GRU-A
SOWK 3400
Fall 2014
GEORGIA REGENTS UNIVERSITY AUGUSTA
BACCALAUAREATE OF SOCIAL WORK
SOCIAL WORK 3400
SOCIAL WORK PRACTICE I
FALL 2014
INSTRUCTOR: S. Dale White, M. Div., MSSW, LCSW, Ph.D.
TIME & PLACE: Sec. A: Al. H, E-251, 4-5:15 PM; Sec. B: U H 220 1:30-12:45: T & R
OFFICE LOCATION: Allgood Hall, N-223
OFFICE HOURS: TBA (If feasible, 2 hrs. pre-class & 2 hrs. post-class, or as scheduled)
PHONE: (706) 737-1735
EMAIL: swhite27@gru.edu
COURSE DESCRIPTION AND RATIONALE
SOWK 3400 is the second of three courses in the practice sequence. It builds on the
practice skills developed in Fundamentals of Helping, SOWK 2102. This course expands
on the problem-solving frame of reference, and utilizes the systems perspective in
applying the problem-solving model to assess practice situations for appropriate type and
level of practice intervention as part of generalist practice.
Basic problem-solving assessment and practice skills are also examined from an agency
context to enable the student to understand the interplay of client, worker, and agency
systems within the development of practice.
Specific intervention strategies appropos to various levels of intervention for generalist
practice are examined. They will be examined for understanding and utility relative to the
problem-solving model of generalist practice. This course is intended to provide
versatility in the choice of intervention strategies available to the generalist practitioner in
order that the optimum intervention strategy to the client situation may be utilized.
COURSE GOALS
The goals of this course are to:
1. Promote expanded awareness of basic problem-solving assessment and practice skills
in light of systems theory.
2. Further empirical knowledge of generalist practice with individuals, groups, and
agencies.
3. Develop skill in assessment modalities and intervention strategies.
4. Promote the ethical responsibility of social workers to work with client systems from
a strengths perspective.
5. Explore the use of collaborative and proactive skills to serve populations at risk.
6. Deepen understanding of the impact of cultural diversity on assessment and practice.
7. Enhance comprehension of the importance of evaluating practice.
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STUDENT LEARNING OBJECTIVES
Upon completion of the course, students will be able to:
1. Apply critical thinking skills within the context of professional social work practice in
light of professional values and ethics.
2. Understand the impact of forms and mechanisms of oppression and discrimination on
individuals and families. In response to the foregoing, students will be able to use the
problem-solving model and professional use of self to enhance the problem-solving,
coping, and developmental capacities of people of diverse backgrounds.
3. Apply the knowledge and skill of generalist social work, particularly assessment and
intervention, to practice with systems of all sizes, in order to enhance the strengths
perspective of people.
4. Analyze the impact of social policies on client systems, workers, and agencies. With
this knowledge students will ascertain when and how to link people with systems that
will provide them with resources, services, and opportunities, as appropriate.
5. Use communication skills differentially with a variety of client populations,
colleagues, and members of the community.
6. Use supervision appropriate to generalist practice, and thereby learn to evaluate one’s
own professional growth and use of self.
7. Demonstrate the capacity to integrate concepts from human behavior, policy and
practice into a logically consistent approach to a practice situation.
8. Demonstrate the ability to use one’s self professionally in the helping process in the
context of professional values and ethics.
9. Understand how to function within the structure of organizations and service delivery
systems, and under supervision, seek necessary organizational change.
CSWE CORE COMPETENCIES
The Learning Objectives correspond to the Council on Social Work Education’s 41 Core
Competencies
Competencies: I= Introduced, D=Developed, P=Polished
Professional Identity (2.1.1)
a) Social workers advocate for client access to the services of social work (I, D)
b) Social workers practice personal reflection and self-correction to assure continual
professional development (I)
c) Social workers attend to professional roles and boundaries (I)
d) Social workers demonstrate professional demeanor in behavior, appearance, and
communication (I)
e) Social workers use supervision and consultation (D)
Ethical Practice (2.1.2)
a) Social workers recognize and manage personal values in a way that allows
professional values to guide practice (I)
b) Social workers make ethical decisions by applying standards of the National
Association of Social Workers Code of Ethics and, as applicable, of the
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International Federation of Social Workers/International Association of Schools
of Social Work Ethics in Social Work, Statement of Principles (I)
c) Social workers tolerate ambiguity in resolving ethical conflicts (I)
d) Social workers apply strategies of ethical reasoning to arrive at principled
decisions (I)
Critical Thinking (2.1.3)
a) Social workers analyze models of assessment, prevention, intervention, and
evaluation (I)
b) Social workers demonstrate effective oral and written communication in working
with individuals, families, groups, organizations, communities and colleagues (D)
Diversity in Practice (2.1.4)
a) Social workers recognize the extent to which a culture’s structures and values
oppress, marginalize, alienate, or create or enhance privilege and power (I)
b) Social workers gain sufficient self-awareness to eliminate the influence of
personal biases and values in working with diverse groups (I)
c) Social workers recognize and communicate their understanding of the importance
of difference in shaping life experiences (I)
d) Social workers view themselves as learners and engage those with whom they
work as informants (I)
Human Rights & Justice (2.1.5)
a) Social workers understand the forms and mechanisms of oppression and
discrimination (I)
Human Behavior (2.1.7)
a) Social workers utilize conceptual frameworks to guide the processes of
assessment, intervention, and evaluation (I)
b) Social workers critique and apply knowledge to understand person and
environment (I)
Engage, Assess, Intervene, and Evaluate (2.1.10)
a) Engagement
1) Social workers substantively and effectively prepare for action with
individuals, families, groups, organizations, and communities (I)
2) Social workers use empathy and other interpersonal skills (I)
3) Social workers develop a mutually agreed-upon focus of work and desired
outcomes (I)
b) Assessment
1) Social workers collect, organize, and interpret client data (I)
2) Social workers assess client strengths and limitations (I)
3) Social workers develop mutually agreed-upon intervention goals and
objectives (I)
4) Social workers select appropriate intervention strategies (I)
c) Intervention
1) Social workers initiate actions to achieve organizational goals (I)
2) Social workers implement prevention interventions that enhance client
capacities (I)
3) Social workers help clients resolve problems (I)
4) Social workers negotiate, mediate, and advocate for clients (I)
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5) Social workers facilitate transitions and endings (I)
d) Evaluation
1) Social workers critically analyze, monitor, and evaluate interventions (I)
PRE-REQUISITE(S)
Liberal Arts Prerequisites: Humanities 1101 & 1102, and English 3605 or CommW
3650.
Program Prerequisites: SOWK 1101 Introduction to Social Work; SOWK 2102
Fundamentals of Helping; SOWK 3300 Human Behavior and the Social Environment;
and formal admission to the Social Work Program.
TEACHING METHODS
During a typical class period, I will lecture for segments, and will include time for
discussion, questions, and/or concerns. I will sometimes have handouts, and will
sometimes use the white board. The use of electronics for instructional purposes is an
option. I may have individual and group exercises and/or assignments. I welcome class
participation and discussion; in fact, these combined factors are included in the course
grade, usually counting as ten percent. I may incorporate such teaching strategies as pretests, group problem-solving exercises, interviews, guest speakers, reading assignments,
writing assignments, and oral reports, question-and answer sessions. I may include
material and information outside of the textbook. I will incorporate social work core
values and principles into our lessons and dialogues. I will emphasize professionalism
and the professional use of self. I may employ experiential narratives, along with both
fictional and non-fiction narratives, as well as reported experiences from students in
teaching. I emphasize understanding of conceptual material. I encourage personal growth.
I treat others with respect and expect the same from others. Opinions different from mine
are respected. I am approachable and helpful, but know that I take education seriously. I
want to be responsible and to foster responsibility in students. I value integrity in self and
others. Learning can be fun. Let us work together to make it so.
EXPECTATIONS OF STUDENTS
Attendance and Participation: Students are expected to attend all classes and
appropriately participate in all sessions whether face-to-face or online. A student should
not be enrolled in a course if other obligations will interfere with getting to class sessions
regularly and punctually. More than five absences in a sixteen- week course or one in a
semester course may result in the risk of a lowered grade for the course. Repeated
tardiness or leaving class early also will also run the risk of a lowered grade.
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Class Preparation: You are expected to have prepared thoroughly for each session.
Preparation may include reading and/or watching the assigned materials prior to class
(see “COURSE SCHEDULE [TENTATIVE]”), summarizing the content and being
prepared to discuss it; writing questions or reactions to the material; and making
connections between concepts in current readings and earlier readings.
Students are strongly encouraged to read other related materials, make notes on readings
and visual material, prepare study questions based on readings, case material, and
instructor presentation/lecture materials; discuss readings and class lecture material with
other students, form study groups, explain concepts to others, and schedule consultation
time with the instructor as needed.
Assignments: Promptness in completing class assignments and required readings is a
requirement. When an extenuating circumstance occurs, appropriate arrangements must
be made in advance.
All assignments are due on the date assigned (See “ASSIGNMENTS” and “COURSE
SCHEDULE”). Late assignments may be accepted at the discretion of the instructor, but
will be given a reduced grade. A lowered grade may be given, based on the tardiness of
the assignment, unless prior arrangements have been made with the instructor. No
assignments will be accepted after the last day of class.
Missed or late work: If a student misses a class, he or she will be responsible for any
missed class content. Missed in-class work generally cannot be made up. Make-up tests,
quizzes, and examinations, as a rule, will not be permitted. Only in extraordinary
circumstances will such work be accepted.
A grade of incomplete (I) will be given only in rare circumstances. A student who has
received a grade of Incomplete is not in academic good standing and cannot enter
practicum (field education) until the incomplete has been successfully cleared.
Written Work: Written work should show thoroughness, accuracy, clarity and
professionalism. Such writing generally requires first writing, then review, then editing
and rewriting.
─ All work should be carefully proofread and corrected. Papers should be free of errors
in spelling, grammar, and punctuation.
─ All papers written from sources must include citations following the style
requirements of the Publication Manual of the American Psychological Association
(2001). This reference text also provides excellent information on the organization
and writing of papers. An excellent resource for questions about APA format and
other paper writing skills is the Purdue University on-line writing laboratory at
www.owl.english.purdue.edu.
─ All work must be typed, double-spaced, with numbered pages unless the professor
instructs otherwise. Each assignment should be titled, dated, annotated with your
name, and stapled or placed in a binder.
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─ Papers should use standard margins unless the professor instructs otherwise. The
Microsoft Word default setting for margins is 1” top, 1” bottom, and 1.25” each left
and right. The header and footer default setting is 0.5” from the edge.
─ Papers should use standard fonts. The department standard is Times New Roman 12
point.
─ Students should retain copies of all work turned in to the instructor.
Nondiscriminatory language: Oral presentations and written work should use nonsexist, non-racist, and non-stigmatizing language. Faculty may return papers for revisions
in language prior to grading. Be sensitive to your use of language
Academic Misconduct: Plagiarism, cheating, and all other forms of academic
misconduct are not only considered a violation of university regulations, but are also
considered a serious breach of the ethical code of conduct for the social work profession.
Students are expected to remember that they are in the process of becoming professional
social workers. As such, they are expected to abide by the ethical standards of the
profession. The National Association of Social Workers (NASW) Code of Ethics is
available to students on the Internet at www.naswdc.org.
Special Needs: Students with special needs should notify the instructor immediately so
that available accommodations can be made. Any student needing to arrange a reasonable
accommodation for a documented disability should contact Disability Services at 706737-1469.
Electronics: All cell phones, pagers, and laptops, and other electronics (unless the
student has a documented need for assistive technology) should be turned off during the
class.
EXPECTATIONS OF INSTRUCTOR
Students may expect me to plan the course and alter it as needed; to provide
feedback; to convey information in a clear manner; to be honest, responsible, and
reliable; to help you to express yourself better in writing and speaking; to provide you
with helpful suggestions when necessary; to make proper referrals for you as needed; to
explain, to let you know what I expect and when; to show up and to be prepared; to
inform you of changes to syllabus and/or to the course; and to help you to learn.
TEXT (REQUIRED)
Compton, B. R., Galway, B., & Cournoyer, B. R., (2005). Social work
processes, 7th Ed. Belmont, CA: Thompson and Brooks/Cole.
Optional readings from:
Wells, C.C., and Masch, M.M., (1999) Social work ethics day to day. Long
Grove, Illinois: Waveland Press
(These, if used, will be handed out in class.)
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LIBERAL ARTS PERSPECTIVE
Social Work 3400 requires that the student integrate previous knowledge gained
the social, biological, and behavioral sciences and apply such knowledge to
practice situations. Clear and effective writing skills are required in written
assignments. Understanding the role of personal, cultural and client values in
practice situations is necessary. Respectful conduct by all persons is expected.
COURSE CONTENT
Human Behavior and the Social Environment
We will draw on material from the HBSE sequence in its focus on the bio-psychosocial development, in its application to practice situations, assessment, and
intervention. This will focus the impact of social and economic forces on
individuals and social systems, and the ways in which systems promote or deter
people in the maintenance or attainment of optimal health and well-being.
Policy
Content will also be drawn from the policy sequence. We will look at the
situations which often draw individuals and families into social work services,
and the ways in which current economic and social policies contribute towards
their difficulties, as well as the resources which current policies offer them in
terms of intervention.
Practice
This course is firmly embedded in the practice sequence in that it prepares the
BSW practitioner for generalist social work practice with individuals, families
and small groups. Professional relationships that are characterized by mutuality,
collaboration, and respect for the client system are highlighted. Content on
practice assessment focuses on the examination of client strengths and problems
in the interactions among individuals and between people and their environments.
The following skills will be emphasized: defining issues, collecting and assessing
data, planning and contracting, identifying alternative interventions, selecting and
implementing appropriate courses of action, using appropriate research to monitor
and evaluate outcomes, and applying appropriate research-based knowledge and
technological advances, and termination.
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Research
This course provides the student with the opportunity to develop and carry out a
single subject design research project as an illustration of both a research method
as well as the process of change.
COURSE THEMES
Social Work Values and Ethics
Social work practice will be examined under the following values and ethics of
professional social work practice:
1. Professional relationships are built on the regard for individual worth
and dignity, and are furthered by mutual participation, acceptance,
confidentiality, honesty, and responsible handling of conflict.
2. Practice is carried out with the respect for people’s right to make
independent decisions and to participate actively in the helping
process.
3. Social workers are committed to assisting client systems to obtain
needed resources.
4. Social workers strive to make social institutions more humane and
responsive to human needs.
5. Social workers demonstrate respect for and acceptance of the unique
characteristics of diverse populations.
6. Social workers are responsible for their own ethical conduct, the
quality of the practice, and seeking continuous growth in the
knowledge and skills of their profession.
Diversity and Populations at Risk
This course has content regarding differential assessment and intervention skills
that will enable practitioners to serve diverse populations, including but not
limited to groups distinguished by race, ethnicity, culture, class, gender, sexual
orientation, religion, physical or mental disability, age, or national orientation.
Social and Economic Justice
Practice content will also include patterns, dynamics, and consequences of
systematic discrimination, economic deprivation, and oppression. Populations
particularly a risk include but are not limited to those distinguished by race,
ethnicity, culture, class, gender, sexual orientation, religion, physical or mental
disability, age, or national orientation.
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METHODS OF INSTRUCTIONS (Representative Options)
Lecture; Role Play; Case Studies; Class Exercises; Assignments; Speakers;
Videos; Readings; Writings; Journal Entries; Presentations.
ASSIGNMENTS (Course Expectations)
A.
B.
C.
D.
E.
II.
Two Tests @100 points each. (200 points)
Personal Reflection Paper – Due at the end of the semester. In this paper,
you will reflect on the strengths and weaknesses you observe in yourself.
Use this paper to begin to assess yourself as a social worker. Reflect on
how these strengths and weaknesses will impact your practice. Also,
reflect on the expectations you have of yourself, including how you will
work on your weaknesses, how you will nurture yourself personally and
professionally, and how you hope to grow professionally. (150 points)
Book Review – Due as announced by professor. You are to read a book,
pre-approved by the professor, and then write a review as per guidelines to
be provided. The book is to be preferably a non-fiction work that is about
someone who made a positive difference in the lives of others in a role
such as a helper, an advocate, a healer, a counselor, an activist, and/or a
community organizer. (250 points).
Project Assignment -- Due as announced by professor. This project may
take the form of several options that will be presented by the professor
(e.g., an Interview of a professional social worker or other professional
helper; a Bio-psychosocial History; a series of at least two Process
Recordings, or a similar assignment, as approved by the professor). Each
project assignment will include a written report for the professor and an
oral report for the class. (300 points).
Attendance, Punctuality, and Class Participation -- Given that the
Social Work Program at this university is professional in nature, it is clear
that attendance and punctuality are important, as is active and appropriate
participation. (100 points).
Evaluation
Your course grade will be reflected by point accrual, as delineated above.
Grading:
2 tests @ 100 points each
1 self-assessment paper @ 150 points
1 Book Review @ 250 points
1 Project Assignment @ 300 points
Attendance, Punctuality, Participation
=
=
=
=
=
200
150
250
300
100
___
1000
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NOTE REGARDING SYLLABUS
The Instructor (Professor) reserves the right to modify this syllabus and will notify
students of change(s). The following schedule is tentative. Please keep abreast of changes
as announced by the Instructor.
NOTE REGARDING ASSIGNMENTS:
Course assignments are designed to measure progress toward the learning objectives for
this course. In general, there will be handouts and/or verbal instructions for assignments
and/or projects. Handouts typically include guidelines for writing and criteria for grading.
All written assignments are due on the date assigned, are to be typed, and are to be
proofread for punctuation, grammar and spelling corrections. Written assignments and/or
tests will be graded on quality of content, and writing. Late assignments and/or tests will
be in jeopardy of point (grade) deductions, reflective of academic late fees, as judged by
the Instructor. No papers will be accepted after the last day of class. Students are required
to retain copies of all work turned in to the Instructor.
GRADING
Grades will be assigned in accord with the following scale. Students must achieve the full
value of the lower end of each subscale to be awarded the corresponding letter grade.
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 59% and below
Note: Class and Assignment Schedule are on the next two pages, followed by the
Bibliography and Further Readings.
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CLASS & ASSIGNMENT SCHEDULE
Class 1
INTRODUCTION TO THE COURSE
Overview of syllabus, and review evaluation of theory and research.
Compton et al., Chapter 1 – Introduction (EO 1)
Class 2
Introduction to the Pioneers Project (EO 5 & 8). Reading 1, pg. 333.
Mrs. Warren’s Profession. (EO 7)
Class 3
Compton, et al., Chapter 2 – The Ecosystem Perspective and the Use of
Knowledge. (EO 3)
Class 4
Reading 2, pg. 334. The Strengths Perspective: Principles and Practices.
(EO 1,3)
Class 5
Compton,et al., Chapter 3 – Problem Solving: A Process for Social Work
Practice. (EO 2, 3,)
Class 6
Reading 8, pg. 380. Variations on the Problem-Solving Theme. (EO 3)
Class 7
Compton, et al., Chapter 4 – Client Worker Partnership (EO 1, 2)
Class 8
Compton, et al., Chapter 5 – Authority for Social Work Practice (EO 1,2)
Class 9
Compton, et al., Chapter 6 – Ethical Practice (EO 1,2)
Class 10
Reading 5, pg. 361. Social Work and the Medicine Wheel Framework.
(EO 2,6)
Class 11
Compton, et al., Chapter 7 – Relationship in Social Work Practice (EO 1,
2, 3).
Class 12
Assign Test One; Reading 9, pg. 385, Betty Smith. (EO 2, 7,)
Class 13
Test One due; preview of Chapter 8.
Class 14
Compton, et al., Chapter 8 – Engaging Potential Clients (EO 3,5,7,8)
Class 15
Reading 12, pg. 402. Approach and Companionship in the engagement
Process. (EO 3)
Class 16
Compton, et al., Chapter 9 –Communicating Across Cultures (EO 3,5,7,8)
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Class 17
Reading 14, pg. 413 – A Framework for Establishing Social Work
Relationships Across Racial/Ethnic Lines. (EO 2, 5)
Class 18
Book Review due; Compton, et al., Chapter 10 – Assessment; Assign
Test Two (EO 3,5,7,8)
Class 19
Reading 11, pg 394. Four Pennies to My Name: What it is Like on
Welfare? (EO 4, 7)
Class 20
Test Two due; Compton, et al., Ch. 11 – The Service Agreement (EO 3,
4, 5,7,8)
Class 21
Test Two returned and discussed; Compton, et al., Chapter 12 –
Intervention Methods to Mobilize Client Power. (EO 1, 2, 3, 4, 5)
Class 21
Reading 22, pg. 472. Self-Help in the African American Communities: A
Historical Review. (EO 2, 5)
Class 22
Compton, et al. Chapter 13, Case Management and Formal Social Support.
(EO 3, 4, 5,7,8)
Class 23
Compton, et al., Chapter 14, Mobilizing Informal Support (EO 3, 4, 5,7,8)
Class 24
Continue discussion from prior class prn; class exercise.
Class 25
Compton, et al., Ch. 15 Building Helping Communities (EO 1, 2, 3, 5)
Class 26
Compton, et al., Chapter 16, Teamwork for Social Work Practice (EO
3,5,7,8 & 9))
Class 27
Compton, et al., Chapter 17, Evaluating Practice (EO 3,5,7,8)
Class 28
Project due; Compton, et al., Chapter 18, Endings in Social Work (EO
3,5,7,8)
Class 29
Compton, et al., Chapter 19, Self-Care. Reading 25, pg. 491. Burnout:
An Occupational Hazard for Social Workers. (EO 3,5, 6, 7, 8)
Course Evaluation and Review
Class 30
Continue Burnout discussion; preventive self-care (EO 3,5,6,7, 8)
Class 31
Personal Reflection Paper Due; Closing Comments; Wrap up.
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BIBLIOGRAPHY AND FURTHER READINGS
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental
disorders: DSM‐IV‐TR (4th ed., text revision). Washington, DC: Author.
Aronen, E.T. & Arajarvi, T. (2000). Effects of early intervention on psychiatric
symptoms of young adults in low‐risk and high‐risk families. American Journal of
Orthopsychiatry, 70(2), 223‐232.
Atkinson, D., Morten, G., & Sue, D. (2004). Counseling American minorities (6th ed.).
Boston, MA: McGraw‐Hill.
Baer, J. (1999). Family relationships, parenting behavior, and adolescent deviance in
three ethnic groups. Families in Society, 80, 279‐285.
Barret, B. (2002). Counseling gay men and lesbians: A practice primer. Pacific Grove,
CA: Brooks/Cole Thomson Learning.
Bates, Y. (Ed.) (2006). Shouldn’t I be feeling better by now? Client views of therapy.
New York: Palgrave Macmillan.
Beckerman, N.L. (2002). Intimate sexual violence in the United State: Social work and
family therapy interventions. Journal of Sexual Aggression, 8(1), 39‐50.
Berman, P., & Shopland, S. (2005). Interviewing and diagnostic exercises for clinical
and counseling skills building. Mahwah, NJ: L. Erlbaum Associates.
Breggin, P. R., Breggin, G., & Bemak, F. (2002). Dimensions of empathic therapy. New
York: Springer.
Brems, C. (2001). Basic skills in psychotherapy and counseling. Pacific Grove, CA:
Brooks/Cole Thomson Learning.
Carlson, J. (2006). Adlerian therapy: Theory and practice. Washington, DC: American
Psychological Association.
Carter, B., & McGoldrick, M. (2005). The expanded family life cycle: Individual, family
and social perspectives (3rd ed.). Boston: Allyn & Bacon.
Cavell, T.A. (2000). Parent training for families with aggressive children: A tale of two
models. In T.A. Cavell (Ed.), Working with parents of aggressive children: A
practitioner's guide (27‐47). Washington, DC: American Psychological
Association.
Chernin, J. N. (2003). Affirmative psychotherapy and counseling for lesbians and gay
men. Thousand Oaks, CA: Sage.
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Conyne, R. K. (2004). Preventive counseling: Helping people to become empowered in
systems and settings (2nd ed.). New York: Brunner‐Routledge.
Corcoran, J. (2005). Building strengths and skills: A collaborative approach to working
with clients. New York: Oxford University Press.
Corey, G. (2005). Case approach to counseling and psychotherapy (6th ed.). Belmont,
CA: Thomson‐Brooks/Cole.
Dennison, S.T. (1999). Multiple‐family groups: Practice implications for the 21st century.
Journal of Family Social Work, 3, 29‐51.
Devore, W., & Schlesinger, E.G. (1999). Ethnic‐sensitive social work practice (5th ed.).
Needham Heights, MA: Allyn & Bacon.
Dillon, C. (2003). Learning from mistakes in clinical practice. Pacific Grove, CA:
Brooks/Cole.
Dolbin‐MacNab, M.L., & Targ, D.B. (2003). Grandparents raising grandchildren:
Guidelines for family life educators and other family professionals. In Bert
Hayslip, Jr. (Ed.), Working with custodial grandparents (213‐228). New York,
NY: Springer Publishing Co.
Donohue, B., & Azrin, N.H. (2002). Family behavior therapy in a conduct‐disordered and
substance‐abusing adolescent: A case example. Clinical Case Studies, 1(4),
299‐323.
Dryden, W. (Ed.) (2002). Handbook of individual therapy (4th ed.). Thousand Oaks, CA:
Sage.
Duffy, M., & Gillig, S. (2003). Cancer, families, and family counselors. Family Journal
of Counseling & Therapy for Couples & Families, 11(1), 68‐72.
Edgette, J.S. (2002). Candor, connection, and enterprise in adolescent therapy. New
York: Norton.
Edwards, R. (Ed.). (1997). Encyclopedia of social work (19th ed.). Washington, DC:
NASW Press.
Germaine, C., & Gitterman, A. (1996). The life model of social work practice. New
York: Columbia University Press.
Greenberg, L.S. (2002). Emotion‐focused therapy: Coaching clients to work through
their feelings. Washington, DC: American Psychological Association.
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Handbook of art therapy (375‐386). New York, NY: Guilford Press.
Hargrave, T.D., & Anderson, W. (1990). Helping older people finish well: A contextual
family therapy approach. Family Therapy, 17(1), 9‐19.
Helton, L., & Jackson, M. (1997). Social work practice with families: A diversity model.
Boston, MA: Allyn & Bacon.
Hillman, J.L. (2002). Crisis intervention and trauma counseling: New approaches to
evidence‐based practice. New York: Kluwer.
Horrocks, R. (2005). Foundations of psychotherapy: An introduction to individual
therapy. New York: Palgrave Macmillan.
Horton‐Parker, R.J., & Brown, N.W. (2002). The unfolding life: Counseling across the
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