Elizabeth C. Pomeroy, PhD, LCSW is the Bert Kruger Smith Professorship of Mental Health and Aging at the School of Social Work, University of Texas at Austin. She is the Co-Director and Co-Principal Investigator of the Institute for Health Research and Practice.Renée Bradford Garcia, MSW, LCSW is a licensed clinical social worker with a private practice near Austin, Texas.

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• CONTENTSPrefaceAcknowledgments1. INTRODUCTION TO DIRECT PRACTICE SOCIAL WORKDirect Social Work PracticeRoles of the Social WorkerAdvocateBrokerCase ManagerCounselorEducatorSupporterFacilitatorProgram CoordinatorOutreach WorkerDirect Practice Social Work SettingsQualities of a Professional Social WorkerCultural Competency in Social WorkCase ScenariosCase 1.1Case 1.2Case 1.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences2. VALUES AND ETHICAL FOUNDATIONS OF SOCIAL WORK PRACTICEThe Six Core Values of the Social Work ProfessionSocial Work EthicsEthical DilemmasEmerging Ethical ConcernsResolving Ethical DilemmasCase ScenariosCase 2.1Case 2.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences3. SOCIAL WORK THEORIES, PRACTICE MODELS, AND THE STRENGTHS-BASED DIRECT PRACTICE FRAMEWORKSystems TheoryEcosystems TheoryP-I-E PerspectiveAttachment TheoryCognitive Behavioral TheorySocial ConstructivismSolution-Focused PracticeCrisis TheoryEmpowerment Approach in Social WorkThe Strengths-Based PerspectiveStrengths-Based Direct Practice FrameworkCase ScenarioCase 3.1Class ActivitiesIndividual Assignments and Personal ReflectionsReferences4. THE ENGAGEMENT PROCESSThe Strengths-Based Direct Practice Framework in the Engagement ProcessBuilding RapportRapport Building in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansDemonstrating EmpathyThe Mechanics of EmpathySBDP Approach to Empathic CommunicationLevel 1: Minimal Appreciation for ClientLevel 2: Partial Appreciation for ClientLevel 3: Accurate Appreciation for ClientLevel 4: Full Appreciation for ClientEngaging Involuntary ClientsCase ScenariosCase 4.1Case 4.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences5. ASSESSMENT AND GOAL FORMULATIONIntroduction to a Strengths-Based Assessment ApproachCharacteristics of Strengths-Based AssessmentsWhat Is Assessed?Stages of ChangePsychosocial AssessmentAssessment ReviewAssessment and Data CollectionThe Mechanics of Assessment Using the SBDP FrameworkStarting Where the Client IsDiscover the Presenting Needs and ChallengesOpen-Ended Questions/StatementsAsk for ContextSummarizingMiracle QuestionConditional QuestionsScaling QuestionsCoping QuestionsStrengths-Based QuestionsAssessment in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansFormulating GoalsCase ScenariosCase 5.1Case 5.2Case 5.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences6. INTERVENTIONChoosing InterventionsEvidence-Based PracticeChallenges of EBPIntervention ModelsTask-Centered Practice ApproachCase ManagementPsychoeducationCrisis InterventionCognitive RestructuringCultural Considerations With Cognitive RestructuringInterventions in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansGroup InterventionsPreventionCase ScenariosCase 6.1Case 6.2Case 6.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences7. EVALUATION AND TERMINATIONEvaluationMethods of Evaluation: QuantitativeMethods of Evaluation: QualitativeTerminationReasons for TerminationHow to Terminate ServicesUnplanned TerminationInterventions for TerminationCase ScenariosCase 7.1Case 7.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences8. STRENGTHS-BASED DIRECT PRACTICE DOCUMENTATIONComponents of DocumentationImportance of DocumentationClient Interface With DocumentationGuidelines for Writing DocumentationWritten AssessmentTreatment PlanProgress NotesCase ScenariosCase 8.1Case 8.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences9. CHALLENGING PRACTICE CONDITIONSProfessional BoundariesWorking With Children and AdolescentsHome-Based ServicesConfidentiality and BoundariesCultural SensitivitySafetyAlcohol and Drug UseThe Angry or Violent ClientDe-Escalation StrategiesIncarcerated ClientsSurvivors of AbuseSuicideCase ScenariosCase 9.1Case 9.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences10. PRACTICE IMPLICATIONS FOR THE STRENGTHS-BASED DIRECT PRACTICE PROFESSIONALEthical Issues and Value ClashesSelf-AwarenessCompassion FatigueBurnoutSelf-CareProfessional ImpairmentProfessional SupervisionContinuing Education and TrainingThe Personal and Professional Growth of Social WorkersCase ScenariosCase 10.1Case 10.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferencesIndex

Elizabeth C. Pomeroy, PhD, LCSW is the Bert Kruger Smith Professorship of Mental Health and Aging at the School of Social Work, University of Texas at Austin. She is the Co-Director and Co-Principal Investigator of the Institute for Health Research and Practice.Renée Bradford Garcia, MSW, LCSW is a licensed clinical social worker with a private practice near Austin, Texas.

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• CONTENTSPrefaceAcknowledgments1. INTRODUCTION TO DIRECT PRACTICE SOCIAL WORKDirect Social Work PracticeRoles of the Social WorkerAdvocateBrokerCase ManagerCounselorEducatorSupporterFacilitatorProgram CoordinatorOutreach WorkerDirect Practice Social Work SettingsQualities of a Professional Social WorkerCultural Competency in Social WorkCase ScenariosCase 1.1Case 1.2Case 1.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences2. VALUES AND ETHICAL FOUNDATIONS OF SOCIAL WORK PRACTICEThe Six Core Values of the Social Work ProfessionSocial Work EthicsEthical DilemmasEmerging Ethical ConcernsResolving Ethical DilemmasCase ScenariosCase 2.1Case 2.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences3. SOCIAL WORK THEORIES, PRACTICE MODELS, AND THE STRENGTHS-BASED DIRECT PRACTICE FRAMEWORKSystems TheoryEcosystems TheoryP-I-E PerspectiveAttachment TheoryCognitive Behavioral TheorySocial ConstructivismSolution-Focused PracticeCrisis TheoryEmpowerment Approach in Social WorkThe Strengths-Based PerspectiveStrengths-Based Direct Practice FrameworkCase ScenarioCase 3.1Class ActivitiesIndividual Assignments and Personal ReflectionsReferences4. THE ENGAGEMENT PROCESSThe Strengths-Based Direct Practice Framework in the Engagement ProcessBuilding RapportRapport Building in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansDemonstrating EmpathyThe Mechanics of EmpathySBDP Approach to Empathic CommunicationLevel 1: Minimal Appreciation for ClientLevel 2: Partial Appreciation for ClientLevel 3: Accurate Appreciation for ClientLevel 4: Full Appreciation for ClientEngaging Involuntary ClientsCase ScenariosCase 4.1Case 4.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences5. ASSESSMENT AND GOAL FORMULATIONIntroduction to a Strengths-Based Assessment ApproachCharacteristics of Strengths-Based AssessmentsWhat Is Assessed?Stages of ChangePsychosocial AssessmentAssessment ReviewAssessment and Data CollectionThe Mechanics of Assessment Using the SBDP FrameworkStarting Where the Client IsDiscover the Presenting Needs and ChallengesOpen-Ended Questions/StatementsAsk for ContextSummarizingMiracle QuestionConditional QuestionsScaling QuestionsCoping QuestionsStrengths-Based QuestionsAssessment in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansFormulating GoalsCase ScenariosCase 5.1Case 5.2Case 5.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences6. INTERVENTIONChoosing InterventionsEvidence-Based PracticeChallenges of EBPIntervention ModelsTask-Centered Practice ApproachCase ManagementPsychoeducationCrisis InterventionCognitive RestructuringCultural Considerations With Cognitive RestructuringInterventions in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansGroup InterventionsPreventionCase ScenariosCase 6.1Case 6.2Case 6.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences7. EVALUATION AND TERMINATIONEvaluationMethods of Evaluation: QuantitativeMethods of Evaluation: QualitativeTerminationReasons for TerminationHow to Terminate ServicesUnplanned TerminationInterventions for TerminationCase ScenariosCase 7.1Case 7.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences8. STRENGTHS-BASED DIRECT PRACTICE DOCUMENTATIONComponents of DocumentationImportance of DocumentationClient Interface With DocumentationGuidelines for Writing DocumentationWritten AssessmentTreatment PlanProgress NotesCase ScenariosCase 8.1Case 8.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences9. CHALLENGING PRACTICE CONDITIONSProfessional BoundariesWorking With Children and AdolescentsHome-Based ServicesConfidentiality and BoundariesCultural SensitivitySafetyAlcohol and Drug UseThe Angry or Violent ClientDe-Escalation StrategiesIncarcerated ClientsSurvivors of AbuseSuicideCase ScenariosCase 9.1Case 9.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences10. PRACTICE IMPLICATIONS FOR THE STRENGTHS-BASED DIRECT PRACTICE PROFESSIONALEthical Issues and Value ClashesSelf-AwarenessCompassion FatigueBurnoutSelf-CareProfessional ImpairmentProfessional SupervisionContinuing Education and TrainingThe Personal and Professional Growth of Social WorkersCase ScenariosCase 10.1Case 10.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferencesIndex

Elizabeth C. Pomeroy, PhD, LCSW is the Bert Kruger Smith Professorship of Mental Health and Aging at the School of Social Work, University of Texas at Austin. She is the Co-Director and Co-Principal Investigator of the Institute for Health Research and Practice.Renée Bradford Garcia, MSW, LCSW is a licensed clinical social worker with a private practice near Austin, Texas.

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• CONTENTSPrefaceAcknowledgments1. INTRODUCTION TO DIRECT PRACTICE SOCIAL WORKDirect Social Work PracticeRoles of the Social WorkerAdvocateBrokerCase ManagerCounselorEducatorSupporterFacilitatorProgram CoordinatorOutreach WorkerDirect Practice Social Work SettingsQualities of a Professional Social WorkerCultural Competency in Social WorkCase ScenariosCase 1.1Case 1.2Case 1.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences2. VALUES AND ETHICAL FOUNDATIONS OF SOCIAL WORK PRACTICEThe Six Core Values of the Social Work ProfessionSocial Work EthicsEthical DilemmasEmerging Ethical ConcernsResolving Ethical DilemmasCase ScenariosCase 2.1Case 2.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences3. SOCIAL WORK THEORIES, PRACTICE MODELS, AND THE STRENGTHS-BASED DIRECT PRACTICE FRAMEWORKSystems TheoryEcosystems TheoryP-I-E PerspectiveAttachment TheoryCognitive Behavioral TheorySocial ConstructivismSolution-Focused PracticeCrisis TheoryEmpowerment Approach in Social WorkThe Strengths-Based PerspectiveStrengths-Based Direct Practice FrameworkCase ScenarioCase 3.1Class ActivitiesIndividual Assignments and Personal ReflectionsReferences4. THE ENGAGEMENT PROCESSThe Strengths-Based Direct Practice Framework in the Engagement ProcessBuilding RapportRapport Building in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansDemonstrating EmpathyThe Mechanics of EmpathySBDP Approach to Empathic CommunicationLevel 1: Minimal Appreciation for ClientLevel 2: Partial Appreciation for ClientLevel 3: Accurate Appreciation for ClientLevel 4: Full Appreciation for ClientEngaging Involuntary ClientsCase ScenariosCase 4.1Case 4.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences5. ASSESSMENT AND GOAL FORMULATIONIntroduction to a Strengths-Based Assessment ApproachCharacteristics of Strengths-Based AssessmentsWhat Is Assessed?Stages of ChangePsychosocial AssessmentAssessment ReviewAssessment and Data CollectionThe Mechanics of Assessment Using the SBDP FrameworkStarting Where the Client IsDiscover the Presenting Needs and ChallengesOpen-Ended Questions/StatementsAsk for ContextSummarizingMiracle QuestionConditional QuestionsScaling QuestionsCoping QuestionsStrengths-Based QuestionsAssessment in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansFormulating GoalsCase ScenariosCase 5.1Case 5.2Case 5.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences6. INTERVENTIONChoosing InterventionsEvidence-Based PracticeChallenges of EBPIntervention ModelsTask-Centered Practice ApproachCase ManagementPsychoeducationCrisis InterventionCognitive RestructuringCultural Considerations With Cognitive RestructuringInterventions in a Cultural ContextAfrican AmericansHispanicsAsians and Pacific Islander AmericansNative AmericansGroup InterventionsPreventionCase ScenariosCase 6.1Case 6.2Case 6.3Class ActivitiesIndividual Assignments and Personal ReflectionsReferences7. EVALUATION AND TERMINATIONEvaluationMethods of Evaluation: QuantitativeMethods of Evaluation: QualitativeTerminationReasons for TerminationHow to Terminate ServicesUnplanned TerminationInterventions for TerminationCase ScenariosCase 7.1Case 7.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences8. STRENGTHS-BASED DIRECT PRACTICE DOCUMENTATIONComponents of DocumentationImportance of DocumentationClient Interface With DocumentationGuidelines for Writing DocumentationWritten AssessmentTreatment PlanProgress NotesCase ScenariosCase 8.1Case 8.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences9. CHALLENGING PRACTICE CONDITIONSProfessional BoundariesWorking With Children and AdolescentsHome-Based ServicesConfidentiality and BoundariesCultural SensitivitySafetyAlcohol and Drug UseThe Angry or Violent ClientDe-Escalation StrategiesIncarcerated ClientsSurvivors of AbuseSuicideCase ScenariosCase 9.1Case 9.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferences10. PRACTICE IMPLICATIONS FOR THE STRENGTHS-BASED DIRECT PRACTICE PROFESSIONALEthical Issues and Value ClashesSelf-AwarenessCompassion FatigueBurnoutSelf-CareProfessional ImpairmentProfessional SupervisionContinuing Education and TrainingThe Personal and Professional Growth of Social WorkersCase ScenariosCase 10.1Case 10.2Class ActivitiesIndividual Assignments and Personal ReflectionsReferencesIndex