Syllabus - Department of Social Work - NC State University


Updated: 4/16/2020

North Carolina State University

College of Humanities and Social Science

Department of Social Work

SW 581: Advanced Social Work Practice with Individuals

Location: Room 111, 1911 Building Days/Times: Monday, 6:00 – 8:45 PM

Instructor: Dr. W. J. Casstevens, LCSW

Office Hours: Tuesday, 4:00 – 6:00 PM

& by appointment; walk-ins welcome!

Phone: office 919.513.7959; cellular

919.449.5394, for emergencies only

[Note: does not text, no voicemail]

Instructor’s Office: Room 214, 1911 Building

E-mail: [email protected]

(best contact method)

Fax: 919.515.4403

Course Description

This course will prepare the student for advanced generalist practice with individuals who are experiencing a range of complex life challenges. This course will focus on traditional and emerging social work practice theories used by social workers to assist individuals in experiencing external and/or internal stressors. Focus will be on interventions with diverse populations at risk. In this course students will learn knowledge and skills for assessment, intervention, and evaluation with client systems in a variety of agencies and settings. Emphasis is placed on empirically based practice approaches with individuals. Values and ethical issues relevant to practice with individuals are considered as well as a reflective, critical approach to practice will be emphasized throughout the course.

Course Rationale

This course is designed to help students move toward a fuller understanding of the applications of specialized methods of intervention in social work practice with individuals. Within the ecological perspective and using concepts of intersectionality, this course broadens the repertoire of socially just and culturally sensitive social work interventions available to the advanced student as s/he begins more advanced field practice. An expected outcome is a more complete synthesis of knowledge, values and skills for practice with individual clients.

Department of Social Work Mission Statement

The mission of the Department of Social Work is to promote a socially responsible society through education, research, and extension/ community service. Social responsibility is defined as an ethical commitment to advance social and economic justice. Within a framework emphasizing professional values and ethics, cultural competence, strengths, and partnerships, the Social Work Program prepares undergraduate students for generalist practice and graduate-level academic work and prepares graduate students for advanced practice and leadership roles.

MSW Program Mission Statement

Consistent with the requirements for the Council on Social Work Education, the Graduate Social

Work Program

’ s mission is to prepare students for advanced generalist practice with diverse

populations in urban and rural areas of North Carolina and beyond. The program provides students with the knowledge, values, and skills to respond competently to 1.) the aspirations and service needs of diverse client populations and 2.) the contexts that shape the needs of clients and service delivery systems throughout the state. The program prepares graduates to assume a range of advanced generalist practice roles in direct and indirect service provision, including leadership in the planning, development, management, and evaluation of culturally competent services to individuals, families, groups, organizations, and communities.

Student Learning Outcomes (SLOs)

Upon completion of the course, students will be able to:




critically evaluate

a range of theoretical perspectives for social work


intervention with individuals. (EPAS 2.1.3, 2.1.7)

Critically analyze

the political, economic, and historical background of the DSM in the



context of social work practice. (EPAS 2.1.4)


objectively the strengths and limitations of the DSM diagnostic system and medical models. (EPAS 2.1.2, 2.1.3, 2.1.4)


cultural sensitivity in diverse clinical settings and in collaboration with other professionals. (EPAS 2.1.4, 2.1.5, 2.1.10a-b)


Utilize and select

advanced interviewing skills in complex situations, particularly those involving complex life conditions, circumstances, diverse client cultures, behaviors, strengths, needs, and values. (EPAS 2.1.4, 2.1.5, 2.1.10a-b)


Design and implement

a process of intervention with individual clients based on a specific practice model, that includes assessment and diagnosis, the use of professional literature, intervention planning and implementation, termination, evaluation follow-up and documentation. (EPAS 2.1.7, 2.1.10c-d)



knowledge of bio-psycho-social-cultural-spiritual outlook in conducting assessments that focus on strengths of the individual and client systems. (EPAS 2.1.5,




ethical and value dilemmas which may arise in social work practice with individuals and suggest professional responses to each which are consistent with the

NASW Code of Ethics. (EPAS 2.1.3)

Advanced Practice Behaviors & Assessment Measures

By the end of the course, students are expected to have acquired the following competencies:

Core Competency 2.1.2.a – Apply social work ethical principles to guide professional practice.

Support the rights of others to act on perspectives and positions different from one’s own


Core Competency 2.1.3.b – Apply critical thinking to inform and communicate professional judgments.

Use evidence to anticipate and articulate likely consequences of interventions, projects, and programs developed to respond to client problems.

Core Competency 2.1.4.b – Engage diversity and difference in practice.

Apply effective, empowering and culturally appropriate change strategies in one’s everyday practice to promote social justice and behavioral and social change.

Core Competency 2.1.5.a – Advance human rights and social and economic justice.

Use power and authority ethically to advocate for and with marginalized constituents.

Core Competency 2.1.7.a – Apply knowledge of human behavior and the social environment.

Design interventions related to loss, change, and transition across the life span

Competency 2.1.10a-d - Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Competency 2.1.10a.b – Engagement

Continue to engage complex client systems throughout all phases of social work intervention.

Competency 2.1.10b.c – Assessment

Administer and interpret standardized assessment and diagnostic tools that are appropriate for use with complex client systems

Competency 2.1.10c.b – Intervention

Use an iterative process to respond sensitively to changing conditions with complex client systems

Competency 2.1.10d.c – Evaluation

Re-evaluate and adjust goals and objectives with complex client systems

Course Prerequisites and/or Co-requisites

Successful completion of all MSW foundation courses is a prerequisite of this course. The corequisite is an advanced field placement (SW 653). This course is restricted to MSW students and is required for all MSW students.

Required Texts

American Psychiatric Association. (2014).

Diagnostic and statistical manual of mental disorders

(5 th

ed.). Washington DC: American Psychiatric Association. ($102.94).

Note: We will also be referencing the DSM IV-TR; required readings from the DSM-IV-TR will be posted on the course moodle site. The DSM IV-TR is also available free online at:


Corcoran, J., & Walsh, J. (2010).

Clinical assessment and diagnosis in social work

Practice, 2 nd


New York: Oxford University Press. ($52.39)

Required Resources (available free online)

NASW Code of Ethics

, accessed online from:

Critical think Rx: A prescription for critical thinking about psychotropic medications

. Accessed online at (Note: post-graduation, this site offers social workers up to 12 free continuing education units.)

Recommended Texts

Arkowitz, H., Westra, H. A., Miller, W. R., & Rollnick, S. (Eds.) (2008).

Motivational interviewing in the treatment of psychological problems.

New York: Guilford. ($46.59)

Course Expectations

All students are expected to:


Arrive on time, stay for the entire class, attend all classes, and be prepared to participate


by completing all reading/viewing assignments prior to class

Participate by joining in class discussions and activities, asking questions when things are not clear, bringing illustrative case examples to class, providing peers with thoughtful, appropriate feedback, and listening respectfully to others



Assume their fair share of group work, support others’ efforts, and promote a positive learning environment

Submit all assignments on time; note that (a) all assignments must be completed to


receive a grade in the course, and (b) on the day that an assignment is due, the assignment must be handed in during the first 10 minutes of class or it will be considered one day late

Write all papers according to APA format (American Psychological Association, 2001) unless otherwise specified by the instructor; the following website may be helpful:

Attendance Policy

Attendance is required. Ordinarily, no make-up is provided for missed in-class activities (e.g., exercises, exams, presentations). In the event of an excused absence, students may arrange with the instructor for make-up work. Consult the following webpage for further information on university attendance regulations:

Classroom Etiquette

There will be a 15 minute break midway during the class. This is the time to use the rest room, eat and make phone calls.

During class time, there will be no use of cell phones, ipods, ipads or any other electronic devices except when used for note-taking. While the use of laptops, etc., is convenient for students to take class notes, it is expected that students WILL NOT engage in other laptop, etc., activities during class time that may include: internet activities, reading and responding to email, balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that the student not use a laptop or other electronic device for note-taking during class. Electronic devices, including laptops, cannot be used during classroom role plays and exercises.


When we have guest speakers, students will be expected to be on time and there will be no talking in class except for class participation.

Late Assignments

Assignments submitted late will be assessed point reductions, 4 points if one day late, and an additional 4 points for each additional day; on the day that an assignment is due, the assignment must be handed in during the first 10 minutes of class or it will be considered one day late.

With proper documentation provided, exceptions to this policy will be afforded when absences fall within the excused absence policy.

Consult the following webpage for further information on university attendance regulations:

Students with Disabilities Statement

Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for

Students at 1900 Student Health Center, Campus Box 7509, 919-515-7653.

For more information on NC State's policy on working with students with disabilities, please see the

Academic Accommodations for Students with Disabilities Regulation (REG02.20.01)

( )

College of Humanities and Social Sciences (CHASS) Career Services

CHASS Career Services are available through the Career Development Center. Your career contacts are: Jane Matthews and Woody Catoe. Make appointments through ePACK – .


Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal information shared in class discussion outside of the class. Standard accepted practices

(mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives and thus not subject to absolute confidentiality. Students who experience personal issues throughout the course are encouraged to talk with the instructor about available support.

Confidentiality, within the above specified limitations, is guaranteed between the student and faculty member.


As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. The student is responsible for being aware of and adhering to safety policies and practices related to their agency and/or community settings. Students should also notify instructors regarding any safety concerns.


Transportation to and from agency and/or community setting is the responsibility of the student.


Course Evaluation Online Schedule

Online evaluations will be available for students to complete during the last two weeks of class.

Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will not know how any one student responded to any question, and students will not know the ratings for any instructors.

Evaluation website:

Student help desk: [email protected]

More information about ClassEval:

Academic Integrity

The university and department adhere to strict standards of academic honesty. In this course, a student’s submission of a test or assignment means that he or she has neither given nor received unauthorized aid.

Consult the following webpages for further details:

• assisting another student on work s/he is expected to complete independently; reporting false information on field work.

Supporting Fellow Students in Distress

As members of the NC State Wolfpack community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a safe environment for learning. Occasionally, you may come across a fellow classmate whose personal behavior concerns or worries you. When this is the case, I would encourage you to report this behavior to the NC State Students of Concern website:

/. Although you can report anonymously, it is preferred that you share your contact information so they can follow-up with you personally.


The Department of Social Work faculty has adopted APA style as the preferred format for papers and publications. The best reference is the

Publication Manual of the American Psychological


second edition (APA, 2001


This is available at most bookstores [note: the second edition corrected for errors present in the first edition]. The following web sites may also be helpful:

(APA Style for material in electronic formats) (this is the Purdue Online Writing Lab, often called the Purdue OWL)


Grading Guidelines

An “A” at the graduate level means a student is doing outstanding or excellent work.

S/he attends class regularly, hands in all course assignments on time, and demonstrates a thorough grasp of course concepts. To receive an A, a student must go significantly above and beyond the basic expectations for the course.

A “B” at the graduate level means a student is doing satisfactory work, and meeting the

 minimum requirements for the course. S/he attends class regularly, hands in all course assignments on time, and demonstrates a basic level of understanding of course concepts.

A “C” at the graduate level means a student is doing inconsistent work. The student does not attend class regularly, fails to hand in some course assignments or does not submit

 work on time, and/or does not demonstrate a basic level of understanding of course concepts.

A “D” or “F” at the graduate level means a student is doing unacceptable work and demonstrates a complete lack of understanding of course concepts.

Grading Scale

Effective with the fall semester of 2014, to standardize grading, the following numerical scales are approved as a general guideline for courses within the Department of Social Work:


Letter Grade






Lower limit of Range







Upper Range Limit






























The following formula* determines the final grade:


Critical Assessment of a Practice Method

that could be used with individuals in student’s Field internship; include method’s fit with the NASW Code of Ethics (7 page paper, no abstract)

Class Presentation of a Case

(length: 20 minutes) based on student’s Field internship or work experience; include a provisional DSM-5 diagnosis; hand-in a 5page summary of the case following the guidelines provided (note: use the treatment plan template provided on moodle for 2 of the 5 pages; no abstract, no reference page)

Case Vignette Final Exam

Class Participation/Role Plays/Exercises












1000 100%


All assignments must be completed in order to earn a grade in this course.

Assignment Guidelines in Brief:

Critical Assessment of a Practice Method you could use in Field with individuals; include method’s fit with the NASW Code of Ethics (7 page paper/200 points)


Choose a method of intervention being used in practice in your current or recent field internship or workplace – the method will need to be approved by instructor


Briefly describe the: a.

practice method b.


type of clientele best served with it method’s research base supporting it as an effective or ineffective intervention with the type of clientele served (include a minimum of 3 relevant evidenceinformed research references)



Critically assess the practice method’s fit with the NASW Code of Ethics, especially with regard to self-determination, empowerment, and culturally sensitive practice

In the Conclusion, summarize your response (both thoughts and feelings) to your findings and reflect on the reasons for your response

NOTE: Consult with professor early in the semester to identify the practice method you wish to critique and to verify that it’s appropriate for this assignment.

Do not include an abstract.

Do include a title page and reference page in APA format.


Try to avoid choosing a practice method already explored in your foundation year – instead, take this opportunity to expand your horizons!

20-minute Class Presentation of a Case based on your Field internship or work experience; include a provisional DSM-5 diagnosis; hand-in a 5-page summary of the case at the time of your Class Presentation (20-minute case presentation & 5-page case summary/total of

300 points)



Choose a case which you have worked or are familiar with from Field or work

Present the case to the class; include: a.


why the client was referred to the agency (the presenting problem) client strengths, opportunities, & environmental stressors c.



significant facts from his/her psychosocial history treatment/intervention plan goals & objectives how you intend to evaluate the effectiveness of the intervention


For the purposes of this assignment, pretend that you are at the beginning phase of your work with the client




Include other data you think is relevant/appropriate (e.g., demographics)

Include a DSM-5 provisional diagnosis in the written summary

The treatment/intervention plan will make up 2-pages of the 5-page summary; use the intervention plan template provided for this assignment on moodle


Consult with professor to verify case/diagnostic category is appropriate prior to completing this assignment.

Client confidentiality must be protected, i.e., pseudonyms must be used throughout.

Do not include an abstract or reference page.

The 2-page intervention plan (template provided by instructor) counts towards the length of the case summary.

Case Vignette Final Exam (5 page limit/350 points


The exam consists of completing a diagnosis and 2-3 page treatment/intervention plan for a client, using the template provided by the instructor.

Select a film from the list provided by your instructor, view the film, and identify a character in the film to diagnosis and develop a treatment plan for, using the template provided.

After completing a provisional DSM-5 diagnosis, students will be expected to develop:


an intervention plan using the format provided that includes a.

a long-term goal (this is the client’s long-term view) b.


3 intermediate goals, and

2-3 objectives for each intermediate goal that are consistent with one another and with the case information provided (Note: attendance and/or compliance cannot be used as an intermediate goal or objective


a 1-2 page summary, double-spaced, that describes how the effectiveness of the treatment/intervention plan intermediate goals will be evaluated (Note: intermediate goal achievement needs to be evaluated & this cannot be accomplished using either


compliance with prescribed intervention(s), or completion of objectives towards an intermediate goal)

Class participation, role plays and exercises (150 points)

Points are earned by:


attending the entire class each week


being prepared for discussion & class activities by completing required readings/homework prior to class


participating in role plays and other class exercises


Week / Date

Week 1

August 25 th

Week 2 –

Sept 1 st

Week 3

September 8 th

Schedule of Classes


Role Plays & Class Exercises

(all Speaker scheduling is tentative)


Review of Syllabus

Brief Overview of Bloom’s Revised

Taxonomy and Critical Thinking

Social Work and the DSM:

History, politics, power &

 diagnosis

Person-in-Environment perspective

Biopsychosocial approach versus biomedical model

Strengths perspective versus diagnostic labeling

Risk factors, resilience, & protective factors

Introduction to the DSM & the DSM-

IV-TR multi-axial classification system (Note: though the DSM-5 no longer uses this system, it will be seen in ongoing or recurring client charts, assessments, & treatment plans)

How to approach “reading” the DSMs

= targeted review

Pair-&-discuss Activity:

use of case vignettes to practice identifying broad diagnostic categories in the DSM

Labor Day Holiday

Social work in mental health

Psychotropic medications, the DSM,

& “Big Pharma”

Follow-up on the multi-axial DSM-

IV-TR classification system –

pop quiz

– what belongs on each Axis?

Focus on the DSM-5 & ICD-10 as tools social workers need to know

Required Readings/Homework

(items listed are required unless otherwise noted)

Please print-out the complete course Syllabus and bring it with you to class.

NC State University Closed – No Class

Insel, T. (April 29, 2013). Director’s blog:

Transforming dagnosis. National Institute of Mental

Health. Retrieved August 12, 2014 from: ming-diagnosis.shtml

Frances, A. (2012). Newsflash from APA meeting:

DSM-5 has flunked its reliability tests.



Retrieved August 12, 2014 from


Week 4

September 15 th

Week 5

September 22 nd how to use

Pair-&-discuss Activity

Depression, bipolar disorder, & the schizophrenia spectrum

Psychiatric disability versus psychiatric diagnosis

Cognitive practice methods: CBT,


using case vignettes to practice provisional diagnoses

Practice Methods – many & various

Personality disorders – when to diagnose, or not

Biopsychosocial assessment, DSM diagnosis, & treatment/service intervention plans

Considerations when assessment & intervention are separated


Assessment & client engagement

Treatment Planning Exercise


Develop goals & objectives with (not for) client reliability-tests_b_1490857.html

Take 20 minutes and view Module 8 from the Critical

Think Rx website (

Note: You do not need to register to view modules.

DSM IV-TR Cautionary Statement, Use of the Manual,

DSM-IV-TR Classification, & Multiaxial Assessment, pp. xxiii-xxxvii, & pp. 1-37


British Psychological Society (2012). DSM-5: The future of psychiatric diagnosis (2012-final consultation). Retrieved August 12, 2014 from:


Gomory, Wong, Cohen, &

Lacasse (2011), Clinical social work and the biomedical industrial complex, pp. 135-165

DSM-5 Classification, Introduction, Use of the

Manual, & Cautionary Statement for Forensic Use, pp.xiii-xl, & pp. 5-25

Corcoran & Walsh text, Chapter 13, pp. 403-434

Review DSM-5: Personality disorders, pp. 645-684

Review the 3 Assessments available on the moodle course site prior to class – c

onsider what the strengths &/or challenges of each might be in practice

Review the Practice Methods listed on the moodle course site prior to class –

consider what practice methods best fit your field internship

Week 4 is the deadline to have the


Assessment of a Practice Method

assignment’s practice method approved by instructor

Corcoran & Walsh text, Chapters 9, 12, & 14, pp. 253-

293, 371-402 & 435-466

Review DSM-5, pp. 87-188

Browse through the material on the moodle course site under Cognitive behavioral related Practice Methods:


Week 6

September 29 th

Week 7

October 6 th

Week 8

October 13 th


: working with a client experiencing depression

Anxiety disorders & OCD

Eating disorders

Post-modern approaches & cultural sensitivity: Narrative therapy & Just therapy

Narrative therapy with clients – externalizing the problem & use of letters (yes, snail mail!)

Narrative Therapy Training


Externalizing the problem

Trauma-related disorders

Dissociative disorders

Speaker workshop on Trauma

Focused CBT

The American epidemic of mental illness

Reflecting Team Exercise

focusing on the Angell reading material

Legal considerations – Tarasoff I &

Tarasoff II

Pair-&-discuss Activity

using case vignettes

Distinguishing between treatment & service intervention planning – roles with clients – case management models


Treatment/service intervention planning & evaluating outcomes

Aaron & Judy Beck/CBT

Albert Ellis/REBT

William Glasser/Reality Therapy


Review the 3 workbook packets (Beck, Ellis, &

Glasser) located under Therapy approaches in the

Selected Supplemental Material section

Corcoran & Walsh text, Chapters 7 & 8, pp. 162-252

Review DSM-5, pp. 189-264, & 329-354

Esler, I. (1987). Winning over worry.

Family Therapy

Case Studies, 2

(1), 15-23

Read the Externalizing the Problem Activity on the moodle course site prior to class

Review DSM-5, pp. 265-307

Angell, M. (2011), The epidemic of mental illness:

Why? pp. 1-9

DUE: Critical Assessment of a Practice Method

Granich, S. (2012), Duty to warn, duty to protect, pp.


Look up the Tarasoff case online, or review the Tarasof related Selected Supplemental Material on moodle, & be prepared to summarize the case in class

Review the Treatment/Intervention Plan form on the moodle course site prior to class

Week 8 is the deadline to have the case/diagnostic category for

Class Presentation of a Case assignment

approved by instructor


Week 9

October 20 th

Week 10

October 27 th

Week 11

November 3 rd

Week 12

November 10 th

Week 13

November 17 th

Week 14

Neurodevelopmental disorders, including Autism Spectrum, and


Speaker workshop on Autism

Spectrum &/or ADHD

Dementia, Alzheimer’s & caregiving

Speaker workshop on Alzheimer’s

& Caregiving

Case Presentations, as scheduled

Class reflection on Case Presentations

Case Presentations, as scheduled

Class reflection on Case Presentations

Case Presentations, as scheduled

Oppositional defiant, impulse control,

& conduct disorders

Co-morbidity/Dual diagnosis & treatment

Speaker workshop on Emotional

Freedom Technique (EFT)

Substance-related disorders

Corcoran & Walsh text, Chapters 3, 4, & 6, pp. 37-92

& 130-161

Review DSM-5, pp. 31-86

Franklin, C. (2014), Changes in the DSM-5: What social workers need to know, p. 1

Teater, M. (2014), What every social worker needs to know about the DSM-5, pp. 1-3

Please come to class prepared to summarize the differences between DSM-IV-TR and DSM-5 diagnoses in these areas

Browse the following websites prior to class:


Corcoran & Walsh text, Chapter 15, pp.469-500

Review DSM-5, pp. 591-643

DSM-5: review content related to case presentations (to be posted on moodle course site)


Class Presentation of a Case & 5-page case summary assignment – as scheduled

DSM-5: review content related to case presentations (to be posted on moodle course site)


Class Presentation of a Case & 5-page case summary assignment – as scheduled

DSM-5: review content related to case presentations (to be posted on moodle course site)


Class Presentation of a Case & 5-page case summary assignment – as scheduled

Corcoran & Walsh text, Chapter 5, pp. 93-129

Review DSM-5, pp.461-480


November 24 th

Week 15

December 1 st

Last day of class before final exam period



December 8 th

-16 th

Evaluating treatment & service intervention outcomes: why bother?

Meaningful evaluation: the use of single subject designs, standardized measures, observation, & self-report

Pair-&-discuss Activity

using case vignettes

Motivational Interviewing & Stages of Change

Role-play activities

: termination & closure

Date/time/location of Final Exam as per NC State schedule

Corcoran & Walsh text, Chapter 10, pp. 294-336

Review DSM-5, pp. 483-589

Arkowitz, Westra, Miller, & Rollnick (Eds.), Chapters

1 & 3, pp. 1-25 & 57-84

Case Vignette Final Exam handed out; it will be due the date/time/location of the class Final Exam

DUE: Case Vignette Final Exam at date/time/location

of class Final Exam


Antle, B., Montgomery, G., Stapleford, C. (2009). The many layers of social support: Capturing the voice of young people with spina bifida and their parents.

Health & Social Work

34(2), 97-106.

Beck, J. S. (2011).

Cognitive behavior therapy: Basics and beyond, 2 nd


. New York, NY:


Brotman, S., Ryan, B., & Cormier, R. (2003). The health and social service needs of gay and lesbian elders and their families in Canada.

The Gerontologist



(2), 192-202.

Bubar, R. (2010). Cultural competence, justice, and supervision: Sexual assault against native women.

Women & Therapy



(1/2), 55-72.

Chernin, J. N., & Johnson, M. R. (2007). Affirmative psychotherapy and counseling for lesbians and gay men.

Social Work



(1), 41-49.

Eliadis, E. (2006). The role of social work in the childhood obesity epidemic.

Social Work



(1), 86-88.

Esler, I. (1987). Winning over worry.

Family Therapy Case Studies, 2

(1), 15-23.

Farber, M. (2009). Parent mentoring and child anticipatory guidance with Latino and African

American Families.

Health & Social Work 34(3), 179-189.

Farber, S. (2008). Dissociation, traumatic attachments, and self-harm: eating disorders and self- mutilation.

Clinical Social Work Journal



(1), 63-72.

Gomorry, T., Wong,S. E., Cohen, D., & Lacasse, J. (2011). Clinical social work and the biomedical industrial complex.

Journal of Sociology and Social Welfare, 38

(4), 135-165.


Greeff, A., & Fillis, A. (2009). Resiliency in poor single-parent families.

Families in Society:

The Journal of Contemporary Social Services



(3), 279-285.

Kalichman, S., Klein, S., Kalichman, M., O'Connell, D., Freedman, J., Eaton, L., et al. (2007).

HIV/AIDS case managers and client HIV status disclosure: Perceived client needs, practices, and services.

Health & Social Work



(4), 259-267.

Murphy, S. B., & Ouimet, L. V. (2008). Intimate partner violence: A call for social work action.

Health & Social Work



(4), 309-314.

Patterson, D., Greeson, M., & Campbell, R. (2009). Understanding rape survivors’ decisions not to seek help from formal social systems.

Health & Social Work, 34(2), 127-136.

Stastny, P., & Lehmann, P. (eds.) (2007).

Alternatives beyond psychiatry

. Eugene, OR: Peter

Lehmann Publishing.

Thomas, P. (2014).

Psychiatry in context: Experience, meaning & communities

. Monmouth, UK:

PCCS Books.

Van, D., & Crisp, C. (2004). Defining culturally competent practice with sexual minorities:

Implications for social work education and practice.

Journal of Social Work Education



(2), 221-238.

Van Wormer, K. (2007). Motivational interviewing: A theoretical framework for the study of human behavior in the social environment.

Advances in Social Work,


Watters, E. (2010).

The globalization of the American psyche: Crazy like us

. New York, NY:

Free Press.

Whitaker, R. (2010).

Anatomy of an epidemic: Magic bullets, psychiatric drugs, and the astonishing rise of mental illness in America

. New York, NY: Broadway Paperbacks.

White, M. (2007).

Maps of narrative practice

. New York, NY: W. W. Norton.

Wubbolding, R. E. (2000).

Reality therapy for the 21 st


. Philadelphia, PA: Taylor &


Wubbolding, R. E., & Brickell, J. (2009).

Counselling with reality therapy

. Milton Keynes, UK:


Zilberfein, F., Hurwitz, E. (2003). Clinical social work practice at the end of life.

Smith College

Studies in Social Work 73(3), 299-324.