Direct Social Work Practice

Mary C. Ruffolo, PhD, LMSW, is a professor with the University of Michigan’s School of Social Work. She teaches classes on topics related to assessment and interventions with children, adolescents, adults, families and small groups. Dr. Ruffolo’s research emphasizes the development, evaluation, and sustainability of evidence-based or evidence-informed practices in public behavioral health settings, as well as in integrated health environments. Brian E. Perron, PhD, is an associate professor with the University of Michigan′s School of Social Work. He teaches classes on topics related to diagnosis and treatment of mental health and substance use disorders. Dr. Perron is also actively involved in research related to these topics, with an emphasis on clinical assessment, measurement, evidence-based practices, and predictive modeling. Elizabeth H. Voshel, LMSW, ACSW, is an associate clinical professor and director of field instruction with the University of Michigan’s School of Social Work. She has been a leader in the school’s integrative learning effort and teaches a capstone seminar. Voshel has presented nationally and internationally on field instruction curriculum and social work ethics and was employed for 22 years by the US Department of Veterans Affairs.

I chose this book for my graduate class in social work, after reviewing several others, because of the author′s inclusion of cultural competence, cross-racial social work and other cultural factors.

• Chapter 1: An Overview of the BookWhat Is Generalist Social Work Practice?Major Themes in Each ChapterHow This Book Is OrganizedSuggestions for the Social Work StudentSuggestions to the Social Work InstructorChapter 2: Integrative Themes That Guide Social Work Practice with Individuals, Families, and Small GroupsDefinition of Social Work Profession and Principles of the ProfessionThe Mission of Social WorkSocial Justice LensCore Theoretical PerspectivesIntegrating Conceptual PerspectivesChapter 3: From Evidence-Based Practice to Evidence-Informed PracticeDefining Evidence-Based Practice (EBP)The Challenges in Using the EBP framework in Social WorkChapter 4: Professional Values, Ethics, and Professional Use of SelfProfessional Social Work Values, Purpose, and Practice PrinciplesNASW Code of Ethics StandardsEthical Decision MakingA Closer Look at Self-determination, Informed Consent and Confidentiality, Privileged Communication, and Technology/Social Media UseAddressing Malpractice and Unethical BehaviorChapter 5: Engagement and Relationship-Building SkillsCore Values That Guide Engagement and Relationship-Building Efforts in Social Work PracticePathways to ServicesApproaches That Positively Impact the Engagement PhaseSkill Building That Emphasizes Collaboration to Improve Follow-ThroughThe Stages of Change FrameworkAlliance BuildingChapter 6: Assessment in Social Work With Individuals and FamiliesDefining AssessmentThe Bio-Psycho-Social-Spiritual HistoryKey Screening ToolsTrauma Assessments and Mandated Reporting ResponsibilitiesDiagnostic and Statistical Manual of Mental Disorders (DSM-5), Cultural Assessment Tools in the DSM-5, and International Statistical Classification of Diseases and Related Health Problems (ICD-10)Chapter 7: Change PlanningWhat Is Change Planning?Core Principles of Change PlanningChange GoalsGoal SelectionGoal Specification: A SMART ApproachIntervention SelectionThe Written Change PlanChapter 8: Core Intervention Skills: Using Cognitive and Behavioral Approaches in Social Work Practice With Individuals, Families, and GroupsThe Cognitive Aspect of CBTCognitive RestructuringBehavioral Aspects of CBTABC from a Behavioral StandpointCBT as an Integrative FrameworkPractice of CBTStructural Features of CBTOngoing Professional DevelopmentChapter 9: Intervention Skills: Using Problem-Solving, Psychoeducational, and Multisystemic Intervention Approaches and Case/Care Management Skills in Working With Individuals and FamiliesProblem-Solving ApproachPsychoeducational ApproachThe Substance Abuse and Mental Health Service Administration (SAMHSA) Evidence-Based ToolkitOnline Psychoeducational ModulesMultiple-Family Psychoeducation Program (MF-PEP)Multisystem Intervention ApproachesCase/Care Management ApproachesChapter 10: Additional Skills for Working With Families and GroupsIntroducing the Core Skills Needed When Working With Families and Helping Families to ChangeSocial Work’s Mission in Working With FamiliesA Multidimensional Ecosystemic Comparative Approach (MECAmaps) to Assess Cultural and Contextual Sociopolitical ContextsEstablishing a Relationship With Each Family MemberModels of Family WorkSpecial Note: Working With CouplesIntroducing the Core Skills Needed When Working With GroupsLeading Groups and Understanding Group Development StagesChapter 11: Outcome MonitoringOverview of Outcome MonitoringIs Outcome Monitoring Research?General Principles of Outcome MonitoringMeasurement Types and Data CollectionSummarizing Data and Making InferencesCommon Measurement QuestionsChapter 12: Lifelong Learning and Professional Development Over the Life CourseYour Professional IdentitySupervision and MentorshipRemaining Current With the ResearchLicensureContinuing EducationProfessional Social Networks