Skill Development for Generalist Practice
Exercises for Real-World Application
1st Edition
Published on 28. March 2019
Book
Paperback/Softback
248 pages
978-1-5063-8488-7 (ISBN)
Description
Skill Development for Generalist Practice offers an array of competency-building exercises addressing foundational social work knowledge as well as skills and values across micro, mezzo, and macro levels of practice. Designed to be actively used during class time, exercises embrace the diverse range of clients encountered by social workers in various practice settings and reflect a commitment to serving those who are the most vulnerable, at risk, disadvantaged, and marginalized from society.
Reviews / Votes
"This is an excellent supplement to any direct practice class as each chapter would correspond to concepts discussed in class. The text provides a brief overview of important concepts which are essential to successfully tackle the expansive exercises in each chapter." -- Lorri McMeel "The simplified nature of this workbook will help students focus on what is most important in the chapters and advancing their social work practice knowledge, values, and skills in an accessible and easy-to-read format." -- Elizabeth Russell "This textbook has co-joined classroom instruction and practical skills and presented both to the student in a comprehensive and entirely relatable manner." -- Tanya Johnson-GilchristMore details
Language
English
Place of publication
Thousand Oaks
United States
Target group
College/higher education
Dimensions
Height: 279 mm
Width: 216 mm
Weight
600 gr
ISBN-13
978-1-5063-8488-7 (9781506384887)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Christina E. Newhill earned a PhD in social welfare from the University of California, Berkeley; a master's degree in social work from Syracuse University; and a BA in sociology from the State University of New York, Binghamton. Dr. Newhill is Professor of Social Work with a joint appointment with the Clinical and Translational Science Institute, and teaches in the MSW and Ph.D. programs. In 2008, she received the Chancellor's Distinguished Teaching Award, Pitt's highest teaching honor. Professor Newhill's primary research interests are community mental health services, the psychosocial treatment of individuals with serious and persistent mental illness, and improving the assessment of violent behavior. She is currently examining the relationship of borderline personality disorder and emotion-regulation problems with the expression of aggression and violence. Newhill has more than 10 years of community mental health practice experience, primarily in psychiatric emergency and inpatient settings. She has conducted training workshops on client violence and social worker safety at the local, state, and national levels for many years and authored "Client violence in social work practice: Prevention, intervention and research", published in 2003 by Guilford Press and recently translated into Chinese and Korean. Her new book entitled "Interventions for serious mental disorders: Working with individuals and their families" was published by Pearson/Allyn & Bacon in January, 2014. She is currently working on two additional books: the first is a concise guide for risk assessment and social worker safety under contract with NASW Press, and the second (with Irene H. Frieze, Ph.D.) addresses understanding the dynamics of violence in close relationships. Professor Newhill is a licensed clinical social worker in California and Pennsylvania.
Elizabeth Mulvaney earned her MSW from the University of North Carolina at Chapel Hill and a BA in psychology from the University of Virginia. As a lecturer, she focuses primarily on teaching within both the MSW and BASW programs. She holds clinical social work license in Pennsylvania and has 14 years practice experience as a gerontological social worker providing medical, care management and program administration services, with experience in long-term care including behavioral care planning, dementia care, and end of life care. Current research and practice interests include geriatric workforce development, Alzheimer's disease and related dementias, ethics, palliative care and problem gambling prevention for older adults. Mulvaney served as the School's first Coordinator for the Hartford Partnership Program for Aging Education from 2005-2011 and continues to assist with that program.
Bobby F. Simmons earned his MSW from the University of Pittsburgh; an MS from the University of Tennessee in vocational rehabilitation evaluation; and a BA from Knoxville College in psychology. He began working at the University of Pittsburgh after a long career in adult mental health where he held various clinical and administrative positions. Before he accepted the position as director of career services/lecturer, he worked for many years as a field education coordinator. As a faculty member, he enjoys teaching the generalist social work practice course in the MSW program and the introduction to social work course in the BASW program. He is a licensed social worker and a member of NASW.
Elizabeth Mulvaney earned her MSW from the University of North Carolina at Chapel Hill and a BA in psychology from the University of Virginia. As a lecturer, she focuses primarily on teaching within both the MSW and BASW programs. She holds clinical social work license in Pennsylvania and has 14 years practice experience as a gerontological social worker providing medical, care management and program administration services, with experience in long-term care including behavioral care planning, dementia care, and end of life care. Current research and practice interests include geriatric workforce development, Alzheimer's disease and related dementias, ethics, palliative care and problem gambling prevention for older adults. Mulvaney served as the School's first Coordinator for the Hartford Partnership Program for Aging Education from 2005-2011 and continues to assist with that program.
Bobby F. Simmons earned his MSW from the University of Pittsburgh; an MS from the University of Tennessee in vocational rehabilitation evaluation; and a BA from Knoxville College in psychology. He began working at the University of Pittsburgh after a long career in adult mental health where he held various clinical and administrative positions. Before he accepted the position as director of career services/lecturer, he worked for many years as a field education coordinator. As a faculty member, he enjoys teaching the generalist social work practice course in the MSW program and the introduction to social work course in the BASW program. He is a licensed social worker and a member of NASW.
Content
Introduction for Students
Chapter 1: Introductory Exercises
Exercise 1.1: Defining Generalist Social Work Practice
Exercise 1.2: Why pursue social work?
Exercise 1.3: What will you bring to the class?
Chapter 2: The Purpose and Nature of Generalist Social Work Practice
Definition of Generalist Social Work Practice
Social Work: Key Concepts and Definitions
Exercise 2.1: Ways of Helping
The Eco-Map
Exercise 2.2: Creating an Eco-map
The Generalist Helping Process
Exercise 2.3: Understanding the Generalist Helping Process
Chapter 3: Working with Diverse Clients Using Cultural Competence and Humility
The NASW Standards
Exercise 3.1: An Exploratory Values Clarification Exercise Addressing [Vulnerable Population X]
Individuals With Disabilities
Exercise 3.2: An Exploratory Values Clarification Exercise Addressing Individuals with Disabilities
Exercise 3.3: Rank Order-A Values Clarification Exercise Addressing Disabilities
Exercise 3.4: Working With Individuals With Intersectional Identities by Employing Cultural Understanding and Cultural Humility: Three Case Analyses
Chapter 4: Understanding Values and Ethics
Definitions: Ethical Dilemma vs. Ethical or Clinical Challenge
Exercise 4.1: Discussion Questions
The Process of Values Clarification as Preparation for Practice
Exercise 4.2: Rank Order
Exercise 4.3: Exploring Your Values
Exercise 4.4: Operationalizing the Core Values of Social Work
Exercise 4.5: Values Application and Decision Making
Self-Determination vs. Paternalism
Summary of Ethical Decision-Making Guidelines
Exercise 4.6: The Ethics Debate
Exercise 4.7: Resolving Ethical Dilemmas
Chapter 5: Communicating: Empathy and Authenticity
Key Concepts for Discussion
Exercise 5.1: Developing Empathy and Rapport
Exercise 5.2: "Of Course I Want To help You"
Exercise 5.3: Handling Challenges in Rapport Building: Content-to-Process Shifting
Technology and Communication
Exercise 5.4: Some Tech Play
Chapter 6: Communicating: Verbal Following/Active Listening Skills
Fundamentals of Communication and Feedback
Furthering, Paraphrasing, Closed-Ended Responses, and Open-Ended Responses
Exercise 6.1: Closed- vs. Open-Ended Interview
Seeking Concreteness, Summarizing, and Focusing
Exercise 6.2: Seeking Concreteness
Exercise 6.3: Blending Open-Ended, Closed-ended, Empathic, and Concrete Responses to Maintain Focus
Interpretation, Additive Empathy, and Confrontation
Exercise 6.4: Additive Empathy, Interpretation, and Confrontation
Engaging Clients With Mobile and Digital Technology
Chapter 7: Multidimensional Client Assessment
Key Concepts and Definitions
Exercise 7.1: Where Should We Start, Mr. M?
Exercise 7.2: The Assessment of Antonia
Exercise 7.3: Addressing Multidimensional Assessment, Mr. B
Identifying Skills and Strengths From a Bio-Psycho-Social-Spiritual Perspective
Exercise 7.4: Creating a Culturally Relevant Multidimensional Assessment Eco-Map for Mr. B
Exercise 7.5: The Role of Culture in an Initial Assessments
Exercise 7.6: Screening for Depression and Suicide
Home Assessments and Safety: The Home Visit
Exercise 7.7: A Student's First Solo Home Visit
Generalist Social Work Assessments
Exercise 7.8: Comparison of Generalist Assessments
Chapter 8: Developing and Negotiating SMART Client Goals And Formulating a Contract
Formulating and Negotiating Goals: Key Concepts and Definitions
Exercise 8.1: Specifying Global Goals
Exercise 8.2: Translating Goals Into Action
Exercise 8.3: Elements of the Plan Worksheet
Exercise 8.4: Goal or Objective Worksheet?
Formulating a Contract
Exercise 8.5: Going Beyond the Goals to Create the Contract
Chapter 9: Understanding Family Functioning
Definitions and Key Concepts
Exercise 9.1: Exploring Family Roles, Rules, Patterns, and Culture
Family Development: A Dominant Culture View of the Family Life Cycle
Exercise 9.2: Identifying Family Life Cycle Stages
Family Engagement and Interventions
Exercise 9.3: Analyzing an Initial Family Interview
Exercise 9.4: Exploring Family Patterns and Structure Using a Genogram
Chapter 10: Working with Groups
Definitions and Group Types
Group Life Cycle
Exercise 10.1: Group Type and Stage of Development
Group Leadership Skills and Behaviors
Human Services Teams and Interprofessional Practice
Technology Use with Groups and Teams
Exercise 10.2: Identifying Group Leadership Skills in Treatment Groups
Exercise 10.3: Identifying Group Leadership Skills in Task Groups
Exercise 10.4: A Therapeutic Process Group in Action
Exercise 10.5: Participating in a Task Group
Chapter 11: Working with Organizations
Key Concepts for Working with and in Organizations
Exercise 11.1: Design an Organization
Domain and Task Environment as a Basis for Organizational Assessment
Exercise 11.2: SWOT Analysis
Exercise 11.3: Employing Basic Communication and Advocacy Skills in An Organization
Interprofessional Practice
Exercise 11.4: Social Work's Role on the Interprofessional Team
Exercise 11.5: Clinical Director Opening at New Hope Human Services
Chapter 12: Macro Practice: Community Development and Organizing
Key Concepts and Definitions
Exercise 12.1: A Fence or an Ambulance
Exercise 12.2: When Do Private Problems Become Public Issues?
Exercise 12.3: Alternative Use of the Cases
Exercise 12.4: Moving from Micro to Macro Practice
Chapter 13: Managing Barriers to Change and the Client-Social Worker Relationship
Threats to the Relationship between the Social Worker and the Client
Exercise 13.1: Responding to Relationship Barriers
Working With Involuntary Clients
Exercise 13.2: Engaging the Involuntary Client
The Role of Advocacy and Facilitating Client Empowerment
Exercise 13.3: Overcoming Organizational Barriers
Social Workers at Their Best: Self-Care Promotes Competent Care
Exercise 13.4: Exploring Self-Care
Chapter 14: Termination, Consolidating Gains, and Follow-Up
Tasks Embodied in Termination
Five Types of Termination
Consolidating Gains, Planning Maintenance Strategies, and Follow-Up
Evaluation of Practice
Exercise 14.1: Managing Termination
Exercise 14.2: Ms. W's Last Appointment
Exercise 14.3: Judy's Decision-A Nine-Month Relationship
Exercise 14.4: Kevin-An Unexpected Termination
Exercise 14.5: Ralph-An Unexpected Termination
Exercise 14.6: Managing Follow-Up With Mrs. Wilson
Exercise 14.7: Revisiting the Jones Family for Termination of Treatment
Chapter 15: Documentation
Elements of documentation
Exercise 15.1: Better Expression
Exercise 15.2: Draft a Document
Answer Key for Exercise 15.1: Document Commentary and Revisions
Chapter 16: In-Depth Case Analysis Exercises
Case 1: Not in My Backyard
Case 2: A Breach of Confidentiality
Case 3: The Case of Jane: Version 1
Case 4: The Case of Jane: Version 2
Case 5: A New Year's Eve Crisis
Case 6: Neighborhood Conflict
Case 7: We Should Have Safety Personnel With Us
Case 8: A Crisis in Confidence
Case 9: What Do I Do Now?
Chapter 17: Real-World Experiential Exercises
Experiential Exercise Options
About the Authors
References
Index
Chapter 1: Introductory Exercises
Exercise 1.1: Defining Generalist Social Work Practice
Exercise 1.2: Why pursue social work?
Exercise 1.3: What will you bring to the class?
Chapter 2: The Purpose and Nature of Generalist Social Work Practice
Definition of Generalist Social Work Practice
Social Work: Key Concepts and Definitions
Exercise 2.1: Ways of Helping
The Eco-Map
Exercise 2.2: Creating an Eco-map
The Generalist Helping Process
Exercise 2.3: Understanding the Generalist Helping Process
Chapter 3: Working with Diverse Clients Using Cultural Competence and Humility
The NASW Standards
Exercise 3.1: An Exploratory Values Clarification Exercise Addressing [Vulnerable Population X]
Individuals With Disabilities
Exercise 3.2: An Exploratory Values Clarification Exercise Addressing Individuals with Disabilities
Exercise 3.3: Rank Order-A Values Clarification Exercise Addressing Disabilities
Exercise 3.4: Working With Individuals With Intersectional Identities by Employing Cultural Understanding and Cultural Humility: Three Case Analyses
Chapter 4: Understanding Values and Ethics
Definitions: Ethical Dilemma vs. Ethical or Clinical Challenge
Exercise 4.1: Discussion Questions
The Process of Values Clarification as Preparation for Practice
Exercise 4.2: Rank Order
Exercise 4.3: Exploring Your Values
Exercise 4.4: Operationalizing the Core Values of Social Work
Exercise 4.5: Values Application and Decision Making
Self-Determination vs. Paternalism
Summary of Ethical Decision-Making Guidelines
Exercise 4.6: The Ethics Debate
Exercise 4.7: Resolving Ethical Dilemmas
Chapter 5: Communicating: Empathy and Authenticity
Key Concepts for Discussion
Exercise 5.1: Developing Empathy and Rapport
Exercise 5.2: "Of Course I Want To help You"
Exercise 5.3: Handling Challenges in Rapport Building: Content-to-Process Shifting
Technology and Communication
Exercise 5.4: Some Tech Play
Chapter 6: Communicating: Verbal Following/Active Listening Skills
Fundamentals of Communication and Feedback
Furthering, Paraphrasing, Closed-Ended Responses, and Open-Ended Responses
Exercise 6.1: Closed- vs. Open-Ended Interview
Seeking Concreteness, Summarizing, and Focusing
Exercise 6.2: Seeking Concreteness
Exercise 6.3: Blending Open-Ended, Closed-ended, Empathic, and Concrete Responses to Maintain Focus
Interpretation, Additive Empathy, and Confrontation
Exercise 6.4: Additive Empathy, Interpretation, and Confrontation
Engaging Clients With Mobile and Digital Technology
Chapter 7: Multidimensional Client Assessment
Key Concepts and Definitions
Exercise 7.1: Where Should We Start, Mr. M?
Exercise 7.2: The Assessment of Antonia
Exercise 7.3: Addressing Multidimensional Assessment, Mr. B
Identifying Skills and Strengths From a Bio-Psycho-Social-Spiritual Perspective
Exercise 7.4: Creating a Culturally Relevant Multidimensional Assessment Eco-Map for Mr. B
Exercise 7.5: The Role of Culture in an Initial Assessments
Exercise 7.6: Screening for Depression and Suicide
Home Assessments and Safety: The Home Visit
Exercise 7.7: A Student's First Solo Home Visit
Generalist Social Work Assessments
Exercise 7.8: Comparison of Generalist Assessments
Chapter 8: Developing and Negotiating SMART Client Goals And Formulating a Contract
Formulating and Negotiating Goals: Key Concepts and Definitions
Exercise 8.1: Specifying Global Goals
Exercise 8.2: Translating Goals Into Action
Exercise 8.3: Elements of the Plan Worksheet
Exercise 8.4: Goal or Objective Worksheet?
Formulating a Contract
Exercise 8.5: Going Beyond the Goals to Create the Contract
Chapter 9: Understanding Family Functioning
Definitions and Key Concepts
Exercise 9.1: Exploring Family Roles, Rules, Patterns, and Culture
Family Development: A Dominant Culture View of the Family Life Cycle
Exercise 9.2: Identifying Family Life Cycle Stages
Family Engagement and Interventions
Exercise 9.3: Analyzing an Initial Family Interview
Exercise 9.4: Exploring Family Patterns and Structure Using a Genogram
Chapter 10: Working with Groups
Definitions and Group Types
Group Life Cycle
Exercise 10.1: Group Type and Stage of Development
Group Leadership Skills and Behaviors
Human Services Teams and Interprofessional Practice
Technology Use with Groups and Teams
Exercise 10.2: Identifying Group Leadership Skills in Treatment Groups
Exercise 10.3: Identifying Group Leadership Skills in Task Groups
Exercise 10.4: A Therapeutic Process Group in Action
Exercise 10.5: Participating in a Task Group
Chapter 11: Working with Organizations
Key Concepts for Working with and in Organizations
Exercise 11.1: Design an Organization
Domain and Task Environment as a Basis for Organizational Assessment
Exercise 11.2: SWOT Analysis
Exercise 11.3: Employing Basic Communication and Advocacy Skills in An Organization
Interprofessional Practice
Exercise 11.4: Social Work's Role on the Interprofessional Team
Exercise 11.5: Clinical Director Opening at New Hope Human Services
Chapter 12: Macro Practice: Community Development and Organizing
Key Concepts and Definitions
Exercise 12.1: A Fence or an Ambulance
Exercise 12.2: When Do Private Problems Become Public Issues?
Exercise 12.3: Alternative Use of the Cases
Exercise 12.4: Moving from Micro to Macro Practice
Chapter 13: Managing Barriers to Change and the Client-Social Worker Relationship
Threats to the Relationship between the Social Worker and the Client
Exercise 13.1: Responding to Relationship Barriers
Working With Involuntary Clients
Exercise 13.2: Engaging the Involuntary Client
The Role of Advocacy and Facilitating Client Empowerment
Exercise 13.3: Overcoming Organizational Barriers
Social Workers at Their Best: Self-Care Promotes Competent Care
Exercise 13.4: Exploring Self-Care
Chapter 14: Termination, Consolidating Gains, and Follow-Up
Tasks Embodied in Termination
Five Types of Termination
Consolidating Gains, Planning Maintenance Strategies, and Follow-Up
Evaluation of Practice
Exercise 14.1: Managing Termination
Exercise 14.2: Ms. W's Last Appointment
Exercise 14.3: Judy's Decision-A Nine-Month Relationship
Exercise 14.4: Kevin-An Unexpected Termination
Exercise 14.5: Ralph-An Unexpected Termination
Exercise 14.6: Managing Follow-Up With Mrs. Wilson
Exercise 14.7: Revisiting the Jones Family for Termination of Treatment
Chapter 15: Documentation
Elements of documentation
Exercise 15.1: Better Expression
Exercise 15.2: Draft a Document
Answer Key for Exercise 15.1: Document Commentary and Revisions
Chapter 16: In-Depth Case Analysis Exercises
Case 1: Not in My Backyard
Case 2: A Breach of Confidentiality
Case 3: The Case of Jane: Version 1
Case 4: The Case of Jane: Version 2
Case 5: A New Year's Eve Crisis
Case 6: Neighborhood Conflict
Case 7: We Should Have Safety Personnel With Us
Case 8: A Crisis in Confidence
Case 9: What Do I Do Now?
Chapter 17: Real-World Experiential Exercises
Experiential Exercise Options
About the Authors
References
Index