Transforming Social Work Field Education, Julie L. Drolet, Grant Charles
Many people have worked together to bring this book to publication, and we are grateful for their support and commitment throughout this project. This book is a publication of the Transforming the Field Education Landscape (TFEL) project. We would like to thank the contributors in the book for sharing their field research in TFEL’s Field Research Scholar program in 2020–2021 and with a broader audience in this collection.
Social Work Practice and Disability Communities: An Intersectional Anti-Oppressive Approach
Given the high prevalence of disability worldwide (World Health Organization, 2023), it is important for practitioners to be prepared to effectively and respectfully engage with disabled people and disability communities (Slayter, Kattari, Yakas, et al. 2023). We set out to develop a peer-reviewed, edited, open-access textbook that would provide social work students and practitioners, and those in other helping professions, with free, accessible information and resources to support their preparation for work with disabled people and communities using a framework informed by critical theoretical approaches and the disability justice movement’s ten principles (Sins Invalid, 2019).
For High School Students Mental Health Toolkit, Christine Allen, Mikalina Franco
The Mental Health Toolkit provides practical strategies and resources to support emotional well-being, stress management, resilience, and mental health awareness for students and communities. It promotes self-care and healthy coping skills.
Global Standards for Social Work Education and Training
The International Association of Schools of Social Work (IASSW) and the International Federation of Social Workers (IFSW) have jointly updated the Global Standards for Social Work Education and Training. The previous version of the Global Standards for Social Work Education and Training document was adopted by the two organisations in Adelaide, Australia in 2004. Between 2004 and 2019, that document served as an aspirational guide setting out the standards for excellence in social work education.
Foundations of Social Work Research
This textbook was created to provide an introduction to research methods for BSW and MSW students, with particular emphasis on research and practice relevant to students at the University of Texas at Arlington. It provides an introduction to social work students to help evaluate research for evidence-based practice and design social work research projects. It can be used with its companion, A Guidebook for Social Work Literature Reviews and Research Questions by Rebecca L. Mauldin and Matthew DeCarlo, or as a stand alone textbook.
The Educational Journeys of Children in Secure Settings
“I just wish as a kid I was more understood, and I wish the teachers didn't see me as a bad kid and saw me as someone who needed help.” – Boy, 17, living in a secure setting.
Qualifying Education and Training Standards 2021
The 2021 Social Work England standards ensure social work students gain essential knowledge, skills, ethics, and practice experience. They guide admissions, curriculum, support, and professional readiness for future social workers.
The Child Safeguarding Practice Review Panel
The Panel would like to acknowledge and thank the Vulnerability Knowledge and Practice Programme’s Data Insights Team who provided the comprehensive analysis and presentation of learning in this report. The Panel would also like to thank the safeguarding partnership representatives who provided valuable insight into the findings and assisted in shaping the reflective questions to ensure they are relevant and practical for those working directly with children and young people and those who are strategic leaders, and middle and senior managers.
Supervision in Social Work, ALFRED KADUSHIN, DANIEL HARKNESS
To the good people of Wisconsin who, for over half a century, have paid me for doing what I would choose to do even if I did not have to do it for a living—teaching, researching, and writing. Over the fifty-five years that I have practiced, taught, and engaged in social work research I have learned a lot from clients, students, and academic and practitioner colleagues. I owe them all a deep debt of gratitude for what they taught me.
Guide for Engaging & Supporting Parents Affected by Domestic Violence
The guide reflects our tremendous regard for the heartfelt investment, perseverance, and grace with which frontline staff forge meaningful connections to support families affected by domestic violence, and this is dedicated to you. We hope that this guide provides practical strategies to deepen engagement, ways to hold sensitive conversations with parents in the context of our relationships, and space to reflect on our work.
Rethinking Protection
Survivors of domestic violence (DV) and their children deserve our best efforts, our most compassionate responses, and policies and practices that promote safety and well-being. Recovery and healing from experiences of violence, essential to interrupting intergenerational transmission of trauma, require connection with people who strive to understand, show up with compassion, avoid projecting personal biases, and provide material, spiritual, and emotional support as survivors work to regain control over their lives.
Child Maltreatment Surveillance
We thank the experts and panel members who took time from their busy schedules to review and provide feedback on numerous drafts of this publication. Their valuable input helped guide us through the lengthy development process. We also thank the staff members of CDC’s National Center for Injury Prevention and Control for their contributions, especially
Child Abuse and Neglect Prevention Resource for Action
We would like to thank several individuals who contributed greatly to the development of this resource. First, we give special thanks to Dr. Linda Dahlberg for her vision, guidance, and support throughout the development of this resource. We thank Division, Center, and CDC leadership, and members of the CDC Division of Violence Prevention Child Maltreatment Workgroup for their careful review and helpful feedback on earlier iterations of this document. We thank Alida Knuth for her formatting and design expertise. We also extend our thanks and gratitude to all of the external reviewers for their helpful feedback, support and encouragement for this document.
Responding to child maltreatment: a clinical handbook for health professionals
We gratefully acknowledge the advice and review of the text by Jennifer Hegle, Nickolas Agathis, and Greta Massetti from the US Centers for Disease Control and Prevention (CDC), Harriet MacMillan, Jill McTavish and Christine Kee from McMaster University, the contribution to the sections on mental health from Chiara Servili, Aiysha Malik, and Mark van Ommeren of the WHO Department of Mental Health and Substance Abuse (MSD), the contribution to the sections on sexually transmitted infections from Teodora Wi and Olufunmilayo Lesi of the WHO Department of HIV, Hepatitis and STIs (HHS)
Global Status Report on Violence Prevention
The Global status report on violence prevention 2014 benefitted from the contributions of many World Health Organization (WHO) staff and partners from other organizations. Alexander Butchart and Christopher Mikton coordinated and wrote the report. Etienne Krug provided strategic direction. Data management and statistical analysis were conducted by Christopher Mikton and Daniel Hogan, assisted by Kacem Iaych and Charles Upton.
Mental Health Atlas
The Mental Health Atlas is a project of the World Health Organization (WHO). The overall vision and conceptualization of the project is provided by Dévora Kestel. The Mental Health Atlas 2020 is the latest in a series of publications that first appeared in 2001, with subsequent updates published in 2005, 2011, 2014 and 2017. This edition of the Mental Health Atlas is supervised and coordinated by Tarun Dua and Fahmy Hanna.
Handbook for Social Workers on Basic Bio-Psychosocial Help for Children in Need of Special Protection
This handbook is a must have for all social workers and child caregivers in the Philippines. Offhand, we can come up with at least three major reasons why. One is that it provides practical guides, based on sound theoretical foundations and firm underlying principles, on how to promote psychosocial well-being among children in need of special protection (CNSP). The guides and activities build on children’s own natural resilience and their natural network of support with their families and communities.
Collaborating Against Child Abuse
Twenty years ago, I boarded an airplane for Huntsville, Alabama. Over the course of the long journey to this fnal destination, I could not help but wonder if embarking on the trip had been a smart decision. From a European perspective, the USA had never been a role model for child welfare, and in that context, the southern states were probably regarded least desirable of all.
Practice Standards for Clinical Social Workers
NASW would like to thank the Clinical Social Work Association for the participation of Laura Groshong, LICSW, director of policy and practice, in the revision of the NASW Practice Standards for Clinical Social Workers.
Aging Well, Jean Galiana and William A.Haseltine
We thank all those who contributed their time and thought to help us understand the issues facing older adults and what can be done to ensure that all have access to high-quality affordable care and the opportunity to live productive and active lives. Claude Thau patiently described the rocky history of the long-term care insurance industry and why many still do not have long-term care insurance today.
Ageing, Diversity and Equality: Social Justice Perspectives, Sue Westwood
I wish to express my sincere gratitude to each of the contributors, who have so patiently stuck with me through what has turned out to be quite a complex process. The high standard of their authorship is something I appreciate and value, and is what has made the book something we can all be proud of. Rosie Harding and Ruth Fletcher may find it odd to be named, yet again, in my acknowledgements, but their ‘growing’ of me sticks with me, and I am constantly drawing upon all they taught me.
Human Rights in Child Protection, Asgeir Falch-Eriksen and Elisabeth Backe-Hansen
Next year will mark the thirtieth anniversary of the UN Convention on the Rights of the Child. The convention is a catalogue of rights that, among other things, is meant to safeguard children from maltreatment. Children living in nation-states claiming to abide by the convention should also be able to make a claim based on their right to protection. The child’s right to protection, specified in Art. 19 of the convention, is intended to establish child protection services that ensure that children develop and experience their childhoods in safe family environments.
Comprehensive handbook of social work and social welfare, Barbara W.White
The profession of social work spans more than 100 years. Over this period, the profession has changed in scope and depth. Despite the varied functions and methods of our profession, it has always been committed to social justice and the promotion of well-being for all. The profession has made great strides and is experiencing a resurgence of energy, commitment, and advancement as we face new global realities and challenges and embrace new and innovative technologies.
Direct Social Work Practice, Dean H. Hepworth and Ronald H. Rooney
We would like to thank the following colleagues for their help in providing useful comments and suggestions. We have been supported by members of our writers’ groups, including Mike Chovanec, Annete Gerten, Elena Izaksonas, Rachel Roiblatt, and Nancy Rodenborg. We also want to thank research assistants David DeVito and Tonya VanDeinse for their research, reviews, construction of cases, and management of the bibliography. We owe a special debt of gratitude to our video and simulation participants: Sarah Gottfried, Shannon Van Osdel, Emily Williams, Heather Parnell, Kristen Lukasiewicz, Erika Johnson, Angela Brandt, Irwin Thompson, Ali Vogel, Mrs. Janic Mays, Dorothy Flaherty, Val Velazquez, Kathy Ringham, Mary Pattridge, and Cali Carpenter.
Social Work and Empowerment, Robert Adams
This book grew partly from personal experiences of the need for self-help to contribute to the care of my own relatives and partly from my efforts to support the self-help initiatives of MIND, as the then chairperson of MIND’s advisory committee in Yorkshire and Humberside. To that chance initiation into the politics of empowerment in mental health I owe a debt to Norman Jepson and the late John Crowley. Through involvement in Mind Your Self in Leeds, my collaboration with Gael Lindenfield, who founded it, led to several books and other publications. The book also began partly with the awareness that despite the growing numbers of handbooks on selfhelp, there was a need for an accessible yet critical text, which would provide a framework for the development of more effective relationships between professionals and self-helpers.
Scientific Inquiry in Social Work, Matthew DeCarlo
How do social workers know the right thing to do? It’s an important question. Incorrect social work actions may actively harm clients and communities. Timely and effective social work interventions further social justice and promote individual change. To do make the right choices, we must have a basis of knowledge, the skills to understand it, and the commitment to growing that knowledge. The source of social work knowledge is social science and this book is about how to understand and apply it to social work practice.
Theories and methods of social work
Social work as a profession, while originating from different traditions, was closely connected with social movements at the beginning of the twentieth century, as is evident from the work of Alice Salomon, Jane Adams, Ilse Artl, Helena Radlinska and others that contributed to its first conceptualisations. Since then, social work has gone through different phases and has acquired local interpretations that, in many cases, reflect differences in the develop ment of welfare regimes.
Principles of Social Psychology
Social psychology is the scientific study of how we feel about, think about, and behave toward the people around us and how our feelings, thoughts, and behaviors are influenced by those people. As this definition suggests, the subject matter of social psychology is very broad and can be found in just about everything that we do every day.
Understanding and Using Theory in Social Work, JULIETTE OKO
Understanding and using theory in social work is written for student social workers who are beginning to develop their skills and understanding of the requirements for practice. While it is primarily aimed at students in their first year or level of study, it will be useful for subsequent years depending on how your programme is designed, what you are studying and especially as you move into practice learning. The book will also appeal to people considering a career in social work or social care but not yet studying for a social work degree. It will assist students undertaking a range of social and health care courses in further education. Nurses, occupational therapists and other health and social care professionals will be able to gain an insight into the new requirements demanded of social workers. Experienced and qualified social workers, especially those contributing to practice learning, will also be able to use this book for consultation, teaching, revision and to gain an insight into the expectations raised by the qualifying degree in social work.
Human Growth and Development An introduction for social workers
It is written so as to capture the interest which you will inevitably find in your work with people. You will become involved in their lives and development, and at times will have a significant responsibility as to the direction this takes. The subject is endlessly fascinating, as much for experienced and expert workers as for the new student. By making this human and professional interest the focus of the text, it has been possible to create a textbook for all students – suitable for readers who have already studied some psychology and sociology and for those who are tackling these academic subjects for the first time.
Applied Psychology for Social Work, EWAN INGLEBY
This book has been written for student social workers needing to study and apply psychology to their own practice. Although psychology is typically studied in the first year of the degree programme as a separate module it is a subject that links to much of the rest of the academic curriculum. It is a subject that makes an especially important contribution to understanding human growth and development. Applying psychological therapies to social work can be a way of raising standards and ensuring good practice. This objective is as relevant today as it ever has been. As Mithran Samuel (2006) observes about social work in general, social care professionals are becoming overwhelmed by paperwork at the expense of working with service-users.
Practice Standards for School Social Workers
This revision of the school social work standards could not have been completed without support from several individuals. It is with heart felt appreciation that we thank the Task Force for School Social Work Standards members and cochairs, Michael Cappiello and Gwen R. Bouie-Haynes, for their steadfast and steady leadership in the com pletion of this document. We give our deepest appreciation to Janice Harrison, executive assistant, for her unwavering technical support, and we thank Mirean Coleman, NASW director of clinical practice, for leading us along the pathway to publication.
Educational Policy and Accreditation Standards
Accreditation is a system for recognizing educational institutions and the professional programs affiliated with those institutions as having a level of performance, integrity, and quality that entitles them to the confidence of the educational community and the public they serve. The Commission on Accreditation (COA) of the Council on Social Work Education (CSWE) is recognized by the Council for Higher Education Accreditation (CHEA) to accredit baccalaureate and master’s degree programs in social work education in the United States and its territories. The COA is responsible for formulating, promulgating, and implementing the accreditation standards for baccalaureate and master’s degree programs in social work, for мensuring that the standards define competent preparation, and for confirming that accredited social work programs meet the standards. To this end, the COA administers a multistep peer review accreditation process that involves program self-studies and benchmarks, site visits, and COA reviews.
Global Standards for Social Work Education and Training
The International Association of Schools of Social Work (IASSW) and the International Federation of Social Workers (IFSW) have jointly updated the Global Standards for Social Work Education and Training. The previous version of the Global Standards for Social Work Education and Training document was adopted by the two organisations in Adelaide, Australia in 2004. Between 2004 and 2019, that document served as an aspirational guide setting out the standards for excellence in social work education. With the adoption of a new Global Definition of Social Work in July 2014, and the publication of the updated Global Social Work Statement of Ethical Principles in 2019, the Global Standards for Social Work Education and Training document should be updated to integrate the changes in these two documents and to reflect recent developments in global social work.
Strengthening Supervision for the Social Service Workforce
This document represents the work of the Global Social Service Workforce Alliance (Alliance) Supervision Interest Group (SIG). As a global network, the Alliance convenes individuals and organizations across stakeholder groups to advance knowledge on the latest trends, share innovative practices to overcome challenges, and devise tools to address gaps affecting the social service workforce. We support the work of task-focused and result-oriented groups of Alliance members to share expertise and interest in thematic topic areas. Given the increasing interest of Alliance members on the topic of supervision and the social service workforce, the Alliance мestablished the Supervision Interest Group in March 2020. This document is a result of their efforts to review existing resources and develop guidance for strengthening planning, development and support for supervision of the social service workforce. As this is a first version with plans for future additions, we hope that after reviewing and using this document, you will share with us additional ways it can become more relevant and applicable to different contexts. We would also like to hear from you on how it has impacted your work and strengthened supervision in your organization.
