Theoretical Perspectives for Direct Social Work Practice: A Generalist-Eclectic Approach

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