Barbra Teater

Social Work Practice With Older Adults by Jill Chonody and Barbra Teater presents a contemporary framework based on the World Health Organization’s active aging policy that allows forward-thinking students to focus on client strengths and resources when working with the elderly. The Actively Aging framework takes into account health, social, behavioral, economic, and personal factors as they relate to aging, but also explores environmental issues, which aligns with the new educational standards put forth by the Council on Social Work Education. Covering micro, mezzo, and macro practice domains, the text examines all aspects of working with aging populations, from assessment through termination.

This exciting new book provides an overview of fifteen different contemporary social work practice settings, spanning across the statutory, voluntary, private and third sectors. It serves as the perfect introduction to the various roles social workers can have and the numerous places they can work, equipping students with the knowledge, skills and values required to work in areas ranging from mental health to fostering and adoption, and from alcohol and drug treatment services to youth offending.

Each chapter provides:
An overview of the setting, including the role of the social worker, how service users gain access to the service and key issues, definitions or terms specific to the setting
Legislation and policy guidance related to the specific setting
The key theories and methods related to the setting
Best practice approaches and the benefits and challenges of working within the setting
Case examples illustrating the application of the information to practice
Social work students will find this an invaluable handbook that they will refer to time and again throughout their education and into their assessed and supported year of employment.

Contributors: Mark Baldwin, Jo Bell, Jenny Clifford, Jill Chonody, Clare Evans, Benedict Fell, Alinka Gearon, Issy Harvey, Caroline Hickman, Tony Jeffs, Debbie Martin, Malcolm Payne, Justin Rogers, Sue Taplin, Barbra Teater, John Watson, Michele Winter.

This bestselling book is the leading introduction to the most commonly used theories and methods in social work practice. Now in its second edition, the book explores the concepts of a 'theory' and a 'method', the difference between the two and the ways in which they are connected.

Assuming little to no prior knowledge, each chapter explores a single theory or method in depth and uses a variety of interactive tools to encourage the reader to explore their own theories and beliefs. Step-by-step illustrations show how to apply the theory or method to a social work case example, and exercises, questions, diagrams, tables and figures are all used to stimulate thought and encourage further learning.

New to this edition:
New chapter on Community Work provides a step-by-step approach to community work that social workers can adapt to best fit their practice.
New chapter on Groupwork provides an overview of the rationale for groupwork, the types of groups social workers may encounter in their practice, group processes and the practicalities in planning, running and ending a group.
Expanded chapter on motivational interviewing to include new material on change talk and sustain talk, the communication skills needed when using this technique, and the processes of motivational interviewing
New case studies exploring areas of growing priority in practice such as dementia
Fully revised and updated throughout to incorporate the latest research
This is a practical and essential guide for all social work students on undergraduate and postgraduate courses. Newly qualified social workers and practitioners will also find this a handy and accessible reference text.

Contributor: David Kondrat

Social work in the community offers practice guidance to students, practice assessors and practitioners within a political, theoretical, methodological and ethical framework. The book is written from an experiential learning perspective, encouraging the reader not only to understand the ideas and methods but to test them out in their own practice, which additionally provides an element of problem-based learning. The book is written within the framework of the practice curriculum for the social work degree, including the National Occupational Standards and an extended statement of values for practice. This will enable students to use the book to make sense of their practice in relation to the knowledge, skills and values of social work practice in its community context. - See more at: http://www.policypress.co.uk/display.asp?K=9781847424846#sthash.mDnlx04c.dpuf

Students in the United Kingdom (UK) are found to lack knowledge and skills in quantitative research methods. To address this gap, a quantitative research method and statistical analysis curriculum comprising 10 individual lessons was developed, piloted, and evaluated at two universities The evaluation found that BSW students’ (N = 81) self-efficacy improved significantly from pre- to posttest, but statistical knowledge improved only slightly and the improvement was not statistically significant. The findings point to recommendations for social work educators in the UK and beyond to consider when integrating the 10-input quantitative method curriculum and when teaching research methods and statistics to undergraduate social work students.

This study explored United States-based social workers’ (N = 152)
attitudes toward, access to, and confidence in engaging in evidencebased
practice (EBP), the extent to which social work education
prepared them to engage in EBP, and the factors that contributed
to their identification as an evidence-based practitioner. Findings
indicated that although practitioners had a positive attitude toward
engaging in EBP, they were only moderately confident in doing so,
rarely accessed evidence, and were only moderately prepared through
their education. Believing that EBP should be implemented, more
educational preparation, and positive attitudes contributed to greater
identification as an evidence-based practitioner, areas that social work
and continuing education should further support to enhance social
workers’ EBP skills.

The social work profession requires a body of scientific evidence supporting the effectiveness of interventions; yet, the social work scientific community could benefit from strengthening its contribution to the profession’s body of evidence. Through twenty qualitative interviews with social work professors who are employed at four-year academic institutions (referred to as “social work academics”), this study explored how academics define social work research and how they perceive
research to inform practice. The data were analyzed along the six steps of thematic analysis, resulting in 13 themes and six sub-themes in relation to the definition of research activity and social work research, the extent to which research informs practice, and the barriers and facilitators to
research informing practice. The findings revealed that social work continues to lack a clear definition of research and produces research that only minimally influences practice, often due to the pressure for social work academics to research and publish in support of their career trajectory
within academia versus writing for practitioners. The social work profession should take action to address and further research the research-practice disconnect by establishing a clear definition and aims of social work research, and training academics in effective research-to-practice translational methods.

It is a globally recognised aspiration for social work education to produce practitioners who have knowledge, skills and critical appreciation of research. This chapter reviews the international literature on the teaching and learning of research in qualifying social work education. It examines commonalities and diversity in the purposes of research training, what is taught, when, how, where and by whom, the key issues raised and challenges encountered. Findings are tentative, but suggest that integrative approaches combining research with other curriculum elements, formal with experiential, and classroom with practice-based learning, can nurture critical consumers and competent practitioners of social work research.

Social work theories serve as the foundation for social work practice by providing an understanding, explanation, and prediction of human behavior and social structures. Seven general categories of theories used in social work practice are reviewed and their relevance to the stages of social work practice of assessment, intervention, evaluation and endings, are discussed.

There is a growing body of evidence on the effectiveness of intergenerational contact in challenging stereotypes and attitudes, particularly when applying the four conditions of Allport’s contact hypothesis. Despite this, little is known of how change actually occurs, particularly among young people. Individual interviews with twelve young people (aged 11–12 years) were conducted to determine the extent and process by which their stereotypes and attitudes towards older adults (aged 65+) changed through intergenerational contact based on the contact hypothesis. Data analysis revealed five themes and twelve subthemes that illustrate this process. The findings support the contact hypothesis, explain how change occurs, and point to the need for further research on the change process.

Intergenerational programs are reported as one type of social activity that may promote active aging among older adults. Survey methodology using open and closed-ended questions examined the extent to which participation in an intergenerational program enhanced the perceived health and well-being of older adults (N = 70). Older adults reported that their participation in the “Time after Time” intergenerational program enhanced their confidence, self-esteem, and social skills, contributed to their emotional and overall health and well-being, and enabled them to learn about others and feel connected to their community. The study supports the promotion of intergenerational programs as an option for older adults to actively age. Implications for practice are provided.

Social Work Practice Pilots with adults was a government initiative in England (2011–2014) that created seven social work practices independent from local authorities/government. The stated aims were to reduce bureaucracy, promote professional discretion and expertise, and reduce the size of the public sector. The Social Work Practice Pilots were social work-led and comprised between five and 100 social workers and/or other professionals/non-professionals. This article describes how the methodology of appreciative inquiry was used to investigate how the Social Work Practice Pilots in England were developing as independent practices. Information was obtained through two, two-day site visits at each Social Work Practice Pilot, and two shared learning workshops with representatives from the Social Work Practice Pilots. Findings: Social Work Practice Pilots were found to be developing in accord with the following four key aims of the pilots: (1) spend more time with clients (service users), (2) a more responsive service, (3) more control over the day-today management, and (4) think creatively about resource use. Social Work Practice Pilots reported a reduction in bureaucracy and an ability to create flexible practices that more appropriately met the needs of the communities. Applications: The findings provide an initial indication of how social work practice could develop independently of local authorities and suggest possible benefits to staff and clients. The study demonstrated how the AI approach to research and consultancy can serve as a participative learning process when exploring social work practice. The strengths and limitations of the approach are discussed.

Abstract: The Section 8 Housing Choice Voucher (HCV) Program was initiated through the Housing and Community Development Act of 1974 with policy goals of promoting mixed-income neighborhoods and residential mobility. Prior evaluations of the HCV program find that HCV program recipients are residing in lower-poverty neighborhoods when compared to other low-income renter, yet yield mixed results in regard to desegregation and quality of neighborhoods. This study builds on prior evaluations of HCV program policy goals using a mixed-methods approach by examining the factors that predict residential mobility of the HCV program recipients and their residential outcomes in terms of change in poverty and change in racial composition in neighborhoods. Administrative data from the Columbus Metropolitan Housing Authority (CMHA) was utilized for this study (N=1000). Through OLS Regression, race, age, gender, number in family, increase in TTP, increase in FMR, and decrease in FMR were significan...

... By the third session, he had decided to move out of the area to seek new disc ... A key assumption of the solution focused approach is that one small change can have a knock-on effect in ... As the therapy moves forward, it is worth asking questions along the lines of, “Who is noticing ...

Given enough time, everyone will become an “older adult” and be forced to face a society that actively diminishes one’s social status in the form of ageist policies and practices. Outward appearance is one of the primary means by which age is determined, and fear of ageing and looking old may stem from fears about social identity. Moreover, looking old means that one is old, which indicates that death is approaching. The purpose of this study was to explore how social identity theory and terror management theory may help to explain the dread of looking old. In this cross sectional survey research, university students from the United States, England, and Australia (N = 1,042) completed a questionnaire regarding their attitudes about ageing and older adults. Results of multiple regression analysis indicated that sex, age, beliefs about personal ageing, and death anxiety explained 30.4% of the variance for participants’ dread of looking old. Theoretical hypotheses were supported by our findings, and strategies for normalising the ageing process and reducing the separation of “young” and “old” are discussed.

This commentary is based on the review of two articles written by Hutchinson and Allnock (2014a; 2014b) presented in this journal issue. The commentary reviews the two articles and other research on the integration of substance misuse in social work education, practice and research. Four lessons are presented in terms of how to enhance the knowledge and skills around substance misuse by creating stronger links between social work education, practice and research.

Community-based preventative programmes are increasing in demand as the UK seeks alternative ways of supporting the growing number of older adults. As the use and promotion of preventative programmes increase, so does the need for evidence supporting their effectiveness. Through the use of mixed methods, this study explored a singing community-arts programme, the Golden Oldies, to determine the extent to which the programme contributes to participants' (n = 120) sense of health, self-development and social connectedness. Quantitative analyses found that between 73.1 and 98.3 per cent of participants agreed or strongly agreed that the Golden Oldies contributed to their self-development, health and sense of community as well as revealing a statistically significant increase in self-reported health prior to participation in the programme to the time of the study. Qualitative analysis (n = 5) revealed three themes—the Golden Oldies as: (i) a reduction in social isolation and increase in social contact; (ii) a therapeutic source; and (iii) a new lease for life. The results provide evidence of the preventative nature of the Golden Oldies programme through self-reported improvements in health and social relationships where social connections appeared to be the important thread that contributed to the perceived benefits. Implications for policy, practice and research are discussed.

Community mental health case management is an important source of support for people living with severe mental illness, and is considered to be an essential component of the recovery based model of care. Noting the importance to good case management practice of developing strong and positive relationships between case managers and consumers, this article examines the consumer-case manager relationship and how it helps to create a recovery-oriented self in consumers with severe mental illness. It focuses in particular on Cooley's metaphor of the looking-glass self and the usefulness of this concept of the reflective appraisal process for understanding relationships in case management. It considers mental health recovery, self and mental illness, and case management, and draws on personal accounts of recovery to discuss the impact of the actions and words of mental health professionals on service users with severe mental illness. The authors argue that the concept of the looking-glass self reminds social workers and case managers to be aware of the reflective nature of human interaction and that the reflective appraisal process can help consumers move towards recovery in mental illness.

Summary: One-third or more of persons presenting to Emergency Rooms (ER)/Accident and Emergency departments in psychiatric emergencies report experiencing suicidal ideations. A critical task for hospital-based practitioners is to assess the lethality of the situation to determine whether the person should be hospitalized. Practitioners often employ standardized assessment instruments to assist in determining the suicidal risk factors, yet such measures often fail to recognize or consider the following: 1) the relative importance of the therapeutic process in creating meaningful therapeutic change; 2) the quality of the therapeutic encounter in the ER; and 3) follow-through with the community referral process.
• Findings: This article proposes the use of the actual ER encounter between client and practitioner to work with suicidal risk factors that are amenable to immediate therapeutic change. Using a therapy approach that can positively impact a client's level of hopelessness and allow for the assessment of suicide risk can work to ensure that an appropriate hospitalization disposition is reached.
• Application: This article details how the use of solution-focused therapy provides one avenue for assessing suicide risk and how the therapeutic intervention, which has not been subjected to the scrutiny of empirical research, can serve as an opportunity for increasing hope.

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.

Research and evaluations on social programs often fail to consider the clients’ perspective, yet such perspectives are critical to ensure that the programs and policies best meet clients’ needs. Through individual interviews, this qualitative evaluation of the implementation of the Section 8 Housing Choice Voucher program, in a Midwestern city, USA, explored the recipients’ perspectives in relation to the program’s implementation and ability to meet their needs. The data analysis revealed detailed experiences in regard to program rules and priorities, stigma, and recipients’ outcomes, and recommendations in regard to customer service, understanding recipients’ circumstances, and program rules. Implications for social work practice and housing administrators are discussed, and evidence for clients’ experiences and perspectives in program evaluation is provided.

Survey research was used to explore the beliefs of 963 staff members regarding the myths to treating tobacco dependence and the integration (rf tobacco dependence into substance abuse treatment programs. The staff represented a mixture of residential, outpatient, and prevention-based gender-specific (women only) treatment centers throughout Ohio. The study found the following: a high percentage of staff believed in the conventional myths associated with the treatment of tobacco in chemically dependent persons; current smokers were reluctant to support all substance abuse treatment facilities in becoming tobacco-free, yet did support treating tobacco dependence in their facilities; and former and never smokers supported tobacco-free policies for their and all treatment facilities. Education and support for staff in treating tobacco dependence is recommended.

The Section 8 Housing Choice Voucher (HCV) program is the
largest low-income federal housing program in the Unites States
and has a policy goal of promoting mobility or “choice.” This study
explored the factors that predict residential mobility among the
recipients of the HCV program in Columbus, Ohio by including
variables found to predict mobility among the general population
and two new variables that are specific to the HCV program:
total tenant payment (TTP); and fair market rent (FMR). Although
the findings revealed that race, gender, age and number
in family were significant in predicting residential mobility, the
variables affected by the housing market and the program’s policies
and budgets (increase in TTP and increase or decrease in
FMR) were more significant in predicting mobility. The findings
indicate that residential mobility among HCV recipients
had more to do with changes in the housing market and the
program’s policies and budgets than individual characteristics.

A policy goal of the Section 8 Housing Choice Voucher (HCV) program consists of enabling recipients to select housing and neighborhoods of their choice through the promotion of residential mobility, yet prior evaluations of the program have failed to explore the experiences of recipients with regard to finding housing. This study incorporated qualitative data collection methods to gather the experiences and perspectives of HCV program recipients in their efforts to find housing. The data analysis revealed six prominent steps, which together illustrate the housing search process of the recipients. Implications for social work practice with recipients and housing service providers are discussed with particular focus toward implementing housing counseling services.

Self‐stigma is the process whereby individuals expect to be discriminated against by society and in turn hold prejudicial beliefs about themselves. Self‐stigma is particularly difficult for persons with severe mental disability (SMD) as they often experience stigma from the public and, thus, allow the public stigma to foster self‐stigma. Public and self‐stigma are theorised to be comprised of stereotypes, prejudice and discrimination. This paper proposes that in order to decrease self‐stigma among persons with SMD, social work and mental health practitioners need to intervene on an individual and/or societal level to dispute stereotypes, prevent prejudices and combat discrimination. We propose an individual‐level, anti‐stigma approach utilising social constructivism, adaptive systems theory and narrative therapy to empower persons with SMD to reconstruct their sense of self that is free from stigma.

Social workers can affect current and future state legislation through membership and involvement in effective interest groups. Although prior studies examine traits and characteristics of effective interest groups, the data are gathered from interest group self-reports or case studies and many fail to solicit the perspectives of political decision makers. Qualitative data collection methods are used to gather the experiences and perspectives of nine state legislators on effective interest groups. The data analysis revealed five emerging themes and three subthemes, which together form a framework for developing effective interest groups. Implications for social work education, practice, and research are discussed.

The Section 8 Housing Choice Voucher (HCV) program is the largest federal low-income housing program serving 1.8 million households nationwide. The HCV program serves to promote economically mixed neighborhoods (deconcentration), residential mobility among the recipients, and desegregation. This study evaluates the locational outcomes of the HCV program recipients in Columbus, Ohio from 1999–2005 against the program's policy goals of deconcentration and desegregation by examining the change in poverty and change in racial composition from pre to post-move neighborhoods. The results reveal that the mobility of recipients does not predict a change in poverty and a recipient's race does not predict a change in racial composition in neighborhoods. The findings suggest that the HCV program policy goals of deconcentration and desegregation are currently being met in Columbus, Ohio.

Political decision makers often argue that their agenda is driven by the needs, values, and wants of constituents, yet little evidence exists documenting the transmission of agendas from the constituents to the decision maker. Interest groups play a crucial role in educating political decision makers about issues and persuading their response; therefore, this study begins to explore the transmission of agendas from interest groups to political decision makers by conducting individual interviews with nine state legislators. The results reveal that state legislators view interest groups as essential to making informed political decisions congruent with the constituents' agenda. Implications for practice and research are discussed.

Eight variables affect the policy process of the Section 8 housing program. An analysis of the eight variables allows for conceptualization of the factors influencing the shape and direction that Section 8 policy has taken through the course of history. Examining the variables of the Section 8 housing program can lead to an understanding of the program as a whole, the impact of the policy process on the recipients of the program, and the impact on social work practice. In addition, an understanding of these eight variables provides a useful heuristic for social workers engaged in policy changing activities.

This is an ESRC funded project that involved developing 10 teaching inputs on quantitative methods for undergraduate social work students. Visit the website for teaching materials - all free of charge! Let me know if you'd like to be involved in our research project by giving students a pre and post-questionnaire if delivering some or all of the inputs.