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Generalist Social Work Practice
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Generalist Social Work Practice



July 2019 | 512 pages | SAGE Publications, Inc

Generalist Social Work Practice provides students with the foundational skills and knowledge needed to serve clients across micro, mezzo and macro areas of practice. Author Janice Gasker brings a focus on self-reflection as the first stage in the planned change process and writes with the perspective that we consider work at all levels of practice simultaneously rather than in isolation. In accordance with the 2015 Educational Policy and Accreditation Standards (EPAS) set forth by the Council of Social Work Education (CSWE), the planned change process is presented as dynamic and interactive, providing students with a clear understanding of how each stage of the planned change process can be utilized at any point when serving a client system. The text spotlights the distinctive characteristics of the worker—their values, attitudes, and experiences—that may influence client interaction. The text also includes case studies, collaborative learning exercises, and critical thinking questions to help students apply concepts to practice.


 
Preface
 
Acknowledgments
 
About the Author
 
PART I. CONCEPTUAL FOUNDATIONS
 
Chapter 1. Introduction to Generalist Social Work
Section 1.1: The Uniqueness of the Social Work Profession

 
Section 1.2: Generalist Social Work Practice

 
Section 1.3: Characteristics of Generalist Social Work Practice

 
Section 1.4: Historical Development of Social Work

 
Section 1.5: Social Work Competencies

 
Section 1.6: Review and Apply

 
 
Chapter 2. Multisystem Practice
Section 2.1: Theory in Social Work

 
Section 2.2: The Planned Change Process

 
Section 2.3: Phases of Social Process

 
Section 2.4: Diversity

 
Section 2.5: Review and Apply

 
 
Chapter 3. Values, Ethics, and Diversity
Section 3.1: Why a Focus on the Worker?

 
Section 3.2: How Do We Develop a Professional Use of Self?

 
Section 3.3: Aspects of Diversity

 
Section 3.4: The Code of Ethics

 
Section 3.5: What Is an Ethical Dilemma?

 
Section 3.6: Review and Apply

 
 
PART II. THE PLANNED CHANGE PROCESS
 
Chapter 4. Self-Reflection
Section 4.1: Self-Reflection

 
Section 4.2: Developing Cultural Humility

 
Section 4.3: The Method of Self-Reflection

 
Section 4.4: Developing Empathy

 
Section 4.5: Supervision

 
Section 4.6: Barriers to Supervision

 
Section 4.7: Self-Care

 
Section 4.8: Review and Apply

 
 
Chapter 5. Engagement
Section 5.1: Engagement

 
Section 5.2: The Relationship

 
Section 5.3: Process Awareness

 
Section 5.4: The Opening Statement

 
Section 5.5: Vulnerability in Engagement

 
Section 5.6: Review and Apply

 
 
Chapter 6. Assessment
Section 6.1: Assessment and Multisystem Practice

 
Section 6.2: Evidence-Based Practice

 
Section 6.3: The Practice of Multisystem Practice

 
Section 6.4: First Steps in Assessment

 
Section 6.5: Multisystem Assessment in Practice

 
Section 6.6: The Genogram

 
Section 6.7: Ecomaps

 
Section 6.8: Review and Apply

 
 
Chapter 7. Planning
Section 7.1: Assessment and Multisystem Practice

 
Section 7.2: Smith Family Genogram

 
Section 7.3: Smith Family Ecomap

 
Section 7.4: Establishing Goals

 
Section 7.5: Developing Goals

 
Section 7.6: Planning Process Example

 
Section 7.7: Review and Apply

 
 
Chapter 8. Implementation
Section 8.1: Implementation

 
Section 8.2: The Middle Stage of Social Process

 
Section 8.3: Implementation Interviews

 
Section 8.4: Implementation Methods

 
Section 8.5: Review and Apply

 
 
Chapter 9. Evaluation, Termination, and Follow-Up
Section 9.1: Evaluation in Planned Change

 
Section 9.2: Three Types of Evaluation

 
Section 9.3: Goal Attainment

 
Section 9.4: Termination

 
Section 9.5: Follow-Up

 
Section 9.6: Review and Apply

 
 
PART III. PRACTICE ACROSS SYSTEMS
 
Chapter 10. Roles and Skills in Work With Individuals
Section 10.1: Generalist Social Work With Individuals

 
Section 10.2: The Social Work Role of Educator

 
Section 10.3: The Social Work Role of Counselor

 
Section 10.4: The Social Work Role of Supporter

 
Section 10.5: The Social Work Role of Advocate

 
Section 10.6: The Social Work Role of Learner

 
Section 10.7: Review and Apply

 
 
Chapter 11. Roles and Skills in Work With Families
Section 11.1: The Family-in-Environment Perspective

 
Section 11.2: Interactions Within Families

 
Section 11.3: The Social Work Role of Mediator

 
Section 11.4: The Social Work Role of Family Facilitator

 
Section 11.5: Financial Capacity Building With Families

 
Section 11.6: Crisis Intervention With Families

 
Section 11.7: Review and Apply

 
 
Chapter 12. Roles and Skills in Work With Groups
Section 12.1: Social Work With Groups

 
Section 12.2: Different Types of Groups

 
Section 12.3: Individual Roles in Groups

 
Section 12.4: Group Process

 
Section 12.5: The Social Work Role of Mediator

 
Section 12.6: The Social Work Role of Group Facilitator

 
Section 12.7: Review and Apply

 
 
Chapter 13. Roles and Skills in Work With Organizations
Section 13.1: The Nature of Organizations

 
Section 13.2: Aspects of Organizations

 
Section 13.3: Planned Change in Organizations

 
Section 13.4: The Social Work Role of Organizational Change Agent

 
Section 13.5: The Social Work Role of Supervisor

 
Section 13.6: Review and Apply

 
 
Chapter 14. Roles and Skills in Work With Communities
Section 14.1: Social Work in Communities

 
Section 14.2: Planned Change in Communities

 
Section 14.3: The Social Work Role of Community Change Agent

 
Section 14.4: The Social Work Role of Advocate

 
Section 14.5: Review and Apply

 
 
PART IV. COMPLEMENTARY COMPETENCIES
 
Chapter 15. Case Management, Technology, and Documentation
Section 15.1: Ethics in Case Management

 
Section 15.2: The Social Work Role of Case Manager

 
Section 15.3: The Social Work Role of Broker

 
Section 15.4: Interdisciplinary Practice

 
Section 15.5: Ethical Use of Technology in Social Work

 
Section 15.6: Ethical Documentation

 
Section 15.7: Review and Apply

 
 
Appendix
 
Index

Supplements

Instructor Resource Site

SAGE edge for Instructors supports teaching by making it easy to integrate quality content and create a rich learning environment for students.

  • Test banks provide a diverse range of pre-written options as well as the opportunity to edit any question and/or insert personalized questions to effectively assess students’ progress and understanding.
  • Sample course syllabi for 10-week and 15-week courses provide suggested models for structuring one’s courses.
  • Editable, chapter-specific PowerPoint® slides offer complete flexibility for creating a multimedia presentation.
  • EXCLUSIVE! Full-text SAGE journal articles support and expand on the concepts presented in each chapter.
  • Lecture notes summarize key concepts by chapter to help prepare for lectures and class discussions.
  • Discussion Questions help students engage with the material by reinforcing important content and inspiring critical thinking.
Student Study Site

SAGE edge for students enhances learning and is easy to use.

  • Mobile-friendly practice quizzes allow students to independently assess their mastery of course material.
  • Carefully selected chapter-by-chapter video links and multimedia content enhance classroom-based explorations of key topics.
  • EXCLUSIVE! Full-text SAGE journal articles support and expand on the concepts presented in each chapter.  

“This text is a holistic teaching tool for the generalist social worker. I believe it will help engage students at every level plus offer case studies and materials for intense discussions. I also think the students can use it as handbook in the future.” 

Octavia Edinburg
Dillard University

“This text is very comprehensive and encouraging, and will motivate students to understand difficult concepts. The layout of the chapters, the emphasis on critical thinking, and the collaborative learning exercises are very useful for students and teachers.”  

Veronika Ospina-Kammerer
Saint Leo University

“A great introductory book for students who are new to the profession of social work. The book is written in a way that encourages students to read and practice the concepts. Although this is meant to be a practice book, there are topics that can be used to review and reinforce the entire social work education curriculum.”       

Renie Rondon Jackson
LIU Brooklyn

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