Resilience Enhancement in Social Work Practice: Anti-Oppressive Social Work Skills and Techniques

Foreword
References
Preface
	Reference
Contents
List of Figures
About the Editors
About the Editors
About the Contributors
Abbreviations
Chapter 1: Introducing the Resilience-Enhancing Stress Model
	1.1 The Need for the RESM
	1.2 The Professional Use of Self: Practitioner Readiness for Applying the RESM
		1.2.1 Learning About Research on Risk and Resilience
		1.2.2 Comprehending Human Behavior
	1.3 The RESM: A Metatheory
		1.3.1 Risk and Resilience Theory
		1.3.2 Ecological Theory
		1.3.3 Systems Theory
		1.3.4 Narrative Theory
	1.4 Phases of the RESM
		1.4.1 Engagement as Relationship Building
		1.4.2 Assessment as Narrative Coconstruction
		1.4.3 Intervention as Deconstruction and Reconstruction of Narratives
		1.4.4 Evaluation as Collaborative Progress Review
	1.5 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 2: The Resilience-Enhancing Stress Model: Articulating Anti-Oppressive Practice
	2.1 AOP: A P-E Perspective
	2.2 The Need for Anti-Oppressive Social Work Measures
	2.3 Articulating Anti-Oppressive Social Work Practice
		2.3.1 Central Focus
		2.3.2 Terms
		2.3.3 Assumptions
	2.4 The Systemic Nature of Oppression: Examples From Multisystemic Practice
	2.5 RESM Social Work, AOP, and Roberto
		2.5.1 Engagement
			2.5.1.1 Practice Example Analysis: Steps Taken
		2.5.2 Assessment
		2.5.3 Intervention
			2.5.3.1 Practice Example Analysis: Steps Taken
		2.5.4 Evaluation
	2.6 Constructing a RESM Anti-Oppressive Skill Base
		2.6.1 Traditional Skills
		2.6.2 The RESM (Risk and Resilience Theory)
		2.6.3 Coaching Skills
	2.7 Four Phases of the RESM Interview
		2.7.1 Engagement: Forming a Third-Space Relationship
		2.7.2 Assessment: Cocreating a Narrative
		2.7.3 Intervention: Deconstructing and Reconstructing Narratives
		2.7.4 Evaluation: Collaboratively Reviewing Progress
	2.8 Summary and Conclusion
	References
		Supplemental References
		Supplemental References: Coaching
Glossary
Chapter 3: Exploring the Role of Cultural Diversity in Resilient Social Functioning: Theory and Skills
	3.1 Identifying Culture as a Protective Factor
	3.2 Culture and Resilience-Enhancing Practice Skills
		3.2.1 Differentiating Cultural Competence
		3.2.2 Defining Cultural Humility
		3.2.3 Delineating Cultural Soundness
	3.3 Engagement: Forming a Third-Space Relationship
		3.3.1 Establishing a Third-Space Relationship
		3.3.2 Achieving Anchored Understanding
	3.4 Assessment: Cocreating a Narrative
		3.4.1 Gathering Client Data
		3.4.2 Attending to Local Language and Worldview
		3.4.3 Learning About Help-Seeking Patterns
		3.4.4 Mapping Person–Environment Influences
	3.5 Intervention: Reconstructing Narratives
		3.5.1 Establishing Cultural Meaning
		3.5.2 Reconstructing Narratives
		3.5.3 Actualizing Meaning-Making
		3.5.4 Externalizing
			3.5.4.1 Practice Example Analysis: Externalization and Narrative Reconstruction
	3.6 Evaluation: Appraising Progress
	3.7 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 4: Countering Human Rights Violations During Life Transitions
	4.1 A Historical Global Human Rights Perspective
		4.1.1 Establishing Refugee Status
		4.1.2 Resisting Marginalization
		4.1.3 Applying Human Behavior Terms
	4.2 Practitioner Readiness: Infusing Human Rights Content in the RESM
	4.3 Engagement
		4.3.1 Establishing Trust and Anchored Understanding
		4.3.2 Actualizing the Third Space
			4.3.2.1 Practice Example Analysis: Steps Taken
	4.4 Assessment: Cocreating a Narrative
		4.4.1 Uncovering Clients’ and Constituencies’ Historical Trauma
			4.4.1.1 Practice Example Analysis: Steps Taken
		4.4.2 Using Assessment Tools
		4.4.3 Creating an Assessment Profile: Balancing Risk and Protection
	4.5 Intervention: Coaching to Reconstruct Family Patterns
		4.5.1 Coaching the Family
		4.5.2 Coaching for Employment
	4.6 Evaluation: Rating the Family’s Progress
	4.7 Societal Resilience: Systemic Interventions
		4.7.1 Assessing the Cambodian Genocide: Narrative
		4.7.2 Responding to the Cambodian Genocide and Civil War
		4.7.3 Intervening to Enhance Resilience
			4.7.3.1 International Initiatives
			4.7.3.2 Social Welfare Interventions
	4.8 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 5: The Resilience-Enhancing Stress Model: A Practice Overview and Guide
	5.1 Preparing for RESM Practice
		5.1.1 Visualizing and Mapping Practice
	5.2 Engagement: Forming a Third-Space Relationship
		5.2.1 Central Focus
		5.2.2 Terms
		5.2.3 Assumptions
	5.3 Assessment: Cocreating a Narrative
		5.3.1 Central Focus
		5.3.2 Terms
		5.3.3 Assumptions
	5.4 Intervention: Deconstructing and Reconstructing the Narrative
		5.4.1 Central Focus
		5.4.2 Terms
		5.4.3 Assumptions
	5.5 Evaluation: Engaging in Evaluation
		5.5.1 Central Focus
		5.5.2 Terms
		5.5.3 Assumptions
	5.6 A RESM Practice Guide for Work With Family, Group, and Community Systems
		5.6.1 Family-Centered Social Work Practice
			5.6.1.1 Central Focus
			5.6.1.2 Terms
			5.6.1.3 Assumptions
			5.6.1.4 Engagement
			5.6.1.5 Assessment
			5.6.1.6 Intervention
			5.6.1.7 Evaluation
		5.6.2 Group Social Work Practice
			5.6.2.1 Central Focus
			5.6.2.2 Terms
			5.6.2.3 Assumptions
			5.6.2.4 Engagement
			5.6.2.5 Assessment
			5.6.2.6 Intervention
			5.6.2.7 Evaluation
		5.6.3 Community-Based Social Work Practice
			5.6.3.1 Central Focus
			5.6.3.2 Terms
			5.6.3.3 Assumptions
			5.6.3.4 Engagement
			5.6.3.5 Assessment
			5.6.3.6 Intervention
			5.6.3.7 Evaluation
	5.7 Summary and Conclusion
	References
Chapter 6: Transitioning from Hospital to Home: Resilience-Enhancing Skills for Health Care Social Workers
	6.1 Combining the RESM and the Bridge Model
	6.2 Social Workers on Health Care Teams
	6.3 Blending the RESM with the Bridge Model
	6.4 The Four Phases of the RESM Augmented by the Bridge Model
		6.4.1 Engagement
			6.4.1.1 Forging a Relationship
			6.4.1.2 Respecting Client Values
			6.4.1.3 Navigating Health Care Systems
		6.4.2 Assessment
			6.4.2.1 Features Common to Both Models
			6.4.2.2 Practice Example Analysis: Steps Taken
		6.4.3 Intervention
			6.4.3.1 Social Determinants of Health
			6.4.3.2 Key Features of Assessment in the Bridge Model
			6.4.3.3 Practice Example Analysis: Steps Taken
		6.4.4 Assessment
			6.4.4.1 Creating an Assessment Profile
			6.4.4.2 Risk and Protective Factors
			6.4.4.3 Interviewing to Set Functional Goals
			6.4.4.4 Practice Example Analysis: Steps Taken
		6.4.5 Evaluation
			6.4.5.1 Documenting the Use of Technology
			6.4.5.2 Bridge Medicare Program Evaluation
			6.4.5.3 Bridge Clinical Social Work Supervision
			6.4.5.4 RESM Professional Self-Monitoring
			6.4.5.5 Evaluating Patient Goals and Outcomes
	6.5 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 7: Envisioning Functions and Skills for Resilience-Enhancing Nursing Home Social Workers
	7.1 Setting the Boundaries of Psychosocial Care
		7.1.1 Mandating Psychosocial Care
		7.1.2 Professionalizing Psychosocial Care
		7.1.3 Advocating for Psychosocial Care
		7.1.4 Researching Social Workers’ Delivery of Psychosocial Care
	7.2 Proposing RESM Social Worker Psychosocial Care Functions
	7.3 Engagement
	7.4 Assessment
		7.4.1 Providing Health Care Based on Clients’ Narratives
		7.4.2 Mapping Risks
		7.4.3 Uncovering Protective Factors
		7.4.4 Interviewing for a RESM Assessment
			7.4.4.1 Practice Example Analysis: Steps Taken
		7.4.5 Determining the Balance Between Risk and Protection
	7.5 Multisystemic Intervention
		7.5.1 Externalizing the Problem
		7.5.2 Connecting to Family
		7.5.3 Training Staff
		7.5.4 Recruiting Community Volunteers
		7.5.5 Advocating for Sound Regulations and Policy
	7.6 Evaluation
		7.6.1 Certifying a Nursing Facility
		7.6.2 Evaluating Nursing Home Social Work Function
	7.7 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 8: Resilience-Enhancing Skills for Developmental Transitions: Children with Autism Spectrum Disorder
	8.1 A Perspective on ASD
	8.2 Defining Developmental Ecological Systems
	8.3 Tracing Developmental Resilient Pathways
	8.4 Learning About DIRFloortime ®
	8.5 Organizing the Treatment Team
		8.5.1 Practice Example Analysis
	8.6 Family Resilience Theory and Family-Focused Social Work Practice
		8.6.1 Supporting Family Resilience
		8.6.2 Enlisting the Family as a Member of the Team
		8.6.3 Understanding Family Communication
		8.6.4 Exploring Family Role Development
		8.6.5 Comprehending Belief Systems and Family Narratives
		8.6.6 Mapping a Client’s Developmental Resilient Pathway
			8.6.6.1 Practice Example Analysis
	8.7 Four Phases of RESM Social Work Practice
		8.7.1 Early Engagement
		8.7.2 RESM Engagement
			8.7.2.1 Narrative Themes
			8.7.2.2 Practice Example Analysis
		8.7.3 RESM Assessment
			8.7.3.1 Creating an Assessment Profile
			8.7.3.2 Balancing Risk and Protection
		8.7.4 RESM Intervention
			8.7.4.1 Countering Negative Societal Attitudes
			8.7.4.2 Externalizing Negative Stereotypes
			8.7.4.3 Bolstering Developmental Protective Factors
		8.7.5 RESM/DIRFloortime Evaluation
	8.8 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 9: Transmitting Resilience Through Family Communication and Organization
	9.1 Exploring Family Well-Being and Military Readiness
	9.2 Understanding Workplace Fit
	9.3 Coping with Multiple Deployments and Relocations
	9.4 Consequences of Stress
	9.5 Delineating Family Resilience
		9.5.1 Resilience: Common Characteristics
	9.6 Defining Family P-E Fit
	9.7 Coaching a Family in Transition
	9.8 Resilience-Enhancing Stress Model (RESM) Engagement: Stigma and Mental Health Services
		9.8.1 Practice Analysis: Steps Taken
	9.9 RESM Assessment
		9.9.1 Initial Family Assessment
		9.9.2 Social Worker Assessment
			9.9.2.1 Delineating Organizational, Communication, and Belief Patterns
			9.9.2.2 Charting a P-E Assessment
	9.10 RESM Intervention
		9.10.1 Meaning-Making
		9.10.2 Reconstructing a Family Narrative
	9.11 RESM Evaluation
	9.12 Military-Level Intervention
		9.12.1 Forming the Theoretical Basis of Military Resilience
		9.12.2 Outlining the Military Resilience Continuum
	9.13 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 10: Maintaining Resilience Following Loss or Illness
	10.1 The Opioid Epidemic and Child Welfare
	10.2 Engagement
		10.2.1 Practice Example Analysis: Steps Taken
	10.3 Multiple Systemic Loss
		10.3.1 Collective Stress
	10.4 Assessment
		10.4.1 Sociocultural Historical Context
		10.4.2 Practice Example Analysis: Steps Taken
		10.4.3 Creating an Assessment Profile: Balancing Risk and Protection
	10.5 Intervention
		10.5.1 Situational Meaning-Making
		10.5.2 Reconstructing a Narrative
	10.6 Evaluation
	10.7 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 11: Facilitating Community Development Following Disruption
	11.1 Historical Trauma: Indigenous Boarding Schools
		11.1.1 The RESM and Responding to Stress
		11.1.2 A Person–Environment (P-E) Shift
			11.1.2.1 Interacting Ethnosystems and Institutions
		11.1.3 Understanding Multiple Levels of Resilience
		11.1.4 Practice Analysis: Steps Taken
			11.1.4.1 From Historical Trauma to Posttraumatic Growth
		11.1.5 Practitioner Readiness: Adopting a Theoretical Framework
			11.1.5.1 Practice Analysis: Steps Taken
		11.1.6 Engagement
		11.1.7 Assessment: Coconstructing a Grand Narrative
			11.1.7.1 Listening to Voices
			11.1.7.2 Learning About Critical Historical Events
			11.1.7.3 Mapping P-E Dimensions: The Assessment Profile
				11.1.7.3.1 P-E Dimensions
				11.1.7.3.2 Mind, Body, and Spirit Balance
				11.1.7.3.3 Assessment Profile
		11.1.8 Intervention
			11.1.8.1 Uniting Therapeutic Techniques
			11.1.8.2 Mobilizing Social Change
			11.1.8.3 Actualizing Innovation
			11.1.8.4 Continuing Advocacy
		11.1.9 Evaluation
	11.2 Historical Trauma: Hurricane Katrina
		11.2.1 New Orleans’s Ninth Ward: A Disenfranchised Marginalized Community
		11.2.2 Rebuilding a Naturally Resilient Community
		11.2.3 Phases of RESM Recovery
			11.2.3.1 Pre-engagement
			11.2.3.2 Engagement
			11.2.3.3 Assessment
			11.2.3.4 Intervention
	11.3 Summary and Conclusion
	References
		Supplemental References
Glossary
Chapter 12: Interactional Resilience for Aging Out of Care: A South African Example
	12.1 Introduction and Background
	12.2 Care-Leaving
	12.3 Lessons for Interactional Resilience from Research on Care-Leavers in South Africa
		12.3.1 The Agency–Structure Debate
		12.3.2 Journey to Independent Living
			12.3.2.1 Implications for Practice
		12.3.3 Women’s Journey Toward Independent Living
		12.3.4 Protective Processes in the Growth Beyond the Town Study
			12.3.4.1 Relational Protective Processes
			12.3.4.2 In-Care Protective Processes
			12.3.4.3 Environmental Protective Processes
			12.3.4.4 Interactional Protective Processes
		12.3.5 Transfer of Social Skills
		12.3.6 Narratives About Possible Selves
		12.3.7 Social Policy
	12.4 Conclusion and Implications
		12.4.1 A Model of Interactional Resilience for Care-Leavers
		12.4.2 Implications for Social Services
	12.5 Summary and Conclusion
	References
		Supplemental References
Glossary
Epilogue
References
Supplemental References
Index