The University of North Carolina at Chapel Hill
School of Social Work
Fall Semester, 2007
Tuesdays, 2-4:50
Course Number: SOWO 841 (Section 002)
Course Title: Health and Mental Health Practice with Children and Adolescents
Room: 300 Tate Turner Kuralt
Instructor: Mimi V. Chapman, MSW, Ph.D. LCSW
Associate Professor, UNC School of Social Work
email: mimi@email.unc.edu
Office phone: 843-8282
Home Phone: 942-8280 (use with discretion and before 6pm and after 8 pm.)
Office Hours: Mondays and Tuesdays from 12 - 2 or by appointment.
Course Description: This course is a seminar on health and mental health clinical social work practice with
children and adolescents. It covers assessment, practice theories, and evidenced-based interventions.
Course Objectives: Upon completion of the course the student will be able to:
1. Use research knowledge on the etiology, developmental trajectory, and risk and protective
mechanisms specific to selected health and mental health disorders;
2. Describe in detail selected theoretical models for working with children and adolescents and be
able to match therapeutic strategies to appropriate health and mental health problem areas;
3. Demonstrate, through the use of class role playing, the ability to engage, assess progress with
simulated child an adolescent clients;
4. Complete bio-psychosocial assessments that are sensitive to, and address, diversity issues
including: ethnicity, age, gender, sexual orientation, class, and differences in spiritual beliefs;
5. Discuss, with the use of specific cases, the differences in the social worker’s roles and ethical
responsibilities to promote prevention and social intervention in patient and outpatient health and
mental health settings and be able to design services for persons in these cases;
6. Identify and assume an informed position regarding selected ethical dilemmas and legal issues that
challenge clients and providers.
Skills to be acquired in this Class:
1. The ability to go beyond information gathering to create a nuanced assessment and treatment plan
for a child and their family;
2. The ability to consider and identify cultural understandings of illness that may impact treatment;
3. The ability to identify evidence-based treatments for particular disorders;
4. The beginning ability to employ various evidenced-based treatments that will be helpful to the child
or family system.
Required Texts -- The following texts are available at the Health Affairs Bookstore:
Kazdin, A.E. and Weisz, J.R. (Eds.). (2003). Evidenced-Based Psychotherapies for Children and
Adolescents. New York: Guilford Press. ISBN: 1-57230-683-1
Ryan, C. & Futterman, D. (1998). Lesbian and Gay Youth: Care and Counseling. New York: Columbia
University Press. ISBN: 0-231-11191-6
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Webb, N.B. (2003). Social Work Practice with Children (2nd Ed.). New York: Guilford Press. ISBN: 157230-886-9
Suggested Texts:
James, B. (1989). Treating Traumatized Children: New Insights and Creative Interventions. New York: Free
Press. ISBN: 0-669-20994-5 (all REQUIRED readings from this text are available on the UNC library ereserves).
Mufson, L. Dorta, K.P., Moreau, D., & Weissman, M. (2004). Interpersonal Psychotherapy for
Depressed Adolescents (2nd ed.). New York: Guilford Press. ISBN: 1-59385-042-5
5 (all REQUIRED readings from this text are available on the UNC library e-reserves).
Rolland, J.S. (1994). Families, Illness, & Disability: An Integrative Treatment Model. New York: Basic
Books. ISBN: 0-465-02915-9. 5 (all REQUIRED readings from this text are available on the UNC library ereserves).
Webb, N.B. (Ed.). (2002). Helping Bereaved Children. New York: Guilford Press. ISBN: 1-59385-164-2
5 (all REQUIRED readings from this text are available on the UNC library e-reserves).
Course Assignments: Grading criteria will be described during the first class session.
1. Journaling on Readings (5 assignments x 10 pts each = 50 points)
You will be required to journal on five articles or topic areas. Specific questions are listed in this
syllabus. Unless otherwise specified, these journal entries should be turned in at the beginning
of class on the day they are listed. The journal writing is to be limited to no more than four doublespaced pages on each reading or topic. Remember to look carefully at the questions I’ve posed and
allow yourself time to reflect fully on each.
2. Mini-ethnography (15 points)
Please choose a child/adolescent or a parent of a child/adolescent with a chronic illness or condition.
This person may be someone you know in your personal life, a client, or even a family member.
Interview them about their illness from an ethnographic point of view.
Kleinman (1988) 1 writes that by using the mini-ethnography the clinician is allowed to “place
himself in the lived experience of the patient’s illness… By putting himself in the position of the
family members and important people in the wider social circle, one can also empathically witness
the illness as they do. This experiential phenomenology is the entrée into the world of the sick
person.” In order to deepen our understanding and empathy for our clients experiencing a physical
or mental illness, this paper will ask you to construct a mini-ethnography of a child or family
member of a child with a physical or mental illness.
1
Klienman, A. (1988). The Illness Narratives: Suffering Healing, and the Human Condition. New York:
Basic Books.
2
An ethnography differs from a “case formulation” in that your purpose is to understand your client
through their own eyes: not to look with a clinical lens with the purpose of creating a treatment plan,
looking for diagnostic clues etc. Your goal is simply to understand the world as they see it and their
illnesses’ place in that world. Here are some areas to explore:
First, explore the story of the illness. What did the person notice first about their illness? How did they
manage the symptoms before professionals became involved? What did they think their symptoms
meant? What was the experience of involving others in understanding their symptoms? How did the
different systems involved treat them? Who did they perceive to be helpful or not and why?
Next, explore how the illness has changed their relationships with others including family, friends, and
strangers. What messages does the person receive from the larger society about their illness?
Then, what impact does the illness have on their daily life? What is their perceived quality of life? What
are their hopes for the future? What role does the illness play in their expectations?
As a final piece, reflect on the process of doing this interview and compare it to how you usually interact
with clients. Did this process teach you anything new? Was it harder or easier than clinical interviews
that you have experienced? Why? Will you change your clinical interviewing in any way as a result of
this experience?
Some Tips:
Adapted from Anne-Linda Furstenberg, 1996 & Denise Gammonley, 2000.
The goal of the mini-ethnography is to capture this child or family member’s perception of their world
and the illnesses’ role in that world. Your goal is to engage the interviewee in a focused discussion of
what it means to be a child or the parent of a child with a particular illness.
The interview process is open-ended and emphasizes asking questions that elicit rich detail. Toward
this end,
Develop an interview guide to focus the discussion. Feedback will be given on your interview guide if
you choose to turn it in for review one week prior to your interview. If you choose to have your guide
reviewed, please provide a few sentences about the person you are interviewing and the condition or
experience about which you will be interviewing them. The guide should contain a list of broad topic
areas you want to cover. Some useful strategies for formulating questions and conducting an in-depth
interview include:
1) Explain the purpose of the interview and assure confidentiality.
2) Use descriptive questions and encourage vivid detail – probe by asking follow-up questions about
the sequence of events, the locations, who else was there and what were they doing.
3) Avoid evaluative questions: What kinds of things does your family do together versus how do you
get along with your family.
4) Begin broad and focus more narrowly.
5) Check to make sure you understand the meaning behind what is being said. Ask them to explain
language you don’t understand. Restate what they have said to make sure you are clear on what
they mean.
6) Give permission to discuss difficult areas or NOT if preferred.
Due at the beginning of class on October 2nd
Length: 10-12 pages, double-spaced (Please attach your interview guide as an appendix)
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3. Class Participation (10 points):
Attending and participating in class are important. A standard score of 10 points will be awarded for
consistent attendance, contributions to large and small group activities, and your participation in class
discussions. Points will be deducted if you are late or come unprepared to participate in class. Also,
please note five points will be deducted for each unapproved absence (except in the event of an
unforeseen emergency).
4. Final Exam (25 points):
This exam provides the opportunity to “put the pieces of the puzzle together.” It is an applied exam in
that you will be presented with case material and asked what to do with that material. This may mean
choosing an evidenced-based treatment that would apply to the situation in question, it may mean
writing what you would say to a client at a particular juncture, or writing assessment/case formulations
based on the information given.
The exam will be available via blackboard by 5 p.m. on the last day of class. Completed exams must
be returned by Tuesday, December 11th at noon and may be submitted via email or hard copy. You
may use your books and notes but YOU MAY NOT CONSULT WITH ANYONE ACCEPT ME ABOUT
THIS EXAM.
In order to be as objective as possible in the grading of course assignments, students must use their
PID number on the mini-ethnography and the exam. PLEASE DO NOT USE YOUR NAME. Three
points will be deducted if your name is included. This does NOT apply to the journal entries.
They are used to help me get to know you and your thinking better and often provide fodder for
class discussion. If I wish to bring something up from a journal reflection, I like to be able to
discuss that with the writer first.
Grading Distribution:
1. Journaling assignments (5 assignments x 10 pts each)
2. Mini-ethnography
3. Final exam
4. Class attendance and participation
50
15
25
10
100 points
Grading System:
The total points for each assignment will be added to determine the final grade:
94 and above
80 – 93
70 – 79
69 and below
H
P
L
F
Policy on Incomplete Grades and Late Assignments:
It is expected that assignments will be completed at times noted in the syllabus. If you have a situation arise
that prohibits you from completing the assignment on time, your request for delay of an assignment/exam
must be done in advance of the due date. Approved delays will not affect the grade. Any unapproved
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delays, or assignments completed after an approved delay date, will begin to accrue a five (5) point
reduction every 24 hours that the assignment is late. No make-up exams will be given unless the student
has an emergency. If the student is allowed to take a make-up exam, the exam may be in a different format
or have different questions than the regular exam. If the student faces unavoidable obstacles to meeting the
time frame, he or she should discuss the circumstances with the instructor to determine if an initial grade of
incomplete would be appropriate. Incomplete grades will be given only in compliance with University policy.
Policy on Academic Dishonesty: Please refer to the APA Style Guide and The SSW Manual for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments.
A link to these sites is provided on Blackboard under Course Documents. In keeping with the UNC Honor
Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office
of the Student Attorney General for investigation.
Policy on Accommodations for Students with Disabilities: Students with disabilities that affect their
participation in the course should notify the instructor if they need particular accommodations in instructional
format or examination format considered. Whenever possible, and in accordance with federal guidelines, the
University will attempt to provide reasonable academic accommodations to students who request and
require them. For more information and/or assistance, please contact the Department of Disability Services
at 962-8300.
Classroom Environment: The level of comfort and cohesion in this class are dependent upon the
development of a supportive learning environment, reflecting the values of the social work profession. In this
class, we will have much discussion and interaction using case examples and role-plays. You are
encouraged to “speak your truth” and clearly articulate your point of view. At the same time, please keep in
mind that supportive learning conditions are created and fostered by listening to the ideas and beliefs of
others and reflecting upon those which may be different from your own. Your contributions to making this a
safe and respectful classroom environment will be appreciated and will provide each of us the opportunity to
put into practice the core values of social work.
Cell phones, pagers, and PDAs: Students are asked to silence cellular phones and pagers during class
time. Your PDA’s should remain in your purse, backpack, coat pocket, etc. It is not appropriate to
update your calendar, surf the web, text other people, do Sudoku, or otherwise disengage during
class. If you have an extenuating situation that means you will likely be receiving a phone call that you must
take during class, please let me know in advance.
Course Outline
Foundations for Thinking about Children, Families, Illness, & Disability
Tuesday, August 21st
Introductions, Review of Syllabus, Course Description, & SmallGroup Skills Assessment Exercise
No Readings
Tuesday, August 28th
The Experience of Illness in Childhood and Adolescence:
Perspectives Influencing Assessment
Literary Perspective: The Autobiography of a Face by Lucy Grealy
Readings:
Rolland, J.S. (1994). Families, Illness, & Disability: An Integrative Treatment Model. New York: Basic
Books. Chapters: 2, 3, 4 & 5. (Available on E-Reserves)
5
Boyd-Webb, N. (2003). Social Work Practice with Children (2nd ed.). New York: Guilford. Chapters 1 and 2.
Tuesday, September 4th
Developing Empathy for Children and Parents Coping with Illness
and Disability
Literary Perspectives: The Elephant in the Playroom by Denise Brody
Family Pictures by Sue Miller
Readings:
Riebschleger, J. (2001). What do mental health professionals really think of family members of mental
health patients? American Journal of Orthopsychiatry, 71 (4),466-472.
Pottick, K.J. & Davis, D.M. (2001). Attributions of responsibility for children’s mental health problems:
Parents and professionals at odds. American Journal of Orthopsychiatry, 71 (4),426-435.
Kazdin, A.E., & Weisz, J.R. (Eds.). (2003). Evidenced-Based Psychotherapies for Children and
Adolescents. New York: Guilford. Chapters 18 and 19.
Guest Speaker: Sherry Mergner: Parent of a child with Autism
JOURNAL QUESTION 1: Describe the range of feelings you experience as you approach the parents of
your clients. How do other professionals in your current or past field/work experiences talk about parents?
Having read the Riebschelger article, describe the impact you think negative attributions may have on your
relationship with clients. How does this reading relate to your own professional development?
Tuesday, September 11th
Special Issues in Assessment / Preparing for Intervention
Readings:
Boyd-Webb, N. (2003). Social Work Practice with Children (2nd ed.). New York: Guilford. Chapter 10.
Kazdin, A.E., & Weisz, J.R. (Eds.). (2003). Evidenced-Based Psychotherapies for Children and
Adolescents. New York: Guilford. Chapters 1, 2, 3, & 4.
Suggested Readings:
Angold, A., Costello, E.J., Farmer, E.M.Z., Burns, B.J., Erkanli, A. (1999). Impaired but undiagnosed.
Journal of the American Academy of Child and Adolescent Psychiatry, 38, 29-137.
Guterman, N.B. & Cameron, M. (1999). Young client’s exposure to community violence: How much do their
therapists know? American Journal of Orthopsychiatry,69, 382-391.
Jellinek, M.D. & McDermott, J.F. (2004). Formulation: Putting the diagnosis into a therapeutic context and
treatment plan. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 913-921.
Guest Speaker: Nancy Berson, MSW, Assistant Director Program on Childhood Trauma and
Maltreatment, UNC Department of Psychiatry. Nancy will speak from 9:00 to 10:30.
JOURNAL QUESTION 2: Nancy Berson discussed a variety of additional assessment domains to
consider. How do you feel about working with court-involved children or families? What have your
experiences with these families been like thus far? How do Nancy’s recommendations compliment and/or
challenge what you’ve learned thus far in your work or field settings? Due at the beginning of class next
week, September 18th .
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Student Feedback: I will distribute an open-ended student feedback form to gather your comments and
suggestions about course content, structure, process, and teaching methods.
Tuesday, September 18th
Readings:
Assessment of Young Children’s Conduct Problems
Grietens, H. , Onghena, P., Prinzie, P. Gadeyne, E., Van Assche, V., Ghesquiere, P. & and Hellinckx, W.
(2004). Comparison of mothers’, fathers’, and teachers’ reports of problem behavior in 5 and 6 year old
children. Journal of Psychopathology and Behavioral Assessment, 26 (2), 137-146.
Groopman, Jerome. "What's Normal?." The New Yorker 83.7 (April 9, 2007): 28. Academic
OneFile. Thomson Gale. Univ of North Carolina - Chapel Hill. 1 Aug. 2007
Kazdin, A.E., & Weisz, J.R. (Eds.). (2003). Evidenced-Based Psychotherapies for Children and
Adolescents. New York: Guilford. Chapters 11, 12, 18, and 19.
Tuesday, September 25th
Methods of Delivering Interventions –
Play, Talk, Family –Using the Evidence Base
Readings:
Boyd-Webb, N. (2003). Social Work Practice with Children (2nd ed.). New York: Guilford Press. Chapter 7.
Mufson, L. Dorta, K.P., Moreau, D., & Weissman, M. (2004). Interpersonal Psychotherapy for Depressed
Adolescents (2nd ed.). New York: Guilford Press. Chapters 3, 4, & 5 (Available on E-Reserves)
James, B. (1989). Treating Traumatized Children: New Insights and Creative Interventions. New York: Free
Press. Chapter 6 (Available on E-Reserves)
Intervening in Difficult Life Circumstances
Tuesday, October 2nd
Grief and Loss
Literary and/or Cinematic Perspective: Ordinary People by Judith Guest
***MINI-ETHNOGRAPHY DUE***
Readings:
Boyd-Webb, N. (Ed.). (2002). Helping Bereaved Children. New York: Guilford Press.
Chapters 11 and 12. (Available on E-Reserves)
Dunning, S. (2006). As a young child’s parent dies: Conceptualizing and constructing preventive
interventions. Clinical Social Work Journal, 34, 4 499-514.
JOURNAL QUESTION 3: Bearing witness to grief challenges us to tolerate strong emotions. Describe your
experiences with grief thus far in your professional work. How do you think your personal experiences
impact the way you have or will handle grief with your clients? Do you think it will make a difference if your
client is a child who is grieving versus and adult who is grieving the loss of a child?
Tuesday, October 9th
Trauma Evaluation & Treatment
Literary and/or Cinematic Perspective: The Prince of Tides by Pat Conroy
Readings:
7
Boyd-Webb, N. (2003). Social Work Practice with Children (2nd ed.). New York: Guilford Press.
Chapter 14.
James, B. (1989). Treating Traumatized Children: New Insights and Creative Interventions. New York: Free
Press. Chapters 1, 2, & 4 (Available on E-Reserves)
Fairbank, J. Booth, S.R., & Curry, J.F. (2002). Integrated cognitive-behavior therapy for traumatic stress
symptoms and substance abuse. In B.J. Burns & K. Hoagwood (Eds.). Community Treatment for Youth (pp.
198-211). New York: Oxford University Press. (Available on E-Reserves)
Tuesday, October 16th
Ethnic Identity and Acculturation Stress
Literary Perspective: How the Garcia Girls Lost their Accents by Julia Alvarez
Readings:
Kazdin, A.E., & Weisz, J.R. (Eds.). (2003). Evidenced-Based Psychotherapies for Children and
Adolescents. New York: Guilford. Chapters 23 and 24.
Dyche, L. & Zayas, L. (2001). Cross-cultural empathy and training the contemporary psychotherapist.
Clinical Social Work Journal, 29, 245-258.
Foster, R. P. (2001). When immigration is trauma: Guidelines for the individual and family clinician.
American Journal of Orthopsychiatry, 71, 153-170.
Zayas, L. (2001). Incorporating struggles with racism and ethnic identity in therapy with adolescents.
Clinical Social Work Journal, 29, 361-373.
Zayas, L. Kaplan, C. Turner, S., Romano, K. & Gonzales-Ramos, G. (2000) Understanding suicide attempts
by adolescent Hispanic females. Social Work, 45, 53-63.
Tuesday, October 23rd
Sexual Orientation
Literary Perspective: Becoming a Man by Paul Monnette
Cinematic Perspective: Six Feet Under
Readings:
Rosenberg, M. (2003). Recognizing gay, lesbian, and transgender teens in a child and adolescent
psychiatry practice. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 1517-1521.
Ryan, C. & Futterman, D. (1998). Lesbian and Gay Youth: Care and Counseling. New York: Columbia
University Press. Chapters 1 thru 3, 5 thru 10, & 11.
JOURNAL QUESTION 4: Working with populations that are oppressed, ignored, or persecuted by the
majority culture often brings up our own biases, values, and personal experiences. What associations did
you make between the personal and the professional as you read the chapters on gay and lesbian youth?
What about the readings on ethnic identity?
Tuesday, October 30th
Pregnancy and Adolescent Child-Bearing
Literary/ Cinematic Perspective: The Cider House Rules
Readings:
Letourneau, N.L., Stewart, M.J., Barnfather, A.K. (2004). Adolescent mothers: Support needs, resources,
and support-education interventions. Journal of Adolescent Health 35, 509-525.
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Marcell, A.V. & Halpern-Felsher, B.L. (2007). Adolescents’ beliefs about preferred resources for help vary
depending on the health issue. Journal of Adolescent Health, 41, 61-18.
Lyren, A., Kodish, E. Lazebnik, R., & O’Riodan, M.A. (2006). Understanding confidentiality: Perspectives of
African-American adolescents and their parents. Journal of Adolescent Health 39, 261-265.
Pope, L., Adler, N. E., Tschann, J.M. (2001). Post-abortion psychological adjustment: Are minors at
increased risk. The Journal of Adolescent Health, 29, 2-11.
Wiemann, C.M., Vaughn, I.R., Berenson, A.B., Volk, R.J. (2005). Are pregnant adolescents stigmatized by
pregnancy? Journal of Adolescent Health 36, 352.e1-352.e7.
JOURNAL QUESTION 5: Most of us believe, and the literature supports, child bearing threatens healthy
development in adolescents. How would an adolescent pregnancy have been viewed in your family and the
community in which you lived when you were fifteen years old? What do you think most people would have
advised for a young girl who was pregnant in your community? Given your own knowledge, experience, and
our readings, how would you respond to an adolescent pregnancy in a teen you were working with?
When Symptoms Become Disorders
Tuesday, November 6th
Internalizing Problems: Depression, Self-Injurious Behaviors,
Eating Disorders
Readings:
Kazdin, A.E., & Weisz, J.R. (Eds.). (2003). Evidenced-Based Psychotherapies for Children and
Adolescents. New York: Guilford. Chapters 8, 9,10, and 20.
Rathus, J.H. & Miller, A.L. (2002). Dialectical-behavior therapy adapted for suicidal adolescents. Suicide
and Life Threatening Behavior, 32(2), 146-157.
Guest Speaker: Katie Flanagan, MSW, from UNC Hospital’s Psychiatry Dept., will be speaking on the
assessment, diagnosis, and treatment of eating disorders in youth .
Tuesday, November 13th
Readings:
Substance Abuse Treatment
Diamond, G., & Josephson, M.D. (2005). Family-based treatment research: A 10-year update. Journal of
the American Academy of Child and Adolescent Psychiatry, 44(9), pp. 872-886.
Liddle, H.A. (2004). Family-based therapies for adolescent alcohol and drug use: Research contributions
and future research needs. Addiction, 99(Suppl. 2), 76-92.
Tevyaw, T. O. & Monti, P.M. (2004). Motivational enhancement and other brief interventions for adolescent
substance abuse. Addiction, 99(Suppl. 2), 63-75.
Vaughn, M.G. & Howard, M. O. (2004). Adolescent substance abuse treatment: A synthesis of controlled
evaluations. Research on Social Work Practice, 14 (5), 325-335.
Guest Speaker: Worth Bolton, MSW
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Tuesday, November 20TH
DAY OFF! THANKSGIVING HOLIDAY
Tuesday, November 27th
Tentative Group Presentation Day
Tuesday, December 3rd
Course Wrap Up
Readings and Websites of Interest
Children and Adolescents
Children’s Services Practice Notes: A newsletter for child welfare social workers. From the N.C. Division of
Social Services and Family and Children’s Resource Program. Available online at:
http://ssw.unc.edu/fcrp/Cspn/cspn.htm
Ford, C. A., Thomsen, S.L., & Compton, B. (2001). Adolescents’ interpretations of conditional confidentiality
assurances. Journal of Adolescent Health, 29, 156-159.
Kaduson, J.G. & Schaefer, C.E. (2000). Short-term Play Therapy for Children. New York: Guilford Press.
Malone, D.M., McKinsey, P.D., Thyer, B. & Straka, E. (2000). Social work early intervention for young
children with developmental disabilities. Health & Social Work, 25 (3), 169-179.
Pollack, W. (1998). Real Boys. New York: Henry Holt.
Shaffer, D. & Greenberg, T. (2002). Suicide and suicidal behavior in children and adolescents. In D. Shaffer
& B.D. Waslick (Eds.) The Many Faces of Depression in Children and Adolescents. Washington, D.C.:
American Psychiatric Publishing. 29-178.
Rousseau, C., Singh, A., Lacroix, L., Deogratias Bagilishya, P.S., & Measham, T. (2004). Creative
expression workshops for immigrant and refugee children. Journal of the American Academy of Child and
Adolescent Psychiatry, 43 (2), 235-238.
Suarez-Orozco, C. & Suarez-Orozco, M. (2001). Children of Immigration. Chapter 4. Pages 87-123.
Tatum, B.D. (1997). Why are all the Black kids sitting together in the cafeteria? New York: Basic Books. 5274
Terr, L.C. (2003). Wild child: How three principles of healing organized 12 years of psychotherapy. Journal
of the American Academy of Child and Adolescent Psychiatry, 42 (12), 1401-1409.
Health and Mental Health
Myer, Rick A. & Hann, Fred J. (1992). Working in hospital emergency departments: guidelines for crisis
intervention workers, 37-59.
Newhill, C. E. (1989). Psychiatric emergencies: Overview of clinical principles and clinical practice. Clinical
Social Work Journal, 17(3), 245-258.
Poindexter, C.C. (1997). In the aftermath: Serial crisis intervention for people with HIV. Health and Social
Work, 22, 125-132.
Roberts, A. R. (1996). Epidemiology and definitions of acute crisis in American society. In A. R. Roberts
(Ed.), Crisis management & brief treatment (pp. 16-33). Chicago: Nelson-Hall.
Substance Abuse
Andrews, A. B., & Patterson, E. G. (1995). Searching for solutions to alcohol and other drug abuse during
pregnancy: Ethics, values, and constitutional principles. Social Work, 40, 55-64.
Yassen, J. (1995). Preventing secondary traumatic stress disorder. In C. Figley (Ed.), Compassion fatigue.
NY: Brunner.
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Roles, Interdisciplinary Collaboration & Ethics
Abramson, J. S., & Mizrahi, T. (1996). When social workers and physicians collaborate: Positive and
negative interdisciplinary experiences. Social Work, 41, 270-281.
Browner, C. H. , Preloran, H. M. , & Cox, S. J. (1999). Ethnicity, bioethics, and prenatal diagnosis: The
amniocentesis decisions of Mexican-origin women and their partners. American Journal of Public Health,
89, 1658-1666.
Christ, W. R. , Clarkin, J. F. & Hull, J. W. (1994). A high-risk screen for psychiatric discharge planning.
Health & Social Work, 19(4), 261-270.
Dane, B. O., & Simon, B. L. (1991). Resident guests: Social workers in host settings. Social Work, 36, 208213.
Fleck, L. & Angell, M. (1997). Case study: Please don’t tell. In Henderson, G.E., King, N.M.P., Strauss,
R.P., Estroff, S.E., & Churchill, L. (Eds.). The Social Medicine Reader. Durham: Duke University Press
pp.349 – 352.
Hilfiker, D. (1997). Facing our mistakes. In Henderson, G.E., King, N.M.P., Strauss, R.P., Estroff, S.E., &
Churchill, L. The Social Medicine Reader. Durham: Duke University Press. Pp.287-292.
Netting, F. E., & Williams, F. G. (1996). Case-manager-physician collaboration. Implications for
professional identity, roles, and relationships. Health and Social Work, 21, 216-224.
WEB SITES:
American Heart Association: http://www.amhrt.org
Centers for Disease Control and Prevention: http://www.cdc.gov/
The Dougy Center for Grieving Children http://www.dougy.org
HHS and SAMHSA’s National Clearinghouse for Alcohol and Drug Information: http://ncadi.samhsa.gov/
HIV Insite: http://hivinsite.ucsf.edu
March of Dimes Birth Defects Foundation: http://www.modimes.org
Maternal and Child Health Bureau: http://mchb.hrsa.gov/
Maternal and Infant Health: http://www.cdc.gov/reproductivehealth/MaternalInfantHealth/index.htm
National Cancer Institute: http://www.cancer.gov/
National Center for Injury Prevention and Control: http://www.cdc.gov/ncipc/default.htm
National Dissemination Center for Children with Disabilities: www.nichcy.org/
National Center for Traumatic Stress: www.nctsnet.org
North Carolina Child Advocacy Institute: http://www.ncchild.org
North Carolina State Center for Health Statistics: http://www.schs.state.nc.us/SCHS/data/
Children’s Environmental Health Network: http://www.cehn.org/cehn/resourceguide/ncdehnr.html
Office of Minority Health Resource Center: http://www.omhrc.gov
National Institute for Trauma and Loss in Children: http://www.tlcinstitute.org/
Zero to Three: www.zerotothree.org
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