SAGE Journal Articles

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Chapter 1: An Overview of the Book

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Article 1          Cnaan, R. A. & Dichter, M. E. (2008). Thoughts on the use of knowledge in social work practice. Research on Social Work Practice, 18(4), 278-284. Published online before print June 12, 2007, doi: 10.1177/1049731506296165 
 
Abstract
The quest for making social work a discipline based entirely on empirical research findings is not new. In this article, the authors briefly review the field of social work in the United States during the past 100 years and discuss how the quest for the status of a profession forced the emphasis on empirical research. However, the authors claim that now and in the past, social work is a most complex field and that many of its basic ingredients are inherently difficult to study. They conclude this article, with a call for social work to continue stressing the “science” side by enhancing careful evidence-based practice, does not hamper the field from evolving and from practitioners using the “art” side of social care.
 
Questions to Consider:
  1. What was the significance of Abraham Flexner's report on the status of social work as a profession? Why was this a pivotal moment for the profession?
  2. Summarize the barriers that prevent social work from being viewed as a scientific practice.
  3. Discuss why social work is viewed as both an art and a science. Which social science theories have contributed to social work as an art as well as a science?
  4. How do practice, education, and research intersect in their contributions to social work as a science?
 
Article 2  Howard, M. O., Allen-Meares, P., & Ruffolo, M. C. (2007). Teaching evidence-based practice: Strategic and pedagogical recommendations for schools of social work. Research on Social Work Practice, 17(5), 561-568. doi: 10.1177/1049731507300191
 
Abstract
Widespread adoption of pedagogical methods promoting evidence-based practice (EBP) could enhance the effectiveness of social work practice education. Schools of social work should ensure that faculty are trained in the methods of EBP; establish a committee responsible for tracking and implementing demonstrably effective instructional innovations related to EBP; provide continuing education courses that promote scientifically supported practices and that include a course devoted specifically to teaching the methods of EBP per se.
 
Questions to consider:
  1. How is evidence-based practice taught in social work curriculum? Are prepared to teach empirically supported interventions?
  2. What contextual factors contribute to the paucity of social work research in theory or practice?
  3. Provide a rationale for training students to develop EB research skills. How can social work students be assessed for EBP knowledge and skills in the classroom or in the field?

Chapter 2: Integrative Themes That Guide Social Work Practice with Individuals, Families, and Small Groups

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Article 1    Hill, M. (2002). Network assessments and diagrams. A flexible friend for social work practice and education. Journal of Social Work, 2(2), 233-254. doi: 10.1177/146801730200200207
 
Abstract
Summary: Personal social networks are often crucial in understanding the generation of social problems and form the context for social work interventions. Revived attention to networks has been prompted by recent interest in ecological approaches to social work and to social capital. This paper reviews the theoretical and research underpinnings of a social network approach to social work assessment. It describes an exercise that provides students with a systematic network-based framework and gives them opportunities to apply this in placement and reflect on their learning and experiences in class.
 
Questions to Consider:
  1. What purpose do social networks serve for individuals and families? How can these networks contribute to successful outcomes in delivering care to people in need of assistance?
  2. Describe the linkages between micro and macro systems through network associations.
  3. How does adult learning and social exchange theories contribute to the development of networks? Provide a summation of the four key stages for assessing practical and significant networks and how these processes can influence relationships.
  4. Construct a network diagram with descriptors of individual, familial, and community relationships in the form of an ecomap, ecogram, or genogram.
           
Article 2          Smith, E. (2006). The strength-based counseling model. The Counseling Psychologist, 34(1), 13-79. doi: 10.1177/0011000005277018
 
Abstract
This article proposes a strength-based model for counseling at-risk youth. The author presents the assumptions, basic concepts, and values of the strength perspective in counseling and offers strength categories as a conceptual model for viewing clients’ behavior. Propositions leading toward a theory of strength-based counseling and stages of this model are given, representative strength-based counseling techniques are examined, and a case study is used to illustrate risk factors, protective factors, and strength assessment. Ethical, research, and training implications of the strength-based model of counseling are discussed.
 
Questions to consider:
  1. What is the value in shifting from deficit-thinking to asset or strengths-based counseling with children and families? Which disciplines have contributed to this counseling approach?
  2. How can "culture" serve as a resiliency factor in providing services to children with adverse childhood experiences? Provide an example of cultural strength(s) for an undocumented immigrant child from Central America facing removal from his home by Child Welfare Services.
  3. What are the basic assumptions of the strengths perspective from a social work lens? How does a social worker "empower" clients to change behavior?
  4. Describe at least four core concepts of strengths-counseling that can address the needs of diverse clients.

Chapter 3: From Evidence-Based Practice to Evidence-Informed Practice

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Article 1          Thyer, B. A., & Myers, L. L. (2011). The quest for evidence-based based practice: A view from the United States. Journal of Social Work, 11(1), 8-25.   doi: 10.1177/1468017310381812 
 
Abstract
This article describes how reliance upon social and behavioral science research is the feature distinguishing modern professional social work from prior non-professional efforts at providing social care. A number of formal efforts that attempted to more closely link science and practice are described, including the empirical clinical practice movement, the empirically supported treatments initiative, and, most recently, evidence-based practice (EBP) … is correctly seen as a process of inquiry intended to help practitioners and their clients make important decisions about the services the clients receive. At best, interventions or techniques may be labeled as empirically supported or research-supported. The current status of EBP within American social work is seen as healthy and growing, although misconceptions regarding this process are common.
 
Questions to consider:
  1. Describe the historical trajectory of social work research and science from the last century to present. Has there been a shift in valuing research and empirical evidence in practice? How, so?
  2. How has the empirical clinical practice movement influenced social work practice today? Which other movements or institutions demonstrate effective practice interventions? Provide an example of SAMHSA or NICE.
  3. Summarize the process that guides EBP for decision-making and application. Is the patient/client a part of this process? Do the direct practitioner's values and ethics impact the process?
  4. What EBP steps must be taken to qualify as a systematic review? Why would a social worker want to submit her/his research through the Cochrane or Campbell Collaborations? 
  5.  
Article 2          Barth, R. P., Lee, B. R., Lindsey, M. A., Collins, K. S., Strieder, F., Chorpita, B.  F., Becker, K. D. & Sparks, J. A. (2012). Evidence-based practice at a crossroads: The timely emergence of common elements and common factors. Research on Social Work Practice, 22(1), 108-119.
 
Abstract         
Social work is increasingly embracing evidence-based practice (EBP) as a -making process that incorporates the best available evidence about effective treatments given client values and preferences, in addition to social worker expertise. Yet, social work practitioners have typically encountered challenges with the application of manualized evidence-supported treatments. For social work, the path to implementing the delivery of science-informed practice remains at a crossroads. This article describes two emergent strategies that offer a plausible means by which many social workers can integrate an EBP model into their service delivery- common factors and common elements. Each strategy will be presented, and related evidence provided. Tools to implement a common elements approach and to incorporate client feedback consistent with a common factors perspective will also be described. These strategies will be placed in the broader context of the EBP framework to suggest possible advances in social work practice and research.
 
Questions to Consider:
  1. What is the current critique of employing "manualized" treatments in practice? Is fidelity an issue for implementing EBP?
  2. Are EBP models aligned with culturally competencies? Why or why not?
  3. How can a common elements framework support the social worker in making EBP decisions to benefit a client?

Chapter 4: Professional Values, Ethics, and Professional Use of Self

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Article 1          McAuliffe, D., & Sudbery, J. (2005). Who do I tell? Support and consultation in cases of ethical conflict. Journal of Social Work, 5(1),21-43. doi: 10.1177/1468017305051362 
 
Abstract
Social workers cannot avoid ethical dilemmas. This qualitative research investigated the question ‘who do I tell?’, exploring who the people are that social workers approach for advice when a course of action is ethically uncertain. Thirty Australian social workers who had access to supervision discussed how they managed a serious ethical dilemma, … however, less than half discussed the incident in organizational supervision, and supervision was more likely to be used if external to the organization. In many cases, ethical dilemmas were discussed with colleagues, and to a lesser extent with friends or family. Respondents referred to ethical, practical, organizational, and relationship reasons for not using potential sources of support. Organizational supervision appeared the least satisfactory in doing so in critical situations. If relationships are not prioritized, no amount of monitoring of service outputs will create effective practice.
 
Questions to consider:
  1. Why are ethical dilemmas inherent in social work practice? How does a social worker’s value system interface with organizational values and structures?
  2. How does “moral engagement” translate for a social worker facing an ethical dilemma? Whose interests should be addressed first when there are two conflicting moral values; the client, the agency, or the social worker?
  3. When a social worker is involved in an ethical dilemma, who “should” he consult with before making a decision? Should the supervisor be the first contact and does the context or availability of resources matter in a given situation?
 
Article 2          Beddoe, L. (2013). Health social work: Professional identity and knowledge. Qualitative Social Work, 12(1), 24-40.
 
Abstract
Social workers in health care often argue that they must be professionally assertive in order to keep their values afloat in a stormy sea of change. The practice of health social work has traditionally been tied to a professional identity derived from a claim to expertise in the ‘psychosocial’ aspects of health and illness. This article briefly reviews relevant literature on health social work in institutional settings, with specific reference to the links between knowledge, credentials and a secure professional identity. Data from a small study is used to examine the problematic nature of professional identity and links between continuing professional education and status in health social work in New Zealand. Findings reveal practitioner concern that the knowledge claim of social work is weak and this impacts on their professional identity and status in multidisciplinary institutional settings.
 
Questions to consider:
  1. When was the social worker and medical professional relationship established? Was there a mutual professional respect for the roles each group served in their delivery of services to individuals, families, or communities? Why or why not?
  2. What models or approaches has social work contributed to health care?
  3. How do knowledge and credentials determine professional status? Has social work always been viewed as a profession? And, how did social work gain its professional capital?
  4. In current context, how are social workers and health care professionals negotiating space in medical settings? What are the specific challenges of each profession?

Chapter 5: Engagement and Relationship-Building Skills

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Article 1          Brad W. Lundahl, B. W., Kunz,C., Brownell,C., Tollefson, D., &  Brian L. Burke, B. L. (2010). A meta-analysis of motivational interviewing: Twenty-five years of empirical studies. Research on Social Work Practice, 20(2) 137-160. DOI: 10.1177/1049731509347850
 
Abstract         
The authors investigated the unique contribution motivational interviewing (MI) has on counseling outcomes and how MI compares with other interventions. Method: A total of 119 studies were subjected to a meta-analysis. Targeted outcomes included substance use (tobacco, alcohol, drugs, marijuana), health-related behaviors (diet, exercise, safe sex), gambling, and engagement in treatment variables. Results: Judged against weak comparison groups, MI produced statistically significant, durable results in the small effect range (average g = 0.28). Judged against specific treatments, MI produced nonsignificant results average g = 0.09). MI was robust across many moderators, although feedback (Motivational Enhancement Therapy [MET]), delivery time, manualization, delivery mode (group vs. individual), and ethnicity moderated outcomes. Conclusions: MI contributes to counseling efforts, and results are influenced by participant and delivery factors.
 
Questions to Consider:
  1. Given MI’s increased utilization since the 1980s, why do you think this counseling technique has been so effective with behavior change?
  2. As an EB research process, how did this meta-analysis contribute to refining MI efficacy?
  3. What are the targeted goals of MI for a client? Is MI effective for most ages and ethnic groups?
 
Article 2   Davis, C. C., Claudius, M., Palinkas, L. A., Wong, J. B., & Leslie, L. K. (2012). Putting families in the center. Family perspectives on decision making and ADHD and implications for ADHD care. Journal of Attention Disorders, 16(8), 675-684.  doi: 10.1177/1087054711413077 
 
Abstract
Components of family-centered care were examined in families' stories about treatment decision-making for their child with ADHD. Twenty-eight families participated in qualitative interviews that addressed families’ perspectives on (a) the treatment decision-making process, (b) the cause and impact of their child’s symptoms, and (c) treatment goals and preferences. Results: The majority of families preferred to be primary or shared decision makers regarding treatment decisions. Families’ perspectives on the cause of the child’s symptoms varied and often were not consistent with a biomedical framework. Families described multiple areas of impairment on child, family relationships, and family functioning. Perspectives toward evidence-based treatments were mixed, with families also expressing interest in and pursuing interventions not delineated in current treatment guidelines.
 
Questions to consider:
  1. What are the primary objectives of a medical home model for children with special health care needs (CSHCN)? Which professionals are included in this model?
  2. How does the family participate in the medical decision-making process? What role does the physician have in providing non-medical care to the child with ADHD?
  3. Was a holistic approach taken by the providers to understand the family perspectives on their child's ADHD cause(s), management and treatment? Did the families' change their perspectives over time with more interaction from the health professionals?

Chapter 6: Assessment in Social Work With Individuals and Families

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Article 1          Arbona, C., Olvera, N., Rodriguez, N., Hagan, J., Linares, A., & Wiesner, M. (2010). Acculturative stress among documented and undocumented Latino immigrants in the US. Hispanic Journal of Behavioral Sciences 32(3), 362–384.
 
Abstract
The purpose of the study was to examine differences between documented and undocumented Latino immigrants in the prevalence of three immigration-related challenges (separation from family, traditionality, and language difficulties), which were made more severe after the passage of restrictive immigration legislation in 1996. Specifically, the study sought to determine the combined and unique associations of legal status, the three immigration-related challenges listed above, and fear of deportation to acculturative stress related to family and other social contexts.
 
Questions to consider:
1. Why is there limited research on acculturative stress for documented and undocumented   immigrants living in the U.S.?
2. What stressors or challenges do Latinos experience throughout their immigration    experience? Do documented Latinos share the same stressors as undocumented Latinos?
3. Summarize the psychosocial strains that produce acculturative stress among Latino            immigrants. Is there a relationship between such stress and psychological distress? Are      there culture specific assessments that apply to measuring stress levels for Latinos?
4. Why should social workers engage in culturally competent research and practice for           populations that are different from her or him?
 
Article 2          Choi, J. L., Rogers, J., & Werth Jr., J. L. (2009). Suicide risk assessment with  Asian American college students. A culturally informed perspective. The Counseling Psychologist, 37(2), 186-218. doi: 10.1177/0011000012471823
 
Abstract         
Scholars have based their understanding of college-student suicide in the United States largely on the study of European Americans, and therefore, its relevance to making culturally informed decisions with suicidal Asian American college students is unclear. This article explores aspects of suicide assessment potentially unique to Asian American college students and discusses possible ways to handle the process of breaking confidentiality that are more sensitive to Asian American needs. First, the authors briefly review issues of confidentiality, informed consent, and standards of care. Second, they examine several aspects of Asian American college students' experiences in the United States and of Asian cultural values. Specifically, the authors review acculturation and the experience of immigration, intergenerational relationships, collectivistic cultural values, the myth of the “model minority,” and perfectionism. Third, they offer culturally informed considerations for assessing suicidal risk and ways to manage breaking confidentiality. Finally, they suggest the Collaborative Assessment and Management of Suicidality model and the Suicide Intervention Response Inventory−2 as potentially useful tools for culturally sensitive work with Asian American college students.
 
Questions to Consider:
  1. Why are attempted and completed suicides a leading cause of death for Asian American male and female students (in high school or attending universities)?
  2. How can culturally relevant assessment and culturally responsive services for Asian American students with suicide ideation be accomplished?
  3. The Collaborative Assessment and Management of Suicidality (CAMS) model may be applicable to Asian American students. What are the strengths and weaknesses of this model as applied to this population?
  4. Do cultural values and the acculturation process contribute to misinterpretations of mental health status or suicidal ideation by an Asian American client? Provide an example with discussion.
  5. How important is addressing informed consent and confidentiality with an Asian American client presenting with suicidal attempts? Should the family system be engaged in preliminary assessments?
 
Article 3          Janson, G. R. and Steigerwald, F. J. (2002). Family counseling and ethical challenges with Gay, Lesbian, Bisexual, and Transgendered (GLBT) clients: More questions than answers. The Family Journal: Counseling and Therapy for Couples and Families, 10(4), 415-418. DOI: 10.1177/106648002236761
 
Abstract
Couples, marriage, and family counselors face unique ethical and practice challenges in their dual commitment to the positive growth and integrity of both the individual and the family system. Gay, lesbian, bisexual, and transgendered (GLBT) persons and their families present unique ethical challenges. A series of brief case vignettes touch on a range of ethical issues for couples and family counselors, including training, supervision, custody evaluation, ethical decision making, counselor bias, gender, ethnicity, and referral.
 
Questions to Consider:
  1. Why is it important to maintain a current knowledge base about gender and sexual identity as a family therapist?
  2. What social work values, ethics, or legal issues could be associated with LGBT client systems?
  3. As a social worker or family therapist, what competencies are required for addressing the unique issues and needs of individuals with intersecting race, class, and gender dimensions?

Chapter 7: Change Planning

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Article 1          Wahab, S. (2005). Motivational interviewing and social work practice. Journal of Social Work, 5(1), 45-60. doi: 10.1177/1468017305051365
 
Abstract
Motivational interviewing was proposed as an alternative model to direct persuasion for facilitating behavior change. Social work behavior change interventions have traditionally focused on increasing skills and reducing barriers. More recent recommendations tend to encourage practitioners to explore a broad range of issues, including but not limited to skills and barriers. The article defines and explains motivational interviewing by presenting its essential spirit and techniques, and provides a brief case example within a domestic violence context.
 
Questions to consider:

 

  1. Is there supportive literature to validate the effectiveness of motivational interviewing interventions across settings? How has motivational interviewing demonstrated an alignment with social work value specific to human relationships?
  2. Does the social worker’s practice style or “spirit”(philosophy, techniques) influence the effectiveness of motivational interviewing? Provide an example.
  3. Describe the basic concepts of motivational interviewing for the behavior change process and its application to addiction settings.
  4. What skills do a social worker need to effectively model and intervene using motivational interviewing constructs?
  5.  
 
Abstract
Operation Enduring Freedom/Operation Iraqi Freedom (OEF/OIF) veterans constitute a large portion of police officer recruits. Women applicants present with similar gender-specific health-care practice needs. To improve the quality of care for this vulnerable and underserved veteran population, it is essential to begin with a systematic assessment using a biopsychosociocultural approach. Internationally, shortages in compensation and pension health-care professionals within Veterans Affairs have resulted in the underdiagnosis and undertreatment of post-traumatic stress disorder (PTSD) and mild traumatic brain injury (mTBI). Female OEF/OIF veterans may need additional health-care services for PTSD or mTBI after they enter another male-dominated culture. Evaluating female veterans using a biopsychosociocultural approach provides a framework for early identification, intervention and prevention. This paper offers an educational and training perspective aimed at sensitizing hiring authorities to clinically relevant transition and adjustment issues as female veterans shift into civilian police departments.
 
Questions to consider:
  1. Is there a relationship between active military service in war zones and negative psychological outcomes? Is this relationship gender specific? How do females compare to males in the extent of their psychological injuries?
  2. Are there military related measures taken to transition returning female veterans to civilian life? Can all psychological difficulties be detected upon return?
  3. Summarize the organizational cultures of military duty and civilian law enforcement. How are they similar and different? Are new veteran recruits for law enforcement psychologically screened for another stressful work environment?
  4. What impact does sexual harassment or sexual assault (military sexual trauma, MST) have on a female veteran or law enforcement well-being both short and long-term?
  5. How can social workers best meet the unique health care needs of this population in exploration & engagement as well as assessment and interventions? Should law enforcement agencies train department personnel in wellness issues?

Chapter 8: Core Intervention Skills: Using Cognitive and Behavioral Approaches in Social Work Practice With Individuals, Families, and Groups

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Article 1          Chen, S., Jordan, C., & Thompson, S. (2006). The effect of cognitive behavioral therapy (CBT) on depression: The role of problem-solving appraisal. Research on Social Work Practice, 16(5), 500-510. DOI: 10.1177/1049731506287302
 
Abstract
Objective: Many studies have confirmed the efficacy of cognitive behavioral therapy (CBT) as a treatment for depression. However, the mechanism of CBT for depression reduction is still not well understood. This study explored the mechanism of CBT from the perspective of individuals’ problem-solving appraisal. Method: A one-group pretest/posttest design was used. Results were based on the responses of 30 depressed individuals in an intensive outpatient program. Results: Findings supported the research hypothesis that the more individuals improved their problem-solving appraisal, the more their depression decreased. Additionally, it was discovered that the poorer individuals’ problem-solving appraisal before the CBT, the more improvement they had on depression and problem solving appraisal after the CBT. Conclusions: In sum, findings suggested that problem-solving appraisal might play an important part in CBT for depression reduction. Furthermore, CBT seemed to have a ceiling effect on improving individuals’ problem-solving appraisal.
 
Questions to Consider:
  1. There is some variability in the manifestations of depression (without a co-occurring disorder) among individuals. Would the application of CBT vary among individuals with depression as well? Can all cognitive techniques be applied to all depressed individuals?
  2. Are there pre-depression cognitive deficiencies that contribute to depression? How does an individual know they are deficient in these skill sets?
  3. How important are problem-solving skills in relation to depression?
  4. Could there be a significant difference between males and females in reporting depression symptoms? Would pharmacological therapy be better suited for men as opposed to CBT for women? Why or why not?
 
Article 2          Mo Yee Lee, M. Y., Uken, A., & Sebold, J. (2007). Role of self-determined goals in predicting recidivism in domestic violence offenders. Research on Social Work Practice, 17(1), 30-41. DOI: 10.1177/1049731506294375
 
Abstract
This study investigated the role of self-determined goals in predicting recidivism in domestic violence offenders. Method: The study was a posttest design with an annual follow-up of recidivism data of 88 court- mandated batterers who attended a solution-focused, goal-directed treatment program. We hypothesized that goal commitment, goal specificity, and goal agreement would predict recidivism, and that confidence to work on goals would affect the degree to which these factors predicted recidivism. Results: The recidivism rate for program participants was 10.2%, and the final model accounted for 58% of variance in recidivism. The model indicated that goal specificity and goal agreement positively predicted confidence to work on goals, which negatively predicted recidivism. Conclusions: Significance of the study was discussed with respect to the potential positive impact of utilizing self-determined goals, language of “self-determination,” and “strengths and solutions” in batterer treatment as well as advances in social work intervention research.
 
Questions to Consider:
  1. Which social work value(s) and behavioral theories might support this strength-based, goal-driven perspective?
  2. Why does the author state that “choice” of a domestic violence treatment program is more than a clinical decision? How is this decision empirical or even political?
  3. How can domestic violence offenders become motivated to change her/his behavior?
  4. Does an individual need a certain level of cognitive skills to self-identify and commit to goals that address behavior change? How is goal-agreement between the client and social worker tied to client self-efficacy?

Chapter 9: Intervention Skills: Using Problem-Solving, Psychoeducational, and Multisystemic Intervention Approaches and Case/Care Management Skills in Working With Individuals and Families

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Article 1          Timothy B. Dyeson, T. B. (2004). Cultural diversity and populations at risk: Social work education and practice. Home Health Care Management Practice, 17(1), 45-47. doi: 10.1177/1084822304268165
Abstract
The purpose of this article is to inform the reader how the social work profession prepares its practitioners to serve those who experience discrimination and oppression. This article describes how issues of cultural diversity and populations at risk are infused throughout the social work curriculum leading to the bachelor’s and master’s degree in social work. Applications to home health care are made.
 
Questions to consider:
  1. Why does social work education specifically include social justice as a fundamental value in the curriculum? How is diversity and oppression discourse integrated across the curriculum and in internship settings?
  2. Is there a “best” course in the social work curriculum to introduce and implement content on health care disparities for populations at risk?
  3. How can a student or practitioner utilize their knowledge and skills in social justice to benefit patients in health care settings? Identify specific roles a practitioner may engage in with health care professionals that demonstrate cultural diversity.
  4.  
Article 2          Sohl, S. J., Birdee, G., & Elam, R. (2015). Complementary tools to empower and sustain behavior change. Motivational interviewing and mindfulness. AMERICAN JOURNAL OF LIFESTYLE MEDICINE, XX(X), 1-8. DOI: 10.1177/1559827615571524.
 
Abstract
Improving health behaviors is fundamental to preventing and controlling chronic disease. Health care providers who have a patient-centered communication style and appropriate behavioral change tools can empower patients to engage in and sustain healthy behaviors. This review highlights motivational interviewing and mindfulness along with other evidence-based strategies for enhancing patient-centered communication and the behavior change process. Motivational interviewing and mindfulness are especially useful for empowering patients to set self-determined, or autonomous, goals for behavior change. This is important because autonomously motivated behavioral change is more sustainable. Additional strategies such as self-monitoring are discussed as useful for supporting the implementation and maintenance of goals. Thus, there is a need for health care providers to develop such tools to empower sustained behavior change. The additional support of a new role, a health coach who specializes in facilitating the process of health-related behavior change, may be required to substantially influence public health.
 
Questions to consider:
  1. What role does the patient or client have in determining his/her health outcomes? Can a patient be taught techniques to increase participation or empowerment of their health?
  2. How does the health care provider contribute to building and sustaining patient self-efficacy? Can motivational interviewing techniques support this process of patient learning and behavior change?
  3. Can a health care provider learn and apply “mindfulness” or self-awareness in patient care? How do all parties benefit from this approach?
  4. Describe three basic values in this behavioral change approach that are consistent with social work values.

 

Chapter 10: Additional Skills for Working With Families and Groups

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Article 1          Paylo, M. J. (2005).
Helping families search for solutions: Working with adolescents. The Family Journal,13, 456-458.  DOI: 10.1177/1066480705278687
 
Abstract
In this column, the author focuses on the ways that family counselors can use solution-based therapies (solution-oriented and solution- focused) to work with families with adolescents in individual and/or family therapy. The theoretical foundation for solution-based therapies suggests techniques that help families focus on solutions and not remain stuck in problem thinking. These solution-based strategies facilitate the process of empowering families to find solution in the future while drawing on their own expertise and strengths to promote their desired change.
 
Questions to consider:
  1. If families have inherent strengths and competencies, how can a social worker engage the family to develop solutions to the presenting problem?
  2. How are narrative therapies critically linked to solution-focused therapy? Is there value in an adolescent developing her own narrative to address possible solutions to personal difficulties?
  3. Can an adolescent’s response to the miracle question shift the direction for the family’s treatment goals? Is each family member a contributor to identifying solutions? And, how can scaling a particular solution aid in refining the desired outcome?
 
Article 2          Arbona, C., Olvera, N., Rodriguez, N., Hagan, J., Linares, A., & Wiesner, M. (2010). Acculturative stress among documented and undocumented Latino immigrants in the US. Hispanic Journal of Behavioral Sciences, 32(3), 362–384.
 
Abstract
The purpose of the study was to examine differences between documented and undocumented Latino immigrants in the prevalence of three immigration-related challenges (separation from family, traditionality, and language difficulties), which were made more severe after the passage of restrictive immigration legislation in 1996. Specifically, the study sought to determine the combined and unique associations of legal status, the three immigration-related challenges listed above, and fear of deportation to acculturative stress related to family and other social contexts.
 
Questions to consider:
  1. Why is there limited research on acculturative stress for documented and undocumented immigrants living in the U.S.?
  2. What stressors or challenges do Latinos experience throughout their immigration experience? Do documented Latinos share the same stressors as undocumented Latinos?
  3. Summarize the psychosocial strains that produce acculturative stress among Latino immigrants. Is there a relationship between such stress and psychological distress? Are there culture specific assessments that apply to measuring stress levels for Latinos?
  4. Why should social workers engage in culturally competent research and practice for populations that are different from her or him?

Chapter 11: Outcome Monitoring

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Article 1          Young, N. K., Boles, S. M., & Otero C. (2007). Parental substance use disorders and child maltreatment: Overlap, gaps, and opportunities. Child Maltreatment, 12(2),137-149.  doi: 10.1177/1077559507300322 
 
Abstract
There are relatively few empirically sound studies or nationally representative data on the number of children in Child Welfare Services (CWS) who are affected by their parents' substance abuse or dependence. The two systems that could systematically monitor this population, CWS and substance abuse treatment, are not required to capture the data elements that would identify families in both systems. The studies that are based on CWS populations or parents in treatment indicate that there is a substantial overlap in client populations. This review provides a summary of the available data; provides estimates of the overlap between populations, including the number of infants born each year with prenatal substance exposure; and suggests important opportunities to close the data gap between the systems. The findings underscore both the need for obtaining accurate data within the systems and the opportunities for states to improve their cross-system data efforts as part of their outcome monitoring.
 
Questions to consider:
  1. Why does state and federal policy not cross reference Child Welfare Services (CSW) data with other data sets identifying parents with substance use disorders? Does this gap have an impact on the provision of child services?
  2. How can state and regional outcome monitoring specific to parental substance abuse exposure improve child welfare services? Describe how a prenatal policy on parental drug use can potentially impact the utilization of services across a young child’s life.
  3. Are the CWS and substance abuse treatment systems collecting and analyzing the same data? Are the units of analysis and operational definitions compatible?
  4. Is there credible evidence or programs that demonstrate a relationship exists between parental substance abuse and utilization of CWS? Why or why not?
 
Article 2          Fraser, M. W. and Galinsky, M. J. (2010). Steps in intervention research: Designing and developing social programs. Research on Social Work Practice 20(5), 459-466. DOI: 10.1177/1049731509358424
 
Abstract
This article describes a 5-step model of intervention research. From lessons learned in our work, we develop an outline of core activities in designing and developing social programs. These include (a) develop problem and program theories; (b) design program materials and measures; (c) confirm and refine program components in efficacy tests; (d) test effectiveness in a variety of practice settings; and (e) disseminate program findings and materials. Last, using a risk and protective factor perspective, we discuss the adaptation of interventions for new settings and populations.
 
Questions to Consider:
  1. What is the purpose of intervention research? Are intervention manuals as effective as the application of intervention research models?
  2. How can the research and design of interventions inform practice? Is this creative design process linear or iterative?  How is an intervention design evaluated for effectiveness?
  3. Would it be important for an intervention design team to collaboration with other key stakeholders in designing interventions for bullying behavior in a private school setting? Can other disciplines contribute to problem definition, theoretical input and the creation of intervention options?
  4. Do cultural competency elements interface with intervention research projects?

Chapter 12: Lifelong Learning and Professional Development Over the Life Course

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SAGE Journal User Guide

Article 1          Otto, H., Polutta, A. & Ziegler, H. (2009). Reflexive professionalism as a second generation of evidence-based practice. Some Considerations on the Special Issue “What Works? Modernizing the Knowledge-Base of Social Work”. Research on Social Work Practice, 19(4), 472-478. 10.1177/1049731509333200
 
Abstract
This article refers sympathetically to the thoughtful debates and positions in the Research on Social Work Practice (RSWP; Special Issue, July, 2008 issue) on “What Works? Modernizing the Knowledge-Base of Social Work.” It high- lights the need for empirical efficacy and effectiveness research in social work and appreciates empirical rigor demanded by leading proponents of an evidence-based social work practice. Yet it argues that these high standards of evolution are based on a methodological conceptualization of impact, which might be less than appropriate for social work. We pro- pose a refashioning of efficacy and effectiveness research in social work that focuses on explaining and understanding of causal mechanism. We suggest a second generation of evidence-based practice, which is substantiated in the concept of reflexive professionalism.
 
Questions to Consider:
  1. Why do these authors state that experimental studies in social work as EBP guides may be limited? Does research with human beings and their related emotional, mental, or cognitive dimensions create ambiguous and less-than scientific research designs?
  2. What role does critical thinking and reflective practice have in research designs and evaluations?
  3. The authors describe a “symbolically mediated interaction” exists between patient/client and social worker that precludes the standardization of practice interventions. Is this an accurate statement based on your professional experiences?
  4. The authors raise the issue of client participation, unique motivations, and goal-driven factors as contributing to successful outcomes. Do most empirical studies consider these mediating variables?
  5. “Scientific knowledge generation and the practical application of social work’s knowledge and capacity” describes “reflexive professionalism” according to the authors. Is this description aligned with core social work values and evaluation standards?
 
Article 2          Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739. doi: 10.3102/0034654308330970
 
Abstract
Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
 
Questions to Consider:
  1. Identify three ways that continuing professional learning (CPL) is supported. How does this form of learning shape a professional’s sense of self or even as a practitioner?
  2. Provide an example of a professional development experience you may have had that was transformative for you in practice.
  3. How can different pedagogical styles influence learning in the classroom? Are social work programs effectively preparing students for participatory learning or problem-based learning in the curriculum and in internships? How do these skills transfer to the work world?
  4. What if practitioners are not interested in continuing professional learning? Are there professional standards or accrediting bodies that support this ongoing process?
  5. In “reframing” professional learning, how might a practitioner be supported to engage in complex, diverse learning experiences and how are these experiences measured?