathy, 43 Employees institutional, 244 managerial, 244 technical, 243 Empowerment developmental process, 17 liberation from oppression, 17 psychological state, 17 strengths-based practice, 16 three themes of, 17 Endings in group intervention: leader tasks, 208 Environmental practitioner, 13 Erikson, Erik, psychosocial theory of, 7 Ethical dilemmas, 38 common sources of, 17-18 in community practice, 277-278 in family work, 194-196 in group work, 218—219 questions for resolving, 18 value principle: dignity and worth of the person, 261-262 value principle: service, 259-261 values hierarchy #1, 18 values hierarchy #2, 18-19 Ethical values hierarchy, 18 Ethics, 14 Ethnocentrism, 49 Evaluations outcome, 250 process, 250 sample form, 226-232 External environment, adaptation to, 132 Extinction, 100 reinforcement systems, 100 Families Chinese, 175 defining problems, 174 dynamics of relationships in, 184 Hispanic, 175 involuntary, 185-187 Italian American, 175 Jewish, 175 Mexican American, 175 Native American, 175 types of, 174 Vietnamese, 175 West African, 175 Family Assessment and Prevention Team (FAPT), 193, 194 Family Education and Support Group, 200, 201, 202, 208-211 Family factors, 154 Family preservation, motivational interviewing and, 53 Family Preservation Services, 191 Family structure, 175 alliances, 176 boundaries, 177 communication skills, 178 disengagement, 176 enmeshment, 176 executive authority, 176 external systems influences, 179 family myths, 179 flexibility, 178 manipulating space, 186 member resistance to normal family change process, 180 power imbalances, 179 roles, 177 rules, 177 subsystems, 176 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User Family structure (continued) system boundaries that are too rigid or too diffuse, 179 triangles, 177 Family support group, 136-137 Family system, visual portrayal of, 183 Feminist theorists, 26 Focusing, 44 Fonnal assessment instruments, 34 Fonnal organizations, characteristics of, 237-239 agency planning and goal setting, 239 culture, 239 detachment, 238 documentation, 239 fonnal power, 237 hierarchy, 237 infonnal power, 237 power, 237 productivity, 238 qualifications, 238 rules, 238 specialization, 238 structure, 237 Franklin Court Conflict Resolution Group, 212-214 Franklin Court Elementary School, 212 Freud, Sigmund, psychosexual theory of, 7 Functional analysis, 96 behavioral assessment and, 95 Functional behavioral analysis, 96 Gangs, 139 General adaptation syndrome, 25 Generalist practitioner, roles of, 12-14, 134 agency program and policy developer, 13 community resource developer and advocate, 13 direct practitioner with individuals, families, and groups, 13 environmental practitioner, 13 infonnation manager, 13 outcome evaluator, 13 service accessibility advocate, 13 Generalist social work practice, 20 components of, 5 defining, 3-6 elements of, 6-11 INDEX 301 model of, 5-6 problem solving in, 22—40 problem-solving model of, 30-31 relationship of theory to practice in, 11-12 systems in, 14 General social work practice, elements of, 6-11 the "bio," 7 the bio-psycho-social-spiritual perspective, 6-7 the "psycho," 7-8 the "social," 8 the "spiritual," 8-11 Genogram, 183 Goal attainment, 132 Goals, 154 functions of, 34 of intervention, 95 realistic and attainable, 35 Goal selection and definition, guidelines for, 34-36 Goal setting and contracts, 34 contracts, 36 Goal setting and intervention principles, steps in, 97-98 Group interventions, 198-232 fonning intervention groups, 200—203 group stages, 203-204 sample evaluation form, 226-232 sample phone survey for prospective group members, 222—225 types of treatment groups, 198-200 Group leaders interventions, 205 roles of, 201 Group leadership skills, 204-205 power and control stage, 204 pre-affiliation stage, 204 separation stage, 204-205 shared working stage, 204 Group process, monitoring, 202, 205-206 communication and group interaction, 206 decision making, 206 group cohesion, 206 group nonns, 206 group structure, 205 leadership style of the social workers, 206 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User 302 INDEX Group process, monitoring (continued) presentations of group members, 205 Groups cognitive—behavioral intervention in, 207 disruptive behavior and, 207 involuntary, 206-207 open versus closed, 201 rules for, 202 sample phone survey for prospective group members, 222—225 screening candidates for, 202 Group stages, 203-204 power and control stage, 203 pre-affiliation stage, 203 separation stage, 203 shared working stage, 203 Harm, 24 Health and wellness, 7 Health care issues, motivational interviewing and, 53 Helpful factors for clients in groups, 199 High-probability behaviors, 99 Historic experiences of clients, 48 HIV high-risk behavior, motivational interviewing and, 53 Housing First, 275, 276 community assessment, 276 interventions, 277 objectives and intervention tactics, 276-277 Human relations, 242-243 diversity, 243 Human service organizations, nature of, 234-241 characteristics of formal organizations, 237-239 common administrative challenges in human service agencies, 239-241 task groups in agencies, 239-240 Human service practitioners, 141 Identifying information, 153, 183 Information manager, 13 Informed consent, 17 Initial social worker—client meeting, goals of, 32-33 Integrative functions, 132 Integrity, 126 Intelligence, 153 Intervention, advantages of group vs. individual, 199 Intervention, cross-cultural competence in, 48-51, 49 dominant culture social worker and minority culture client, 46-47 majority culture social worker and majority culture client, 48 minority culture social worker and minority culture client, 47 minority social worker and dominant culture client, 47 Intervention groups, 208-218 all five types of groups: the wilderness group, 216-218 anger control group: the Franklin Court Conflict Resolution Group, 212-214 Art Therapy group, 211—212 education, growth, and socialization: the multiple-family weekend retreat, 215-216 examples of, 208-218 Family Education and Support Group, 208-211 forming, 200-203 Intervention in cognitive theory, 114—126 Intervention methods for levels of practice, 149-280 community interventions, 264—280 group interventions, 198-232 organizational practice, 233-263 practice with families, 174-197 practice with individuals, 151-173 Intervention plan/client contract, sample, 37 Interventions communication skills training, 186-187 effectiveness (outcome), 20, 31 efficiency, 31 ending stages of, 70 principles of, 55 verbal interventions and adolescence, 92 Intervention strategies, 267-268 campaign, 268 collaboration, 267-268 contest, 268 Intervention theories and applications, 89-147 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User Intervention theories and applications (continued) behavior assessment, 95-98 behavior theory, 91-107 cognitive theory, 108-128 community and social support theory, 129-147 goal setting and intervention principles, 97-98 goals of intervention, 95 parenting education, 98-99 professional value principal: competence, 104-106 systematic desensitization, 101-104 Jews, 8, 175 Job descriptions, 82 Judgment, 153 Kohlberg and Gilligan's theories of moral development, 7 Latinos, 130 Leader activities during the first session, 208 Legal requirements, 53 Life-cycle stage, 154 Life or role transitions, critical developmental stages of life, 23 Living Skills Group, 213-214 Logotherapy, 10 Marwood Counseling Center, 37 Marx, Karl, 136 Meals on Wheels (MOW), 251-252 Meaning, categories of creative (music, art), 10 defiant (resisting oppression), 11 experiential (responding to natural beauty or to works of art), 10 religious, 10 social (engagement in a variety of social activities to advance some value), 10 Meditation, 165 Mental Health Association, 272 Mental health centers, 235 Mental health interest groups, 138 Mental health systems, 37 INDEX 303 Metropolitan House Community Homeless Shelter (MHCHS), 257 Minuchin, Salvador, structural family theory of, 175 Modeling, 94-95 Moods, 154 Motivational interviewing, 53—61 case illustration: the school brawler, 58-61 decisional balancing, 57-58 eliciting self-motivational statements, 55 handling reactance, 56-57 intervention principles and, 55 major concepts of, 53-61 perspectives of, 54 the social worker—client relationship, 54-55 supporting self-efficacy and developing a change plan, 58 Transtheoretical Stages of Change (TSOC) model, 53-54 MSW (Master of Social Work), 3 Muslims, 8 NASW Code ofEthics 18,19, 36, 42, 104-106, 125, 126, 131, 172, 234, 267 competence, 104-105 National Association of Social Workers (NASW), 8, 236 Mental Health Association, 38 person-in-environment (PIE) system, 8 political action committee, 38 National Council of Community Mental Health Centers, 236 Native American culture, 51 Natural breathing technique, 103 Neo-Marxists, 136 New York City, 46 Objectives, measurable, 35 Operant conditioning, 93-94 Optimism, 87 Organizational management, human relations approach, 242 Organizational practice, 233-263 an agency assessment outline, 246-248 agency intervention, 248 agency power and politics, 245-246 ethical dilemmas in, 259-262 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User 304 INDEX Organizational practice (continued) nature of human service organizations, 234-241 organizational theories, 242-245 Organizational theories contingency theory, 243-244 human relations, 242-243 scientific management, 242 Theory Z and total quality management, 244-245 Organizational traditions, American, 244-245 Organizations, 233 dimensions of, 247 Outcome evaluator, 13 Overeating, 94 Overt actions, 108 Pain management, 53 Panic disorder, 101-104 Paperwork, 85 Parenting education, 98, 98-99 classical conditioning, 101 components of, 98-99 do's and don'ts, 100 operant behavior intervention principles, 101 Parents behavioral theory and, 101 overinvolvement, 179-180 Partnership with the community mental health association, 269-273 community assessment, 270 interventions, 271—273 task force objectives and intervention tactics, 270-271 Pattern maintenance, 132 Pavlov, Ivan Petrovich, 91 conditioned response in dogs, 93 Personal functioning, ineffective, 23 Personalization of negative events, 118 Person-in-environment (PIE), 8, 17, 23 classification system, 9-10 Piaget, Jean, 109 theory of cognitive development, 7 Plan, 154 Pleasure and pain, 92 Postmodernism, 133 Postmodern society, characteristics of, 133 Poverty, 130, 175 Practice, characteristics of effective, 20 Practice theory, 11 Practice with families, 174-197 ethical dilemmas in family work, 194-196 structural family theory, 175-188 Practice with individuals, 151-173 assessing individual clients, 151-153 assessment outline for individual clients, 153-155 crisis intervention, 167-171 an ethical dilemma: the social worker-client relationship, 171-172 social skills development, 160-163 stress management, 163-167 task-centered practice, 155—160 Practitioner licensure boards, 236 Pre-contemplation, 54 Problem assessment, components of, 33 concern as presented by the client system, 33 developmental stage of the client system, 33 impact of environmental factors on presenting situation, 33 significant role transitions, 33 Problem behavior, reinforcement of, 96 Problem definition, 153 Problems definition, 183 identification, 153, 183 Problems and change, nature of, 110-111 classical conditioning, 93 operant conditioning, 93—94 social learning, 94-95 Problem solving, 22-40, 120, 155-156 assumptions of, 29 brainstonning, 120 choosing and implementing an alternative, 120 defining the problem, 120 evaluating the implemented solution, 120 "problem" focus versus "solution" focus, 31—32 problems in living, 22—24 process of, 28-30 roles of critical thinking and creativity, 29-30 steps in, 155-156 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User Problem solving (continued) stress and coping styles, 24-28 theory, 22 Problem solving model of generalist practice, 30-31 evaluation of the plan, 31 implementation of the plan, 31 planning for problem resolution, 31 problem identification and exploration, 30-31 Problem tracking, 185 Professional growth, 83 Professional roles, 12-13 Professionals, conflicts with bureaucrats, 235-236 Program and practice evaluation, 250-251 Progressive muscle relaxation, 165 Protestants, 8 Psychological factors and functioning, 153 Psychological kinship, 174 Puerto Paeans, 46 Punishment, 91, 92, 100 reinforcement systems, 100 Quality circle, 244 Quality of life, 19 Rational-emotive therapy, 116 Rational thinking, 109, 111 Reactance, handling, 56-57 agreement with a twist, 57 amplified reflection, 56 clarifying free choice, 57 double-sided reflection, 57 refraining, 57 shifting focus, 57 simple reflection, 56 Reciprocal obligation, 131 Reciprocity, 131 Referral statement, 153, 183 Reflective listening, 122 Refraining, 190 Reinforcement, 91, 91-92 negative, 94 positive, 94 Reinforcement systems high-probability behaviors, 99 social reinforcements, 99 token economies, 99-100 Relabeling, 185 INDEX 305 Relationships with client systems, 41-74 Relaxation case illustration: the niece and the nursing home, 165 skills development, 163, 164-165 techniques, 103 Religion American, 8 spirituality and, 8 Resilience, 16 Ridgedale High School, 120-121 Role-playing, 94, 124, 184, 187, 191, 207 Role transitions, 23 Sacred Heart Center, 252 Salvation Army, 255-257 Schemas, 109 Schizophrenia, 37, 69-70 Schools of social work, 234, 236, 273 Scientific management, 242 Self-disclosure, authenticity and, 44 Self-motivational statements, eliciting, 153 concern questions, 55 intention to change, 56 optimism about change, 56 problem recognition questions, 55 questions about extremes, 56 Service accessibility advocate, 13 Seventh Day Adventist Church, 234-235 Sex offenses, motivational interviewing and, 53 Sexual abuse of children, 180 Shaping, 99 Sibling support group, 138 Single parents, 152 cognitive restructuring and, 117-119 Skinner, 91 Social advocacy, 268-269 Social bond perspective, 139 Social change efforts, 36 Social exchange theory, 130, 131 reciprocity, 131 Social factors, 154 Social justice, 36-39 promotion of, 38 Social learning theory, 130-131 modeling, 94 Social networks, 142 church or religious groups, 142 clusters, 142-143 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User 306 INDEX Social networks (continued) extended family, 142 family of choice, 142 family of origin, 142 identified friends, 142 informal community relations, 142 members of associations, 142 neighbors, 142 recreational partners, 142 school colleagues, 142 work or volunteer contacts, 142 Social organization nature of, 132-134 Social skills development, 125, 160-163 behavioral interventions, 161 case illustration: the angry adolescent, 162-163 cognitive aspects of, 160-161 improving behavioral skills, 125 improving cognitive capacity, 125 Social support, 140-144 assessment form, 144 emotional support, 143-144 instrumental support, 143-144 material support, 143-144 measuring, 144-145 operationalizing, 142-143 Social support deficits abusive and neglectful parents, 141 chronically ill, 141 culturally isolated people (refugees and immigrants), 141 disabled adults and children, 141 elderly, 141 homeless people, 141 people living in rural isolation, 141 Social support theory, 8, 129, 140 buffering model, 141 main effect model, 141 Social work practice, 75 value base of, 14-20 Social worker, self-awareness of, 76-78 being a social worker and, 78-79 cognitive, physical, and emotional development, 79 social development, 80 spiritual development, 78-79 Social worker agency research, 250 Social worker-client relationship, 54-55 beginning, 41-45 client's orientation to the service setting, 42-43 communication skills, 43-44 counterproductive communication, 45 Social workers, 75-88 agency strategies for care of, 82 burnout and compassion fatigue, 80-81 goals of intervention, 19 self-awareness, 76-78 Social workers, personal reactions to clients, 66-70 case illustration: the quiet woman, 69-70 common social worker reactions to clients, 67-68 countertransference, 66-67 transference, 66 Social worker self-care, 83-87 appreciating the rewards of social work practice, 83-84 creating facilitative physical work environment, 87 cultivating a sense of mission, 87-88 nurturing relationships inside and outside the office, 85-86 recognizing the stresses inherent in social work practice, 84-85 set clear boundaries with clients, 86-87 Social Workers with Disabilities Association, 135 Socioemotional skills, 13 Sociopolitical skills, 13 Socratic questioning, 111 Spirituality, 8 Staff development programs, 82 Step-down process, 194 Strengths-based practice, principles of, 16 Strengths orientation, 35 Stress biological, 23 psychological, 23 sociological, 23 three categories of, 24 Stress and coping styles, 26, 26-28 among social work students, 27-28 Stress events, 81 Stress management, 24, 163-167 relaxation skills development, 164-165 stress prevention skills development, 165-167 Copyright 2009 Cengage Learning, Inc. 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Licensed to: iChapters User Stress management (continued) teaching skills, 186 Stress prevention skills development, 165-167 case illustration: every day was overwhelming, 166-167 Structural family theory, 174, 178-179 alliances, 176 assessment and intervention, 181—187 boundaries, 177 communication, 178 cultural considerations, 178 executive authority, 176 external systems influences, 179 family goals, 178 family life cycle stage, 178—179 family myths, 179 flexibility, 178 major concepts of, 176-178 the nature of problems and change, 179-181 other concepts, 178-179 roles, 177 rules, 177 subsystems, 176 triangles, 177 Structural functionalism, 132 Substance abuse, 94 motivational interviewing and, 53 Transtheoretical Stages of Change (TSOC), 53 Substance use, 154 Suicide, 168 assessing ideation, 168—169 Supervised apartment program, 137-138 Supervision, 82, 105 characteristics of successful, 105-106 competence and, 105 Supervisory support, 85 Support, characteristics of effective, 141 Support, perception of, 143 observed external support, 143 sense of acceptance by others, 143 Support appraisals, 143 Support groups, 198 Supporting self-efficacy and developing a change plan asking questions about hypothetical change, 58 brainstomiing, 58 INDEX 307 discussing personal strengths and supports, 58 evocative questions, 58 giving information and advice, 58 reviewing past successes, 58 ruler assessment, 58 Supporting system strengths, 185 Supportive behaviors, 143 Systematic desensitization, 93, 101-104 behavioral intervention technique, 101 Systems, 198 Systems in generalist practice, 14 the action system, 14 the change agent system, 14 the client system, 14 the initiator system, 14 the professional system, 14 the referral system, 14 the target system, 14 Task-centered practice (TCP), 155-160 case illustration: Robert's vocational training, 159-160 follow-up sessions, 158-159 problem solving, 155—156 sample fonn, 157 Task-centered practice fonn, 157 Task groups in agencies, 239-240 administrative groups, 239 agency teams, 239 committees, 239 delegate councils, 239 social action groups, 239 Temperament, 154 Theory criteria for selection of, 12 definition of, 11 less predictable role transitions, 23 relationship to practice, 11-12 Theory Z Japanese companies and, 244 total quality management (TQM), 244-245 Thinking patterns of clients, 49 Thomas, M. Lori, 264 Thought record, 116 Thought stopping, 165 Threat, 24 Thyer, 91 Time out, 101 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User 308 INDEX Token economies, 99-100 Total quality management (TQM), 244-245 Transference, 66 Transtheoretical Stages of Change (TSOC), 53 model, 54 six stages of change and, 53-54 Treatment groups, types of, 198-200 educational groups, 199 growth groups, 199 socialization groups, 200 support groups, 198 therapy groups, 199 Triangles, 190 United States perspectives on community in, 138 scientific management, 242 Theory Z, 244 United Way, 236, 237 Utah, 215-216 Value base of social work practice, 14-20 client empowerment, 16—17 ethical dilemmas, 17-19 professional value principal: service, 19-20 strengths-based practice, 14-16 Value principle: importance of human relationships, 131-132 Value principle: integrity, 126 Value principle: service, 259-261 Value principle: social justice, 36-39 Values, 14 of clients, 48 personal, 15 societal, 15 Values, professional competence, 15 dignity and worth of the person, 15 importance of human relationships, 15 integrity, 15 service, 15 social justice, 15 Violence, threats of, 195 Visualization, 165 Watson, 91 Weekend Family Retreat, 215-216 Wilderness Conquest Program Native American traditions, 217 Utah, 215-216 Wilderness Group, 216-218 Wodarski, 91 Worker—client differences in generalist practice, 45-48 cross-cultural intervention, 45-48 Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Licensed to: iChapters User Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.