Social Work Practice with Groups, Communities, and Organizations E-Book

Charles A. Glisson

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 585

Veröffentlichungsjahr: 2012

Beschreibung

A solid, theory-to-practice guide to contemporary mezzo and macro social work

Written by a renowned team of scholars, Social Work Practice with Groups, Communities, and Organizations focuses on the contemporary theory and practice of social work. Each chapter delves deeply into the key theoretical considerations surrounding a particular practice area, exploring the clinical implications of each. Spanning the full range of both mezzo and macro practice areas, the authors thoroughly look at the assessment of and interventions with group, community, organizational, and institutional settings.

The most authoritative book in this field, Social Work Practice with Groups, Communities, and Organizations features:

• A focus on evidence-based approaches to assessment and intervention for each practice area discussed
• Comprehensive coverage of the most important new and emerging practice technologies in mezzo and macro social work
• Current and emerging demographic, social, political, and economic trends affecting mezzo and macro practice
• An array of pedagogical aids, including Key Terms, Review Questions for Critical Thinking, and Online Resources
• Content closely aligned with social work accreditation standards (EPAS)

Providing a solid review of the entire scope of contemporary mezzo and macro social work practice, Social Work Practice with Groups, Communities, and Organizations is both an indispensable educational text for students and a valuable working resource for practitioners who work with groups, communities, and organizations of all sizes.

Leseprobe

Table of Contents

Title Page

Copyright

Preface

About the Editors

Contributors

Chapter 1: Assessment of Groups

Historical Background

Summary of Current Evidence and Application to Group Assessment

Identified Needs for New Research

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Chapter 2: Group Work: A Critical Addition to the Social Work Repertoire

Group Work: A New Method of Intervention with Deep Historical Roots

Group Work Models for Practice

Conclusion

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Chapter 3: Assessment of Communities

Historical Background and Theory

Assessment in Practice: Discovering and Documenting the Life of a Community

Limitations of the Evidence

Implications for Social Work on Micro, Mezzo, and Macro Levels

Future Directions

Conclusion

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Chapter 4: Intervention with Communities

Focus of Community Intervention: What Does Community Mean?

Historical Background

Current Evidence-Based Intervention with Communities

Limitations to the Evidence

Implications for Social Work

Conclusion

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Chapter 5: Assessment of Organizations

Worker's Perspective

Management's Perspective

Funder's Perspective

Client's Perspective

Conclusion

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Chapter 6: Intervention with Organizations

Social, Strategic, and Technical Dimensions of Organizational Context

Work Environments of Social Services Organizations

Using Planned Intervention to Change Organizational Contexts

Historical Background

From Organizational Development to Change Management

The ARC Model as a Framework for Implementing Organizational Interventions

Limitations of the Evidence

Implications for Social Work Practice

Conclusion

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Chapter 7: Assessment of Institutions

Historical Background

Assessment and Early Institutions

Emerging Federal Role in Institutional Reforms and Assessment

Characteristics of Asylums

The Anti-Institutionalization Movement

Normalization, the Least Restrictive Environment, and Recovery

Current Frameworks for Assessing Institutions

Organizational Effectiveness

Quality

Evidence-Based Assessment of Institutions

Implications at the Macro, Mezzo, and Micro Levels

Conclusion

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Chapter 8: Intervention with Institutions

Historical Background

Summary of Contemporary Evidence-Based Intervention with Institutions

Limitations of the Evidence

Implications for Social Work Practice

Conclusion

Key Terms

Review Questions for Critical Thinking

Online Resources

References

Author Index

Subject Index

This book is printed on acid-free paper.

Copyright © 2012 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data:

Glisson, Charles.

Social work practice with groups, communities, and organizations : evidence-based assessments and interventions / Charles A. Glisson, Catherine N. Dulmus, Karen M. Sowers.

p. cm.

Includes bibliographical references and index.

ISBN 978-1-118-17695-5 (pbk.)

ISBN 978-1-118-26489-8 (ebk.)

ISBN 978-1-118-24020-5 (ebk.)

ISBN 978-1-118-22723-7 (ebk.)

1. Social group work. 2. Social work administration. 3. Community organization. I. Dulmus, Catherine N. II. Sowers, Karen M. (Karen Marlaine) III. Title.

HV45.G57 2012

361.4–dc23

2011053076

Preface

The profession of social work spans more than 100 years. Over this period, the profession has changed in scope and depth. Despite the varied functions and methods of our profession, it has always been committed to social justice and the promotion of well-being for all. The profession has made great strides and is experiencing a resurgence of energy, commitment, and advancement as we face new global realities and challenges and embrace new and innovative technologies.

This book is designed as a foundational social work practice text for undergraduate and graduate students in social work programs. The text provides the foundation of skills required for beginning social work practice with groups, communities, and organizations. This book addresses Council on Social Work Education (CSWE)–required competencies for accreditation. Specifically, it addresses the following required accreditation competencies:

Educational Policy 2.1.2

—Apply social work ethical principles to guide professional practice.

Educational Policy 2.1.3—

Apply critical thinking to inform and communicate professional judgments.

Educational Policy 2.1.7

—Apply knowledge of human behavior and the social environment.

Educational Policy 2.1.9

—Respond to contexts that shape practice.

Educational Policy 2.1.10

—Engage, assess, and intervene with groups, communities, and organizations.

In considering how the field of social work has evolved over the past century, with the resulting explosion of new knowledge and technologies, it seemed imperative to create a text that provides a current prospective on social work practice. The content in this book is contemporaneous and is reflective of demographic, social, political, and economic current and emerging trends. Authors have paid close attention to contextual factors that are shaping practice and will have a future impact on practice.

We would like to thank our team of distinguished authors who have contributed chapters to this book. Their expertise and hard work has culminated in a substantial and relevant text. We hope that you find this work useful. We have endeavored to provide you, the reader and user, with a work that will guide you in your own studies and work in this wonderful profession.

Charles A. Glisson Catherine N. Dulmus Karen M. Sowers

About the Editors

Charles A. Glisson, PhD, is Professor in the College of Social Work at the University of Tennessee, Knoxville. He is Distinguished University Professor and Chancellor's Professor at the University of Tennessee, Knoxville. Dr. Glisson is the Director of the University of Tennessee, Knoxville College of Social Work's Children's Mental Health Services Research Center. Dr. Glisson's research focuses on the organization and delivery of social and mental health services to children and families. He has been principal investigator on multiple major research projects concerned with children's services funded by the National Institutes of Health (NIH). He has written numerous articles in major social work, mental health, and organizational research journals, and has made presentations throughout the country on the organizational context of social and mental health services. He has served on the editorial boards of numerous professional journals and served as a member of the Services Research NIMH scientific review group. Dr. Glisson is the founder and director of the Children's Mental Health Services Research Center, a research center funded by the National Institute of Mental Health. The center's goal is to implement high-quality research on social and mental health services for children with an emphasis on research designed to improve child welfare, juvenile justice, and mental health services to children and families at risk.

Catherine N. Dulmus, PhD, is Professor, Associate Dean for Research, and Director of the Buffalo Center for Social Research at the University at Buffalo, and Research Director at Hillside Family of Agencies in Rochester, New York. She received her baccalaureate degree in Social Work from Buffalo State College in 1989, a master's degree in Social Work from the University at Buffalo in 1991, and a doctoral degree in Social Welfare from the University at Buffalo in 1999. As a researcher with interests that include community-based research, child and adolescent mental health, evidence-based practice, and university-community partnerships, Dr. Dulmus' recent contributions have focused on fostering interdependent collaborations among practitioners, researchers, schools, and agencies critical in the advancement and dissemination of new and meaningful knowledge. She has authored or coauthored several journal articles and books and has presented her research nationally and internationally. Prior to obtaining her PhD, her social work practice background encompassed almost a decade of experience in the fields of mental health and school social work.

Karen M. Sowers, PhD, is Professor and Dean of the College of Social Work at the University of Tennessee, Knoxville. She is the University of Tennessee Beaman Professor for Outstanding Research and Service. Dr. Sowers received her baccalaureate degree in Sociology from the University of Central Florida, and her master's degree and PhD in social work from Florida State University. Dr. Sowers serves on several local, national, and international boards. Dr. Sowers is nationally known for her research and scholarship in the areas of international practice, juvenile justice, child welfare, cultural diversity, and culturally effective intervention strategies for social work practice, evidence-based social work practice, and social work education.

Contributors

Michael J. Austin, PhD

School of Social Welfare

University of California—Berkeley

Berkeley, California

Katharine Briar-Lawson, PhD

School of Social Welfare

State University of New York—Albany

Albany, New York

Lena Dominelli, PhD

School of Applied Social Sciences

Durham University

Durham, United Kingdom

Don M. Fuchs, PhD

Faculty of Social Work

University of Manitoba

Winnipeg, Manitoba, Canada

Leon Fulcher, PhD

Consultant, Foster Care Associates,

United Kingdom

Charles Glisson, PhD

College of Social Work

Children's Mental Health Services Research Center

University of Tennessee—Knoxville

Knoxville, Tennessee

Heather K. Horton, PhD

School of Social Welfare

State University of New York—Albany

Albany, New York

D. Mark Ragg, PhD

School of Social Work

Eastern Michigan University

Ypsilanti, Michigan

Michael Reisch, PhD

School of Social Work

University of Michigan

Ann Arbor, Michigan

Brian Roland, MSW

School of Social Welfare

State University of New York—Albany

Albany, New York

William Rowe, DSW

School of Social Work

University of South Florida

Tampa, Florida

Chapter 1

Assessment of Groups

D. Mark Ragg

How do I know that my group is on the right track?

Our understanding of group-level dynamics emerges through the careful observation of group interactions and the application of group-focused knowledge. This two-step process requires social workers to develop an awareness and appreciation of the interpersonal dynamics occurring among people. Social workers must then access knowledge to help explain their observations. Eventually, the knowledge can be applied toward understanding the dynamic forces that occur when people gather into groups.

Social work knowledge about groups has developed over the past century. Such knowledge emerged through many simultaneous processes. Initially, social workers and other professionals observed group phenomena. Observations lead to potential understandings through the development of theories that can be shared. Such theories provide the foundation for many group articles and textbooks. This level of knowledge is often referred to as “grounded theory,” meaning that the theoretical understandings are based on careful observation.

After theory development, knowledge building requires increasingly more rigorous observation. Such observations occur through empirical studies. These studies require social scientists to develop methods for careful and precise observation. In recent years, the technology for this level of observation has increased, resulting in multiple empirical studies of group dynamics. This level of knowledge building allows social workers to contrast grounded theory with rigorous observations.

This chapter operates in concert with the next chapter to highlight empirical observations that can solidify our understanding of groups. This chapter briefly explores the history of our theoretical understanding and common themes. The common themes are presented as considerations that can be used to assess group dynamics. These considerations provide a framework for understanding and applying the empirical information.

Historical Background

Our understanding of group dynamics is heavily influenced by the sociotechnical systems movement, the recreational movement, and the group psychotherapy movement. While there are other influences, these three movements have been instrumental in building our knowledge of how groups operate. A brief discussion of each movement is provided to identify diverse contributions and common dynamics that can be used for assessment.

The sociotechnical systems movement has a long history of using groups to humanize industrialized work settings. This movement began with the Hawthorne studies when researchers studied how the organization of work and working conditions influenced worker productivity (Mayo, 1933; Roethlisberger & Dickson, 1939). These studies found that the use of workgroups enhanced loyalty to the organization and resulted in superior productivity. Based on these findings, researchers recommended using groups in the workplace to counterbalance the dehumanizing aspects of industrialization.

A team at the Tavistock Clinic in England expanded the Hawthorne findings by conducting experiments on how groups can support workers and compensate for work conditions (Emery, 1978). These researchers argued that the workplace should be democratized by allowing teams of workers to cross-train for any job (on the team) and make critical production decisions (Herbst, 1962; Trist, Higgin, Murray, & Pollock, 1963). This democratization of production maximized interdependence, investment, decision making, and mastery among the workgroup members (Emery & Emery, 1974; Trist et al., 1963).

After the Tavistock contributions, much of the industrial group-work research focused on issues of leadership. Using groups to enhance productivity was an underlying theme of most sociotechnical systems research. Critical elements emerging from this knowledge base include valuing participation, democracy, self-direction, and mastery. Such concepts, while initially divergent in their application, are consistent with social work values. In the earliest application of group work, social workers were also interested in using democratic group processes and fighting the dehumanizing influence of industrialization (Konopka, 1963).

The second movement, recreational group work, focused initially on youth-focused social and recreational groups (Coyle, 1948). Social workers were using groups in their community and shelter practices to help youth and immigrant families adjust to the United States. Social workers subscribed to Dewey's (1933) assertions that small leisure groups should be part of a progressive educational system and Follett's (1920) arguments that groups are central to solving community problems. Social work allied easily with these philosophical positions and incorporated group work into community level activities.