Social Work: An Empowering Profession, 9th Edition Test Bank

Instructor’s Manual and Test Bank For Social Work: An Empowering Profession 9th Edition Brenda DuBois, St. Ambrose University Karla Miley, Black Hawk College Prepared by Karla Miley, Black Hawk College Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo ____________________________________________________________________________ Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/. Instructors of classes using Social Work: An Empowering Profession, 9th Edition, by Brenda DuBois and Karla Miley, may reproduce material from the Instructor’s Resource Manual and Test Bank for classroom use. 10 9 8 7 6 5 4 3 2 1 ISBN-10: 0134747534 ISBN-13: 9780134747538 www.pearsonhighered.com ii Table of Contents Preface iv Lecture Outlines and Teaching Suggestions Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Social Work: A Helping Profession An Evolving Profession Social Work and Social Systems The Social Service Delivery System Values and Ethics in Social Work Human Rights and Social Justice Diversity and Social Work Empowerment Social Work Practice Social Work Functions and Roles Social Work and Social Policy Social Work and Poverty, Homelessness, Unemployment, and Criminal Justice Social Work in Health, Rehabilitation, and Mental Health Social Work with Families and Youths Adult and Aging Services 1 7 15 21 28 35 43 54 60 66 Social Work: A Helping Profession An Evolving Profession Social Work and Social Systems The Social Service Delivery System Values and Ethics in Social Work Human Rights and Social Justice Diversity and Social Work Empowerment Social Work Practice Social Work Functions and Roles Social Work and Social Policy Social Work and Poverty, Homelessness, Unemployment, and Criminal Justice Social Work in Health, Rehabilitation, and Mental Health Social Work with Families and Youths Adult and Aging Services 120 124 128 132 136 140 144 148 152 156 74 85 98 109 Test Bank Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Answer Key 160 164 168 172 176 iii Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Preface Education for the social work profession requires an understanding of the dynamics of human behavior, social problems, social welfare responses, and professional interventions. In short, early in their educational experience, students will want to know “the who, the what, and the why” of social work. We believe the most important characteristic of an introductory textbook is in the way it presents a foundation so that students develop a mind-set, or way of thinking about the “who, what and why” of social work. Curriculum frameworks developed by the Council on Social Work Education prescribe content on diversity, human rights and social justice, ethical and professional behavior, policy practice, and social work practice. We believe that, in their introduction to social work, students need to explore the common base of professional values, knowledge, and skills as each relates to the curricular components. What distinguishes this introductory textbook from others is that it adopts a discipline-based, empowermentoriented approach in framing the foundation of the introductory course. To that end, this text introduces various elements that comprise the curriculum. Content covers the historical and philosophical roots of social work; the professional base of values and ethics; perspectives on diversity and difference; human rights and social justice, the social service delivery network, social policy, and client populations; an array of strategies related to social work practice, policy, and research; and an overview of various fields of social work practice. The vision for this textbook reflects our combined experience as social work educators and incorporates our collaborative efforts in developing content for our respective introductory social work courses. Originally, our plan for the book developed out of differences in the strengths of our educational and practice backgrounds—a social systems perspectives from the University of Iowa School of Social Work and social group work from the University of Chicago, School of Social Service Administration; our varied practice experiences in public welfare, school social work, and aging services; and our differing foci of macrolevel and clinical practice. We both now embrace a generalist approach informed by perspectives on strengths and empowerment. The ninth edition fully incorporates empowerment-based social work and the strengths perspective in the context of human rights and social justice. The Reflections on Empowerment and Social Justice boxes, along with the Reflections on Diversity and Human Rights boxes, emphasize contemporary issues and ethical concerns in the context of empowerment and diversity. The Voices from the Field boxes include fictitious accounts of social workers’ perspectives on their professional experiences in various fields of practice. To further anchor students in competency-based education, each chapter includes critical thinking questions linked to the CSWE competencies. Most chapters still include Social Work Highlights that feature practice applications and case examples. New to This Edition The ninth edition of Social Work: An Empowering Profession maintains the basic structure of previous editions while refreshing the internal organization of some chapters and updating content throughout. Notable revisions and additions include  An increased emphasis on diversity and difference, including an extensive revision of Chapter 7and a new section on diversity and the history of social work in Chapter 2  Major revisions in the sections on disabilities and substance use disorders in Chapter 12 and healthy aging in Chapter 14  New material on runaway youths, domestic minor sex trafficking, and youth empowerment in the section on services for youth in Chapter 13  Additional content on biological influences on behavior, environmental justice, evidence-based practice, and human rights and social justice in various chapters adverse childhood experiences and principles of trauma-informed care in Chapter 13, eco-maps in Chapter 3, and an extension of empowerment-based social work in the introductory chapter, Chapter 1, to include content on affirming diversity and difference, adopting a human rights perspective, and taking action  E-text features, including an electronically linked glossary, Assess Your Understanding “pop-up” quizzes aligned with learning outcomes, and MyLab activities at the end of most chapters  Updates to demographic data as well as inclusion of several hundred new citations to ensure currency iv Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Organization of the Book The book is organized into four sections: Part One, The Profession of Social Work, delineates the “who, what, why, and where” of social work and the social service delivery system.  Chapter 1 defines social work, examines the purpose of the profession, overviews fields of practice, and introduces empowerment-based social work practice.  Chapter 2 surveys the historical roots of the social work profession, including the contributions of diversity in the history of social work, and details the base of professional knowledge, values, and skills.  Chapter 3 introduces the social systems and ecological frameworks for practice and delineates micro-, mezzo-, and macrolevel clients.  Chapter 4 identifies key components of the social service delivery network. Part Two, Social Work Perspectives, examines the values, social justice mandate, and elements of diversity and difference that both inform and shape social work practice.  Chapter 5 features the value and ethical foundations of social work practice.  Chapter 6 focuses on social justice and human rights, the “isms” and injustice, the theoretical basis of social injustice, and implications for social work practice.  Chapter 7 considers diversity and difference in the context of cultural identity and intersectionality and the knowledge, values, and skills necessary to support multicultural social work practice. Part Three, Generalist Social Work, introduces an empowering approach to generalist social work at all system levels, including core processes, social work functions along with associated roles and strategies, and policy practice.  Chapter 8 describes the nature of the collaborative partnership between practitioners and clients and briefly describes empowering processes for generalist practice.  Chapter 9 delineates the various roles and strategies associated with each function of social work— consultancy, resource management, and education.  Chapter 10 explores the relationships between social work and social policy and reviews major historic and contemporary social welfare policies and services. Part Four, Contemporary Issues in Fields of Practice, features the opportunities and challenges for social workers within the broad fields of public welfare, health systems, family services and child welfare, and adult and aging services.  Chapter 11 profiles responses to issues in the public domain that involve social workers, including poverty, homelessness, unemployment, and crime and delinquency.  Chapter 12 presents opportunities for social workers in the fields of health and behavioral health care, including a range of public health and health care settings and services for people with disabilities, mental health issues, and substance use disorders.  Chapter 13 examines social work interests in the areas of family-centered services, child maltreatment, a continuum of child welfare services, school social work, and other services for youths.  Chapter 14 emphasizes adult and aging services, including long-standing fields of practice such as occupational and gerontological social work, as well as response to family caregiving issues, intimate partner violence, elder abuse, and the increasing numbers of older adults who aspire to a life span that is equal to their health span. Instructor’s Manual The Instructor’s Manual that accompanies Social Work: An Empowering Profession (9th ed.) includes the following features for each chapter:  A Chapter Summary that overviews key points.  Learning Objectives that provide the organizing framework for the chapter.  A Lecture Outline that incorporates the Critical Thinking Questions included at the end of the chapter as well as suggestions for Teaching Strategies. The Critical Thinking Questions and Teaching Strategies are aligned with CSWE outcome competencies.  Ideas for Potential Assignments aligned with CSWE outcome competencies. v Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.     A list of MYLab activities associated with the chapter. Twenty-five Multiple Choice Questions distributed among the chapter learning objectives. Five essay questions. An answer key for multiple choice questions. MYLab Helping Professions for Introduction to Social Work Reach every student by pairing this text with MyLab Helping Professions MyLab™ is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Helping Professions organizes all assignments around essential learning outcomes and the CSWE EPAS for Social Work–enabling easy course alignment and reporting.  Video- and case-based Application exercises help students apply key concepts, prepare for certification, and develop the decision-making skills they need to become effective helping professionals.  Automatically-graded licensure quizzes provide immediate feedback to help students prepare for their certification examinations, master foundational content, and improve their course performance.  Assess Your Understanding quizzes throughout the eText present students with opportunities to check their understanding. Each response provides immediate feedback that guides students’ learning and ensures they master key learning outcomes.  The Video Library allows users to easily search a database of video clips organized by course area. Instructors can choose from a wealth of content to create their own personalized homework, group exercises, and in-class activities.  The Pearson eText gives students access to their textbook anytime, anywhere. Chapter Options for MyLab Activities Chapter 1: Social Work: A Helping Profession [No MyLab Box in this Chapter.]  In Topic 2 Assignments: Professional Behavior, try Application Exercise 2.1: Logan’s Professional Behavior and Licensure Quiz 2.1: Professional Behavior. Then try Application Exercise 2.2: Professional Netiquette and Licensure Quiz 2.2 Professional Behavior Online.  In Topic 10 Assignments: Client Intervention, try Licensure Quiz 10.3: Interprofessional Collaboration. In Topic 3 Assignments: Social Work Theories, try Application Exercise 3.2 Assessment Theories: What are Your Systems? Chapter 2: An Evolving Profession  Chapter 3: Social Work and Social Systems Chapter 4: The Social Service Delivery System  Then, in Topic 8 Assignments: Client Engagement, try Application Exercise 8.2: Facilitating a Support Group and Licensure Quiz 8.2: Person-in-Environment and Client Engagement.  In Topic 10 Assignments: Client Intervention, try Licensure Quiz 10.2: Applying Theory to Client Intervention.  In Topic 11 Assignments: Client Evaluation, try Application Exercise 11.3: Evaluating Community Work. [No MyLab Box in this Chapter.] vi Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Chapter 5: Values and Ethics in Social Work Chapter 6: Human Rights and Social Justice  Topic 1 Assignments: Ethical Standards.   In Topic 8 Assignments: Client Engagement, try Application Exercise 8.4: Empathy vs. Sympathy, Licensure Quiz 8.4: Empathy and Reflection in Practice, Application Exercise 8.5: Client Interaction, and Licensure Quiz 8.5: Interpersonal Skills and Engagement. Topic 5 Assignments: Human Rights and Social Justice.  Topic 4 Assignments: Diversity.  In Topic 3 Assignments: Social Work Theories, start with Application Exercise 3.1: Turning Deficits into Strengths and Licensure Quiz 3.1: Strength-Based Practice. Then try Licensure Quiz 3.2: Assessment Theories, Application Exercise 3.3: Intervention Theories: Understanding an Agency’s Mission and Services, Licensure Quiz 3.3: Intervention Theories, Application Exercise 3.4: Evaluation Theories: Evaluating Family Practice, and Licensure Quiz 3.4: Evaluation Theories.  In Topic 9: Client Assessment, try Licensure Quiz 9.1: Critical Thinking Skills, Licensure Quiz 9.2: Theory and Client Assessment—Part 1, Licensure Quiz 9.3: Theory and Client Assessment—Part 2, and Licensure Quiz 9.4: Goals and Objectives. In Topic 6 Assignments: Research Methods, try Application Exercise 6.4: Lobbying for Legislative Change. Chapter 7: Diversity and Social Work Chapter 8: Empowerment Social Work Practice  Chapter 9: Social Work Functions and Roles   Chapter 10: Social Work and Social Policy Chapter 11: Social Work and Poverty, Homelessness, Unemployment, and Criminal Justice  Then, in Topic 10 Assignments: Client Intervention, try Application Exercise 10.4: Meaningful Advocacy. In Topic 7 Assignments: Policy Practice, try Application Exercise 7.1: Connecting Legislation to the Realties of Practice, Application Exercise 7.2: Making Connections with Service Delivery and Access, Application Exercise 7.3: Lobbying for Runaway and Homeless Youth, and Application Exercise 7.4: A Living Wage. [No MyLab Box in this Chapter.]  In Topic 10 Assignments: Client Intervention, try Application Exercise 10.1: Helping Sara and Licensure Quiz 10.4: Client Intervention.  In Topic 8 Assignments: Client Engagement, try Application Exercise 8.1: Emily’s Struggle with Adolescence and Licensure Quiz 8.1: HBSE Theories and Engagement. Then try Application Exercise 8.3: Reflection in Client Engagement and Licensure Quiz 8.3 Multidisciplinary Theoretical Frameworks and Engagement.  In Topic 9 Assignments: Client Assessment, try Application Exercise 9.1: Using Family Systems to Assess Clients, Application Exercise 9.2: The Jones Family, Application Exercise 9.4: The Power of One, Application Exercise 9.5: Self-Determination, and Licensure Quiz 9.5: Appropriate Strategies. Chapter 12: Social Work in Health, Rehabilitation, and Mental Health Chapter 13: Social Work with Families and Youths vii Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.   Chapter 14: Adult and Aging Services  In Topic 10 Assignments: Client Intervention, try Application Exercise 10.2: Alec’s Many Systems, Application Exercise 10.3: Ways Professionals Collaborate, and Licensure Quiz 10.1: Intervention Strategies. In Topic 9 Assignments: Client Assessment, try Application Exercise 9.3 Miss Jane. In the Topic 11 Assignments: Client Evaluation, try Application Exercise 11.2: Evaluating the “Newcomers” Group and Application Exercise 11.4: Evaluating an Older Adult Outreach Program. viii Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Chapter 1 Social Work: A Helping Profession Chapter Summary As an orientation to social work and social welfare, this Chapter 1 explores the profession of social work and what social workers do, the mission and purpose of social work, the relationship between social work and social welfare, and characteristics of social work as an empowering profession. The discussion frames social work as a human rights and social justice profession. Although social work is only one of several occupations in the social welfare arena, historically, social work has been identified as the primary profession that carries out the mandate of social welfare. Differentiating social work from other human service professions is complicated by the tendency to identify anyone working in the broad area of social welfare as a social worker. Thus, with respect to human services, the general public tends to label individuals with a variety of educational backgrounds, training, and levels of competence as social workers. While these human service employees may identify themselves as “doing social work,” social work requires a particular education to acquire the knowledge, skills, and value base fundamental to professional social work practice. As caring professionals, social workers work with others to resolve problems, obtain resources, provide support, and pursue social justice. As generalists, social workers view human behavior in the context of the social environment, recognize the potential for change at multiple system levels, draw on common processes to organize their work with clients, and integrate direct practice with social policy and research activities. Preparation for professional social work practice requires an understanding of human and societal needs, an assimilation of the values of the social work profession, and the development of skills for facilitating change. The purpose, mission, goals, and objectives of the profession prescribe the behaviors, attitudes, and skills required to effect change. Clients touched by personal and social problems engage with social workers to improve their social functioning through a partnership of planned change. In all fields of practice, the focus of professional social workers is on both people and their social and physical environments, often described as the intersection of private troubles and public issues. Empowerment-oriented social workers set increasing personal, interpersonal, and sociopolitical power as a goal so that clients can access resources and power that will enable them to improve their situations and address their concerns. Common elements of empowerment-oriented social work include focusing on strengths, working collaboratively, critically reflecting on structural arrangements, adopting a human rights and social justice perspective, linking personal and political power, and taking action. Learning Objectives     Describe who social workers are and what they do in their day-to-day social work activities Explain the perspectives of social work, including the mission, purpose, and goals of the profession Explicate the relationship between social work and social welfare Evaluate social work as an empowering profession Lecture Outline The Social Work Profession  Social Work Defined  Social workers help others resolve problems and obtain resources, provide support, and facilitate social responses to needs – Client systems include:  Individuals and families  Groups  Organizations  Communities 1 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.  Social Workers as Caring Professionals  Demonstrate positive regard and genuine concern about well-being of others  Personal qualities warmth, honesty, genuineness, openness, courage, hopefulness, humility, concern, and sensitivity  Value working in partnerships  Teaching Strategy: Through discussion in the class as a whole or brainstorming in small groups, generate examples that illustrate how personal characteristics inform one’s identity as a social worker as well as professional behavior (Ethical and Professional Behavior)  Voices from the Field: Examples illustrate the integration of practice, policy, and research  Joannie Devereaux – social worker in a nursing home – Working with residents and families, individually and small groups – Collaborating with other professionals to work with legislators on state-based funding issues related to state payments – Conducting research on the impact of resident involvement in decision-making on their transition to long term care  Karen Ostlund – legislative caseworker – Advocating for constituents to address issues they face when dealing with federal agencies – Networking with a variety of agencies to improve service delivery – Gathering data within congressional district to evaluate the impact of welfare reform on constituents  Mike Nicolas – social worker at County General Hospital’s hospice unit – Providing counseling and support to clients and families – Participating on a community task force on AIDS focusing on community education, establishing a befriender program, and collecting data for a grant application  Mary Ann Grant – rape crisis worker – Counseling survivors and their families, individually and in small groups – Presenting community education programs on prevention and response to sexual assault – Working with researchers from a local university on a project about date rape  Critical Thinking Question: Whereas human needs are the reasons for social work intervention, human strengths are the sources for solutions. In the section “Voices from the Field,” what potential needs of social work clients are represented in the practice examples, and what are the sources of strengths that give direction to intervention strategies with these clients? (Intervention)  Generalist Social Work  Utilizes generic practice processes  Recognizes the potential for change at multiple system levels – within human systems between systems and among environmental systems  Views behavior in the context of social environments  Integrates direct practice, social policy, and research  Critical Thinking Question: In every aspect of their lives, social workers represent the social work profession. How does the definition of generalist social work practice inform professional identity and behaviors? (Ethical and Professional Behavior) Social Work Perspectives  Social Work’s Mission and Purpose  Enhance well-being of all people, particularly those who are vulnerable and oppressed (NASW)  Promote well-being and collective betterment of society (CSWE)  Personal Troubles and Public Issues  C. Wright Mills’ idea: Personal troubles and public issues are separate and distinct – Personal troubles are private matters – Issues are public matters 2 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.  Social work interpretation of Mill’s ideas: Relationship between public and private is reciprocal – Private troubles emanate from public issues – Private troubles develop into public issues  Teaching Strategy: Through discussion in the class as a whole or brainstorming in small groups, generate examples to explicate the reciprocal relationship between private troubles and public issues. How does the concept of private troubles and public issues relate to generalist social processes of assessment? (Assessment)    Strengths and Needs  Universal Basic Needs – Physical, intellectual, emotional, social, and spiritual  Motivational Needs: – Maslow’s hierarchy – physiological, security, belongingness, esteem, and self-actualization – Assumption: people must fulfill basic needs before they pursue needs for personal growth  Personal Development – Fulfillment contributes to personal growth and adaptation throughout the lifespan  Life Tasks – Associated with expected and unexpected life situations  Cultural Strengths – Shape identity – Inform worldview – Source of strategies for problem solving  Collective Needs for Social Justice and Human Rights – Social justice:  Share equally in the social order, participation in society, protection under the law, opportunities for development, access to social benefits  Isms restrict justice – racism, sexism, classism, heterosexism, handicapism, ageism – Human rights: universal and indivisible  First generation: civil and political rights  Due process, freedom of speech, freedom of religion, freedom from torture  Second generation: social, economic, and political rights  Quality of life rights, health care, reasonable standard of living, education, work  Third generation: collective rights  Environmental justice, humanitarian aid, economic development, peaceful coexistence  World Living Needs – Learning to live in an interdependent global society Interactions among Strengths, Needs, and Environments  Social and physical environments affect how we view possibilities and get along  We experience “goodness of fit” to extent environmental demands and resources meet needs  Environmental competence – congruence between provisions and needs – Groups with “privilege” likely have less exposure to environmental risks – Disenfranchised populations experience reduced access to environmental resources and disproportionate exposure to environmental risks Social Work’s Goals (NASW)  Enhancing the people’s capacities to resolve problems, cope, and function effectively  Linking clients with needed resources  Improve the service delivery network  Promoting social justice through the development of social policy  Critical Thinking Question: Social work is aptly described as society’s conscience. How do social workers promote social and economic justice and advocate for human rights? (Human Rights & Justice) 3 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. The Relationship between Social Work and Social Welfare  Social Institutions  Address the physical, economic, educational, religious, political, and social welfare needs of citizens  Provisions fulfill human needs and resolve social problems  The Social Welfare Institution  Responds to the health, education, and well-being needs of societal members  Addresses individuals’ “general well-being” and the populations’ universal needs  Functions of Social Welfare  Residual view – Welfare applies when the normal family, economic, or political structures break down  Institutional view – Welfare is an integrated function that provides services as a citizens’ rights – Diverse provisions benefit the total population  Fields of Social Work Practice  Selected Examples – Family and Child Welfare – Health Care – Child Welfare and Child Protective Services – Mental Health – Gerontological Social Work (Aging Services) – Occupational Social Work – Community Organizing and Community Development – Information and Referral – Income Maintenance – School Social Work – Criminal Justice  Employment Outlook (Bureau of Labor Statistics) – Expanding opportunities for social workers – Future growth areas: aging services, child welfare, mental health  Critical Thinking Question: Social workers understand that public policies affect the types of social benefits and acknowledge the need for policy practice. What are some examples of social policies that affect services to clients in various fields of social work practice? (Policy Practice)  Teaching Strategy: Through discussion in the class as a whole or brainstorming in small groups, generate examples to illustrate how social workers could promote social justice and human rights in different fields of practice (Human Rights and Justice/Intervention)  Social Work, Social Welfare, and Society  Consensus and Conflict Models: – Structural functional model – social workers as agents who control deviant citizens and reform dysfunctional social structures – Conflict model – social workers as confronting social injustice, and changing power alignments in society  Patterns of relationship between social work and society – Agent of social control on behalf of society – Reformer of society – Separate from society – Intermediary between individuals and society Social Work as an Empowering Profession  Empowerment Defined  Elements – personal, interpersonal, and sociopolitical power 4 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. –  Involves subjective elements of perception and more objective elements of resources of power within social structures. – Implies exercising psychological control over personal affairs and exerting influence over the course of events in the sociopolitical arena Access to Resources  Requisite of empowerment  Teaching Strategy: Through discussion in the class as a whole or brainstorming in small groups, generate responses to questions such as: How does the availability of resources influence empowerment? In what ways do the opportunity structures of society (education and the economy) empower or disempower societal members? (Human Rights and Justice ) Empowerment Social Work  Focusing on Strengths  Supports the vision and hope for possibility, growth, and change  Affirming Diversity and Difference  Cultural variations represent differences not deficits  Working Collaboratively  Assumption: Clients are primary experts on their own situations  Failure to redefine power in ways that social workers step back from role of expert disempowers clients  From beginning to end, social workers and clients accomplish their work through and interdependent partnership  Critically Reflecting on Structural Arrangements  Focus: structural arrangements that challenge access to resources and opportunities  Continuous process: thinking, doing, reflecting  Asking questions is critical: in the absence of questioning, we support the status quo by taking structural arrangements for granted  Adopting a Human Rights Perspective  Connections with social justice integral to social work history; connections with human rights relatively recent in social work as practiced in the U.S.  Human rights concerns are present in any issue related to social exclusion and inequality  Implications for how social workers view clients’ situations, build relationships, network personal and political resources, and advocate just social policies  Linking Personal and Political Power  Integration of social work as clinical with social work as political  Taking Action  Advocacy and social action are embedded in the history, values. and ethics of social work  Central to purpose of social work  Critical element of empowerment  Teaching Strategy: For discussion in the class as a whole or brainstorming in small groups, pose the question: In the context of social work’s mission, purpose and goals, is the clinical without the political actually social work? (Ethical and Professional Behavior)  Teaching Strategy: Through discussion in the class as a whole or brainstorming in small groups, ask students to develop guiding principles for social work practice based on their understanding of social work as an empowerment-oriented, human rights and social justice profession. (Human Rights & Justice/Intervention/Ethical and Professional Behavior) 5 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Potential Assignments  Ethical and Professional Behavior Have students collect newspaper articles highlighting agency programs that represent the various fields of practice. How do these programs reflect the goals and objectives of the social work?  Human Rights & Justice; Assessment Create a collage depicting the continuum of human and social needs. Collages can be made by individuals or as small group projects. You may want to ask students to write a paragraph to interpret their collage. Share results in class.  Policy Practice Have students interview social workers from various fields of practice to learn about trends and the employment outlook in those fields. MYLab Helping Professions for Introduction to Social Work No MyLab Options 6 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Chapter 2 An Evolving Profession Chapter Summary Social work emerged as a professional activity during the late nineteenth century. Its roots lie in early social welfare activities, the charity organization movement, and the settlement house movement. Social work is a profession that has historically maintained a partisan commitment to working with people who are poor or otherwise disenfranchised. However, social workers’ views of their clients and, as a consequence, their preferences about courses of action have differed. Some have viewed disadvantaged populations as supplicants—unworthy, powerless, and in need of personal reform. As charity workers, they applied measures to improve individuals’ moral and social acceptability, whereas others have viewed disenfranchised populations as victims of social disorder, social injustice, and social change. As social reformers, they confronted the root causes of problems, modified societal structures, and engaged in advocating policy and legislative changes to improve environmental conditions and create opportunities. Until the middle of the twentieth century, the practices of racial segregation and the principle of “separate, but equal” framed the context of social policies, delivery models for social services, and even historical accounts of social welfare initiatives. The result was excluding minorities from mainstream social welfare services and education. The tireless efforts of African American leaders and their vision for a just world fueled many programs and services associated with the Women’s Club Movement, the African American Settlement House Movement, and advocacy organizations such as the National Urban League. Additionally, they founded African American colleges and advocated change through individual and collective efforts. Targeting policy at both the local and national levels, the political activities of these African American leaders in social welfare embody empowerment and foreshadow the integration of policy practice into contemporary social work. Many definitions of social work found throughout the professional literature reiterate the themes of helping individuals and changing social conditions. Some definitions emphasize people, whereas others incorporate the reciprocal interactions between people and their social environment. Among those historical trends that influenced the definition of practice are the emergence of social casework as a methodology in the early 1900s; the prominence of the psychoanalytic movement in the 1920s leading to increased emphasis on mental health and the mental hygiene movement; the public welfare movement in the 1930s; the acceptance of group work and community organizing methodologies in the 1940s and 1950s; the emergence of a dual perspective in the 1950s, social reform activities in the 1960s; the popularity of the social systems and ecological perspectives in the 1970s and 1980s; an increased emphasis on empowerment, social justice, human rights and international social work in the 1990s; and an evidence-based practice and competency-based social work education into the twenty-first century. Social work’s professional status was evaluated by Abraham Flexner in 1915, and his conclusion has reverberated among social workers ever since. In 1957, Ernest Greenwood applied criteria to assert social work’s standing as a profession. Today, the social work profession continues to confront issues related to maintaining its professional legitimacy. The question of whether social work is in fact a profession has challenged social workers for nearly a century and parallels the evolving definition of the profession. This history reflects the systematic efforts by early pioneers to acquire professional status, unify professional organizations, and develop standards for education The foundation for generalist practice has a generic or common base of purpose, values, knowledge, and skills shared by all social workers. This common base unifies the profession even though social work practitioners utilize a variety of methods, work in different settings, have diverse groups as clients, and practice with clients at different system levels. The values–knowledge–skills complex of the profession describes the why, the what, and the how of social work. To act on this orientation, social workers draw their attitudes toward people from a body of professional values and base their understanding of human behavior and environmental responses on a body of knowledge. Building on historical traditions, the contemporary social work profession emphasizes human rights and empowerment of oppressed populations more explicitly in the defined mission, purpose, and practice of social work. 7 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Learning Objectives Trace the emergence of social work as a profession with reference to the charity organization societies, the settlement house movement, and diversity in the early history of the profession    Describe how the definition of social work evolved during the twentieth and early twenty-first centuries Profile social work’s quest for professional status, the rise of professional organizations, and the development of social work education Critique the common base of social work’s values, knowledge base, and skills; and the tenets for professional social work practice Lecture Outline The Emergence of Social Work as a Profession  Early Social Welfare Organizations  The National Conference of Charities and Corrections formed in 1879 – Formed to address social problems of poverty, crime, and social dependency – Membership – public officials and volunteers in State Boards of Charities – Focus: effective administration and reform of welfare institutions  Themes reflect roots of social work  Charity Organization Societies (COS)  First COS founded by S. Humphrey’s Gurteen – 1877 in Buffalo, NY  To provide structure for private charities  Friendly visitors met with applicants to model moral character  Mary Richmond – Early COS leader – Instrumental in providing direction to workers through her publications – What is Social Case Work? and Social Diagnosis  Settlement House Movement  Originated in London with founding of Toynbee Hall by Samuel Barnett  First settlement in U.S., Neighborhood Guild, founded in New York City by Stanton Coit  Jane Addams and Ellen Gates Starr established Hull House in Chicago  Combined social advocacy and social services to address problems associated with urbanization and immigration  Settlement workers lived among poor as “settlers”  Critical Thinking Question: The roots of the social work profession lie in two distinct latenineteenth-century social movements. What policy contributions of the charity organization and the settlement house movements continue to carry over in contemporary social service delivery? (Policy Practice)  Teaching Strategy: Ask students to compare and contrast the practice philosophy of Jane Addams and Mary Richmond? (Ethcial and Professional Behavior)  Teaching Strategy: Ask students to analyze the contributions of the Settlement House Movement to our understanding of empowerment (Ethcial and Professional Behavior / Policy Practice) Diversity and the History of Social Work African American initiatives developed in response to racial segregation and principles of “separate but equal” that prevailed in the U.S.  African American Women’s Club Movement  Nationwide network of clubs, sororities, and other professional and service organizations 8 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.        Led by college-educated African American women Strengthened families and provided community support Sponsored variety of social welfare initiatives – Janie Porter Barrett, founder of Virginia Industrial School for Girls – Elizabeth Ross Haynes, grassroots organizer and political activist – Mary McLeod Bethune, activist for education – Lugenia Burns Hope, known for promoting democratic participation and mutual aid African American Settlement House Movement  First established by Sarah Fernandis in Washington, DC  Focus: strengthening African American communities National Urban League (1910)  Established in response to the needs of African Americans who migrated north to seek better employment opportunities  Clubs for youths, job skill training programs, supports for adjusting to urban life  Lester Granger refined focus to include civil rights  Whitney Young gained prominence as NUL leader from 1961-1971 Postsecondary Education and Training for Social Workers  Focus- provide opportunities for post-secondary education in face of long-standing segregation policies  Fisk University – preparing students for work in urban communities  Lugenia Burns Hope’s training institute for social work formed the basis for the Atlanta School of Social Work Legacy of African American Social Welfare Initiatives  Incorporation of human rights, civil rights, and citizens’ rights into agenda for social policies  Foreshadows integration of policy practice into contemporary social work  Teaching Strategy: Ask students to analyze the contributions of the African American social welfare initiatives to our understanding of empowerment (Ethcial and Professional Behavior / Policy Practice) Defining Social Work as a Profession  Social Casework  Theories, and methods of social casework included in Mary Richmond’s writings, Social Diagnosis (1917) and What is Social Casework? (1922) – Central focus: on individual change; however, Richmond did not ignore the impact of the environment on individual functioning  Milford Conference – emphasized adaptation or making adjustments to impaired functioning or deviance  Psychoanalytic Movement  The psychoanalytic movement of Freud, along with the mental hygiene movement and the mental health services provided by the American Red Cross at the time of World War I, fostered an individual treatment approach that emphasized intrapsychic dynamics.  Mary Jarrett – initiated specialty in psychiatric social work  Public Welfare Movement  Pointed to an unstable economy as the root cause of poverty  Harry Hopkins – worked with FDR to develop public responses to poverty, including the Social Security Act  Frances Perkins – Secretary of Labor under FDR played significant role in developing national social security policy that addressed maternal and child health, child welfare services, public health, and dependent children living in poverty  Social Group Work and Community Organization  Group Work – Small group interaction as vehicle for individual and social change  Enrichment, education, and social reform  Uses interplay of personalities in group processes to achieve cooperative group action to achieve common goals – Grace Coyle, early leader in social group work, developed scientific base for social group work 9 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.     Group process as vehicle for change  Democratic control  Community Organization – Purpose: To facilitate changes in larger groups and organizations – Early on addressed community problems resulting from World War II and need for community network of services – Eduard Lindeman, early leader in community organization  Emphasized social context of social work  Interdisciplinary perspective on human behavior and social problems Dual Perspective: Simultaneous focus on persons and their environments  Bertha Reynolds (1951) – Social advocate for working class and oppressed groups – Work with National Maritime Union, model for social work in unions – Expand focus of change beyond individuals to community context – Use political activity to achieve social justice  Hollis Taylor Report (1951) defines social work as a helping activity, social activity, and liaison activity – Helping activity – assist with problems that interfere with well-being – Social activity – benefit the whole communities – Liaison activity – connect people with resources  “Working Definition of Social Work Practice” (NASW, 1958) – Expands focus of social work to working with both individuals and groups – Delineates the interactional dimension of reciprocity between individual and their environments  “Person-in-Situation” (Florence Hollis) – Describes the threefold reciprocal interaction among persons, their situations, and their environments – Individual change can emanate from within individuals or as a result of changes in their environments Social Reform  “War on Poverty” activities, addressing social problems at the grassroots  Leadership for social reform and civil rights: Whitney Young  Questions raised about effectiveness of traditional individually-focused approaches – Conclusion: “person-in-situation” (social context) ought to be the starting point for determining the intervention method Ecosystems Approach  Ecological perspectives and a social systems approach to social work emerged in the 1970s & accepted in the 1980s and crystallized in the ecosystems approach – Reciprocal interactions between people and their environments – Further clarified the transactional nature of “person-in situation”  Critical Thinking Question: Social workers view the personal troubles of individuals within the societal context of larger social issues. From an ecosystems perspective, why is it important for social workers to select interventions that include both individual treatment and social reform? (Intervention)  Teaching Strategy: Ask students to discuss how a social worker’s understanding of problems, issuses, and needs changes depending on whether the focus is on individual clients, local communities, or the broader society? (Assessment)  Teaching Strategy: As students to analyze why, from an ecosystems perspective, workers engage in practice activities that include both individual treatment and social reform. (Intervention) 10 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.   Emerging Trends in the Twenty-First Century  Evidence-based Practice – Inform practice decisions by considerations related to research-documented practice, ethical considerations, and clients’ preferences – Legitimizes practice strategies – Applicable at all system levels  Competency-Based Social Work Education (CSWE model) includes competencies and practice behaviors related to: – Ethical and professional behavior – Diversity and difference – Human rights and social, economic, and environmental justice – Practice-informed research and research-informed practice – Policy practice – Engagement – Assessment – Intervention – Practice evaluation The Evolving Definition of Social Work  Simultaneous dual focus- individual treatment and social reform  Incorporate evidenced-based practice  Teaching Strategy: Have students present the resumes they prepared for the social work pioneers selected as a way of sharing the background information they uncovered when they prepared for the Spotlight on History Assignment (Ethcial and Professional Behavior / Policy Practice) The Quest for Professional Status  Is Social Work a Profession?”  Flexner’s speech “Is Social Work a Profession?” (1915) – Challenged the professional status of social work. – Efforts were made to expand professional education, form an accrediting body, consolidate professional associations, and establish a singular professional identity  Ernest Greenwood’s article, “Attributes of a Profession” (1957), asserted social work’s professional status – Fundamental knowledge-base – Professional authority and credibility – Professional standards and regulation – Regulatory code of ethics – Culture of values, norms, and symbols  Recent critics argue social work needs to assert the authority and parameters of its professional practice domain  The Rise of Professional Organizations  Formed in 1955, NASW formed from a merger a number of specialty membership groups – Membership extended to persons with BSW degrees in 1974  Special interest organizations formed around fields of practice and advocacy interests  Teaching Strategy: As a follow-up to a brief assignment, have students report about the efforts of the National Association of Social Workers to promote the image of social work. (Ethical and Professional Behavior) and how the IFSW supports human rights and social justice initiatives (Human Rights & Justice)  Teaching Strategy: As a follow-up to a brief assignment, have students identify examples of special interest organization and association formed around fields of practice and advocacy interests 11 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.    The Development of Professional Education  Debate over nature of education – Should it be training or university-based education? Council on Social Work Education  Formed in 1952 with merger of the American Association of Schools of Social Work and the National Association of Schools of Social Administration.  Accreditation for BSW programs began in 1974.  Purpose: to promote high quality social work education Social Work Today  NASW and CSWE continue to play vital roles in shaping profession  Competencies and practice behaviors outline foundation of knowledge, values, and skills in the arenas of: – Ethical and professional behavior – Diversity and difference in practice – Human rights and social, economic, and environmental justice – Practice-informed research and research-informed practice – Policy practice – Engagement – Assessment – Intervention – Practice evaluation  Critical Thinking Question: To enhance the image of social work in the eyes of the general public, the NASW mounted an education and media campaign called “Help Starts Here.” What can you do as an individual practitioner to influence the general public’s positive regard of social workers and the social work profession? (Ethical and Professional Behavior)  Teaching Strategy: Ask students to discuss the significance of the evolution of professionalism for social work? Weigh both the advantages and disadvantages of professionalism and identify dilemmas that emerge. (Ethical and Professional Behavior) The Common Base of Social Work Practice: The why, what, and how of social work (Bartlett)  Professional Values  About People – Inherent dignity and worth of all  About Society – Social justice and democratic participation  About Professional Behavior – Value strengths and competencies of client systems – Ethical conduct – Practice effectiveness  Critical Thinking Question: The common base of professional values, knowledge, and skills is shared by all social workers and unifies the profession. What personal values might interfere with your professional obligation to allow social work values to guide practice? (Ethical and Professional Behavior)  The Knowledge Base of Social Work  Liberal arts foundation  Philosophy and history of social work  Fields of social work practice  Theoretical constructs and practice models  Legislation and policies  Cultural influences  Research  Knowledge of self 12 Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved.