Understanding Generalist Practice Eighth Edition Karen K. Kirst-Ashman

Karen K. Kirst-Ashman, BSW, MSSW, PhD, has been a full professor and was a former chairperson in the Social Work Department at the University of Wisconsin–Whitewater, where she taught for 28 years. She is certified as a Licensed Clinical Social Worker in the State of Wisconsin. She earned her BSW degree in 1972 and MSSW in 1973 at the University of Wisconsin–Madison, and her PhD in Social Work at the University of Illinois at Urbana–Champaign. She has worked as a practitioner and administrator in child welfare and mental health agencies. She received the University of Wisconsin–Whitewater’s Excellence in Teaching Award in 1986 and the University Outstanding Teaching Award in 2007. She has been a member of the board of directors of the Council on Social Work Education (CSWE), in addition to being an accreditation site visitor. She is also a current member of CSWE, the Association of Baccalaureate Social Work Program Directors (BPD), and the National Association of Social Workers (NASW). She has served on the editorial board of Affilia: Journal of Women and Social Work and as a consulting editor for many social work journals, including the Journal of Social Work Education. She is the author of numerous publications, articles, and reviews concerning social work and women’s issues. Other books she has authored or coauthored include: Introduction to Social Work and Social Welfare: Critical Thinking Perspectives (5th ed.), Understanding Human Behavior and the Social Environment (10th ed.), Human Behavior in the Macro Social Environment (4th ed.), The Macro Skills Workbook (2nd ed.), and Generalist Practice with Organizations and Communities (5th ed.). Grafton H. Hull, Jr. received his BS in Sociology at the University of Wisconsin–Madison and his MSW from Florida State University. He received his Doctor of Education degree with a major in Counseling, Guidance, and Personnel Services from the University of South Dakota. Dr. Hull served as Captain in the U.S. Army, providing social work services at Fort Knox, Kentucky, immediately after completing his MSW degree. In addition to military social work (working with individuals, families, and groups), he worked as a social worker and supervisor in the field of child welfare and juvenile probation in Wisconsin. Dr. Hull has taught at Fort Knox Community College, Morningside College, the University of Wisconsin–Whitewater, the University of Wisconsin– Eau Claire, Missouri State University, Indiana University Northwest, and the University of Utah. He has been a faculty member, department chair, program director, director of a school of social work, and Special Assistant to the Senior Vice President for Accreditation. He has taught BSW, MSW, and PhD courses in social work. Professional activities include serving as president of the Association of Baccalaureate Social Work Program Directors (BPD); as site visitor, nominations committee member, accreditation commissioner, and board member of the Council on Social Work Education (CSWE); and as president of the Wisconsin Council on Social Work Education and Missouri Consortium of Social Work Education Programs. He also served as a board member of the Indiana Association for Social Work Education, and the Institute for the Advancement of Social Work Research. Dr. Hull has been a consultant to over 50 social work programs in the United States and Canada and a member of the editorial board or consulting editor for the Journal of Social Work Education, Journal of Baccalaureate Social Work, Journal of Teaching in Social Work, Advances in Social Work, and Areté. He also served as editorin-chief of the Journal of Baccalaureate Social Work. His scholarship includes eight books in social work coauthored with esteemed colleagues, multiple book chapters, and more than two dozen publications in social work journals. He also served as a founder and principal in the Baccalaureate Educational Assessment Project. Dr. Hull’s honors include the Mary Shields McPhee Memorial Award for Faculty Excellence in Research (Utah), Significant Lifetime Achievement Award (BPD), Social Work Educator of the Year (Wisconsin CSWE), President’s Medal of Honor (BPD), and multiple certifications of appreciation and achievement for community and professional service. His biography is included in Who’s Who in America and Who’s Who in the World. iv About the Authors Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN Brief Contents v Preface xvii 1 Introducing Generalist Practice: The Generalist Intervention Model 1 2 Practice Skills for Working with Individuals 59 3 Practice Skills for Working with Groups 102 4 Skills for Working with Organizations and Communities 138 5 Engagement and Assessment in Generalist Practice 175 6 Planning in Generalist Practice 224 7 Examples of Implementation in Generalist Practice 255 8 Evaluation, Termination, and Follow-Up in Generalist Practice 307 9 Understanding Families: Family Assessment 349 10 Working with Families 382 11 Values, Ethics, and the Resolution of Ethical Dilemmas 419 12 Culturally Competent Social Work Practice 466 13 Gender-Sensitive Social Work Practice 499 14 Advocacy 544 15 Brokering and Case Management 571 16 Recording in Generalist Social Work Practice 599 Bibliography 657 Name Index 677 Subject Index 683 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN About the Authors: Kirst-Ashman vi Contents Preface xvii CHAPTER 1 Introducing Generalist Practice: The Generalist Intervention Model 1 Introducing Generalist Practice 3 LO 1-1 Social Work Is Unique 4 Focus on Any Problem 4 Targeting the External Environment for Change 4 Advocacy 5 Professional Values and Ethics 5 Partnerships with Clients 5 Adherence to Professional Standards 5 LO 1-2 What Is Generalist Practice? 5 The Definition of Generalist Practice 9 LO 1-3 Defining Generalist Practice: An Eclectic Knowledge Base 12 An Eclectic Knowledge Base: Fields of Practice 12 LO 1-4 An Eclectic Knowledge Base: Systems Theory 13 Major Concepts in Systems Theory 13 LO 1-5 An Eclectic Knowledge Base: The Ecological Perspective 15 Ecological Terms 15 Similarities Between Systems Theory and the Ecological Perspective 17 Differences Between Systems Theory and the Ecological Perspective 17 Which Perspective Is Best? 17 An Eclectic Knowledge Base: Human Behavior and the Social Environment 18 Critical Thinking Questions 1.1 19 An Eclectic Knowledge Base: Social Welfare Policy and Policy Practice 19 An Eclectic Knowledge Base: Social Work Practice 21 An Eclectic Knowledge Base: Research-Informed Practice and Practice-Informed Research 21 Necessary Research Skills for Social Workers 22 An Eclectic Knowledge Base: Values and Principles That Guide Generalist Practice 23 LO 1-6 Defining Generalist Practice: Professional Values and Ethics 23 Critical Thinking Question 1.2 25 LO 1-7 Defining Generalist Practice: Application of a Wide Range of Practice Skills to Target Systems of Any Size 25 Generalist Practice Skills for Working with Individuals (Micro Skills) 26 Generalist Practice Skills for Working with Groups (Mezzo Skills) 27 Generalist Practice Skills for Working with Families (Micro/Mezzo Skills) 27 Generalist Practice Skills for Working in and with Organizations and Communities (Macro Skills) 27 LO 1-8 Defining Generalist Practice: Emphasis on Client Empowerment, Strengths, and Resiliency 27 The Strengths Perspective 27 Resiliency: Seeking Strength amid Adversity 29 LO 1-9 Defining Generalist Practice: The Significance of Human Diversity 30 Intersectionality of Diverse Factors 30 The Potential for Discrimination and Oppression 32 Achievement of Cultural Competency 32 LO 1-10 Defining Generalist Practice: Advocacy and the Pursuit of Social, Economic, and Environmental Justice 33 Defining Generalist Practice: Work Within an Organizational Structure 33 LO 1-11 Defining Generalist Practice: Assuming Many Professional Roles 34 LO 1-12 Defining Generalist Practice: Critical Thinking Skills 35 “Facts” May Not Be True 37 The Widespread Application of Critical Thinking 37 Critical Thinking Questions 1.3 38 LO 1-13 Defining Generalist Practice: Research-Informed Practice 38 LO 1-14 Defining Generalist Practice: Planned Change 38 LO 1-15 The Generalist Intervention Model (GIM) 38 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN CONTENTS vii Planned Change Steps in GIM 42 Step 1. Engagement: Engage the Client System 43 Step 2. Assessment: Assess the Client and Situation 43 Step 3. Planning: Formulate a Plan for the Intervention Process 47 Step 4. Implementation: Put the Plan into Action 50 Step 5. Evaluation: Evaluate Results and Effectiveness 51 Step 6. Termination: Conclude the Planned Change Intervention Process 52 Step 7. Follow-Up: Reexamine the Situation and Progress Made 52 Other Practical Generalist Skills: A Perspective on the Rest of the Text 52 Chapter Summary 53 Competency Notes 55 HIGHLIGHT 1.1 Social Work, Social Work Education, and Educational Policy 6 1.2 Concepts in the Definition of Generalist Practice 10 1.3 Summary of Some of the Major Terms in Systems Theory and the Ecological Perspective 17 1.4 Evidence-Based Practice 22 1.5 Achieve Competency in Ethical Practice by Applying Ethical Standards 24 1.6 Learn to Make Difficult Ethical Decisions 26 1.7 The Macro-Level Approach 28 1.8 Dimensions of Diversity 31 1.9 Pitfalls to Critical Thinking 39 CHAPTER 2 Practice Skills for Working with Individuals 59 Introduction 60 Skills for Working with Individuals and the Generalist Intervention Model (GIM) 60 LO 2-1 Interviewing Techniques: Important Interpersonal Skills 61 Beginning the Worker-Client Relationship 62 LO 2-2 Verbal and Nonverbal Behavior 62 Eye Contact 62 Attentive Listening 63 Facial Expressions 63 Body Positioning 64 Critical Thinking Questions 2.1 65 LO 2-3 Warmth, Empathy, and Genuineness 66 Warmth 66 Empathy 66 Critical Thinking Question 2.2 68 Genuineness 69 Critical Thinking Questions 2.3 69 LO 2-4 Client Self-Determination and Empowerment 69 LO 2-5 How Do You Begin an Interview? 70 The Interview Setting 70 How to Dress for the Interview and for the Job 71 Thinking Ahead About an Interview with a Client 71 Initial Introductions 71 Alleviating the Client’s Anxiety 72 Portraying Confidence and Competence 72 Beginning Statement of Purpose and Role 73 LO 2-6 Conducting the Interview 74 Verbal Responses to the Client 74 Interviewing, Specific Techniques, and the Planned Change Process 83 LO 2-9 Critical Thinking: Challenges in Interviewing 83 LO 2-10 Dealing with Diversity: Cross-Cultural Awareness in Interviewing 84 Silence in the Interview 85 Critical Thinking Questions 2.4 88 Confronting Clients 89 Involuntary Clients 92 Suspicion of Untruth 95 LO 2-12 Terminating the Interview 96 LO 2-13 Using Micro-Practice Skills in Multiple Roles 96 Chapter Summary 99 Competency Notes 100 HIGHLIGHTS 2.1 Practicing Empathic Responses 67 2.2 Using Direct and Indirect Questions 72 LO 2-7 2.3 Ethnographic Interviewing 75 2.4 Critical Thinking: Telling a Client What to Do 78 LO 2-8 2.5 The Significance of Clients’ Strengths 79 LO 2-11 2.6 Spirituality and Religion 86 2.7 Handling Hostility 93 CHAPTER 3 Practice Skills for Working with Groups 102 LO 3-1 The Benefits and Functions of Treatment and Task Groups 104 Benefits of Groups 104 Critical Thinking Questions 3.1 105 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN viii CONTENTS Differentiating Types of Groups 105 Task Groups 105 Treatment Groups 108 LO 3-2 Professional Roles in Groups 114 Broker 114 Mediator 114 Educator 114 Facilitator 114 LO 3-3 Theoretical Frameworks in Group Assessment, Intervention, and Evaluation 114 Group Development 115 Group Culture, Norms, and Power 116 Group Size and Composition 117 Duration 118 LO 3-4 Problem-Solving and Decision-Making Approaches with Groups 118 Consensus Decision Making 118 Compromise 118 Decision Making by Majority 120 Rule by an Individual 120 Persuasion by a Recognized Expert 121 Averaging of the Opinions of Individual Group Members 121 Persuasion by a Minority of the Group 121 Nominal Group Technique 121 Brainstorming 122 Parliamentary Procedure 122 Critical Thinking and Groups 123 Critical Thinking Questions 3.2 124 Group Functions and Roles 124 Task Roles 124 Maintenance Roles 125 Nonfunctional Roles 125 LO 3-5 Using Empathy and Other Interpersonal Skills with Groups 127 Groups and the Generalist Intervention Model (GIM) 127 Critical Thinking Questions 3.3 128 Intervention Skills for Task and Treatment Groups 128 Conflict Resolution 128 Modeling and Coaching 130 Team Building 131 Confrontation 132 Consultation 133 Coordination 133 Using Structure 134 Chapter Summary 134 Competency Notes 135 HIGHLIGHTS 3.1 Engaging in Research-Informed Practice: A Participatory Action Research Group 108 3.2 Advocating for Human Rights and Social Justice: Social Action 109 3.3 Intervening with a Group: Stages in Teen Group Therapy 116 3.4 Multidisciplinary Frameworks: Approaches to Decision Making 119 3.5 The Family Treatment Program: Recognizing Conflict 128 3.6 That Is Not What I Said: Assessing Conflict 129 3.7 Square Peg in a Round Hole: Choosing a Strategy 130 3.8 Teaching Disciplinary Techniques: Modeling and Coaching 131 CHAPTER 4 Skills for Working with Organizations and Communities 138 Engaging with Organizations and Communities 139 Defining Macro Practice 140 LO 4-1 The Organizational Context of Practice 140 Recognizing Professional-Organizational Conflicts 141 Considering Limitations and Risk Assessment 142 Critical Thinking Questions 4.1 142 Theoretical Frameworks for Organizational and Community Change 143 LO 4-2 Identifying Potential Interventions, Including Policy/Planning, Capacity Development, and Social Advocacy 144 Policy/Planning 144 Capacity Development 144 Social Advocacy 144 LO 4-3 Using Empathy, Interpersonal Skills, and Group Skills in Macro Practice 146 Employing Group Skills for Organizational and Community Change 147 LO 4-4 Utilizing Effective Macro-Practice Skills 148 Evaluating Results 148 Fund-Raising 149 Budgeting 150 Critical Thinking Questions 4.2 154 Negotiating 154 Mediating 155 Influencing Decision Makers 155 Critical Thinking Questions 4.3 161 Needs Assessment 163 Planning 164 Working with Coalitions 165 Copyright 2018 Cengage Learning. 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WCN CONTENTS ix LO 4-5 Identifying Professional Roles in Organizational and Community Change 166 Initiator 167 Negotiator 167 Advocate 167 Mediator 167 Spokesperson 167 Organizer 168 Consultant 168 Theoretical Frameworks: Generalist Intervention Model (GIM) in Macro Practice 169 Chapter Summary 170 Competency Notes 172 HIGHLIGHTS 4.1 Recognizing Ethical Conflicts: When the Agency You Work for Is Part of the Problem 142 4.2 Advancing Social Justice 147 4.3 Saving a Community: A Task Group at Work 148 4.4 Petitioning Works 156 4.5 Embarrassing a Landlord 161 4.6 Communication Skills: Letter-Writing Strategies 163 CHAPTER 5 Engagement and Assessment in Generalist Practice 175 LO 5-1 Engagement and Assessment with Various-Size Systems 177 Engagement 177 Greeting the Client 177 Demonstrating Effective Attending Skills 178 Discussing Agency Services and Client Expectations 178 Deciding If the Agency and Worker Can Help 179 Offering Agency and Worker Services to the Client 179 Orienting the Client to the Helping Process 179 Completing Required Paperwork 179 LO 5-2 Assessment 180 Approaching Assessment 182 Critical Thinking Questions 5.1 184 Achieving the Goals of Assessment 185 LO 5-3 Assessing from a Micro Practice Perspective 186 Defining Problems and Issues 186 LO 5-4 Assess Client Strengths and Limitations 189 Resistance in Assessment 191 Critical Thinking Questions 5.2 192 Which Problem Should You Work On? 192 Collecting, Organizing, and Interpreting Client Data 192 LO 5-5 Utilize Micro-Assessment Tools 194 Family Assessment 197 LO 5-6 Working with Families Following Assessment 197 LO 5-7 Effectively Use Home Visits for Assessment 202 LO 5-8 Task and Treatment Group Assessment 206 Potential Sponsorship 209 Group Membership 210 Ongoing Group Assessment 214 Assessment in Macro Practice 215 LO 5-9 Assessment Tools to Determine Community and Neighborhood Needs 215 Critical Thinking Questions 5.3 219 Assessment, Client Empowerment, and Strengths 219 Chapter Summary 219 Competency Notes 222 HIGHLIGHTS 5.1 The Difference Between Diagnosis and Assessment 181 5.2 Examples of Questions You Can Ask During Assessment 193 5.3 Avoiding a Dangerous Situation 206 5.4 Taking Care of Yourself 207 5.5 Sociograms 210 5.6 A Format for Analyzing a Community or Neighborhood 216 CHAPTER 6 Planning in Generalist Practice 224 Introduction 225 LO 6-1 Planning in Generalist Practice: Integrating Micro, Mezzo, and Macro 226 Step 1: Work with Your Client(s) 226 Critical Thinking Questions 6.1 226 Step 2: Prioritize Problems—Which Problem Should You Work on First? 226 Step 3: Translate Problems into Needs 228 Step 4: Evaluate Levels of Intervention—Selecting a Strategy 229 LO 6-2 Step 5: Establish Goals 232 Step 6: Specify Objectives 233 Step 7: Specify Action Steps 237 LO 6-3 Step 8: Formalize a Contract/Service Agreement 238 LO 6-4 Planning in Mezzo Practice 246 The Complexity of Setting Objectives in Mezzo Practice 246 Contracts in Mezzo Practice 248 Critical Thinking Questions 6.2 248 LO 6-5 Planning in Macro Practice 248 An Approach to Program Planning 248 Critical Thinking Questions 6.3 250 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN x CONTENTS Chapter Summary 253 Competency Notes 254 HIGHLIGHTS 6.1 Potential Areas of Clients’ Strengths 231 6.2 Using the Concepts of Performance, Conditions, and Standards to Establish Goals and Objectives with Clients 236 6.3 Clarifying Vague Goals and Objectives 237 6.4 Planning a Health Clinic 249 CHAPTER 7 Examples of Implementation in Generalist Practice 255 Introduction 256 LO 7-1 Social Work and Child Maltreatment 256 A Profile of Child Maltreatment 256 Critical Thinking Questions 7.1 259 Incidence of Child Maltreatment 262 Characteristics of Perpetrators 262 LO 7-2 Child Protective Services 263 Family Preservation Philosophy: Empowering Families 264 LO 7-3 Child Protective Services and Planned Change 265 The Generalist Intervention Model: Engagement 265 The Generalist Intervention Model: Assessment 265 The Generalist Intervention Model: Planning 268 The Generalist Intervention Model: Implementation 269 The Generalist Intervention Model: Evaluation, Termination, and Follow-Up 269 Empowerment, Child Maltreatment, and Practice with Families and Groups 269 Empowerment, Child Maltreatment, and Practice with Organizations and Communities 269 Critical Thinking Questions 7.2 270 LO 7-4 Crisis Intervention 270 The Crisis Process 270 Steps in Crisis Intervention 270 Critical Thinking Question 7.3 272 A Case Example of Crisis Intervention in Micro Practice 274 Critical Thinking Questions 7.4 277 Crisis Intervention with Families and Groups 277 Crisis Intervention with Organizations and Communities 277 LO 7-5 Disaster Relief: Macro-Level Crisis Intervention 278 Assessment in Disaster Relief 278 Intervention in Disaster Relief 279 Practice Issues with Diverse Groups 282 LO 7-6 Social Work Practice with Older Adults 282 Critical Thinking Questions 7.5 284 Critical Thinking Questions 7.6 284 LO 7-7 Social Work Practice and Immigration Status Issues 287 LO 7-8 Alcohol and Other Substance Abuse 290 People with Alcohol Problems 292 Alcoholism and Family Relationships 295 Your Role in Intervention with People Who Have Alcohol Use Disorders 297 Treatment Approaches for Alcoholism 297 Critical Thinking Questions 7.7 299 Other Issues 299 Empowerment at the Mezzo Level 301 Empowerment at the Macro Level 301 Critical Thinking Questions 7.8 302 Chapter Summary 302 Competency Notes 303 HIGHLIGHTS 7.1 Physical Indicators of Physical Abuse 258 7.2 Categories for General Indicators of Child Neglect 260 7.3 Major Concepts in Crisis Intervention 271 7.4 A Few Words About Helping People Cope with Grief and Loss 276 7.5 Disaster Relief Work Versus Individual Crises 279 7.6 Spirituality and Religion as Potential Sources of Strength for Older Adults 282 7.7 Empowerment in Work with Individuals Who Are Older Adults 286 7.8 Critical Issues in Working with People Having Another National Origin 289 7.9 Important AODA Terms and Concepts 291 7.10 Your Role As a Referral Agent 293 7.11 Helpful Techniques in the Harm Reduction Approach 299 CHAPTER 8 Evaluation, Termination, and Follow-Up in Generalist Practice 307 Introduction 308 LO 8-1 Evaluating Social Work Practice 308 Definition and Purposes of Evaluation 309 External Factors in Evaluation 310 Obstacles to Evaluation 311 LO 8-2 The Evaluation Process 312 Formative Evaluations 312 Summative Evaluations 313 Copyright 2018 Cengage Learning. 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WCN CONTENTS xi Baseline 313 Validity 313 Critical Thinking Questions 8.1 314 Reliability 314 Data-Gathering Methods 315 Independent and Dependent Variables 317 Generalizability 317 Critical Thinking Questions 8.2 318 Evaluation Designs for Generalist Practice 318 Single-Subject Designs 318 Goal-Attainment Scaling 321 Task-Achievement Scaling 322 Client Satisfaction Questionnaires 323 Target-Problem Scaling 325 LO 8-3 Evaluation Designs for Programs 326 Needs Assessments 326 Evaluability Assessments 327 Process Analysis 327 Program Outcome Analysis 327 Continuous Quality Assurance Evaluations 328 Program Monitoring 328 LO 8-4 Issues and Problems in Evaluation 329 Problems in Generalizability 329 Wrong Choices of Evaluation Tools 329 Failure to Involve Clients in the Evaluation Process 331 Staff Distrust of Evaluation 331 Evaluation Process Interference with Service Provision 331 Alternative Explanations for Program Outcomes 331 Unanticipated Consequences 333 LO 8-5 Termination and Follow-Up 333 Ethical Practice and Critical Thinking About Termination 334 Critical Thinking Questions 8.3 335 Terminating Professional Relationships 335 Tasks of Termination 335 Planned Terminations 336 Unplanned Terminations 336 Other Points About Termination 337 Reactions and Feelings in Terminations 337 LO 8-6 Worker Reactions to Termination 339 LO 8-7 Helping Clients at Termination 339 Planning for Termination 339 LO 8-8 Addressing Feelings About Termination 339 LO 8-9 Stabilization of Change 340 Addressing Ongoing Needs of Clients 343 LO 8-10 Client Follow-Up 343 Doing the Follow-Up 345 Overcoming Barriers to Follow-Up 345 Chapter Summary 345 Competency Notes 347 HIGHLIGHTS 8.1 Evaluating Programs 310 8.2 Finding Valid and Reliable Instruments 316 8.3 Cultural Competence and Evaluation 330 8.4 Alternate Explanations for Outcomes 332 8.5 Unplanned Terminations in Groups 337 8.6 Termination Feelings of Family and Group Members 340 8.7 Possible Tasks for the Worker at Follow-Up 344 CHAPTER 9 Understanding Families: Family Assessment 349 Introduction 351 LO 9-1 Families and the Generalist Intervention Model (GIM) 352 Defining Families 352 LO 9-2 Family Verbal and Nonverbal Communication 353 Avenues of Communication 353 Critical Thinking Question 9.1 356 LO 9-3 Family Structure 356 The Family as a System 356 Family Norms 357 Family Roles 358 Balance of Power Within the Family System 359 Assessing Intergenerational Aspects of Family Systems 360 Critical Thinking Questions 9.2 360 LO 9-4 Family Life Cycles 360 LO 9-5 Families and the Social Environment 361 Assessing a Family’s Access to Resources 362 Critical Thinking Questions 9.3 366 LO 9-6 Common Family Problems 366 Partner Difficulties 367 Parent-Child Relationship Difficulties 368 Personal Problems of Individual Family Members 369 External Environmental Stresses: The Impact of Social and Economic Forces 370 Copyright 2018 Cengage Learning. 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WCN xii CONTENTS Critical Thinking Questions 9.4 370 LO 9-7 Diversity in Family Composition 370 Single-Parent Families 370 Remarriage and Blended Families 373 Critical Thinking Questions 9.5 376 LO 9-8 Cultural Competency and Family Assessment 376 Issues to Address When Working with Families from Diverse Cultures 376 Questions for Assessing Culturally Diverse Families 377 Critical Thinking Question 9.6 378 Principles for the Assessment of Diverse Families 378 Chapter Summary 379 Competency Notes 380 HIGHLIGHTS 9.1 An Example of Conflict Between Verbal and Nonverbal Communication 354 9.2 Family Norms Vary Dramatically from One Family to Another 358 9.3 Difficulties in Soliciting Personal Information 366 9.4 An Example of Life Within a Blended Family 375 9.5 Personal Competencies for Working with People from Diverse Cultures 379 CHAPTER 10 Working with Families 382 Introduction 384 LO 10-1 Generalist Practice with Families 384 Family Treatment and the Planned Change Process 384 Strategizing for Family Intervention: Do You Always Have to See the Entire Family? 385 Critical Thinking Questions 10.1 388 LO 10-3 Family Engagement, Assessment, and Planning 389 Phase 1: Alleviate or at Least Minimize Early Apprehension 389 Phase 2: Ask Family Members to Explain What Is Wrong 390 Phase 3: Establish Agreement About What Is Wrong 390 Phase 4: Concentrate on How Family Members Relate to Each Other 392 Phase 5: Establish a Commitment to a Plan of Action 394 LO 10-4 Implementation in Family Intervention 394 Empowerment by Emphasizing Family Strengths 394 Reframing 395 Teaching Families Problem-Solving Techniques 395 Teaching Child Management Methods 396 Offering Families Support 396 Role Playing 397 Audiovisual Recording 397 Homework Assignments 398 LO 10-5 Family Evaluation, Termination, and Follow-Up 398 Evaluation of Family Intervention 398 Termination of Family Intervention 399 Follow-Up with Families 400 LO 10-6 Issues Confronting Families 400 Multiproblem Families 400 Family Preservation 401 LO 10-7 The Importance of Cultural Competency 404 Lesbian and Gay Families 404 Critical Thinking Questions 10.2 406 Working with African-American Families 409 LO 10-8 Family Services Today 411 Critical Thinking Questions 10.3 412 Critical Thinking Questions 10.4 412 Critical Thinking Questions 10.5 413 Critical Thinking Questions 10.6 413 Critical Thinking Questions 10.7 413 LO 10-9 Macro Practice with Families: The Promotion of Social, Economic, and Environmental Justice 414 Chapter Summary 414 Competency Notes 415 HIGHLIGHTS LO 10-2 10.1 Strengths-Based Approaches to Assessment 385 10.2 Four Ways of Exploring a Target Problem 392 10.3 Terms Used to Describe Various Sexual Orientations 404 10.4 Confronting Homophobia 406 10.5 Empowerment of Lesbians and Gay Men 409 10.6 Families, Macro Practice, and the Integration of Policy and Practice 412 CHAPTER 11 Values, Ethics, and the Resolution of Ethical Dilemmas 419 Introduction 421 LO 11-1 The National Association of Social Workers (NASW) Code of Ethics 421 Social Workers’ Ethical Responsibilities to Clients 423 Critical Thinking Question 11.1 424 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN CONTENTS xiii Critical Thinking Question 11.2 425 Critical Thinking Question 11.3 426 Critical Thinking Question 11.4 426 Critical Thinking Questions 11.5 426 Critical Thinking Question 11.6 427 Critical Thinking Questions 11.7 427 Critical Thinking Question 11.8 427 Critical Thinking Question 11.9 428 Critical Thinking Question 11.10 428 Critical Thinking Questions 11.11 428 Critical Thinking Questions 11.12 429 Critical Thinking Question 11.13 429 Social Workers’ Ethical Responsibilities to Colleagues 429 Critical Thinking Question 11.14 429 Critical Thinking Question 11.15 430 Critical Thinking Questions 11.16 430 Critical Thinking Question 11.17 431 Critical Thinking Question 11.18 431 Critical Thinking Question 11.19 432 Social Workers’ Ethical Responsibilities in Practice Settings 432 Social Workers’ Ethical Responsibilities as Professionals 433 Social Workers’ Ethical Responsibilities to the Social Work Profession 435 Social Workers’ Ethical Responsibilities to the Broader Society 436 LO 11-2 The Canadian Association of Social Workers Code of Ethics 437 LO 11-3 Ethical Principles at the International Level 437 Human Rights and Social Justice 437 LO 11-4 Ethical Dilemmas 438 LO 11-5 Decision-Making Steps to Tackle Ethical Dilemmas 438 Step 1: Recognize the Problem 438 Step 2: Investigate the Variables Involved 440 Step 3: Get Feedback from Others 440 Step 4: Appraise What Values and Ethical Standards Apply to the Dilemma 440 Step 5: Evaluate the Dilemma on the Basis of Established Ethical Principles 441 Step 6: Identify and Think About Possible Alternatives to Pursue 441 Step 7: Weigh the Pros and Cons of Each Alternative 441 Step 8: Make Your Decision 442 LO 11-6 Ranking Ethical Principles: Dolgoff, Harrington, and Loewenberg’s Ethical Principles Screen 442 Principle 1: People Have the Right to Exist with Their Basic Needs Met 443 Principle 2: People Have the Right to Treatment That Is Fair and Equal 443 Principle 3: People Have the Right to Have Free Choice and Freedom 443 Principle 4: People Have the Right to Experience No Harm or Injury That Is Minimal 443 Principle 5: People Have the Right to Cultivate a Good Quality of Life 443 Principle 6: People Have the Right to Secure Their Privacy and Confidentiality 443 Principle 7: People Have the Right to Understand the Truth and All Available Information 443 Postscript 443 LO 11-7 Ethical Dilemmas in Generalist Practice 444 Confidentiality and Privileged Communication 444 Self-Determination and Paternalism 448 Critical Thinking Questions 11.20 451 Critical Thinking Questions 11.21 451 Dual Relationships 452 Critical Thinking Questions 11.22 453 Critical Thinking Questions 11.23 453 Critical Thinking Questions 11.24 453 Critical Thinking Question 11.25 454 Critical Thinking Question 11.26 454 Critical Thinking Question 11.27 454 Critical Thinking Questions 11.28 455 Critical Thinking Questions 11.29 455 Critical Thinking Question 11.30 455 Telling the Truth 456 Critical Thinking Questions 11.31 456 Critical Thinking Questions 11.32 457 Critical Thinking Questions 11.33 457 Laws, Policies, and Regulations 457 Critical Thinking Questions 11.34 458 Critical Thinking Questions 11.35 458 Critical Thinking Questions 11.36 458 Whistle-Blowing 458 Distribution of Limited Resources 460 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN xiv CONTENTS LO 11-10 Personal and Professional Values 460 Chapter Summary 462 Competency Notes 463 HIGHLIGHT 11.1 A Summary of Ethical Standards in the NASW Code of Ethics 423 11.2 Canadian Association of Social Workers Code of Ethics Core Values 437 LO 11-8 11.3 Ethical Communication and “Netiquette” on the Internet 446 LO 11-9 11.4 Self-Determination and People with Physical Disabilities: An Empowerment Approach 449 11.5 Dual Relationships Between Supervisors and Supervisees 456 CHAPTER 12 Culturally Competent Social Work Practice 466 Introduction 467 LO 12-1 Diversity in the United States 467 Race and Ethnicity 467 Disabilities 468 Historic and Current Discrimination 470 LO 12-2 Barriers to Culturally Competent Social Work 473 Critical Thinking Questions 12.1 474 LO 12-3 Integrating Cultural Competence in the Generalist Intervention Model 474 Engagement 474 Assessment 474 Planning 476 Implementation 476 Evaluation 477 Termination and Follow-Up 477 Practice Knowledge and Skills 478 Native Americans/First Nations Peoples 478 Latinos/Hispanics 481 African Americans 484 Asian Americans and Pacific Islanders 487 Critical Thinking Question 12.2 490 People with Disabilities 490 Developing Culturally Competent Interventions 494 LO 12-4 Learners and Teachers Regarding Cultural and Other Differences 495 Critical Thinking Questions 12.3 496 Chapter Summary 496 Competency Notes 497 HIGHLIGHTS 12.1 Common Terminology 469 12.2 Online Resources 480 12.3 Enhancing Cultural Competency: Understanding Within-Group Differences 487 12.4 Talking About Disabilities—Some Dos and Don’ts 491 12.5 Strategies for Cultural Competence 494 CHAPTER 13 Gender-Sensitive Social Work Practice 499 Introduction 500 LO 13-1 Enhancing Gender Sensitivity 501 LO 13-2 Application of the Generalist Intervention Model 502 LO 13-3 Feminist Perspectives on Micro, Mezzo, and Macro Practice with Women 503 A Definition of Feminism for Practitioners 505 Critical Thinking Question 13.1 507 Micro Practice with Women: Common Problems 507 Stressful Life Events 507 Lack of Self-Esteem and a Sense of Powerlessness 507 LO 13-4 The Personal Empowerment of Women 508 Enhance Self-Esteem 508 Increase Assertiveness 509 Critical Thinking Questions 13.2 511 Expand Options 511 Change Old Rules and Expectations 511 Help Women Work Together for Macro-Level Empowerment 512 Common Circumstances Facing Women 513 LO 13-5 Women and Sexual Assault 514 The Feminist Perspective on Sexual Assault 514 Reactions to Rape 515 Counseling Survivors of Sexual Assault 517 Macro Issues Concerning Sexual Assault 519 LO 13-6 Intervention with Battered Women 521 A Profile of Battered Women 521 Survivors Versus Victims: A Strengths Perspective 522 The Abusive Perpetrator 522 Cultural Influences and Battered Women 522 Critical Thinking Questions 13.3 523 The Battering Cycle 523 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN CONTENTS xv Why Does She Stay? 523 Empowering Battered Women Through Service Provision 525 Critical Thinking Question 13.4 526 Basic Counseling Strategies 526 Suggestions for Macro Practice on Behalf of Battered Women 528 LO 13-7 The Feminization of Poverty 531 Critical Thinking Question 13.5 531 Micro and Mezzo Perspectives on Women and Poverty 531 Macro Perspectives on Women and Poverty 534 Critical Thinking Questions 13.6 539 The Need for Ongoing Learning 539 Chapter Summary 539 Competency Notes 540 HIGHLIGHTS 13.1 Are You a Feminist? 504 13.2 Principles of Feminist Counseling 506 13.3 Each of Us Has Certain Assertive Rights 512 13.4 A Feminist Approach to Macro Practice: Seeking Social and Economic Justice 513 13.5 An International Perspective on Domestic Violence 529 13.6 Women’s Salaries in Social Work 533 13.7 Confronting Sexual Harassment 537 CHAPTER 14 Advocacy 544 Defining Advocacy 545 LO 14-1 Advocacy and the Generalist Intervention Model 546 Case Advocacy 546 Cause Advocacy 547 Critical Thinking Questions 14.1 548 LO 14-2 Using Skills in Advocacy 548 Identifying the Goals of Advocacy 548 Engaging in Advocacy and Empowerment 549 Targets of Advocacy 549 Recognizing the History of Advocacy in Social Work 549 Observations About Advocacy 551 Observations About Power 551 Observations About Organizations 551 Observations About Clients 552 Knowledge Required by Advocates 552 Knowing the Rights of Clients 552 Identifying Avenues of Appeal 553 Identifying Available Resources 553 Critical Thinking Questions 14.2 554 Thinking Strategically About Intervention 554 Assessing Advocacy Situations 554 Self-Assessment 554 LO 14-3 Theoretical Frameworks Related to Advocacy: Sources of Power 555 Other Assessment Considerations 555 Planning in Advocacy Situations 558 LO 14-4 Making the Ultimate Decision 558 Advocacy Strategies and Tactics 558 Persuading 558 Using Fair Hearings and Legal Appeals 560 Employing Political and Community Pressure 560 Using the Media 561 Petitioning 561 Selecting a Strategy for Advocacy 562 LO 14-5 Legislative Advocacy 562 Recognizing Factors Affecting Legislative Advocacy 564 Steps in Legislative Advocacy 565 Chapter Summary 568 Competency Notes 569 HIGHLIGHTS 14.1 Indications for Advocacy 550 14.2 When the System Is Not Working 556 14.3 Guidelines for Advocacy 559 14.4 Writing Elected Officals 563 CHAPTER 15 Brokering and Case Management 571 Introduction 573 LO 15-1 A Definition of Brokering 573 The Importance of the Brokering Role in Generalist Practice 573 The Effective Broker 574 The Importance of Knowing Resources 574 Types of Resources 575 Critical Thinking Questions 15.1 579 The Planned Change Process in Brokering 579 Identifying and Assessing Client Needs 579 Identifying and Assessing Potential Resource Systems 579 Making the Referral 580 Helping the Client Use Resource Systems 581 Follow-Up and Evaluation of Resource Systems 581 LO 15-2 Case Management 582 What Is Case Management? 582 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN xvi CONTENTS The Importance of Case Management for Generalist Practice 584 Assessment 585 Planning 588 Intervention 590 Evaluation in Case Management 593 Termination in Case Management 594 Follow-Up in Case Management 594 Factors Influencing Case Management Service Delivery 595 Critical Thinking Questions 15.2 596 General Observations About Both Brokering and Case Management 596 LO 15-3 Advancing Social, Economic, and Environmental Justice 596 LO 15-4 Use Evaluation Evidence to Inform Practice 596 Chapter Summary 597 Competency Notes 597 HIGHLIGHTS 15.1 Community Resource Directory Index 576 15.2 Resource Directory Listing 577 15.3 An Overview of Case Management 583 15.4 Motivating Techniques 592 15.5 Case Management for a Client Who Has Mental Disabilities 594 CHAPTER 16 Recording in Generalist Social Work Practice 599 Introduction 601 LO 16-1 The Importance of Writing in Social Work 602 1. Identifying the Client and the Need 602 2. Documenting Services 602 3. Maintaining Case Continuity 602 4. Assisting in Interprofessional Communication 602 5. Sharing Information with the Client 603 6. Facilitating Supervision, Consultation, and Peer Review 603 7. Monitoring the Process and Impact of Service 603 8. Educating Students and Other Professionals 603 9. Supplying Information for Administrative Tasks 603 10. Providing Data for Research-Informed Practice 603 LO 16-2 What Is in the Record? 604 1. The Date of Your Interaction with the Client 604 2. Basic Information About the Client 604 3. Reason for Client Contact 604 4. More Detailed Information About the Client’s Problem and Situation 604 Critical Thinking Question 16.1 612 5. Aspects of the Implementation Process 612 6. Follow-Up Information 620 7. Comments and Questions to Discuss with a Supervisor or Another Worker 620 LO 16-3 Recording Formats 620 Process Recording 620 Using Audiovisual Recording 622 Critical Thinking Questions 16.2 623 Progress Notes 623 Taking Notes During the Interview 625 Critical Thinking Questions 16.3 625 Narrative Recording 625 Summaries of Treatment Conferences 626 Problem-Oriented Recording 627 Recording Progress in Groups 634 Writing Letters 635 LO 16-4 E-Mails and Memos 639 Critical Thinking Questions 16.4 641 Keeping Abreast of Technological Advances 641 Texting in Professional Settings 644 Memos 644 Recording in Meetings 646 Other Types of Recording Formats 647 LO 16-6 Writing Skills and Recording 647 LO 16-7 Privacy Principles 651 Chapter Summary 654 Competency Notes 654 HIGHLIGHTS 16.1 An Amended Case Example of Problem-Oriented Recording: A Focus on Strengths 632 LO 16-5 16.2 Confidentiality and Electronic Record Keeping 642 16.3 Some Basic Good Writing Suggestions 651 Bibliography 657 Name Index 677 Subject Index 683 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN xvii Understanding Generalist Practice is a guide to generalist social work practice. It provides a conceptual framework useful for viewing the world from a generalist perspective. Within this framework, the text has two primary goals. First, it aims to teach students the relationship-building, interviewing, and problemsolving skills necessary for them to work with individual clients. These skills form the basis for social work practice with systems of other sizes, such as families and groups (mezzo) and organizations and communities (macro). The text’s second major goal is to introduce students to the breadth of generalist practice. It helps them maintain a focus not only on the needs of individual clients but on those of families, groups, organizations, and communities. The book’s intent is to structure how students think about clients and their problems so that they automatically explore alternatives beyond the individual level. Links are clearly made among multiple levels of practice. A systems approach aids students’ understanding of how perspectives shift when changing from one practice level to another. This book is designed for either an introduction to generalist social work practice course or one stressing skill development for working with individuals and families. It grounds students from the very beginning of the practice sequence with a strong generalist perspective. Content is practical and highlights the usefulness of the Generalist Intervention Model (GIM) in the planned change (or problem-solving) approach used in much of social work practice. GIM provides clear guidelines for how students might proceed through the helping process, while allowing a wide range of flexibility for the application of theories and specific skills. Students will gain a foundation upon which they can continue to add and build skills. GIM, as a unifying framework, is intended to help students make sense of the breadth and depth of the social work profession. Understanding Generalist Practice avoids focusing on any particular theoretical model but rather addresses a core of carefully chosen skills for working with individuals, families, groups, organizations, and communities. They are those deemed to be most useful to generalist practitioners in a wide variety of settings. Such core skills include, for example, those involved in working with families and recording information. Social work ethics and values are another major dimension of the text, and an entire chapter addresses professional values. Content goes on to examine ethical dilemmas commonly encountered in practice and to suggest solutions. Sensitivity to human diversity and populations-at-risk is paramount, with individual chapters devoted to cultural competence and to gender sensitivity. Additionally, content on human diversity is incorporated throughout the text. Moreover, another full chapter discusses advocacy in response to oppression. In order to be usable and practical, content is clearly presented. Numerous case examples demonstrate how skills are applied in real social work settings. The problemsolving model itself is graphically illustrated to provide the clearest picture possible of its implementation. Research applications in terms of evaluating one’s own practice are emphasized. An entire chapter is devoted to developing relevant evaluation skills. Additionally, content and specific skills are elaborated upon in a number of practice areas (for example, child abuse and neglect, crisis intervention, alcohol and other substance abuse, and working with older adults). Such content areas are targeted for a number of reasons: they are among those often encountered in practice, they present excessively difficult situations for untrained workers to address, and/or they are not consistently covered in another area of the required social work curriculum. In summary, we believe Understanding Generalist Practice will be a practical and flexible tool for students. We aim to emphasize the unique nature of social work as a valuable helping profession and believe students will find this book’s content interesting and enjoyable. Relationship Between Content and the Educational Policy and Accreditation Standards (EPAS) and Professional Competencies This book addresses accreditation standards and competencies established by the Council on Social Work Preface Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN xviii PREFACE Education (CSWE).1 Our intent is to facilitate programs’ ability to link content provided in this textbook with expectations for student learning and accomplishment. As is true in almost all learning, students must acquire knowledge before they are expected to apply it to practice situations. CSWE has identified 31 component behaviors that operationalize nine core competencies that are critical for professional practice (CSWE, 2015). For clarity, we have alphabetized the component behaviors listed under each competency. Multicolor helping hands icons located within paragraphs clearly show the linkage between content in the textbook and competencies with their component behaviors. Each icon is labeled with the specific behavior or competency that relates directly to the content conveyed in the paragraph. For example, an icon might be labeled EP [Educational Policy] 3b, which is the behavior to “engage in practices that advance social, economic, and environmental justice” (CSWE, 2015, EP, p. 7). Accredited social work programs are required to prove that students have mastered all component behaviors for competence as specified in the EPAS. (Please refer to http://www . For all icons, Competency Notes are provided at the end of each chapter. These Competency Notes explain the relationship between chapter content and CSWE’s competencies and their component behaviors. They also list page numbers where icons are located and this content is discussed. A summary chart of the icons’ locations in all chapters and their respective competency or practice behavior is placed in the inside front cover of the book. MindTap MindTap for Understanding Generalist Practice engages and empowers students to produce their best work—consistently. By seamlessly integrating course material with videos, activities, apps, and much more, MindTap creates a unique learning path that fosters increased comprehension and efficiency. For students: ● MindTap delivers real-world relevance with activities and assignments that help students build critical thinking and analytic skills that will transfer to other courses and their professional lives. ● MindTap helps students stay organized and efficient with a single destination that reflects what’s important to the instructor, along with the tools students need to master the content. ● MindTap empowers and motivates students with information that shows where they stand at all times—both individually and compared to the highest performers in class. Additionally, for instructors, MindTap allows you to: ● Control what content students see and when they see it with a learning path that can be used as-is or matched to your syllabus exactly. ● Create a unique learning path of relevant readings, multimedia, and activities that move students up the learning taxonomy from basic knowledge and comprehension to analysis, application, and critical thinking. ● Integrate your own content into the MindTap Reader using your own documents or pulling from sources like RSS feeds, YouTube videos, websites, Google Docs, and more. ● Use powerful analytics and reports that provide a snapshot of class progress, time in course, engagement, and completion. In addition to the benefits of the platform, MindTap for Understanding Generalist Practice contains the following components, broken into a logical folder structure: ● Start: A polling activity and reflection activity get students thinking about relevant topics they are about to explore in-depth in the chapter. ● Read: Students read the chapter content ● Discuss: Using YouSeeU, students will engage with classmates to discuss chapter topics ● Practice: Students analyze cases and respond to quiz questions, as well as watch videos highlighting social work scenarios and respond to quiz questions. ● Review and Reflect: Students can prepare for exams by taking a practice quiz and by completing a reflection exercise that ties to the one he or she completed in the Start folder. 1. Please note that this content addresses standards posed in the EPAS. In no way does it claim to verify compliance with standards. Only the CSWE Commission on Accreditation can make those determinations. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN PREFACE xix Additional Supplements Online Instructor’s Manual The Instructor’s Manual (IM) contains a variety of resources to aid instructors in preparing and presenting text material in a manner that meets their personal preferences and course needs. It presents chapter-by-chapter suggestions and resources to enhance and facilitate learning. Cengage Learning Testing Powered by Cognero Cognero is a flexible, online system that allows instructors to author, edit, and manage test bank content as well as create multiple test versions in an instant. Instructors can deliver tests from their school’s learning management system, their classroom, or wherever they want. Online PowerPoint® These vibrant Microsoft® PowerPoint® lecture slides for each chapter assist instructors with lectures by providing concept coverage using images, figures, and tables directly from the textbook. New Content Each chapter cites chapter learning objectives at the beginning and summarizes relevant content at the end. Definitions have also been updated throughout. Other new additions include the following: Chapter 1 ● The 2015 Educational Policy and Accreditation Standards ● Identification of additional aspects of human diversity including disability and ability (formerly referred to with the term ability), marital status, religion/spirituality (formerly simply religion), and tribal sovereign status Chapter 2 ● Failures in using empathy Chapter 3 ● Additional material on online support groups and participatory action research Chapter 4 ● More content on interdisciplinary collaboration ● Additional information on negotiation ● More discussion on preparing news releases ● Increased discussion on writing skills for electronic communication ● Updated content on needs assessment Chapter 5 ● Additional information on assessment ● Additional example about assessment of older adults ● Identification of a rating scale for assessing strengths of adolescents Chapter 7 ● A new case example involving emotional/ psychological child maltreatment ● Updated statistics on legal and illegal immigration Chapter 8 ● More on locating valid and reliable instruments for assessments ● Updated information about online resources ● More on sustainability of change efforts Chapter 9 ● A new format for family resource assessment ● Updated statistics on single-parent families ● New content on cultural competence with families Chapter 10 ● Terms used to describe various sexual orientations Chapter 11 ● Updated references to the 2015 Educational Policy and Accreditation Standards that specifically relate to ethical issues and dilemmas.