Direct Social Work Practice This page intentionally left blank Direct Social Work Practice Theory and Skills Eighth Edition DEAN H HEPWORTH Professor Emeritus, University of Utah and Arizona State University RONALD H ROONEY University of Minnesota GLENDA DEWBERRY ROONEY Augsburg College KIMBERLY STROM-GOTTFRIED University of North Carolina at Chapel Hill JO ANN LARSEN Private Practice, Salt Lake City Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Direct Social Work Practice: Theory and Skills, Eighth Edition Dean H Hepworth, Ronald H Rooney, Glenda Dewberry Rooney, Kimberly Strom-Gottfried, and Jo Ann Larsen Acquisitions Editor: Seth Dobrin Assistant Editor: Allison Bowie Editorial Assistant: Rachel McDonald Media Editor: Andrew Keay Senior Marketing Manager: Trent Whatcott Marketing Assistant: Darlene Macanan Senior Marketing Communications Manager: Tami Strang Project Manager, Editorial Production: Christy Krueger © 2010, 2006 Brooks/Cole, Cengage Learning ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com Creative Director: Rob Hugel Library of Congress Control Number: 2008943641 Senior Art Director: Caryl Gorska ISBN-13: 978-0-495-60167-8 Print Buyer: Judy Inouye ISBN-10: 0-495-60167-5 Permissions Editor, Text: Mardell Glinski Schultz Production Service: Pre-PressPMG Copy Editor: Kelly Birch Cover Designer: Gia Giasullo Cover Image: Vincenzo Lombardo/ Getty Images Compositor: Pre-PressPMG Brooks/Cole 10 Davis Drive Belmont, CA 94002-3098 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan Locate your local office at: www.cengage.com/ international Cengage Learning products are represented in Canada by Nelson Education, Ltd To learn more about Brooks/Cole, visit www.cengage.com/ brookscole Printed in Canada 13 12 11 10 09 Brief Contents Preface xv About the Authors xvii PART INTRODUCTION 1 The Challenges of Social Work Direct Practice: Domain, Philosophy, and Roles 23 Overview of the Helping Process 33 Operationalizing the Cardinal Social Work Values 53 PART EXPLORING, ASSESSING, AND PLANNING 81 Building Blocks of Communication: Communicating with Empathy and Authenticity 83 Verbal Following, Exploring, and Focusing Skills 129 Eliminating Counterproductive Communication Patterns 155 Assessment: Exploring and Understanding Problems and Strengths 171 Assessment: Intrapersonal, Interpersonal, and Environmental Factors 199 10 Assessing Family Functioning in Diverse Family and Cultural Contexts 227 11 Forming and Assessing Social Work Groups 273 12 Developing Goals and Formulating a Contract 303 PART THE CHANGE-ORIENTED PHASE 353 13 Planning and Implementing Change-Oriented Strategies 355 14 Developing Resources, Organizing, Planning, and Advocacy as Intervention Strategies 411 15 Enhancing Family Relationships 455 16 Intervening in Social Work Groups 491 v vi Brief Contents 17 Additive Empathy, Interpretation, and Confrontation 18 Managing Barriers to Change 519 539 PART THE TERMINATION PHASE 567 19 The Final Phase: Evaluation and Termination Bibliography 585 Author Index 629 Subject Index 637 569 Contents Preface xv About the Authors xvii INTRODUCTION CHAPTER The Challenges of Social Work The Mission of Social Work Social Work Values Values and Ethics Social Work’s Code of Ethics Orienting Frameworks to Achieve Competencies 15 Deciding on and Carrying out Interventions 18 Guidelines Influencing Intervention Selection 20 Summary 21 CHAPTER Direct Practice: Domain, Philosophy, and Roles 23 Domain 23 Generalist Practice 23 Direct Practice 25 A Philosophy of Direct Practice 31 The Helping Process 34 Phase I: Exploration, Engagement, Assessment, and Planning 34 Phase II: Implementation and Goal Attainment Phase III: Termination 41 The Interviewing Process: Structure and Skills Physical Conditions 43 Structure of Interviews 43 Establishing Rapport 44 The Exploration Process 47 Focusing in Depth 48 Employing Outlines 49 Assessing Emotional Functioning 49 Exploring Cognitive Functioning 49 Exploring Substance Abuse, Violence, and Sexual Abuse 49 Negotiating Goals and a Contract 49 Ending Interviews 50 Goal Attainment 50 Summary Notes 39 42 51 51 CHAPTER 26 Roles of Direct Practitioners 26 Direct Provision of Services 26 System Linkage Roles 27 System Maintenance and Enhancement Researcher/Research Consumer 30 System Development 30 Summary Overview of the Helping Process 33 Common Elements among Diverse Theorists and Social Workers 33 PART Purposes of Social Work CHAPTER Operationalizing the Cardinal Social Work Values 53 29 The Interaction between Personal and Professional Values 53 The Cardinal Values of Social Work 53 Challenges in Embracing the Profession’s Values Ethics 61 61 vii viii Contents The Intersection of Laws and Ethics 62 Key Ethical Principles 63 What Are the Limits on Confidentiality? 68 Understanding and Resolving Ethical Dilemmas Summary 73 76 Related Online Content 76 Summary Skill Development Exercises in Managing Ethical Dilemmas 76 Modeled Responses Notes 122 127 CHAPTER 78 Verbal Following, Exploring, and Focusing Skills 129 78 79 Maintaining Psychological Contact with Clients and Exploring Their Problems 129 Verbal Following Skills PART EXPLORING, ASSESSING, AND PLANNING 81 CHAPTER Building Blocks of Communication: Communicating with Empathy and Authenticity 83 83 Roles of the Participants Communicating about Informed Consent, Confidentiality, and Agency Policies 87 Facilitative Conditions 87 Empathic Communication 88 Developing Perceptiveness to Feelings 89 Affective Words and Phrases 90 Use of the Lists of Affective Words and Phrases Exercises in Identifying Surface and Underlying Feelings 94 Accurately Conveying Empathy 95 Empathic Communication Scale 95 Exercises in Discriminating Levels of Empathic Responding 99 Client Statements Notes 119 122 Related Online Content Skill Development Exercises in Operationalizing Cardinal Values 77 Client Statements Relating Assertively to Clients 118 Making Requests and Giving Directives 118 Maintaining Focus and Managing Interruptions Interrupting Dysfunctional Processes 119 “Leaning Into” Clients’ Anger 120 Saying No and Setting Limits 120 99 92 130 Furthering Responses 130 Minimal Prompts 130 Accent Responses 130 Paraphrasing Responses 130 Exercises in Paraphrasing 131 Closed- and Open-Ended Responses 132 Exercises in Identifying Closed- and Open-Ended Responses 133 Discriminant Use of Closed- and Open-Ended Responses 133 Seeking Concreteness 135 Types of Responses That Facilitate Specificity of Expression by Clients 136 Specificity of Expression by Social Workers 141 Exercises in Seeking Concreteness 142 Focusing: A Complex Skill 143 Selecting Topics for Exploration Exploring Topics in Depth 144 Blending Open-Ended, Empathic, Responses to Maintain Focus Managing Obstacles to Focusing 143 and Concrete 146 148 Responding with Reciprocal Empathy 100 Constructing Reciprocal Responses 100 Leads for Empathic Responses 101 Employing Empathic Responding 102 Multiple Uses of Empathic Communication 102 Teaching Clients to Respond Empathically 105 Summarizing Responses 150 Highlighting Key Aspects of Problems 150 Summarizing Lengthy Messages 151 Reviewing Focal Points of a Session 152 Providing Focus and Continuity 152 Analyzing Your Verbal Following Skills 152 Authenticity 106 Types of Self-Disclosure 107 Timing and Intensity of Self-Disclosure 108 A Paradigm for Responding Authentically 108 Guidelines for Responding Authentically 109 Cues for Authentic Responding 112 Positive Feedback: A Form of Authentic Responding 116 Summary 154 Modeled Responses to Exercise in Paraphrasing 154 Answers to Exercise in Identifying Closed- and Open-Ended Responses 154 Modeled Open-Ended Responses Notes 154 154 Contents CHAPTER Eliminating Counterproductive Communication Patterns 155 Impacts of Counterproductive Communication Patterns 155 Eliminating Nonverbal Barriers to Effective Communication 155 Physical Attending 155 Cultural Nuances of Nonverbal Cues 156 Other Nonverbal Behaviors 156 Taking Inventory of Nonverbal Patterns of Responding 157 Eliminating Verbal Barriers to Communication 158 Reassuring, Sympathizing, Consoling, or Excusing 159 Advising and Giving Suggestions or Solutions Prematurely 159 Using Sarcasm or Employing Humor Inappropriately 160 Judging, Criticizing, or Placing Blame 161 Trying to Convince Clients about the Right Point of View through Logic, Lecturing, Instructing, or Arguing 161 Analyzing, Diagnosing, or Making Glib or Dramatic Interpretations 162 Threatening, Warning, or Counterattacking 163 Stacking Questions 163 Asking Leading Questions 164 Interrupting Inappropriately or Excessively 164 Dominating the Interaction 164 Fostering Safe Social Interaction 165 Responding Infrequently 165 Parroting or Overusing Certain Phrases or Clichés 166 Dwelling on the Remote Past 166 Going on Fishing Expeditions 166 167 Gauging the Effectiveness of Your Responses The Challenge of Learning New Skills Summary Notes 168 170 170 CHAPTER Assessment: Exploring and Understanding Problems and Strengths 171 The Multidimensionality of Assessment 171 Defining Assessment: Process and Product 172 Assessment and Diagnosis 174 The Diagnostic and Statistical Manual (DSM-IV-TR) 174 Culturally Competent Assessment 175 Emphasizing Strengths in Assessments 177 The Role of Knowledge and Theory in Assessments 179 Sources of Information 181 ix Questions to Answer in Problem Assessment 184 Getting Started 185 Identifying the Problem, Its Expressions, and Other Critical Concerns 186 The Interaction of Other People or Systems 187 Assessing Developmental Needs and Wants 187 Typical Wants Involved in Presenting Problems 188 Stresses Associated with Life Transitions 189 Severity of the Problem 189 Meanings That Clients Ascribe to Problems 189 Sites of Problematic Behaviors 190 Temporal Context of Problematic Behaviors 190 Frequency of Problematic Behaviors 191 Duration of the Problem 191 Other Issues Affecting Client Functioning 191 Clients’ Emotional Reactions to Problems 192 Coping Efforts and Needed Skills 192 Cultural, Societal, and Social Class Factors 193 External Resources Needed 194 Assessing Children and Older Adults Maltreatment 195 Summary 194 196 Skill Development Exercises in Exploring Strengths and Problems 196 Related Online Content Notes 197 197 CHAPTER Assessment: Intrapersonal, Interpersonal, and Environmental Factors 199 The Interaction of Multiple Systems in Human Problems 199 Intrapersonal Systems 199 Biophysical Functioning 200 Physical Characteristics and Presentation Physical Health 201 200 Assessing Use and Abuse of Medications, Alcohol, and Drugs 202 Alcohol Use and Abuse 202 Use and Abuse of Other Substances 203 Dual Diagnosis: Addictive and Mental Disorders Using Interviewing Skills to Assess Substance Use 206 Assessing Cognitive/Perceptual Functioning Intellectual Functioning 206 Judgment 207 Reality Testing 207 Coherence 208 Cognitive Flexibility 208 Values 208 Misconceptions 209 Self-Concept 209 206 205 640 Subject Index Cognitive restructuring (continued) assistance in identifying dysfunctional beliefs and patterns of thoughts, 397–399 assistance in identifying situations that engender dysfunctional cognitions, 399–400 assistance in substituting functional selfstatements for self-defeating cognitions, 400–401 assumptions of, 390, case example, 395 clusters of misconceptions, 399 cognitive-behavioral therapy (CBT) See Cognitive-behavioral therapy (CBT) culturally compatible adaptations, 395 with diverse groups, 394–395 empirical evidence for, 393 explanation of goal of, 391 limitations, strengths and cautions, 402 with minority group clients, 402 with minors, 394 procedure of, 395–402 self-monitoring, 399–400 self-statements, 395–402 social worker use of self, 396 strengths, limitations, and cautions, 402–403 steps in, 395–402 tenets of, 391 theoretical framework, 390 uses of, 393–394 utilization with minors, 394 Cognitive schema, 263 Developmental stage, 269 Negative, 474 Culturally derived, 270 Marginalized and oppressed people, 393 Cognitive sets, cultivating positive, 474–475 Cognitive tasks, 367 The Cognitive Therapy of Depression (Beck et al.), 390 Cognitive therapy (CT), tenets of, 391 Coherence, assessment of, 208 Cohesion assessment of group, 296–297 importance of, 499–500 Collaboration, 450, 451 case example, 452–453 interorganizational See Service coordination and interorganizational collaboration phases of, 452 Collaborative practice, 229 Collateral contacts, information from, 182 Color blind practice, 548 Common Cause, 432 Communication drawing attention to repetitive, 465–466 empathic, 88–89, 95–98 helping process and, 35 increasing effective, 507–508 metacommunication, 477–478 positive feedback See Positive feedback privileged communication and confidentiality, 70–71 regulating communication in families, 456 Communication barriers eliminating nonverbal See Nonverbal communication barriers, eliminating eliminating verbal See Verbal communication barriers, eliminating in families, 267–268 Communication patterns family See Communication styles, family gauging effectiveness of responses, 167–168 impacts of counterproductive, 155 Communication styles, family barriers to communication, 267–268 congruence and clarity of communications, 266–267 mystification, 267 receiver skills, 268 sender skills, 268–269 validating responses, 269 Communities United to Rebuild Neighborhoods (CURN), 434 Community organization, 433 areas of focus, 433–434 model, 435–436 capacity building, 433–434 community intervention strategies, 434–436 contact with key informants, 435 cultural guides, 435 ethical decision making framework, 437 ethical issues, 436–437 levels of community contact, 435–436 locality development, 433 models and strategies, 433 national programs and policies, 433–434 natural helping networks, 435 organizing and planning with diverse groups, 435–436 planning with diverse groups, 435 problem solving process, 434 social action, 434 social planning, 434 steps and skills of, 434–436 strategies of, 433–434 Community resources, mobilizing, 422–424 Community support systems and networks, 425–426 Compassion fatigue, 544–545 Compassionate conservatism, 429 Competence, social worker core duties, 10–14 ethical requirement, 10 evolving theory of, 15–18 Complainants, 406 Complementary interactions, modifying, 483 Complementary relationships, 483 Complementary roles, 264 Composition of treatment groups, 280–281 Computerized information systems, 332–333 Concreteness, seeking, 505–506 Concrete responses assisting clients to personalize their statements, 138–139 blending open-ended, empathic and, 146–148 challenges in seeking, 135–136 checking out perceptions, 137–138 clarification of meaning of vague or unfamiliar terms, 138 eliciting details related to clients’ experiences, 140 eliciting details related to interactional behavior, 140–141 eliciting specific feelings, 139–140 exercises in seeking, 142–143 exploring basis of conclusions drawn by clients, 138–139 exploring topics in depth using, 145–146 focusing on here and now, 140 specificity of expression by social workers, 141–142 types of, 136–141 Confianza, 462 Confidentiality case records, 68, 71–72 communicating about, 87 danger to self or others, 69 limits on, 68–72 privileged communications, 70–71 safeguarding, 67–68 subpoenas, 70–71 suspicion of child or elder abuse, 69–70 waivers of, 69 Conflict assisting clients to disengage from, 482–483 interrole, 265 Confrontations additive empathy distinguished from See Additive empathy all-purpose, 527 anxiety in responses to, 531 appropriateness of, 526 of defenses, 527 delivery of, 530 extreme emotional strain and, 530–531 follow with empathic responsiveness, 531 guidelines for employing, 530–531 hearing of, 528 immediate change from, 531 interpretation distinguished from, 526 to manifest blind spots in thoughts, beliefs, emotions, and behavior, 528 self-confrontation, 528 spare use of, 530 as style of practice, 526 therapeutic binds, 563–564 violations of law and, 530 working relationship, 530 Confronting patterns of opposition, 563–564 Congruence and clarity of communications in families, 266–267 Consent, non-western perspective, 362 Consoling clients, 159 Consultant/consultee, 29–30 Consultations, confidentiality and, 68–69 Contact, duration, 381 Contacted persons, 16 Contemplation, 36, 217, 527 Content levels of family interactions, 242–246 Content relevance, 129 Contingency contract, 475 Contracting with clients, 341–342 See also Contracts Contracts agreement for professional services, 347–348 agreements, 342 appointment times, 345 behavioral, 340–341 Subject Index behavioral treatment agreement, 350 contingency, 475 crisis situation, 342 developing, 343–346 duration of process, 344–345 financial arrangements, 346 formal, 342–343 forms of, 342 frequency of sessions, 343–344 goals to be accomplished, 343 housekeeping items, 345–346 informal, 342–343 interventions to be employed, 343 length and frequency of sessions, 343–344 monitoring progress, 345 negotiating, 38–39, 49–50 negotiating mini-contract, 546 participants’ roles, 343 purpose of, 341–342 rationale for, 342 renegotiating, 345 roles of participants, 343 sample, 346 session length and frequency, 343–344 stipulating measurement and evaluation of progress, 345 stipulations for renegotiating, 345 techniques to be employed, 343 “the back door”, 346 time-limited, 344 types of, 342 verbal, 342 written, 342 Convenience, 281 Cooperation, 450 Coordination, 450 Coping efforts and skills, client, 192–193, 374 Coping mechanism, 388 Coping questions, 405 Core conditions, 88 Council on Social Work Education (CSWE), 411, 428 core competencies, 10–14, 23 curriculum policy statement, 23 purposes of, 5–6 Counterattacking clients, 163 Counterproductive behaviors, 292 Counterproductive roles, 501–502 Countertransference reactions, 555–557 introspection, 556 steps in resolving, 556 typical, 556 Covert behaviors, measuring, 335 Covert goals, 309 CRAFFT test, 183 Crisis assessment in, 379 anticipated life transition, 384 benefits, 383 categories of, 384 defined, 342 definition and stages, 380 dispositional, 384 emotional reaction, 384 events and situations, 380 level of danger, 381 maturational/developmental, 384 opportunity, 378–381 positive constructive thinking and action, 388 psychiatric emergency, 384 psychopathological, 384 reactions, 380 responses, 380 situational supports, 386–388 six categories of, 384 stages of, 380–381 traumatic stress, 384 traumatic stress reactions and developmental stage, 384 Type I, Type II, 382–383 types of, 384 Crisis intervention (CI) application with diverse groups, 384 anticipatory guidance, 389 assessment, 379–380 case example, 386–387 characteristics of, 379 considerations for minors, 381–382 crisis defined, 380 define problem, 385–386 delineating tasks, 383 duration of contact, 381–383 ensure client safety, 387 equilibrium model, 379–380 equilibrium model, tenets of, 379–380 examine alternatives, 387–388 expansion of, 389 Interactive Trauma/Grief-Focus Therapy Model (IT/G-FT), 382 key elements in equilibrium model, 379 limitations of, 389–390 make plans, 388 obtaining commitment, 388–389 planning, 388 process and procedures of, 385–389 promptness of response, 381 provide support, 387 psychosocial transitions as key element in, 380 six-step model of, 385–389 stages of crisis, 380–381 strengths and limitation, 389 strengths of, 389–390 tenets of, 379–380 theoretical framework, 383–384 time limits, 379 Triage Assessment System (TAS), 380 Crisis reaction, 380–381 Crisis situation contract, 342 Critical incidences, 339 Critical thinking, 10 Criticizing clients, 161–162 Cross-cultural contact, 177 Cross-racial and cross-cultural barriers to change, 547–550 CSWE See Council on Social Work Education (CSWE) Cultivating positive cognitive sets, 474–475 Cultural and ecological perspectives, family interventions communication style differences, 467–468 641 differences in communication styles, 467–468 engaging the family, 469–470 hierarchical considerations, 468 sensitivity to culture, 467 social worker authority, 468–469 use of ecological approach, 470 Cultural competence, 175–177, 446 Self-Assessment Instrument, 446 Cultural Competence, organizations macro perspective, 445 organizational competence, 445 organizations, 446 public policy, 447 resources and tools, 446 social worker’s ethical responsibility, 444 strategies to achieve, 446 Cultural dislocation, 194 Cultural differences, awareness, 10 Cultural empathy, 548 Cultural factors in assessment, 193–194, 254–255 developing resources with diverse groups, 424 in families, 228 matching interventions to, 358–360 Culturalgram, 236 Culturally competent assessment, 175–177 Cultural self–awareness, 177 CURN See Communities United to Rebuild Neighborhoods (CURN) Curriculum policy statement, CSWE, 23 Customers, 406 DAFS See Direct Assessment of Functioning Scale Danger or threat to self or others, confidentiality and, 69 DARS See Disciplinary Actions Reporting System (DARS) Data sources, 195–196 DAST See Drug Abuse Screening Test DDST-II See Denver Developmental Screening Test for Children Decision by consensus, 282 Decision-making processes family, 259–261 groups, 294–295 Deeper feelings, 521–522 Deficiencies in judgment, 207 Deficiencies in social skills, 372 Delabeling strategy, 464 Delusions, 207 Dementia, 210 Denver Developmental Screening Test for Children (DDST-II), 196 Deployment, 233 Depression Beck Depression Inventory, 183 children and, 214–215 Children’s Depression Scale, 215 Geriatric Deppression Scale, 213 Johns Hopkins Depression Scale, 215 major depressive disorder, 212–213 older adults and, 215 Derailment, 208 Determination, 217 642 Subject Index Determination of Need Assessment (DONA), 196 Developmental assessment, 195 Developmental needs and wants, assessment of, 187–188 Developmental phases, matching interventions to, 357 Diagnosis assessment and, 174–175 defined, 174 Diagnostic and Statistical Manual (DSMIV-TR), 174–175, 212, 382 Differentiation, 492, 495–496, 499 Dignity and worth privacy, 443 promoting, 443 staff behavior and attitudes, 443 Diligent working poor, 232 Dimensions of family assessment boundaries and boundary maintenance See Boundaries and boundary maintenance decision-making processes, 259–261 family communication styles See Communication styles, family family context See Family context family goals, 261–262 family life cycle, 269–270 family myths and cognitive patterns, 263–264 family roles, 264–265 family strengths, 251–252 format for employing, 247–248 power structure See Power structure, family Direct Assessment of Functioning Scale (DAFS), 219 Direct practice, 26 defined, 25 philosophy of, 26, 27 Direct practitioners, 25–26 roles of, 25–26 Disciplinary Actions Reporting System (DARS), 547 Discounting positives, 392 Discovery, 359 Discrepant viewpoints, 520 Discrete general tasks, 315 Discrimination, 11 Disengaged families, 255 Disengaged family system, 255–256 relationships in, 256 Disorientation, 207 Dispositional crisis, 384 Distorted attributions, 190 Distortions, 207 Disturbance in executive functioning, 210 Diversity, awareness, 10 Domain, 23 Dominating interaction, social worker, 164–165 DONA See Determination of Need Assessment Drop-in model of groups, 281 Drop-out model See drop-in model Drug Abuse Screening Test (DAST), 183 Drug use and abuse, 49 alcohol, 202–203 assessment of, 202 illicit drugs, 202, 203–205 interviewing for potential of, 206 medications, 202 DSM-IV-TR, 174–175 Dual diagnosis, 200, 205–206 Dual perspective, 249 Durable power of attorney, 64 Dwelling on past, 166 Dysfunctional family alignments, strategies to modify circumstances requiring, 486 family sculpting, 487 Genogram, 487 goals, 486–487 structural mapping, 486, 488 Dysfunctional family interactions, strategies to modify assisting clients to disengage from conflict, 482–483 contracting for reciprocal changes, 483–485 disengagement from conflict, 482–483 metacommunication, 477–478 modifying complementary interactions, 483 modifying dysfunctional family rules, 478–480 on-the-spot interventions, 480–482 safeguarding mutual respect, 482 Dysfunctional family rules, 240–241 modifying, 478–480 Dysfunctional patterns, 216 Dysfunctional processes, interrupting, 119–120 Dysfunctional role performance, 501–502 Dysphoria, 212 Earned Income Tax Credit (ETC), 231 Ecological approach with families, use of, 470 examples of, 470–472 Ecological factors, assessment of, 37, 217–218 Ecological systems model, 15–18 diagramming, 219, 220 Eco-map, 220, 237, 339, 340 Ecosystems theory, 384 Educational groups, 274 Educational Policy and Accreditation Standards (EPAS), 6, 411 competencies, 10–14 Educator, social worker as, 26–27 Elder abuse, confidentiality and, 69–70 Embedded questions, 132–133 Emotional blunting, 211 Emotional constriction, 210 Emotional excesses, 210 Emotional functioning affective disorders, 212 appropriateness of affect, 211–212 assessing, 49, 199, 200, 209–215 bipolar disorder, 212 depression See Depression emotional control, 210–211 emotional range, 211 goal to change, 305 suicidal risk, 213–214 Emotional reactions to problems, clients, 192 Emotional reasoning, 392 Emotions See Feelings Empathic communication, 88–89 levels of, 95–98 to mitigate cross-racial and cross-cultural barriers to change, 548 Empathic communication scale, 95–98 Empathic responding, 47, 95–99 to accurately assess client problems, 103 additive See Additive empathic responses blending open-ended, concrete and, 146–148 employing, 102 to establish relationship in initial sessions, 102 exercises for discriminating levels of, 99–100 exploring topics in depth using, 146 to facilitate group discussions, 105 family sessions, 461 follow confrontation with, 531 to handle obstacles presented by clients, 104 levels of, 95–98 to make confrontations more palatable, 103–104 to manage anger and patterns of violence, 104–105 reciprocal See Reciprocal empathic responding to respond to clients’ nonverbal messages, 103 to stay in touch with clients, 103 teaching clients, 105–106 uses of, 102–105 Empathy, 540 additive See Additive empathy additive empathy distinguished from, 519–520 conveyance of, 95–99 cultural, 548 as facilitative condition, 88 reciprocal See Reciprocal empathic responding relational, 548 Empirical data, 19 Empowerment, 355, 448 defined, 414 macro practice in the context of, 414–415 social work groups for, 514 Enabler, 422 Enacted role behavior, 264 Enactment, 182 Enhancing human well–being, 4–5 Enhancing social functioning, 5, Enmeshment, in family systems, 249, 254–255 Environmental systems assessing, 200, 217–222 basic environmental needs, 217–218 in goal setting, 309 goodness of fit, 217 interaction with interpersonal and intrapersonal systems, 199 physical environment, 218–219 social support systems (SSSs) See Social support systems spirituality/religion, 221–222 transactions, 217 EPAS See Educational Policy and Accreditation Standards (EPAS) Equal Rights Amendment, 428 Equifinality, 18 ETC See Earned Income Tax Credit Ethical Decision-Making Framework, 437 Subject Index Ethical dilemmas, understanding and resolving, 73–76 in groups, 299–301 Ethical Rule Screen, 437 Ethical tensions, 320 Ethics case example, 62–63 Code of Ethics See Code of Ethics, NASW in community organizing, 436–437 conflicts and, 73–76 goal attainment strategies, 356 in goal development, 306–307 in groups, 299–301 intersection of laws and, 62–63 values and, 8–9 Ethnic minority clients, 176 Ethnotherapeutic, 548 Evaluation defined, 331 function of, 331–332 of groups, 513 measurement and See Measurement and evaluation methods, 332 Evaluation in Clinical Practice, 360 Evidence-based practice, 19, 21 Exception questions, 405, 406 Exceptions, 406 Excusing clients, 159 Expectations, exploring client, 48 Expediters, 29 Exploration process, 47–48 assessment of emotional functioning, 49 cognitive functioning, 49 focusing See Focusing focusing in depth, 48–49 negotiating goals and contracts, 49–50 outlines, 49, 144 substance abuse, sexual abuse and violence, 49 verbal following skills See Verbal following skills Exploration skills, 36–37 External family boundary maintenance, 253 External resources for assessment, 194 Extreme distortions, 207 Facilitative conditions, 87–88 Facilitative responses, 165, 268 Facilitators, 29 Familismo, 228 FAE See Fetal alcohol effects (FAE) Failure to complete tasks inadequate preparation, 377–378 lack of commitment, 376–377 lack of support, 377 negative reactions to social worker, 377 occurrence of a crisis, 376 performance problems related to target problem, 378 performance problems related to task, 376–378 vagueness of specified tasks, 377 Familiar, 359 Families assessing, 227, 236, 249 collaborative practice with, 230 cultural and family variants, 229, 254 level I, 228, 237 level 3, 237 gay and lesbian, 230 social work practice with, 227 resilience in, 235 Family case study, 464 cultural and ecological perspectives in interventions See Cultural and ecological perspectives, family interventions decision making, 259–261 defined, 227–228, 455 diversity, 250 establishing rapport with, 460–461 form, 249–250 functions, 228–30 grandparents, 247, 254, 256 goals, 261–262 homeostasis, 238–239 influences on, 455 initial contacts with See Initial contacts with families interactions with other social systems, 455 interventions See Family interventions membership in, 227 lifecycle, 357 membership, 228 military and, 233 resilience, 235 roles, 264 rules See Rules, family separations, 233 as social system, 455 social work practice with, 227 strengths, 251–252 stressors, 230–235 system, 252 traditional, 227–228 transitions, 233 Family assessment(s) assessing problems using systems framework, 246–247 bounding patterns, 253, 255–256 circular explanations of behavior, 245–246 Clinical Assessment Package for Assessing Risks and Strengths (CASPARS), 236 content levels of interaction, 242–246 decision-making, 260–261 dimensions of See Dimensions of family assessment disengaged, 255–256 dual perspective, 249 factors in, 227–228 of goals, 261–262 instruments, 236–237 interactions, 247 power, 256–259 power structure, 258–259 process levels of interaction, 242–246 rules, 239 sequences of interaction, 243–245 strength-based and risk, 237 of strengths, 251–252 strengths and risks, 237 strengths based questions, 236 systems concepts, 237–238 643 systems framework for See Systems framework for families Family Assessment Wheel, 237 Family cognitive patterns and myths, 263–264 case example, 263–264 Family, Communication styles of, 265 Family context diversity within groups, 250–251 dual perspective, 249 factors in assessing, 248–251 family form, 249–250 form, 249–250 immigrant and refugee status, 251 Family form, 249–250 Family Functioning Style Scale (FSSS), 237 Family functions, 228–230 case example, 229 Family goals, assessment of, 261–262 Family Homeostasis, 238 Family interactions case example, 243 circular, 243–245 circular explanation of behavior, 245 circular motions of, 243 communication styles of, 265, 268–269 congruence and clarity, 266 content and process levels of, 242–246 linear explanation of, 245 linear motions of, 243 non verbal, 260 sequences of, 243–245 transactions, 243–246 verbal, 266 Family interventions cultural and ecological perspectives See Cultural and ecological perspectives, family interventions dysfunctional interactions See Dysfunctional family interactions, strategies to modify feedback See Positive feedback focus on future, 472–473 modifying dysfunctional family alignments See Dysfunctional family alignments, strategies to modify modifying misconceptions and distorted perceptions See Misconceptions and distorted perceptions, intervening with families positive feedback See Positive feedback Family life cycle theory, 357 Family and Medical Leave Act, 234 Family myths and cognitive patterns case example, 263–264 cognitive schema, 263 social cognition, 263 Family life cycle, 269–270 Family relationships, factors influencing, 455 Family Resources Scale (FRS), 237 Family roles complementary, 264–265 enacted, 264 overload, 470–471 interrole conflict, 265 intrarole tension, 265 perceived, 264 prescribed, 264 quid pro quo, 264–265 644 Subject Index Family roles (continued) reciprocal, 264 symmetrical, 264 role transition, 264 Family rules assessing, 240 cautions about, 240–241 flexibility of, 241–242 functional, 240 labeling, 241 mapping, 242 morphostasis, 242 morphogenesis, 242 rigid, 240 violation of, 241 Family sculpting, 487 Family Service of America, 430 Family sessions initial See Initial contacts with families manifestations of opposition to change in, 560–561 Family strengths, assessment of, 251–252 Family stressors extra-ordinary transitions, 235 family transitions, 233–234 impact on children, 232–233 life cycle, 233 life transitions, 233 matching interventions to, 357–358 public policy as source of, 230–231 resilience of families, 235 poverty, 231–232 separations, 233 transitions, 233–234 types of, 230 work and family balance as source of, 234–235 Family subsystems and coalitions, 254 Family systems approaches to intervening in, 455–456 boundary maintenance, 252–253 bounding patterns, 253–256 coalitions, 254 cognitive behaviorist approach to, 455 concepts related to, 455 disengaged, 255–255 enmeshment, 254–255 evolution of, 227–228 included, 253 influences on, 455–456 intervening in, 455–456 narrative, interpretative reality and social construction approaches to, 456 open, 253 regulating communication in, 455 solution-focused therapy approach to, 455–456 structural therapy approach to, 456 subsystems and coalitions, 254 task-centered, 456 Family, systems concepts application of, 238 Family therapy, 26 Family transitions, 233–234 Family values, 230 FAS See Fetal alcohol syndrome (FAS) Fault-defend, 268 Feeling questions, 462 Feelings affective words and phrases, 90–94 descriptive words for, 89–95 developing perceptiveness to, 89–95 surface and underlying, 94–95 Feeling stopper, 286 Fetal alcohol effects (FAE), 203 Fetal alcohol syndrome (FAS), 203 Field practicum, 14 Fishing expeditions, 166–167 Five-stage model for change, 217 Fixed beliefs about others, 190 Fixed principles, reference to, 190 Flexibility, Flight of ideas, 208 Focal points of session, reviewing, 152 Focus, 432 Focusing blending open-ended, empathic and concrete responses, 146–148 concrete responses, 140 empathic responding, 146–148 employing open-ended responses, 145 exploring topics in depth, 144–146 helping clients to focus or refocus, 149–150 on here and now, 140 maintaining focus, 119 managing obstacles to, 148–150 on the past, 166 seeking concreteness, 145–146 selecting topics for exploration, 143–144 skills, 143–150 summarizing responses to aid, 152 Focus on future in family interventions, 472–473 Food Stamp Program, 429 Formal assessment, 172 Forming stage, 492 Formula task, 406 Fostering safe social interaction, 165 Framework for assessment, 178–179 FrameWorks Institute, 415, 432–433 Frequency counts, 334 FRS See Family Resources Scale (FRS) FSSS See Family Functioning Style Scale (FSSS) Functional cognitions, 292 Functional family rules, 240–241 Functional group behavior, 293 Functional patterns, 216 Furthering responses, 47 accent responses, 130 minimal prompts, 130 Fusion, 249 GDS See Geriatric Depression Scale GEM See Group work engagement measure (GEM) Generalist practice, 13, 23–24 General tasks, goals and, 314–316 partializing goals, 364–365 partializing group goals, 365–366 Genogram, 202, 237, 254, 487 Genuineness, 88, 540 See also Authenticity Geriatric Depression Scale (GDS), 213 George W Bush Administration, 230, 234 Global goal, 315 Globalization, 392 Goal and task form, 333, 334 Goal attainment, 39–41, 50–51 benefits, 328 potential barriers, 328 potential risks, 328 Goal Attainment Scaling, 30 Goal attainment strategies brief treatment models, 363, 364 client involvement, 356–357 empowerment, 355 ethical practice, 360–361 matching interventions to See Matching interventions models of practice, 363–364 planning, 356–363 task-centered system See Task-centered system Goal development considerations in, 306 ethical responsibility, 306–307 factors influencing, 306–309 minors, 321–322 school-based group example, 322–325 Goal development (new) applying guidelines with minors, 321 case example, 324 client participation, 306 considerations with minors, 323–326 environmental conditions, 309 factors that influence, 306–309 family involvement, 307–308 involuntary status, 309 values and beliefs, 306–307 Goals agency program objectives and, 305–306, 321 agreeable mandate strategy, 312 assessment of family, 261–262 bargaining, 313–314 behavioral, 402, 404 case example, 320 case progress notes, 314, 315, 332 changes sought by, 305 consistent with agency function, 321 contracts See Contracts defined in explicit and measurable terms, 313–314 covert, 309 defining, 306 development of See Goal development family, 261–262 discrete, 336 explain purpose and function of, 326 factors that influence the development of, 306–309 feasibility of, 316–317, 328 formulation of, 303 general tasks and, 314–316 guidelines for selecting and formulating, 310–311 for involuntary clients See Involuntary clients function of, 303 involvement of clients in establishing, 306 linkage between target concern and, 303–304 mandated See Mandated goals measurement, 331–341 monitoring progress, 332–334 motivational congruence, 311–312 Subject Index mutual formulation of, 38–39 negative statements, 319 negotiating See Goals, negotiating ongoing, 371, 375 ongoing, 336, 3371, 375 overt, 309 partializing, 314, 364–365 positive statements, 319 prioritizing, 318 program objectives and, 305–306, 321 purpose and function of, 303, 325–326 purpose of, 303 reciprocal, 310 reservations about, 319 setting, 303, 305, 307, 451 shared, 310 and specific tasks, 314, 334 social worker skills, 318 statements of, 318–319 supervision or consultation of social worker, 318 types of, 309–310 ultimate (global), 315 use of additive empathy and interpretation to become aware of, 522 for voluntary clients, 310–311 Goals, feasible, feasibility cookie cutter, 317 involuntary client and mandated case plan, 317 kitchen sink, 317 questions to facilitate (achieve), 316–317 Goals, jointly selecting with involuntary clients, 329–330 Goals, negotiating, 38–39, 49–50 assisting clients to committing to specific goals, 328–331 benefits and risks discussion, 328 case example, 330–331 client readiness for, 325 explaining purpose and function of goals, 326 explicit definition of goals, 327 feasibility of, 328 involuntary clients, 325–326, 329 joint selection of appropriate goals, 326–327 process of, 325–331 ranking goals to clients’ priorities, 330 readiness of involuntary clients, 325 Goals, reservations about case example, 320 ethical and legal tensions, 320 referrals as a resource, 320 social worker values and goal tensions, 319 Goal setting case example, 308–309 client participation, 306 environmental conditions, 309 example, 304 family involvement, 307–309 involuntary status, 309 social distance, 309 social proximity, 309 value inherent in, 307 values and beliefs, 306–307 Good faith, 484 Goodness of fit, 217 Graduate (MSW) programs, 23 Great society programs, 230 Group development, stages of, 491–492 common mistakes inhibiting, 504 creating therapeutic norms, 508–510 differentiation: developing group identity and internal frame of reference (stage 4), 492, 495–496, 499 encouraging balanced feedback, 506–507 enhancing awareness among task groups, 516 inclusion as leader intervention technique, 503 increasing effective communication, 507–508 intimacy: developing familial frame of reference (stage 3), 492, 494–495, 498–499, 510–511 leader interventions across, 503–513 leader’s role in, 497 linking as leader intervention technique, 503 minimization of changes, 506 mistakes inhibiting, 504 monitoring treatment goals and tasks, 511 power and control: time of transition (stage 2), 492, 493–494, 498, 506–510 preaffiliation: approach and avoidance behavior (stage 1), 492–493, 498, 504–505 process as leader intervention technique, 503 seeking concreteness, 505–506 separation: breaking away (stage 5), 496, 499, 512–513, 513 termination See subhead: separation: breaking away (stage 5) transition See subhead: power and control: time of transition (stage 2) working phase, 510–511 Group diversity in assessment of family context, 250–251 Group interventions cohesion, 499–500 facilitative, 491 group development stages See Group development, stages of leadership structure, 502–503 normative structure, 500–501 role structure, 501–502 into structural elements of group, 497–503 subgroup structure, 502–503 Group leaders, 41, 287 alliance, 292–294 expediting distribution of power, 502–503 identifying cognitive patterns, 291–292 interventions across stages of group development See Group development, stages of role in stages of group development, 491–492 structural aspects, 502 tasks of, 280 treatment groups, 277–278 Group member behaviors, assessment of application of content and process concepts, 287 cognitive responses, 292 counterproductive behaviors, 292 developing profiles of individual behavior, 288–289 645 dysfunctional behaviors, 287, 289 examples of behavioral profiles of group members, 291–292 expressive roles, 287–288 formal roles, 287 functional behaviors, 287, 288–289 identifying growth of individuals, 289 identifying roles of group members, 287–288 impact of culture, 289–290 informal roles, 287 instrumental roles, 287 isolate role, 288 leadership roles, 287 maintenance roles, 287 patterned behaviors, 287–292 scapegoat role, 288 task-related roles, 287 thematic behaviors, 287 Group member cognitive patterns, assessment of, 291–292 Group processes, assessment of alliances, 292–294 cognitive patterns, 291–292 cohesion, 296–297 decision making, 294–295 distribution of power, 294–295 group member behaviors See Group member behaviors, assessment of group work engagement measure (GEM), 286 instruments for, 286 norms, 295–296 patterned behaviors, 287–292 subgroupings, 292–293 systems framework for, 286–287 values, 296 Groups classification of, 273–275 concepts to practice in rural areas, 514 educational, 274 evaluation, 513 growth, 274 immigrant and refugee, 251, 427–428 involuntary clients and, 274 leaders See Group leaders new developments in social work with, 513–515 online, 274 partializing group goals, 365–366 self-help, 275 single session meetings, 514 socialization, 274 social worker’s goals in, 273 social work groups for empowerment, 514 support, 274 task See Task groups technological tools aiding work with, 514–515 telephone, 274 therapy, 274 transference reactions, 551–552 treatment See Treatment groups types of, 274 working group, 282 Group sessions helping clients to focus or refocus in, 149–150 manifestations of opposition to change in, 560–561 646 Subject Index Group sessions (continued) summarizing responses See Summarizing responses Group work, 273 Group work engagement measure (GEM), 286 Group work services, 26 Growth groups, 274 Guided practice, 374 Guidelines for treatment groups attendance, 285 care of the room/cleanup, 285 decision making, 283–284 eating, drinking and smoking, 285 formulating, 282–283 group format, 283 help-giving/help-seeking roles, 284 individual contacts with social worker, 284–285 new members, 284 programming, 285–286 recordings of sessions, 285 touching, 286 visitors, 284 Gulf War, 233 Habitat, 15 Habitat for Humanity, 426 Hallucinations, 207 Health assessment, 201–202 Health care services acceptability of, 201 affordability of, 201 availability of, 201 Health Insurance Portability and Accountability Act (HIPAA), 62 confidentiality standards, 68 Helper attractiveness, 549 Helping process assessments, 37–38 barriers to goal accomplishment, 40 change maintenance strategies, 42 client misgivings/concerns, 34–35 communication, 35 enhancement of self-awareness, 41 enhancement of self-efficacy, 39 exploration skills, 36–37 facilitative conditions, 87–88 goal attainment, 39–41 implementation and goal attainment, 39–41 monitoring progress, 39–40 motivation techniques, 35–36 mutual formulation of goals, 38–39 overview, 33–52 Phase I, 34–39 Phase II, 39–41 Phase III, 41–42 rapport, 35–36 relational reactions, 40–41 role clarification in, 83–87 termination phase of, 41–42 use of self, 41 verbal following skills See Verbal following skills Help-seeking behavior, 358–359 Heterogeneity versus homogeneity in treatment groups, 280 HIPAA See Health Insurance Portability and Accountability Act (HIPAA) Homeless Against Homelessness (HAH), 420, 430 Homelessness, 420 Homeostasis, family, 238–239 family rules maintaining, 239–240 Homogeneity versus heterogeneity in treatment groups, 280 Host setting, 172 Human behavior, social environment and, 12 Human nature, assertion based on presumed laws of, 190 Human needs and resources, 5–6 Human problems See Intrapersonal systems Human rights, 11 Humor inappropriately, using, 160–161 IFSW See International Federation of Social Workers (IFSW) Illicit drugs, use and abuse of, 200, 202, 203–205 indications of commonly used drugs, 205 Image, 281 Immigrant and refugee status, 251 Immigrants and refugees family transitions and, 233–234 status in assessment of family context, 251 support systems for, 427–428 Immigration and Customs Enforcement, 320 Immigration and Naturalization Service (INS), 320 Immigration laws, 233 Inability to disconfirm, 392 Inactive social workers, 166 Inappropriate affect, 211–212 Incentives for adult clients, 369 for children, 369–370 Inclusion as leader intervention technique, 503 Individual casework or counseling, 26 Inductive questioning, 528 Influence, 430 Informal networks, 425–426 Information, eliciting essential, 48 Informative events, 339 Informed consent, 300–301 communicating about, 87 example of, 299–300 NASW Code of Ethics, 65 Integrative Cognitive Approach, 356 Initial contacts with families begin helping members relate to each other positively, 466 clarification of choices about participation in helping process, 463 clarification of roles and nature of helping process, 463 confianza, 462 couples, 457 critical objectives of, 457–458 define problem as family problem, 464–465 delabeling strategy, 464 drawing attention to repetitive communications, 465–466 dynamics of minority status and culture, 462–467 eliciting family’s perception of problems, 463 emphasize individual and family strengths, 465 ending session, 467 establish individual and family goals based on wants and needs, 466 establish personal relationships, 460–461 exploring reservations, 461–462 gauge interest in returning for future sessions, 466 guidelines, 457–458 identification of needs and wants of family members, 463–464 inquire about patterned behaviors and structure of family, 465–466 joining stage, 460 locations for, 458–459 managing initial contacts with couples and families, 456–459 managing initial contacts with parents, 459–460 negotiating a contract, 466 negotiating tasks to be accomplished during the week, 466–467 objectives of, 457–458, 460 orchestrating, 460–467 socializing technique, 460 social stage, 460 strengths-oriented statements, 465 summarizing session, 467 Initial interview establishing rapport, 44–47 exploration process See Exploration process with families See Initial contacts with families open-ended responses, 135 selecting topics for exploration, 143–144 Inordinate apprehension, 211 Institutional environments empowerment, 448 promoting dignity and worth, 443 prisons, 448 Institutionalized racism and discrimination See Racism and discrimination, institutionalized Institutional programming, 448–449 Instrumental ADLs, 196 Intake forms, 528 Integrative Model by Level of Need, 237 Intellectual functioning, assessment of, 206 Interaction direct observation of, 182 dominating, 164–165 fostering safe social, 165 reciprocal, 171 Interactional behavior, eliciting details related to, 140–141 Interactive Trauma/Grief-Focused Therapy (IT/G-FT), 382 Internal family boundary maintenance, 253–254 International Association of Schools of Social Worker, 428 International Federation of Social Workers (IFSW), 4, 428 International Statistical Classification of Disease and Related Health Problems, 174–175 Interorganizational collaboration See Service coordination and interorganizational collaboration Subject Index Interpersonal theory, 384 Interpretations See also Additive empathic responses classifications of, 520 confrontations distinguished from, 526–529 deeper feelings, 521–522 of dynamics of behavior, 162–163 example of inept, 520 guidelines for employing, 525–526 hidden purposes of behavior, 523–524 propositional, 520 purpose of, 520 semantic, 520 as “supreme agent” in hierarchy of therapeutic principles, 520 underlying meanings of feelings, thoughts, and behavior, 522–523 unrealized strengths and potentialities, 524–525 wants and goals, 523 Interpreters, use of, 46–47, 177 Interrole conflict, 265 Interrupting client, 164 Interventions, 343 approach, 360 cognitive restructuring See Cognitive restructuring crisis intervention (CI) See Crisis intervention (CI) deciding on and carrying out, 18–21 family See Family interventions group See Group interventions guidelines influencing selection, 20–21 macro-level, 412 matching interventions to goal attainment strategies See Matching interventions on-the-spot See On-the-spot interventions planning, 452 solution-focused treatment See Solutionfocused treatment Interviewing process, 42–51 adults, 195–196 children, 195–196 conditions for productive interviews, 43 ending, 50 establishing rapport, 44–47 exploration process See Exploration process focusing in depth, 48–49 information obtained from, 181 initial contacts with families See Initial contacts with families initial interview See Initial interview motivational interviewing, 526–527 physical conditions, 43 for potential of drug use and abuse, 206 preliminary interview for treatment group, 278–279 privacy, 43 role induction interview, 83 structure of interviews, 43–44 treatment group preliminary interview, 278–279 warm-up period, 44–45 Intimacy See Group development, stages of Intrapersonal systems alcohol use and abuse, 200, 202–203 assessment of, 199–200 behavioral functioning, 215–217 biophysical functioning See Biophysical functioning cognitive/perceptual functioning See Cognitive/perceptual functioning drug use and abuse See Drug use and abuse elements of, 199–200 emotional functioning See Emotional functioning environmental systems See Environmental systems interaction with interpersonal and environmental systems, 199 motivation, 217 Intrarole tensions, 265 Introspection, 556 Involuntary clients, 33–34 establishing trust with, 550–551 goals for, 311, 325–326, 329 group work and, 274 mandated case plans, 317–318 minors, 323 negotiating goals with, 325–326 Involuntary status, 309 IT/G-FT See Interactive Trauma/Grief-Focused Therapy Jaffee v Redmond, 70 Job feedback, 439 Johns Hopkins Depression Scale, 215 Johnson Administration, 231 Joining stage, 460 The Journal of Evidence-Based Social Work, 360 The Journal of Research on Social Work Practice, 360 Judging clients, 161 Judgment, assessment of, 207 Judgment focus, 392 Jumping to conclusions, 392 Kinship care, 425 Kitchen sink, 317 Knowledge base of social work practice, Knowledge, role in assessments, 179–181 Language barriers establishing rapport, 44 interpreters, 46–47 Laws, ethics and, 62–63 Leaders See Group leaders Leadership structure, 502 Leading questions, 164 Leakage, nonverbal communication, 155 “Leaning into” clients’ anger, 120 Learned helplessness, 217 Learning organization, 438 Legal tensions, 320 Legally mandated clients, Lengthy messages, summarizing, 151–152 Liberian Immigration Act, 320 Liberian Refugee Immigration Act, 2007, 233 Life cycle, assessment of family, 269–270, 357 Life transaction patterns, 455 Life transition stresses, 189 family role behavior and, 233, 265 Limits, setting, 120–122 647 Linear explanation of behavior, 245 Linking as leader intervention technique, 503 Locality development, 433 Logical analysis effects, 338–339 Looseness of association, 208 Loss, 380 Macro-level interventions, 412 case example, 413 opportunities for, 413 Macro-level practice, 13, 14, 24 Macro practice advocacy and social action See Advocacy and social action analyzing social problems and conditions, 415–418 case study, 413 community organization See community organization conceptual framework, 414 defined, 412 developing and supplementing resources See Resources empowerment, 414–415 empowerment and strengths, 414–415 evaluation, 453–454 improving institutional environments See Organizations, improving social welfare improving organizations See Organizations, improving social welfare intervention strategies, 414–418 linkage between micro practice and, 412–413 professional titles associated with, 413 Social work’s commitment to, 407 utilizing and enhancing support systems See Support systems, utilizing and enhancing Maintenance, 217, 527 Major depressive disorder, 212–213 Maltreatment, 195–196 Managing opposition to change, 558–559, 561–562 Mandated goals, 311, 325, 329 getting rid of, 313 involuntary clients and, 317–318 Manifestations of opposition to change examples of, 560 in family and group sessions, 560–561 Marital therapy, 26 Mary Richmond, 227 MAST See Michigan Alcohol Screening Test Mastery, 374 Matching interventions to developmental phases, 356–357 factors considered in, 356–357 to problems, 356 to racial and ethnocultural groups, 358–360 to stressful transitions, 357–358 Maturational/developmental crisis, 384 MCMI See Million Multiaxial Clinical Inventory-III Meaning attributions, 190 Meaning of vague or unfamiliar terms, clarifying, 138 Measurement and evaluation challenges in, 331–332 computerized information systems, 332–333 contracts stipulation method for, 345 evaluation defined, 331 648 Subject Index Measurement and evaluation (continued) evaluation methods, 332 function of evaluation, 332 goal and task form, 333, 334 goal attainment, 378 limitations of standardized instruments for, 333 macro practice, 453–454 maximizing reliability and validity of measurements, 336 measurement defined, 331 methods of evaluation, 332 qualitative measurements See Qualitative measurements quantitative measurements See Quantitative measurements record-keeping, 332 resources for, 332–333 standardized instruments for, 332–333 strengths of standardized instruments for, 333 tools for, 333 Mediators, 28, 422 Medicaid, 231–232 Medications, assessing, 200, 202 Mental and addictive disorders, dual diagnosis of, 200, 205–206 Mental retardation, 210 Mental status exams, 210 Metacommunication, 477–478 Mezzo-level practice, 13, 14 Michigan Alcohol Screening Test (MAST), 183 Micro-level practice, 13, 14, 23 Micro practice case example, 412 linkage between macro practice and, 412–413 Mild distortions, 207 Military families, 233 Million Multiaxial Clinical Inventory-III (MCMI-III), 183 Mind reading, 392 Mini-contract, negotiating, 546 Minimal prompts, 130 Minimum wage, 231 Minnesota Multiphasic Personality Inventory (MMPI-II), 183 Minority group See also Racial and ethnocultural groups discovery procedure, 359 microaggresion, 359–360 Minority group clients, cognitive restructuring with, 402 Minors See Children assent, 362 applying goal development guidelines with, 321–325 cognitive restructuring, 394 crisis, 381–383 ethics of practice, 72 informed consent, 362 Intervention strategies with, 357 involuntary and voluntary, 323 rewards and incentives, 369 self-determination and, 361–362 Miracle questions, 180, 405–406 Misconceptions assessment of, 209 irrational fears and, 372 Misconceptions and distorted perceptions, intervening with families, 485–486, myths and unrealistic expectations, 485–486 process, 486 Missing class, 232 MMPI See Minnesota Multiphasic Personality Inventory Mobilizing community resources, 422–424 Modeling, increasing self-efficacy through, 373–374 Models and Techniques of Practice, 363 Models of practice, 363–364 task-centered system See Task-centered system Moderate distortions, 207 Monitoring Progress, 39, 332, 337 Morphogenesis, 242 Morphostasis, 242 “Mother’s night out” program, 425 Motivation aspects of, 217 assessing, 200, 217 direction of, 217 enhance client’s commitment to carry out task, 368–370 for hiding behaviors, 523–524 strength of, 217 techniques, 35–36 Motivational congruence defined, 46 goals for involuntary clients including, 311 Motivational interviewing, 526–527 MPSI See Multi-Problem Screening Inventory (MPSI) MSW programs, 23 Multiaxial system, 175 Multidimensional assessments, 36–38 Multifinality, 18 Multi-Problem Screening Inventory (MPSI), 183 Multisystems, 237 Multisystems Approach, 237 Mutual formulation of goals, 38–39 Mystification of communications, 267 Myths and cognitive patterns, family, 263–264 NAMI See National Alliance for the Mentally Ill (NAMI) Narrative, interpretative reality and social construction approaches to family systems, 456 Narrative progress review, 345 NASW See National Association of Social Workers (NASW) National Alliance for the Mentally Ill (NAMI), 426 National Association of Social Workers (NASW) chapters and regulatory boards, 547 Code of Ethics See Code of Ethics, NASW creation of, 23 Pace Committee, 430 social work mission statement, 4–5 Standards for Cultural Competence in Social Work Practice, 411 National Association of Scholars, 10 National Doula Society, 426 National Welfare Rights Organization, 428 Natural helping networks, 435 Natural support systems, 194 Needs assessment, 419 demand, 419 mapping, 419 normative, 419 Negative cognitive sets, 208 Negative filtering, 392 Negative goal statements, 319 Network therapy, 194 Niche, 15 Nickled and Dimed (Ehrenreich), 234 Nixon Administration, 231 Nominal group technique, 515 Nonlinear applications of systems theory, 18 Nonpossessive warmth, 88 Nonverbal communication barriers, eliminating assessing physical attending behaviors, 169 cultural nuances to nonverbal cues, 156 examples of nonverbal behaviors, 156–157 leakage, 155 physical attending, 155–156, 168 taking inventory of nonverbal patterns of responding, 157–158 Nonverbal communications direct observation of, 181 eliminating barriers See Nonverbal communication barriers, eliminating responding to clients’ nonverbal, 103 Nonverbal cues, cultural nuances to, 156 Nonverbal minimal prompts, 130 Nonverbal patterns of responding, taking inventory of, 157–158 Nonvoluntary clients, Non-western perspective, 362 Normative structure, 500–501 Norming stage, 494 Norms, 240 assessment of group, 295–296 examples of group, 296, 500–501, 508–510 OARS See Older Americans Resources and Services Questionnaire (OARS) Objectives, 314 Oklahoma City bombing, 380 Older adult assessing, 194–196 depression and suicidal risk with, 215 Older Americans Resources and Services Questionnaire (OARS), 184, 217 Ongoing general tasks, 315 Ongoing goals, 371, 375 Online groups, 274 On-the-spot interventions, 474, 480–482 guidelines for making, 480–482 Open-ended responses blending empathic, concrete and, 146–148 discriminant use of, 133–135 examples of, 132–133 exercises in identifying, 133 exploring topics in depth using, 145 information elicited by, 134–135 Open-ended treatment groups, 281 Subject Index Opposition to change confronting patterns of opposition, 563–564 exploring sources of, 561–562 managing, 558–559, 561–562 manifestations of, 560–561 preventing, 559–560 sources of, 559 transference resistance, 560 Oppression, 11 Organizational analysts, 29 Organizational change, 437–438 change strategies, 438 effects of proposals, 440–441 learning organization, 438 organizational learning, 438 risks, benefits and opposition, 440–441 staff as agents of, 440 Organizational competence, 446 Organizational culture, 437 Organizational environments affect on clients, 440 autonomy, 439 characteristics of healthy, 439 dynamics within, 439 job feedback, 439 skill variety, 439 staff, 439–440 task identity, 439 task significance, 439 Organizational learning, 438–439 Organizational relationships collaboration, 451 collaboration defined, 451 coordination, 450 cooperation, 450 phases of collaboration, 451–452 Organizations, improving social welfare change strategies See Organizational change empowerment, 448 examining policies and practices, 441–447 institutionalized racism and discrimination See Racism and discrimination, institutionalized institutional programming, 448–449 organizational change See Organizational change organizational culture defined, 437 organizational environments See Organizational environments policies and practices, 441–447 privacy issues, 443–444 promoting dignity and worth, 443–444 resources and tools, 446–447 safety concerns, 444 Organizations as support systems, 426–427 Outlines, interviewing, 49, 144 Overgeneralizations, 392 Overt behaviors, measuring, 334–335 Overt goals, 309 Over-the-counter medications, 202 Pace Committee, National Association of Social Workers, 430 Paraphrasing, 47 examples, 131 exercises in, 131–132 Parent-child conflict, 321 Parents managing initial contacts with, 459–460 positive feedback to children, 476 Parents, Family, and Friends of Lesbians and Gays (PFLAG), 426 Parroting, 166 Partializing goals, 314, 364–365 Partializing group goals, 365–366 Participants See also Clients roles of, 83–87, 343 Participatory Action Research, 419–420 Paternalism, 61, 63 Pathological or inept social workers, 546–547 Patterned behaviors assessment of groups’, 291–292 assessment of individuals’, 287–290 inquiries about patterned behaviors and structure of family, 465–466 Patterned cognitions, assessment of individuals’, 290–291 case example, 291 Pause time, 467 Perceived role behavior, 264 Perceptions assessing, 214 checking out, 137–138 Performing stage, 495 Personal experience in making assessment, use of, 181 Personalization of statements, assisting clients in, 138–139 Personalizing, 392 Personal responsibility, 230 Personal Responsibility and Work Opportunity Act of 2006 (PRWOR), 416, 429 Personal self-disclosing, 107, 108 Personal Work Opportunity and Reconciliation Act of 2006, 429 Personal values, conflicts between professional and, 53 Persuading clients, 162 Pew Partnership for Civic Change, 422 PFLAG See Parents, Family, and Friends of Lesbians and Gays (PFLAG) Physical attending, 155–156 assessing behaviors, 169 Physical characteristics and presentation, assessment of, 200–201 Physical environment, assessment of, 218–219 Physical examinations, 196 Planner, 30 Policies and legislative initiatives, 429–430 Policy and procedure developer, 30–31 Positive cognitive sets, cultivating, 474–475 Positive connotation, 562 Positive constructive thinking and action, 387 Positive feedback cultivating positive cognitive sets, 474–475 educating clients about vital role of, 473–474 employing tasks to enhance cognitive sets, 475 enabling clients to give and receive, 475–477 enabling family members to increase, 475–477 engaging clients in assessing how they give and receive, 473 649 reviewing progress and accrediting incremental growth, 475 sensitizing positive cognitive sets, 475 Positive feedback as form of authentic responding, 116–118 Positive goal statements, 319 Post-intervention eco-map, 341 Post-traumatic stress disorder (PTSD), 380 Poverty, 417 asset development, 231 diligent and working poor, 232 as family stressor, 231–232 impact on children, 232–33 missing class, 232 reason for, 232 Temporary Assistance for Needy Families (TANF) See Temporary Assistance for Needy Families (TANF) Power of attorney, durable, 64 Power structure, family aspects of, 256 assessment of, 258–259 distribution and balance of power, 257–258 elements of, 257 multicultural perspectives, 258 Power structure, group, 294–295 Practice, evidence-based, 19 Practice models, 363–364 Preaffiliation See Group development, stages of Precipitating events, 191 Precontemplation, 35, 217, 527 Prediction task, 406 Pregnancy, alcohol abuse and, 203 Pre-intervention eco-map, 340 Preliminary interview, treatment group, 278–279 Preparation, 527 Prescribed role behavior, 264 Prescription medications, 202 Presenting problems importance of, 186–187 typical wants involved in, 188–189 Preventing opposition to change, 559–560 Prevention, Primary Care Evaluation of Mental Health Disorders (PRIME-MD), 183 PRIME-MD See Primary Care Evaluation of Mental Health Disorders (PRIME-MD) Privileged communications confidentiality and, 70–71 Problematic and functional group behaviors, 293 Problematic behaviors frequency of, 191 sites of, 190–191 temporal context of, 190–191 Problematic cognitions, 292 Problematic group behavior, 293 Problem identification in assessment, 186–187 Problem solving approaches as intervention strategies, 409 compatible with values and ethics of social work, 360 effectiveness of, 360 empowerment, 409 systematic generalist-eclectic practice, 355 650 Subject Index Problem solving approaches (continued) strengths in, 409 trends in, 409 Problems See also Assessment(s) assessment of strengths and, 172–173 causes of, 199 clients emotional reactions to, 192 duration of, 191 human See Human problems interaction of multiple systems in, 199 matching interventions to, 356 meanings ascribed to, 189–190 multiple systems affecting, 199 presenting, 186–187, 188–189 severity of, 189 summarizing responses to highlight key aspects of, 150–151 Process model, 19 Process as leader intervention technique, 503 Process levels of family interactions, 242–246 Professional boundaries, preservation of, 66–67 Professional values, conflicts between personal and, 53 Program developer, 30 Program objectives, goals and, 305–306 Project Homeless Connect, 422–423 Propositional interpretations, 520 PRWOR See Personal Responsibility and Work Opportunity Reconciliation Act of 2006 (PRWOR) Pseudoscientific explanations, 190 Psychiatric emergency, 384 Psychoanalytic theory, 384 Psychological contact with clients, maintaining, 129–130 Psychological labeling, 190 Psychological scales, 336 Psychopathological crisis, 384 Psychotherapy, 25, 26 PTSD See Post-traumatic stress disorder (PTSD) Public policy, 447 Purchase-of-service agreement (POS), 346 “Putting Families First”, 235 Qualitative measurements advantages of, 338 assessment tools, 338 critical incidences, 339 criticisms of, 338 data collection process, 338 informative events, 339 logical analysis effects, 338–339 methods, 338–339 monitoring progress with, 339–340 Quantitative measurements baseline measures, 333–334 covert behaviors, 335 frequency counts, 334 guidelines for obtaining baseline measures, 336 maximizing reliability and validity of measurements, 336 monitoring progress with, 337 overt behaviors, 334–335 psychological scales, 336 receptivity of clients to, 337–338 retrospective estimates of baseline behaviors, 335 self-administered scales, 336–337 self-anchored scale, 335–336 self-monitoring, 334–335 Questions to answer in assessment, 184–185 coping, 405 embedded, 132–133 exception, 405, 406 feeling, 462 leading, 164 miracle, 405–406 scaling, 405 stacking, 163–164 Quid pro quo, 310 contract, 483 Racial and ethnocultural groups, matching interventions to, 358–360 Racism and discrimination, institutionalized, 444–445 cultural competence, 445 organizational competence, 445–446 public policy, 447 Rapport, establishing, 35–36, 44–47 with parents, 459 Rational-emotive therapy (RET), 390 Reactance theory, 158, 368, 559 Reactions countertransference See Countertransference reactions realistic social worker, 557 transference See Transference reactions Reactive effects, 334 Reality testing, assessment of, 207 Reason and Emotion in Psychotherapy (Ellis), 390 Reasons for Low Task Performance, 376, 378–379 Reassuring clients, 159 Receptivity, 268 Reciprocal changes, negotiating agreements for, 483–485 Reciprocal empathic responding, 97–98, 99–106 construction of, 100–101 leads for, 101–102 Reciprocal goals, 310 Reciprocal interaction, 171 Record-keeping confidentiality and, 71–72 evaluations and, 332 Redefining problems as growth opportunities, 562 Referrals, 4, 16, 33, 194 making, 39 as resource, 320 Re-formed model of groups, 281 Reframing, 563 Refugees and immigrants status in assessment of family context, 251 support systems for, 427–428 Regret orientation, 392 Relabeling, 562–563 Relapse, 527 Relating assertively to clients, 118–122 Relational dynamics, 539–541 Relational empathy, 548–549 Relational immediacy, 140 Relational reactions to helping process, 40–41, 539–558 assessing potential barriers and intervening, 545–546 barriers to change and, 539 characteristics of helping relationships, 540 eliciting feelings and thoughts of clients, 546 pathological or inept social workers, 546–547 social workers perception of helping relationship, 540 under- and over-involvement of social workers with clients, 541–544 Relationship rewards, 369–370 Relationships asymmetrical, 483 complementary, 483 symmetrical, 483 Religion, assessment of, 221–222 Remediation, Repetitive communications, drawing attention to, 465–466 Replacement model of groups, 281 Request for Proposals (RFP), 305 Requests of clients, making, 118–119 Research, 11–12 Researcher/research consumer, 30 Resistance avoiding blaming clients for, 559 defined, 558 factors in understanding dynamic of, 558–559 transference, 560 Resources case example, 421–422 cautions and advice, 428 developing and supplementing, 418–424 developing resources with diverse groups, 424 four step process, 422 immigrant and refugee groups, 427 mobilizing community, 422–424 obtaining, questions to guide, 419 referrals, 320 supplementing existing, 420–422 value and distribution of, 415–416 Respect, 88 Responding authentically cues for, 112–116 guidelines for, 109–112 initiated by social workers, 114–116 paradigm for, 108–109 positive feedback as form of, 116–118 stimulated by client messages, 112–114 Restoration, RET See Rational-emotive therapy (RET) Retardation, mental, 210 Rewards and incentives for adult clients, 369 for children, 369–370 Robert’s Rules of Order, 515 Role changes, 189 Role clarification, 83–87 Role induction interview, 83 Role-play, increasing self-efficacy through, 373 Subject Index Roles assessment of family, 264–265 assessment of group, 501–502 counterproductive, 501–502 transition, 264 Romantic and sexual feelings toward clients, 557–558 ROPES (Resources, options, possibilities, exceptions and solutions), 237 Rules, family cautions about assessing, 240–241 culturally based, 239 flexibility of, 241–242 functional and dysfunctional, 240–241 maintaining homeostasis through, 239–240 violations of, 241 Rural areas, group work concepts in, 514 Sarcasm or humor inappropriately, using, 160–161 Saving a Generation, 425 Scaling motivation, 180 problems, 180 questions, 405 SCHIP See State Children’s Insurance Program Schizophrenia, 210 School-based group example, 322–325 Search Institute, 234 Secondary setting, 172 Secondary supervision conditions, 318 Section Housing Choice program, 421 Self, use of, 41 Self-administered scales, 336–337 Self-anchored scale, 335–336 Self-awareness additive empathy See Additive empathy confrontation See Confrontations in creating assessments, 184 cultural, 177 defined, 519 enhancement of, 41 interpretation See Interpretations significance of, 519 Self-concept, assessment of, 209 Self-confrontation, 519, 520 encouraging, 530 Self-determination, defined, 61 fostering, 63–65 as key principle of NASW Code of Ethics, 63–65 minors and, 361–362 non-western perspective, 362 Self-disclosure defined, 106 timing and intensity of, 108 types of, 107–108 Self-efficacy, enhancement of, 39, 371 increasing self-efficacy through behavioral rehearsal, modeling, and role-play, 373–374 Self-help groups, 275 Self-involving statements, 107–108 Self-monitoring, 334–335, 399–400 Self-monitoring, client, 182 Self-statements, 396–402 Semantic interpretations, 520 See also Additive empathic responses Senate Armed Services Committee, 428 Sensitivity to differences, 540 Separation, 492, 496, 499 as family stressor, 233 September 11 terrorist attacks, 380, 412 Service agreements See Contracts Service coordination and interorganizational collaboration, 449–453 case example of collaboration, 452–453 case management See Case management interdisciplinary teams, 450 multidisciplinary teams, 450 service fragmentation and duplication, 449 types of, 450 wraparound services, 451 Service fragmentation and duplication, 449 Setting limits, 120–122 Settings, assessment, 172 Sexual abuse, 49 Sexual attraction toward clients, 557–558 Shared goals, 310 Single session meetings with groups, 514 Situational context, assessment of, 37 Situational supports, 388 Skills, learning, 168, 170 Skill variety, 439 SOAP notes, 225 Social action, 430–431 See also Advocacy and social action Social and economic justice, 6, 10 Social Cognition, 263 Social Diagnosis (Richmond), 227 Social empathy, 232 Social environment, Social justice, 11 Social Learning Theory, 390 Social Work Day at the Capital, 430 Socialization groups, 274 Socializing technique, 460 Social Network Grid, 221 Social skills, deficiencies in, 372 Social stage, 460 Social Support Network Map, 236, 237, 253 Social support systems (SSSs), 220–221 benefits from involvement with, 220 eco-map, 220 instruments for assessing, 221 negative aspects of, 221 positive aspects of, 221 Social work case example, 3–4, 24 Code of Ethics See Code of Ethics, NASW core competencies, 10–14, 23 core elements, mission of, 4–5 purposes of, 5–6 values See Values Social workers authority of, 468–469 case example, 3–4 clinical, 25 competence of, 15–18 countertransference reactions See Countertransference reactions 651 critical thinking, applying, 10 direct practitioners See Direct practitioners diversity and cultural awareness, 10–11 eliciting feelings and thoughts of clients, 546 general tasks for, 366 generalist practitioner, 13 group goals, 273 groups served, inactive, 165–166 interventions, 18–21 learning new skills, 168, 170 managing opposition to change See Opposition to change negative attitude toward client, 541, 543–544 negative reactions to, 377 obtaining resources, pathological or inept, 546–547 positive attitude toward client, 541, 544 professional conduct, 10 realistic reactions toward offensive clients, 557 relational reactions to helping process See Relational reactions to helping process researcher/research consumer, 30 research and practice, 11–12 roles of, 26–31 sexual attraction toward clients, 557–558 skills in setting and reaching client goals, 318 specificity of expression by, 141–142 system linkage roles, 27–29 system maintenance and enhancement roles, 29–30 transference reactions See Transference reactions under- and over-involvement of, 541–544 values and goal tensions, 319–320 Social Work (journal), 23 Social work practice, 23 advanced generalist, 24 core competencies, 10–14 evolving theory and competence, 15–18 with families, 227–228 generalist, 23–24 integration of practice models, 15–18 methods, 13–14 models of, 15–18 specialist, 24 Societal factors in assessment, 193–194 Sociograms, 294 Solution-focused approach, 38, 472, 514 Solution-focused assessment questions, 191–192 Solution-focused therapy approach to family systems, 455–456 Solution-focused treatment application with diverse groups, 404 characteristics of, 403 complainants, 406 coping questions, 405 customers, 406 development of well-formed goals, 404 empirical evidence and uses, 403–404 exception questions, 405, 406 formula task, 406 interview questions, 404–405 miracle questions, 405–406 prediction task, 406 procedures and techniques, 404–406 652 Subject Index Solution-focused treatment (continued) scaling questions, 405 strengths and limitations, 406–408 tasks, 406 tenets of, 403 theoretical framework, 403 uses of, 403–404 utilization with minors, 404 visitors, 406 Specific feelings, eliciting, 139–140 Specificity of responses See Concrete responses Specific tasks, 314 behavioral, 367 cognitive, 367 developing, 366–367 Spirituality, assessment of, 221–222 SSI See Supplemental Security Income (SSI) SSSs See Social support systems (SSSs) Stacking questions, 163–164 Staff as agents of change, 440 behavior and attitudes, 443 core job characteristics, 439 issues affecting, 439 Stages of change model, 527 Standards for Cultural Competence in Social Work Practice, NASW, 411 “Starting where the client is”, 103, 306, 321 State Children’s Insurance Program (SCHIP), 231 Stimulus-response congruence, 129 Storming stage, 493 Strategic frame analysis, 433 Strategies for developing with involuntary clients agreeable mandate, 312 getting rid of the mandate, 313 let’s make a deal, 312 motivational interviewing, 312, 313 motivational congruence, 311 questions for achieving, 312 stages of change, 311 Strengths-oriented statements, 465 Stressful transitions, matching interventions to, 357–358 Stressors, family See Family stressors Structural mapping, 486, 488 Structural therapy approach to family systems, 456 Subgroupings, 292–293 Subgroup structure, 502 Substance abuse, 49 See also Drug use and abuse Subsystems and coalitions, family, 254 Successive approximation, 476 Suicidal risk Beck Scale for Suicidal Ideation, 183 of children and adolescents, 214–215 factors, 213–214 of older adults, 215 Summarizing responses employing additive empathy, 151 facets of, 150 highlighting key aspects of problems, 150–151 lengthy messages, 151–152 to provide focus and continuity, 152 reviewing focal points of session, 152 Supervisor of record, 318 Supervisors, 30 confidentiality and, 68–69 Supplemental Security Income (SSI), 429 Support groups, 274 Support systems, utilizing and enhancing case example, 426, 427 cautions and advice, 428 community support systems and networks, 424–428 immigrant and refugee groups, 427–428 importance of, 424–425 organizations as support systems, 426–427 Surface and underlying feelings, 94–95 Symmetrical relationships, 483 Symmetrical roles, 264 Sympathizing with clients, 159 System development, 30 System linkage roles, 27–29 System maintenance and enhancement, 29–30 Systematic Generalist-Eclectic Practice, 355 Systems, intrapersonal See Intrapersonal systems Systems framework for assessing case example, 236 family functioning, 235 micro, mezzo, macro, 236 problems, 236, 238 Systems framework for assessment of group processes, 286–287 Systems framework for families application of, 238 assessing problems using, 246–247 assessment of family functioning, 235–237 case example, 238 homeostasis, 238–239 morphogenesis, 242 morphostasis, 242 subsystems, 237 Systems models, 15–18 Systems theories, 18, 383 limitations of, 18 TAF See Triage Assessment System (TAF) TANF See Temporary Assistance for Needy Families (TANF) Target concern, linkage between goals and, 303–304 Target system, 16 Task-centered system adaptations of, 363–364 advantages of, 363 application to diverse groups, 364 brainstorming task alternatives, 367–368 central themes of, 363 crisis intervention (CI) See Crisis intervention (CI) developing general tasks, 364–365 empirical evidence, 363–364 general tasks See General tasks, goals and maintaining focus and continuity, 375, 378–379 monitoring and evaluating progress, 378–379 partializing goals, 365–366 procedures, 364 Social worker tasks, 366 specific tasks See Specific tasks Strengths and limitation, 378 task alternatives, 367–368 task-implementation sequence (TIS) See Task-implementation sequence (TIS) tenets of, 363 theoretical framework, 363 with minors, 367–368 Task groups beginning, 298 composition of, 297, 515 effective, 515 enhancing awareness of stages of development, 516 examples of, 273 formation of, 297–298 general, 366 getting members involved, 515 goal setting, 298 membership, 297, 515 planning for, 297–298 problem identification in, 515 roles, 298 rules, 298 treatment groups distinguished from, 274, 515 types of, 275 Task identity, 439 Task-implementation sequence (TIS) addressing barriers and obstacles, 372 adherence to, 476 analyze and resolve obstacles, 371–372 assessing clients’ readiness to begin tasks, 372 conditions for tasks, 371 enhance client’s commitment to carry out task, 368–370 enhancement of self-efficacy, 371 guided practice, 374 identification of potential barriers and obstacles, 371–372 increasing self-efficacy through behavioral rehearsal, modeling, and role-play, 373–374 planning details of carrying out tasks, 370–371 rationale for implementing, 368 rehearsing or practicing behaviors involved in tasks, 372–374 rewards and incentives for adult clients, 369 rewards and incentives for children, 369–370 social worker’s role in task planning, 370 summarizing task plan, 375 Task plan, summarizing, 375 Task Planning address potential barriers and obstacles, 372 analyze and resolve obstacles, 368, 371 behavioral rehearsal, 373–374 conditions for, 370 coping efforts, 374 details of, 370, 375 emotional arousal, 373 enhance client commitment, 373, 375 guided practice, 373–374 increasing self-efficacy, 373 identify potential barriers and obstacles, 371 mastery, 371–374 modeling, 374 Subject Index performance condition, 373 role-play, 374 social worker, role in, 370 summarize plan, 375 verbal persuasion, 373 vicarious experience, 373 Tasks alternatives, 367–368 behavioral, 367 brainstorming alternatives, 367 conditions for, 370 cognitive, 367 enhance client commitment, 328 failure to complete See failure to complete tasks formula, 406 general, 364–365 inadequate preparation, 376–377 lack of commitment, 376–377 lack of support, 377 maintaining focus and continuity, 375 monitoring and evaluating progress, 378–379 occurrence of crisis, 376 performance related to, 376 plan details, 527 prediction, 406 specific, 366–367 unspecified, 376 vaguely specified, 377 Task significance, 439 Teachable moments, 474 Team member, 29 Telephone groups, 274 Temporary Assistance for Needy Families (TANF), 232, 275 Tenacity, 432 Termination phase of helping process, 41–42 Testing instruments for assessment(s), 181, 183 “the back door,” sample contract, 346 Thematic behaviors, 287 Therapeutic binds, 563–564 Therapy groups, 274, There Are No Children Here (Kotlowitz), 418 Thinking, 391 Threatening clients, 163 Threats, 380 Time-limited contracts, 344 TIS See Task-implementation sequence (TIS) Traditional family, 227–228 Transactions, 217 stressful, 357–358 Transference reactions case example, 551–552 countertransference reactions See Countertransference reactions defined, 551 examples of, 552–553 frequency of, 552 with groups, 551–552 guidelines for managing, 554 identifying, 552–553 managing, 553–555 multiple, 551 symptomatic behaviors of, 552–553 Transference resistance, 560 Transition in group development stages See Group development, stages of Traumatic stress, 384 Treatment groups agency perspectives of purpose of, 276 alliances, 292–294 assessment of group processes See Group processes, assessment of client’s perspectives of purpose of, 276–277 closed, 281 cohesion, 296–297 co-leadership, 277–278 composition of, 280–281 counterproductive behaviors, 292 diversity in, 281 duration of meetings, 282 educational groups, 274 examples of, 273 format, 283 formation of, 275–286 formulating guidelines for See Guidelines for treatment groups frequency of meetings, 282 functional group behavior, 293 goals of, 276, 278 group goals, 278 group processes See Group processes, assessment of growth groups, 274 guidelines for See Guidelines for treatment groups homogeneity versus heterogeneity, 280 individual goals, 278 leaders See Group leaders leadership, 277–278 location of, 281–282 norms, 295–296 open, 281 overarching goals of, 276 preliminary interview, 278–279 problematic group behavior, 293 purpose of, 275–277 size, 281–282 socialization groups, 274 social worker’s perspectives of purpose of, 276 subgroupings, 292–293 support groups, 274 task groups distinguished from, 274–275, 515 therapy groups, 274 transference reactions, 551–552 types of, 274 values, 296 Triage Assessment System (TAF), 380 Trust, establishing, 548, 550–551 Tuning in, 474 UFW See United Farm Workers (UFW) Ultimate goal, 315 Unchangeable factors, 190 Unconditional caring, 540 Under-and over-involvement of social workers with clients, 541–544 Undergraduate (BSW) programs, 23 Underlying feelings, 94–95 Undifferentiated ego mass, 249 653 Unfair comparisons, 393 Unfaithful Angels (Specht and Courtney), 428 United Farm Workers, 428 United Farm Workers (UFW), 428 United Way, 305 Universal Declaration of Human Rights, 411 Unrealized strengths and potentialities, 524–525 U.S Department of Homeland Security, 233 Values, 6–10 assessment of, 208–209 assessment of group, 296 cardinal, 53–60 conflicts between professional and personal, 53 ethics and, 8–9 goal setting, 306–307 Verbal communication barriers, eliminating advising and giving of suggestions or solutions prematurely, 159–160 arguing with clients, 161–162 assessing verbal barriers, 169 clichés, 166 common verbal barriers, 158–159, 163 convincing clients about point of view, 161–162 dominating interaction, 164–165 dwelling on past, 166 fishing expeditions, 166–167 fostering safe social interaction, 165 gauging effectiveness of responses, 167–168 infrequent responses, 165–166 instructing clients, 161–162 interpretations, 162–163 interrupting, 164 judging, criticizing or placing blame, 161 leading questions, 164 lecturing clients, 161–162 overusing phrases, 166 parroting, 166 persuading clients, 162 reactance theory, 158 reassuring, sympathizing, consoling or excusing, 159 stacking questions, 163–164 threatening, warning or counterattacking, 163 using sarcasm or humor inappropriately, 160–161 Verbal contracts, 342 Verbal following skills analysis of, 152 closed-ended responses See Closed-ended responses concrete responses See Concrete responses content relevance, 129 focusing See Focusing functionality of, 130 furthering responses, 130–132 maintaining psychological contact with clients, 129–130 open-ended responses See Open-ended responses paraphrasing responses, 130–132 performance variables, 129–130 stimulus-response congruence, 129 summarizing responses See Summarizing responses Verbal minimal prompts, 130 654 Subject Index signs and symptoms associated with, 545 Violence, 49 Visitors, 406 Visual hallucinations, 207 Voluntary clients, goals for, 310–311 minors, 323 WAIS-III test See Wechsler Adult Intelligence Scale Waivers of confidentiality, 69 WALMYR Assessment Scales, 183, 336 Wants and goals, 523 Warmth, 540 Warning clients, 163 War on poverty, 429 Welfare policy, 416, 429 Welfare reform, 416 Welfare to work, 234–235, 429, 563 Wechsler Adult Intelligence Scale (WAIS-III), 183 Wechsler Intelligence Scale for Children (WISC-III), 183 What ifs, 393 Will, George, 5, 10 WISC-III test See Wechsler Intelligence Scale for Children Words and phrases, affective, 90–94 Work, and families, 234–235 Working group, 282, 500 Wraparound services, 451 Written assessments, 173, 222–225 examples of, 223–225 SOAP notes, 225 Written contracts, 342 YAVIS Client (young, articulate, verbal, intelligent and successful), 307 Zung Self-Rating Depression Scale, 183 ... CHAPTER The Challenges of Social Work The Mission of Social Work Social Work Values Values and Ethics Social Work s Code of Ethics Orienting Frameworks to Achieve Competencies... underlying social work This page intentionally left blank CHAPTER The Challenges of Social Work CHAPTER OVERVIEW • introduces the mission of social work and the purposes of social work services... reflected in the second value in the social work Code of Ethics: Social workers challenge social injustice” (NASW, 1999) This value encourages social workers to pursue social change on behalf of vulnerable