How do individuals and families interface with larger systems, and how do …
How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.
This openly licensed text, created with students, approaches contemporary families from an …
This openly licensed text, created with students, approaches contemporary families from an equity lens. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at Linn-Benton Community College and Oregon State University: “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section.
Table of Contents 1. Social Constructions 2. Studying Families 3. Health and Health Care 4. Housing 5. Connection and Love 6. Visual Culture: Art and Beauty 7. Representation and Belonging 8. Justice 9. Food and Water
This textbook was created to provide an introduction to research methods for …
This textbook was created to provide an introduction to research methods for BSW and MSW students, with particular emphasis on research and practice relevant to students at the University of Texas at Arlington. It provides an introduction to social work students to help evaluate research for evidence-based practice and design social work research projects. It can be used with its companion, A Guidebook for Social Work Literature Reviews and Research Questions by Rebecca L. Mauldin and Matthew DeCarlo, or as a stand-alone textbook.
Table of Contents Chapter One: Introduction to research Chapter Two: Linking methods with theory Chapter Three: Ethics in social work research Chapter Four: Design and causality Chapter Five: Defining and measuring concepts Chapter Six: Sampling Chapter Seven: Survey research Chapter Eight: Experimental design Chapter Nine: Unique features of qualitative research Chapter Ten: Unobtrusive research Chapter Eleven: Real-world research Chapter Twelve: Reporting research
We designed our book to help graduate social work students through every …
We designed our book to help graduate social work students through every step of the research process, from conceptualization to dissemination. Our textbook centers cultural humility, information literacy, pragmatism, and an equal emphasis on quantitative and qualitative methods. It includes extensive content on literature reviews, cultural bias and respectfulness, and qualitative methods, in contrast to traditionally used commercial textbooks in social work research.
Our author team spans across academic, public, and nonprofit social work research. We love research, and we endeavored through our book to make research more engaging, less painful, and easier to understand. Our textbook exercises direct students to apply content as they are reading the book to an original research project. By breaking it down step-by-step, writing in approachable language, as well as using stories from our life, practice, and research experience, our textbook helps professors overcome students’ research methods anxiety and antipathy.
If you decide to adopt our resource, we ask that you complete this short Adopter’s Survey that helps us keep track of our community impact. You can also contact firstname.lastname@example.org for a student workbook, homework assignments, slideshows, a draft bank of quiz questions, and a course calendar.
Table of Contents Part 1: Introduction to research 1. Science and social work 2. Starting your research project 3. Searching the literature 4. Critical information literacy 5. Writing your literature review Part 2: Conceptualizing your research project 6. Research ethics 7. Theory and paradigm 8. Reasoning and causality 9. Writing your research question Part 3: Using quantitative methods 10. Quantitative sampling 11. Quantitative measurement 12. Survey design 13. Experimental design 14. Univariate analysis 15. Bivariate analysis 16. Reporting quantitative results Part 4: Using qualitative methods 17. Qualitative data and sampling 18. Qualitative data collection 19. A survey of approaches to qualitative data analysis 20. Quality in qualitative studies: Rigor in research design 21. Qualitative research dissemination 22. A survey of qualitative designs Part 5: Research in practice 23. Program evaluation 24. Sharing and consuming research
This short guidebook provides information about selecting a research topic and research …
This short guidebook provides information about selecting a research topic and research questions, searching for literature, reading and understanding scholarly writing, and writing a literature review to synthesize what is known and what remains to be learned about a social problem. For students who appreciate the availability of resources on the internet, it also provides links to additional materials. It can be used with its companion textbook, Foundations of Social Work Research by Rebecca L. Mauldin and Matthew DeCarlo, or as a stand-alone guide.
Table of Contents: Chapter One: Beginning a research project 1.1 Getting started 1.2 Sources of information 1.3 Finding literature
Chapter Two: Reading and evaluating literature 2.1 Reading an empirical journal article 2.2 Evaluating sources 2.3 Refining your question
Chapter Three: Conducting a literature review 3.1 What is a literature review? 3.2 Synthesizing literature 3.3 Writing the literature review
Chapter 4: Creating and refining a research question 4.1 Empirical versus ethical questions 4.2 Writing a good research question 4.3 Quantitative research questions 4.4 Qualitative research questions 4.5 Feasibility and importance 4.6 Matching question and design
That’s what we are here to find out – Human Behavior and …
That’s what we are here to find out – Human Behavior and the Social Environment (HBSE) – How do they connect? How does it shape us? Why do we think and feel the way we do?
This will be explored throughout this course by examining human behavior throughout life stage developments and our interactions with the social environment. This course will explore theoretical perspectives in Social Work to help provide a foundation for organizing thoughts about client needs and issues they are seeking supports for. Theories will then be connected to important developmental, social, and cultural issues that present throughout each stage of life to create an overall picture of a client’s experience and how we can use this information to have a better understanding of how people we work with are influenced and why. Knowledge of typical development in each stage of life will also inform the Social Worker if any other supports, resources, or services may be needed.
Table of Contents I. The Person in Environment II. The Biopsychosocial Dimension III. The Sociocultural Dimension IV. The Social Change Dimension V. Pre-Pregnancy & Prenatal Development VI. Development in Infancy & Toddlerhood VII. Development in Early Childhood VIII. Development in Middle Childhood IX. Development in Adolescence X. Development in Early Adulthood XI. Development in Middle Adulthood XII. Development in Late Adulthood
For Social Work Human Behavior and the Social Environment II I. Traditional …
For Social Work Human Behavior and the Social Environment II
I. Traditional Paradigms & Dominant Perspectives on Individuals Chapter 1: Self and Identity Chapter 2: Culture and Meaning Chapter 3: Culture as a Social Construct Chapter 4: Cultural Power Chapter 5: Cultural Identity Chapter 6: The Multicultural World
II. Alternative Perspectives on Individuals Chapter 7: Individual and Cultural Differences in Person Perception Chapter 8: Poverty Chapter 9: People of Color, White Identity, & Women Chapter 10: Aging and Ableness Chapter 11: Sexual Orientation, Sexuality, & Pornography
III. Perspectives on Families Chapter 12: The Family Chapter 13: Relationships & Well-Being Chapter 14: Childhood Experiences & Epigenetics
IV. Perspectives on Groups Chapter 15: Working Groups: Performance & Decision Making Chapter 16: The Psychology of Groups
V. Stages of Group Development & Group Think Chapter 17: Groupthink
VI. Perspectives on Organizations Chapter 18: Industrial/Organizational Psychology Chapter 19: Competition and Cooperation in Our Social Worlds Chapter 20: Group & Organizational Culture
VII. Perspectives on Communities Chapter 21: Geographic Region Chapter 22: Population & the Environment Chapter 23: Urban & Rural Problems
VIII. Communities & Police Relations Chapter 24: The Criminal Justice System
IX. Global Perspectives & Theories Chapter 25: Immigration & Immigrant Policy: Barriers & Opportunities for Families Chapter 26: From There to Here: The Journey of Refugee Families to the United States Chapter 27: Human Rights Chapter 28: Economic Well-Being, Supports & Barriers Chapter 29: Mental Health Chapter 30: Intimate Partner Violence Among Immigrants & Refugees Chapter 31: Substance Abuse Chapter 32: Resilience in Immigrant & Refugee Families Chapter 33: Embracing a New Home: Resettlement Research & the Family
Access and reviews also available here: https://open.umn.edu/opentextbooks/textbooks/human-behavior-and-the-social-environment-ii-payne
This book was written by MSW students as their final project for …
This book was written by MSW students as their final project for their Capstone class. Students were each assigned a chapter of the book to write to show that they had achieved competency as a Master’s level social worker. Chapters were assigned based on student interest and experience in certain areas of the field.
As an introductory textbook for social work students studying research methods, this …
As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author's practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter.
Ancillary resources are available here: https://www.opensocialworkeducation.com/textbooks
Reviews available here: https://open.umn.edu/opentextbooks/textbooks/scientific-inquiry-in-social-work
This course focuses on families with members who are substance abusers, and …
This course focuses on families with members who are substance abusers, and the ways in which these families function. The course explores the methods and resources available for helping such families.
Success Strategies for the Adult Re-Entry Student integrates personal growth and values, …
Success Strategies for the Adult Re-Entry Student integrates personal growth and values, academic study strategies and critical and creative thinking proficiency for adult reentry students, emphasizing the attainment of lifelong success in academic, professional, and personal development.
At College of the Canyons, this counseling course is COUNS 100 (3 units)
If we want to impact the world of children who have experienced …
If we want to impact the world of children who have experienced trauma then we must change not only ourselves and our classroom, but we must change our schools, our organisations, and our systems of care for children. We must all speak out for these children who have no voice to bring awareness of new educational and mental health approaches to children who will become tomorrow’s failed adults unless they receive our understanding and our help.
For whatever reason you have been attracted to this book, you have come to the right place. You may at times put it down and wonder if the challenge is too great, but trust me it is not. If you stay engaged with this book and with a child who has experienced trauma then you will learn new understandings, new ideas and new ways to reach the mind, the heart and the soul of young people who need our support and our love.
Table of Contents I. Understand and empathise II. Observe and reflect III. Prevent and contain IV. Connect and validate V. Teach and reinforce VI. Survive and thrive
This text assists educators in the development of trauma-informed competencies required to …
This text assists educators in the development of trauma-informed competencies required to transition to a trauma-informed educational environment. The principles informing Trauma-Informed School Practices (TISP) are detailed in Section I, “Foundational Principles.” It begins with an overview of the struggles facing students and educators, grounded in the reality that many students experience unmitigated stress and trauma, and this has undermined their ability to be successful in the school environment. To understand this link between trauma and school functioning, we revisit factors contributing to healthy development and resilience. We then explore how unmitigated stress and trauma can overwhelm coping resources and undermine our capacity to function. This includes explaining the concept of integrated neural functioning, as the heart of trauma-informed care is understanding the neurological impact of consistent attunement and mentoring versus unmitigated stress and trauma. This section concludes with an in-depth presentation of the Trauma-Informed School Practices Tri-Phasic Model, detailing the trauma-informed competencies needed to transform an educational system.