Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory Second Edition

Front Cover
Joyce Lishman
Jessica Kingsley Publishers, May 15, 2007 - Social Science - 408 pages

This substantially revised, expanded and updated edition of the popular Handbook of Theory for Practice Teachers is a comprehensive summary of the theory, knowledge, research and evidence relating to practice learning in social care.

Focussing on knowledge-based practice with a focus on improving outcomes, the five sections of the book cover:

* the reasons and circumstances in which people may become social work service users

* a holistic consideration of assessment in general and specific contexts, including risk assessment and management

* methods of intervention, including cognitive behavioural social work, task centred practice, advocacy, crisis intervention, family therapy and group care

* the legal, policy, research and evidence context in which assessment and intervention occur, as well as interdisciplinary work and organisational aspects of social work practice

* reflective practice, evaluation and evidence based practice as integral parts of social workers' engagement with the complex needs of individuals outside the existing parameters of policy or research findings.

This key text is essential reading for students, practitioners and teachers in social work.


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The Context of Assessment and Intervention
Reflective And EvidenceBased Practice

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Page 27 - The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work.
Page 20 - It is also characterized by a lack of participation in decision-making and in civil, social and cultural life. It occurs in all countries: as mass poverty in many developing countries, pockets of poverty amid wealth in developed countries, loss of livelihoods as a result of economic recession, sudden poverty as a result of disaster or conflict, the poverty of low-wage workers, and the utter destitution of people who fall outside family support systems, social institutions and safety nets.
Page 20 - SEU chose to define social exclusion as: ... a shorthand term for what can happen when people or areas suffer from a combination of linked problems such as unemployment, poor skills, low incomes, poor housing, high crime environments, bad health and family breakdown (Social Exclusion Unit, 2000b).
Page 20 - Poverty has various manifestations, including lack of income and productive resources sufficient to ensure sustainable livelihoods; hunger and malnutrition; ill health; limited or lack of access to education and other basic services; increased morbidity and mortality from illness; homelessness and inadequate housing; unsafe environments; and social discrimination and exclusion. It is also characterized by a lack of participation in decision-making and in civil, social and cultural life.
Page 49 - third blow' to human narcissism that had been delivered by science: the first having been Copernicus's revelation that the earth was not the centre of the solar system, and the second Darwin's assertion that human beings were of animal descent. In this sense, Freud's work was a continuation of the humbling experience of modernity and rational enquiry - whereby the process of scientific enlightenment stripped humankind of its naive illusion that it stood at the centre of the universe, (p.21...

About the author (2007)

Steven Walker is Head of Child and Adolescent Mental Health at Anglia Ruskin University, UK. He is a registered social worker and psychotherapist and has worked in social care for over 30 years, specialising in child protection and child and adolescent mental health.

Brigid Daniel is Professor of Social Work at the University of Stirling. She is the co-author of a number of books on child care and protection and has a particular interest in factors that help children to cope with adversity. She was a member of the multi-disciplinary team that carried out a national ministerial review of child protection practice in Scotland.

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