Theoretical Perspectives for Direct Social Work Practice: A Generalist-Eclectic Approach [4 ed.] 9780826165565, 0826165567

Table of contents :
Cover
Title
Copyright
Contents
Contributors
Preface
Abbreviations
Part I: Introduction
Chapter 1: An Overview of and Rationale for a Generalist-Eclectic Approach to Direct Social Work Practice
Introduction
Elements of the Generalist Perspective that are Central to Our Generalist-Eclectic Approach
Distinctive Aspects of Our Generalist-Eclectic Approach
An Overview of Eclecticism
Approaches to Eclecticism
Relationship-Based Theoretical Eclecticism: Our Approach
Summary
Key References
Chapter 2: The Problem-Solving Model: A Framework for Integrating the Science and Art of Practice
Learning Objectives
Introduction
Early Development: Perlman’s Problem-Solving Model
Current Development: The Conceptual and Empirical Expansion of the Problem-Solving Model
The Stages of Problem-Solving for Generalist Social Work Practice
Summary
Key References
Part II: Metatheories for Direct Social Work Practice
Chapter 3: Ecological Systems Theory
Learning Objectives
Introduction
The Origins of the Ecological Systems Theory
Ecological Systems Theory Explained
Applying Ecological Systems Theory to Practice
Conclusion
Summary Points
Key References
Chapter 4: Individual and Family Development Theory
Learning Objectives
Introduction
Individual Development Theory
Stages of Moral Development
Family Development Theory
Implications and Tools for Practice
Conclusion
Summary Points
Key References
Chapter 5: Couples Theory and Interventions
Learning Objectives
History of Couples Counseling in Social Work
Attachment Theory as Related to Couples
Sound Relationship House Theory
Case Study 5.1
The Imago Relationship Therapy Model
Case Study 5.2
Other Influential Couples Interventions and People
Case Study 5.3
Case Study 5.4
Compatability with Generalist-Eclectic Framework
Critique of Couples Counseling Theories
Conclusion
Summary Points
Key References
Chapter 6: Strengths-Based Practice: A Metatheory to Guide the Social Work Profession
Learning Objectives
Introduction
An Overview of Strengths-Based Practice
History of Understanding and Using Human Strengths
Central Values and Theoretical Constructs
Major Tenets of Strengths-Based Practice
From Theory to Practice: Strengths-Based Social Work in the Phases of Helping
Case Study 6.1
Critiques of Strengths-Based Practice
Conclusion
Summary Points
Key References
Part III: Theories for Direct Social Work Practice
Section A: Psychodynamic
Chapter 7: The Psychodynamic Approach
Learning Objectives
Introduction
Historical Development
Central Theoretical Constructs
Conception of Therapeutic Intervention
Case Study
Compatibility with the Generalist Approach
Critique
Conclusion
Summary Points
Key References
Section B: Cognitive Behavioral Theory
Chapter 8: Cognitive Behavioral Theory and Treatment
Learning Objectives
Introduction
Overview of Cognitive Behavioral Theory
Historical Development
Central Theoretical Constructs
Phases of Helping
Application to Couples, Families, and Groups
Case Study
Compatibility with the Generalist-Eclectic Framework
Critique of Cognitive Behavioral Therapy
Conclusion
Summary Points
Key References
Chapter 9: The Crisis Intervention Model
Learning Objectives
Overview of Crisis Intervention
Historical Development
Research and Evaluation
Theoretical Base and Central Constructs
Phases of Helping
Application to Family and Group Work
Critique of Crisis Intervention
Conclusion
Summary Points
Key References
Chapter 10: Dialectical Behavior Therapy for the Treatment of Borderline Personality Disorder
Learning Objectives
Introduction
Overview and Clinical Features of Borderline Personality Disorder
Overview of Dialectical Behavior Therapy
Case Study 10.1
Summary Points
Key References
Chapter 11: Trauma-Informed Care for Social Workers: Theory and Practice
Learning Objectives
Introduction: Defining and Understanding Trauma
What is Trauma?
Conceptualizing Presenting Problems Through the Trauma Lens
Focus on Strengths and Resilience
What is Trauma-Informed Care?
Principles of Trauma-Informed Care
Trauma-Informed Practices: What to Say, What to Do, and How to Do It
Case Study 11.1
Conclusion
Summary Points
Key References
Section C: Humanistic
Chapter 12: Client-Centered Theory
Learning Objectives
Introduction
Overview of Theory
Historical Development
Central Theoretical Constructs
Phases of Helping
Application to Family and Group Work
Compatibility with a Generalist-Eclectic Framework
Critique: The Strengths and Limitations of the Model
Case Study 12.1
Conclusion
Summary Points
Key References
Chapter 13: Emotion-Focused Therapy
Learning Objectives
Introduction
Overview of Emotion-Focused Therapy
Historical Development
Central Theoretical Constructs
Phases of Helping
Application to Family and Group Work
Compatibility with the Generalist-Eclectic Framework
Critique of Theory
Case Study 13.1
Conclusion
Summary Points
Key References
Chapter 14: Motivational Interviewing
Learning Objectives
Introduction: Overview of Motivational Interviewing
Historical Development
Central Theoretical Constructs
Components of Motivational Interviewing
Phases of Helping
Assessing Your Adherence to Motivational Interviewing
Compatibility with the General-Eclectic Approach
Case Study 14.1
Critique
Conclusion
Summary Points
Key References
Section D: Critical Theories
Chapter 15: Feminist Theories
Learning Objectives
Introduction
Overview of Feminist Theory
Historical Development: Feminist Theories and Social Work Connections
Central Theoretical Constructs in Feminist Practice
There is a Productive Tension in Feminist Social Work in Which Feminists Strive to Honor and Believe Women’s Experiences as Their Truths
Phases of Helping
Application to Family and Group Work
Compatibility with the Generalist-Eclectic Framework
Critiques of Feminist Theories
Case Study 15.1
Conclusion
Summary Points
Key References
Chapter 16: Empowerment Theory
Learning Objectives
Introduction
Overview of Empowerment Theory
Central Concepts of Empowerment Theory and Research
Phases of the Helping Process
Application to Family and Group Work
Compatibility with the Generalist-Eclectic Framework
Critique of Empowerment Theory
Case Study 16.1: Individual
Case Study 16.2: Community
Conclusion
Summary Points
Acknowledgment
Key References
Chapter 17: Anti-Oppressive Theory and Practice
Learning Objectives
Introduction
An Overview of Anti-Oppressive Theory and Practice
Central Concepts of Anti-Oppressive Theory and Practice
Description of the Phases of Helping
Application at the Meso and Macro Level
Compatibility with the Generalist-Eclectic Framework
Case Study 17.1
Critique of Anti-Oppressive Practice
Conclusion
Summary Points
Key References
Section E: Postmodern Theories and Holistic Approaches
Chapter 18: Narrative Therapy
Learning Objectives
Introduction
Overview of Narrative Therapy
Historical Development
Central Theoretical Constructs and Key Therapeutic Practices/Conversations
Application to Family and Group Work
Compatibility with the Generalist-Eclectic Framework
Critique of Narrative Theory and Practice
Case Study 18.1
Conclusion
Summary Points
Key References
Chapter 19: Collaborative-Dialogic Therapy
Learning Objectives
Introduction
An Overview of Collaborative Therapy
Historical Development
Central Philosophical Constructs
Phases of Helping
Application to Family and Group Work
Compatibility with the Generalist-Eclectic Framework
Case Study 19.1
Critiques of the Collaborative-Dialogic Approach
Conclusion
Summary Points
Acknowledgment
Key References
Chapter 20: Solution-Focused Therapy
Learning Objectives
Introduction: Overview of Solution-Focused Practice
Historical Development
Phases of Helping
Application to Family and Group Work
Compatibility with the Generalist-Eclectic Framework
Critique of Solution-Focused Practice
Case Study 20.1
Conclusion
Summary Points
Key References
Chapter 21: Mindfulness-Based Approaches
Learning Objectives
Introduction
Historical Development
Research
Theoretical Underpinnings/Components of Mindfulness
Practicing Mindfulness
Case Study 21.1
Conclusion
Summary Points
Key References
Chapter 22: Eye Movement Desensitization and Reprocessing
Learning Objectives
Introduction
Historical Development
Central Theoretical Construct: Adaptive Information Processing Theory
Phases of Eye Movement Desensitization and Reprocessing
Eye Movement Desensitization and Reprocessing Phases
Application for Special Populations
Case Studies
Critiques of Eye Movement Desensitization and Reprocessing
Conclusion
Summary Points
Key References
Part IV: Summary and Conclusion
Chapter 23: Revisiting the Generalist-Eclectic Approach
Learning Objectives
Introduction
The Usefulness of Conceptualizing Levels and Classes of Theory to Facilitate Eclecticism
The Compatibility of the Direct Practice Theories with the Generalist-Eclectic Approach
Revisiting the Importance of the Problem-Solving Model as a Framework for Integrating the Artistic and Scientific Approaches to Practice
Challenges for Generalist-Eclectic Direct Social Work Practice
Index