Direct Social Work Practice: Theory and Skills 11th Edition by Dean Hepworth, ISBN-13: 978-0357630594

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Direct Social Work Practice: Theory and Skills 11th Edition by Dean Hepworth, ISBN-13: 978-0357630594

[PDF eBook eTextbook] – Available Instantly

• Publisher: ‎ Cengage Learning; 11th edition (January 1, 2022)
• Language: ‎ English
• ‎450 pages
• ISBN-10: ‎ 0357630599
• ISBN-13: ‎ 978-0357630594

Considered the profession’s ideal learning resource, DIRECT SOCIAL WORK PRACTICE: THEORY AND SKILLS, Eleventh Edition, prepares you for effective real-world practice. Packed with case examples, illustrations and relevant learning experiences from the authors and other social work practitioners, the text integrates the major theories and skills needed for contemporary direct social work practice. Part of the Brooks/Cole Empowerment Series, the Eleventh Edition is completely up to date, exploring evolving ethical and practice challenges, the impact of COVID-19, implications of electronic service delivery, social injustice, Black Lives Matter and other issues related to racial inequity. In addition, the authors have carefully revised the text to incorporate gender-neutral language and explore key structural implications affecting clients and practice. The text thoroughly integrates the core competencies and recommended practice behaviors outlined in the 2015 Educational Policy and Accreditation Standards (EPAS) set by the Council on Social Work Education (CSWE). As you’re preparing to practice social work in today’s complex world, this trusted text is an ideal resource to equip you for exam and career success.

Table of Contents:

Cover Page

Title Page

Copyright Page

Preface

Acknowledgments

About the Authors

Part 1. Introduction

Chapter 1. The Challenges and Opportunities of Social Work

The Mission of Social Work

Direct Social Work Practice

Roles

Social Work Values

Social Work Competencies

EPAS Competency 1—Demonstrate Ethical and Professional Behavior

EPAS Competency 2—Engage Anti-Racism, Diversity, Equity, and Inclusion in Practice

EPAS Competency 3—Advance Human Rights, and Social, Racial, Economic, and Environmental Justice

EPAS Competency 4—Engage in Practice-Informed Research and Research-Informed Practice

EPAS Competency 5—Engage in Policy Practice

EPAS Competency 6—Engage with Individuals, Families, Groups, Organizations, and Communities

EPAS Competency 7—Assess Individuals, Families, Groups, Organizations, and Communities

EPAS Competency 8—Intervene with Individuals, Families, Groups, Organizations, and Communities

EPAS Competency 9—Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Contemporary Influences on Direct Practice

Self-Care

Pandemics

Funding for Services

Technological Advances

Globalization

Scientific Changes

Sociopolitical Environment

Applying the Concepts to the Ramirez Case

Summary

Competency Notes

Chapter 2. Orienting Frameworks for Social Work Practice

Philosophies of Practice

Orienting Perspectives

Ecosystems Perspective

Principles of the Ecosystems Perspective

Critiques of the Ecosystems Perspective

Application of the Ecosystems Perspective

Strengths Perspective

Principles of the Strengths Perspective

Critiques of the Strengths Perspective

Application of the Strengths Perspective

Cultural Humility

Principles of Cultural Humility

Critiques of Cultural Humility

Application of Cultural Humility

Anti-Oppressive Social Work

Principles of Anti-Oppressive Social Work

Critiques of Anti-Oppressive Social Work

Application of Anti-Oppressive Social Work

Trauma-Informed Social Work

Principles of Trauma-Informed Social Work

Critiques of Trauma-Informed Social Work

Application of Trauma-Informed Social Work

Evidence-Informed Social Work Practice

Principles of Evidence-Informed Social Work

Critiques of Evidence-Informed Social Work

Application of Evidence-Informed Social Work

Principles for Practice

Summary

Competency Notes

Chapter 3. Overview of the Helping Process

The Helping Process

Physical Conditions

Phase I: Exploration, Engagement, Assessment, and Planning

Problem Exploration

Exploring Expectations

Establishing Rapport and Enhancing Motivation

How to Establish Rapport

Structure of Interviews

Starting Where the Client Is

Furthering Responses, Paraphrasing, and Feedback

Focusing in Depth

Formulating a Multidimensional Assessment of the Problem, Identifying Systems, and Identifying Relevant Resources

Eliciting Essential Information

Exploring Cognitive Functioning

Exploring Suicidal Risk, Substance Abuse, Violence, and Sexual Abuse

Mutually Negotiating Goals and Formulating a Contract

Making Referrals

Phase II: Implementation and Goal Attainment

Enhancing Self-Efficacy

Monitoring Progress

Barriers to Goal Accomplishment

Relational Reactions

Enhancing Clients’ Self-Awareness

Use of Self

Phase III: Termination

Successfully Terminating Helping Relationships

Planning Change Maintenance Strategies

Evaluate Results

Summary

Competency Notes

Note

Chapter 4. Operationalizing Social Work Values and Ethics

The Interaction Between Personal and Professional Values

The Cardinal Values of Social Work

Service

Social Justice

Dignity and Worth

Human Relationships

Integrity

Competence

Valuing Service

Valuing Social Justice

Valuing the Person’s Dignity and Worth

Valuing Human Relationships

Valuing Integrity

Valuing Competence

Challenges in Embracing the Profession’s Values

Ethics

The Intersection of Laws and Ethics

Key Ethical Principles

Self-Determination

Providing Informed Consent

Preserving Professional Boundaries

Safeguarding Confidentiality

What Are the Limits on Confidentiality?

Supervision and Consultation

Client Waivers of Confidentiality

Danger to Self or Others

Suspicion of Child or Elder Abuse

Subpoenas and Privileged Communication

Confidentiality in Various Types of Recording

The Ethics of Practice with Minors

Understanding and Resolving Ethical Dilemmas

Steps in Ethical Decision-Making

Applying the Ethical Decision-Making Model

Options for Action

To Tell or Not to Tell

Summary

Competency Notes

Skill Development Exercises

Skill Development Exercises

Part 2. Exploring, Assessing, and Planning

Chapter 5. Building Blocks of Communication: Conveying Empathy and Authenticity

Roles of the Participants

Determine Your Client’s Expectations for the Helping Process

Discuss the Helping Process

Communicating Informed Consent, Confidentiality, and Agency Policies

Facilitative Conditions

Empathic Communication

Developing Perceptiveness to Feelings

Affective Words and Phrases

Using the Lists of Affective Words and Phrases

Client Statements

Accurately Conveying Empathy

Surface Empathy

Reciprocal Empathy

Additive Empathy

Responding with Reciprocal Empathy

Constructing Reciprocal Responses

Leads for Empathic Responses

Employing Empathic Responding

Multiple Uses of Empathic Communication

Authenticity

Types of Authentic Responses

A Paradigm for Self-Involving Statements

Cues for Authentic Responding

Summary

Competency Notes

Skill Development Exercises

Client Statements

Modeled Social Worker Responses

Chapter 6. Verbal Following, Exploring, and Focusing Skills

Verbal Following Skills

Furthering Responses

Reflection Responses

Forms of Reflections

Contingent Reflective Listening

Exercises in Reflective Listening

Closed- and Open-Ended Questions

Formulating Open-Ended Questions

Exercises in Identifying Closed- and Open-Ended Responses

Summarizing Responses

Highlighting Problems, Strengths, and Resources

Clarify Lengthy Messages

Facilitating Transitions

Seeking Concreteness

Check Perceptions

Clarify Vague or Unfamiliar Terms

Elicit Specific Feelings

Focus on the Here and Now

Elicit Sequence of Events

Specificity of Expression by Social Workers

Exercises in Seeking Concreteness

Client Statements

Maintaining Focus

Selecting Topics for Exploration

Exploring Topics in Depth

Open-Ended Responses

Reflective Listening

Blending Open-ended Questions with Reflections

Managing Obstacles to Focusing

Analyzing Your Verbal Following Skills

Summary

Competency Notes

Exercises in Reflective Listening

Exercises in Closed- and Open-Ended Responses

Exercises in Seeking Concreteness

Chapter 7. Eliminating Counterproductive Communication Patterns and Substituting Positive Alternatives

Impacts of Counterproductive Communication Patterns

Identifying and Improving Nonverbal Barriers to Effective Communication

Physical Attending

Taking Inventory of Nonverbal Patterns of Responding

Eliminating Verbal Barriers to Communication

Social Worker Verbal Behavior Contributing to Communication Barriers

Inappropriate Interviewing Technique Barriers

Gauging the Effectiveness of Your Responses

The Challenge of Learning New Skills

Summary

Competency Notes

Chapter 8. Assessment: Exploring and Understanding Problems and Strengths

The Multidimensionality of Assessment

Defining Assessment: Product and Process

Assessment Focus

Assessment and Diagnosis

The Diagnostic and Statistical Manual (DSM-5)

Sources of Information for Assessments

Information Provided by the Client

Collateral Contacts

Assessment Instruments

Social Worker’s Personal Experience with the Client

Areas of Focus in Assessments

Priorities in Assessments

Identifying the Presenting Problem

Severity of the Problem

Meanings that Clients Ascribe to Problems

Sites of Presenting Problems

Temporal Context of Presenting Problems

Frequency of Presenting Problems

Duration of the Problem

Assessing Strengths

The Interaction of Other People or Systems

Assessing Needs and Wants

Stresses Associated with Life Transitions

Cultural, Societal, and Social Class Factors

Other Issues Affecting Client Functioning

Emotional Reactions

Coping Efforts and Needed Skills

Support Systems

Resources Needed

Assessing Children and Older Adults

Data Sources and Interviewing Techniques

Assessment Techniques Specific to Children and Adolescents

Assessment Techniques Specific to Older Adults

Maltreatment

The Role of Knowledge and Theory in Assessments

Theories

Caveats about Using Knowledge and Theories

Telesocial Work

Summary

Competency Notes

Skill Development Exercises

Note

Chapter 9. Assessing Individual and Environmental Factors and Their Interaction

The Interaction of Multiple Systems in Human Problems

Implicit Bias

Assessing Biophysical Functioning

Physical Characteristics and Presentation

Physical Health

Assessing Use and Abuse of Medications, Alcohol, and Drugs

Alcohol Use and Abuse

Use and Abuse of Other Substances

Dual Diagnosis: Addiction and Mental Health Disorders

Assessing Cognitive/ Perceptual Functioning

Intellectual Functioning

Judgment

Reality Testing

Coherence

Cognitive Flexibility

Values

Beliefs

Self-Concept

Assessing Affective Functioning

Emotional Control and Range of Emotions

Appropriateness of Affect

Suicidal Risk

Depression and Suicidal Risk with Children and Adolescents

Depression and Suicidal Risk with Older Adults

Assessing Behavioral Functioning

Risk of Aggression

Motivation

Assessing Environmental Systems

Physical Environment

Social Support Systems

Spirituality and Affiliation with a Faith Community

Written Assessments

Biopsychosocial Assessments

Case Notes

Summary

Competency Notes

Chapter 10. Assessing Family Functioning in Diverse Family and Cultural Contexts

Defining Family and Family Functions

Self-Awareness in Family Assessment

The Family Systems Framework

Homeostasis

Boundaries and Boundary Maintenance

External Family Boundaries

Internal Boundaries and Family Subsystems

Enmeshment and Disengagement

Family Decision-Making, Hierarchy, and Power

Family Roles

Communication Patterns in Families

Congruence and Clarity of Communication

Barriers to Communication

Receiver Skills

Sender Skills

Family Life Cycle

Family Rules

Explicit and Implicit Rules

Flexible and Rigid Rules

Social Environment

Family Adaptive Capacity

Family Stressors

Family Strengths and Resilience

Assessment Skills and Strategies

Observing Patterns of Interaction

Interviewing Skills and Circular Questioning

Genograms

Standardized Scales

Summary

Competency Notes

Skill Development Exercises

Chapter 11. Understanding Social Work Groups

Classification of Groups

Group Subtypes

Treatment Groups Subtypes

Self-Help Group Subtypes

Task Group Subtypes

Developing Treatment Groups

Identifying the Need for the Group

Establishing the Group Purpose

Individual or Co-Leadership

Determining Group Composition

Choosing an Open or Closed Group

Determining Group Size and Location

Setting the Frequency and Duration of Meetings

Conducting Preliminary Interviews

Planning Group Sessions

Formulating Preliminary Group Guidelines

Help-Giving/Help-Seeking Roles

New Members

Individual Contacts with the Social Worker

Member Contacts Outside the Group

Use of Recording Devices and Phones

Eating and Drinking

Profanity

Attendance

Touching

Assessing Group Processes

A Systems Framework for Assessing Groups

Assessing Individuals’ Patterned Behaviors

Identifying Roles of Group Members

Assessing the Group’s Patterned Behaviors

Assessing Group Alliances

Assessing Group Norms

Assessing Group Cohesion

Self-Help Groups

Task Groups

Task Group Purpose

Task Group Membership and Planning

Beginning the Task Group

Summary

Competency Notes

Skill Development Exercises

Chapter 12. Developing Goals and Formulating a Contract

Goals

Purpose of Goals in Direct Social Work

Types of Goals

Factors Influencing Goal Formation

Guidelines for Selecting and Defining Goals

Guidelines for Selecting and Defining Goals with Minors

The Process of Formulating Goals

Determine Clients’ Readiness for Goal Formulation

Explain the Purpose and Function of Goals

Formulate Client-Driven Goals

Defining Client-Driven Goals with Mandated Clients

Increase Goal Specificity

Determine Potential Barriers and Benefits

Rank Goals According to Client Priorities

Monitoring Progress and Evaluation

Quantitative Measurements

Measuring Observable Behaviors

Retrospective Estimates of Baseline Behaviors

Self-Anchored Scales

Guidelines for Obtaining Baseline Measures

Monitoring Progress

Receptivity of Clients to Measurement

Qualitative Measurements

Informative Events or Critical Incidences

Combining Methods for Measuring and Evaluating

Evaluating Your Practice

Contracts

The Rationale for Contracts

Formal and Informal Contracts

Developing Contracts

Goals to Be Accomplished

Roles of Participants

Interventions or Techniques to Be Employed

Time Frame, Frequency, and Length of Sessions

Means of Monitoring Progress

Stipulations for Renegotiating the Contract

Housekeeping Items

Sample Contracts

Summary

Competency Notes

Skill Development Exercises

Notes

Part 3. The Change-Oriented Phase

Chapter 13. Choosing and Implementing Interventions to Facilitate Change

Interventions to Facilitate Change

Person-in-Environment

Change Happens through the Helping Relationship

Strengths Perspective

Empowerment

Choosing an Intervention or Approach

Evidence-Based, Evidence-Informed, Empirically Supported Treatments, and Practice Wisdom

Different Types of Interventions

The Task-Centered Model

Tenets of the Task-Centered Approach

Application of the Task-Centered Model

Procedures of the Task-Centered Model

Goal Development and Partializing Goals

General Tasks

Specific Tasks

Assess Client Readiness to Engage in an Agreed-Upon Task

Plan the Details of Carrying Out Tasks

Analyze and Resolve Barriers and Obstacles

Identify Rewards or Incentives

Rehearse or Practice Behaviors Involved in Tasks

Summarizing the Task Plan and Monitor Progress

Failure to Complete Tasks

Reasons Related to Not Completing a Specific Task

Strengths and Limitations of the Task-Centered Model

The Crisis Intervention Model

Tenets of the Crisis Intervention Model

Intervene Quickly

Stability Is Paramount

Listen to Understand

Problem Solving Is Critical

Restore Independent Functioning

Procedures of the Crisis Intervention Model

Application of the Crisis Intervention Model

Anticipatory Guidance

Strengths and Limitations of Crisis Intervention

Solution-Focused Brief Treatment Model

Tenets of the Solution-Focused Brief Treatment Model

Solution-Focused Brief Treatment Language and Techniques

Application of the Solution-Focused Approach

Phase 1: Engagement (Description of the Problem)

Phase 2: Assessment (Developing Well-Formed Goals)

Phase 3: Goal Setting (Exploring Exceptions)

Phase 4: Intervention (End-of-Session Feedback)

Phase 5: Termination (Evaluating Progress)

From Session to Session

Strengths and Limitations of the Solution-Focused Approach

Case Management

Tenets of Case Management

Case Management Phases

Case Example

Phase 1: Intake and Screening

Phase 2: Assessment

Phase 3: Stratifying Risk

Phase 4: The Planning Phase

Phase 5: The Implementing (Case Coordination) Phase

Phase 6: The Follow-up Phase

Phase 7: The Transitioning (Transitional Care) Phase

Phase 8: Communicating Post-transition Phase

Phase 9: The Evaluation Phase

Strengths and Limitations of Case Management

Motivational Interviewing

MI Spirit—The Style of Motivational Interviewing

Collaboration/Partnership

Acceptance

Compassion

Evocation

MI and Social Work

MI Technical Skills

Use of Open-ended Questions

Affirmation

Reflective Listening

Summarizing

Change Talk Versus Sustain Talk

MI with Involuntary Clients

Ambivalence Regarding Change

Cognitive Behavioral Therapeutic Approach

Tenets of Cognitive Behavioral Therapy

Helpful and Unhelpful Thought Patterns

Strengths and Limitations of CBT

Trauma-Informed Care: An Overview of Concepts, Principles, and Resources

Tenets of Trauma-Informed Care

Safety

Connection

Emotional Regulation and Coping Skills

Theoretical Framework

Phases of Trauma-Informed Care

Trauma-Specific Treatment

Strengths and Limitations of Trauma-Informed Care

Mind–Body Interventions

Example 1: Grounding

Example 2: Mindfulness

Strengths and Limitations of Mind–Body Interventions

Summary

Competency Notes

Skill Development Exercises

Chapter 14. Balancing Micro and Macro Social Work Practice: Roles, Theories, and Intervention Strategies

Defining Macro Practice

Macro-Level Practice Skills

Macro-Level Social Work Roles

The Link Between Micro and Macro Practice

What Micro and Macro Practice Have in Common

Macro-Level Theories

Other Factors Affecting Macro Practice

Structural Racism

Institutional Racism

Interconnectedness of Structural and Institutional Racism

Historical Trauma

Historical Trauma and Macro Practice

Social Justice

Social Justice Is an Ideal Aspiration

Who Decides What Is Socially Just?

Macro Practice Is a Vehicle for Social Justice

Social Justice: Micro Responses and Macro-Level Solutions

The Helping Process

Types of Macro Social Work Practice

Community Organizing

Tasks Related to Community Organizing

Organizational Change

Tasks Related to Organizational Change

Policy Development

Tasks Related to Policy Development

Phase I: Exploration, Engagement, Assessment, and Planning

Stage 1: Exploration

Community Organizing

Organizational Change

Policy Development

Stage 2: Engagement

Community Organizing

Organizational Change

Policy Development

Stage 3: Assessment

Community Organizing

Organizational Change

Policy Development

Stage 4: Planning

Community Organizing

Organizational Change

Policy Development

Phase II: Implementation and Goal Attainment

Stage 1: Implementation

Community Organizing

Organizational Change

Policy Development

Stage 2: Goal Attainment

Community Organizing

Organizational Change

Policy Development

Phase III: Termination

Community Organizing

Organizational Change

Policy Development

Social Media as a Resource for Macro Practice

Summary

Competency Notes

Chapter 15. Enhancing Family Functioning and Relationships

Family Engagement

Joining

Cultural Perspectives on Engagement

Differences in Communication Styles

Hierarchical Considerations in Communication

Authority of the Social Worker

Preventing Alliances

The Dynamics of Minority Status and Culture in Exploring Reservations

Orchestrating the Initial Family or Couple Session

Establish a Personal Relationship with Individual Members and an Alliance with the Family as a Group

Clarify Expectations and Explore Reservations about the Helping Process

Clarify Roles and the Nature of the Helping Process

Clarify Choices about Participation in the Helping Process

Elicit the Family’s Perception of the Problem

Identify Wants and Needs of Family Members

Define the Problem as a Family Problem

Emphasize Individual and Family Strengths

Establish Individual and Family Goals Based on Your Earlier Exploration of Wants and Needs

Family Interventions

First-Order Change Strategies

Problem-Solving Approaches

Skills Training

Contingency Contracting

Second-Order Change Strategies

Modifying Misconceptions and Cognitive Distortions

Modifying Communication Patterns

Giving and Receiving Feedback

Assessing Positive and Negative Feedback

Teaching Positive Feedback

Modifying Family Rules

To the Father

To Other Family Members

Modifying Family Alignments and Hierarchy

Structural Mapping

Family Sculpting

Joined Families

On-the-Spot Interventions

Focus on Process Rather Than Content

Give Feedback That Is Descriptive and Neutral Rather Than General or Evaluative

Balance Interventions to Divide Responsibility

Redirect Hostile, Blaming Messages

Assisting Families to Disengage from Conflict

Summary

Competency Notes

Skill Development Exercises

Chapter 16. Facilitating Social Work Groups

Stages of Group Development

Stage 1. Preaffiliation: Approach and Avoidance Behavior

Stage 2. Power and Control: A Time of Transition

Stage 3. Intimacy: Developing a Familial Frame of Reference

Stage 4. Differentiation: Developing Group Identity and an Internal Frame of Reference

Stage 5. Separation: Breaking Away

The Facilitator’s Role and Activities

Stage-Specific Interventions

Interventions in the Preaffiliation Stage

Interventions in the Power and Control Stage

Minimize Changes

Encourage Balanced Feedback

Increase Effective Communication

Influence Constructive Norms

Interventions in the Intimacy and Differentiation Stages

Interventions in the Termination Stage

Interventions with Task Groups

Interventions in the Preaffiliation Stage

Interventions in the Power and Control Stage

Interventions in the Working Phase Stage

Interventions at the Termination Stage

Summary

Competency Notes

Skill Development Exercises

Client Statements

Modeled Social Worker

Note

Chapter 17. Additive Empathy, Interpretation, and Confrontation

The EPAS Competencies

The Meaning and Significance of Self-Awareness

Additive Empathy and Interpretation

Deeper Feelings

Underlying Meanings of Feelings, Thoughts, and Behaviors

Wants and Goals

Hidden Purposes of Behavior

Challenging Beliefs Stated as Facts

Unrealized Strengths and Potentialities

Guidelines for Employing Interpretation and Additive Empathy

Confrontation

Self-Confrontation

Assertive Confrontation

Guidelines for Employing Confrontation

Indications for Assertive Confrontation

Cognitive/Perceptual Discrepancies

Affective Discrepancies

Behavioral Discrepancies

Summary

Competency Notes

Skill Development Exercises

Skill Development Exercises

Note

Chapter 18. Managing Barriers to Change

Barriers to Change

Relational Dynamics

The Importance of Reciprocal Positive Feelings

Steps to Take to Reduce the Risk of Negative Relational Dynamics

Under- and Overinvolvement of Social Workers with Clients

Burnout, Compassion Fatigue, and Vicarious Trauma

Assessing Potential Barriers and Intervening in Interactions with Clients

Problematic Social Worker Behavior

Cross-Racial and Cross-Cultural Experience Barriers and Broaching

Employing Broaching Skills

Difficulties in Establishing Trust

Transference Reactions

Identifying Transference Reactions

Managing Transference Reactions

Countertransference Reactions

Managing Countertransference Reactions

Realistic Social Worker Reactions

Sexual Attraction toward Clients

Motivating Change

Dealing with Reactance

Reactance Theory

Change Strategies

Motivational Interviewing and Addressing Barriers to Change

Positive Connotation

Redefining Problems as Opportunities for Growth

Therapeutic Binds

Summary

Competency Notes

Skill Development Exercises

Skill Development Exercises

Part 4. The Termination Phase

Chapter 19. The Final Phase: Evaluation and Termination

Evaluation

Outcomes

Process

Satisfaction

Hybrid Models

Termination

Types of Termination

Unplanned Terminations

Managing Unplanned Terminations

Planned Terminations with Unsuccessful Outcomes

Planned Terminations with Successful Outcomes

Termination Due to Temporal, Structural, or Financial Limits

Other Determinants of Planned Termination

Understanding and Responding to Clients’ Termination Reactions

Anger

Denial

Avoidance

Reporting Recurrence of Old Problems or Generating New Ones

Attempting to Prolong Contact

Social Workers’ Reactions to Termination

Consolidating Gains and Planning Maintenance Strategies

Follow-Up Sessions

Ending Rituals

Summary

Competency Notes

Skill Development Exercises

Notes

Media Index

Chapter 1. The Challenges and Opportunities of Social Work

Chapter 3. Overview of the Helping Process

Chapter 4. Operationalizing Social Work Values and Ethics

Chapter 5. Building Blocks of Communication: Conveying Empathy and Authenticity

Chapter 6. Verbal Following, Exploring, and Focusing Skills

Chapter 7. Eliminating Counterproductive Communication Patterns and Substituting Positive Alternatives

Chapter 8. Assessment: Exploring and Understanding Problems and Strengths

Chapter 9. Assessing Individual and Environmental Factors and Their Interaction

Chapter 10. Assessing Family Functioning in Diverse Family and Cultural Contexts

Chapter 12. Developing Goals and Formulating a Contract

Chapter 13. Choosing and Implementing Interventions to Facilitate Change

Chapter 15. Enhancing Family Functioning and Relationships

Chapter 17. Additive Empathy, Interpretation, and Confrontation

Chapter 18. Managing Barriers to Change

Chapter 19. The Final Phase: Evaluation and Termination

Bibliography

Dean Hepworth, MSW, PhD, is Professor Emeritus at the School of Social Work, Arizona State University, Tempe Arizona, and the University of Utah. Dean has extensive practice experience in individual psychotherapy and marriage and family therapy. Dean was the lead author and active in the production of the first four editions, and he is the coauthor of Improving Therapeutic Communication. He is now retired and lives in Phoenix, Arizona.

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