Ethical predicaments are endemic for mental health professionals working in schools. New interventions, evolving technologies, and a patchwork of ethical and legal guidelines create a constant stream of potential dilemmas. The seven-step model presented in this book allows readers to apply a practical process to complex questions while both minimizing liability and protecting students. Beginning with an introduction of the moral, legal, and clinical foundations that undergird ethical practice, James C. Raines and Nic T. Dibble present an ethical decision making model with seven steps: know yourself and your responsibilities, analyze the dilemma, seek consultation, identify courses of action, manage clinical concerns, enact the decision, and reflect on the process. Ethical Decision-Making in School Mental Health provides ethical guidelines from four different professions and addresses mental health issues in schools. This new edition includes meticulously updated chapters based on recent changes to all of the codes of ethics over the past ten years.
This SSWAA Workshop title guides school professionals in infusing research throughout their daily practice. It shows school service providers a pragmatic approach to informing every major practice decision with the appropriate research so that students receive the best possible services. Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EP process.
School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients. For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice.
Knowing yourself and your responsibilities requires understanding your ethical assumptions and frameworks. This chapter identifies four major ethical theories that inform professional codes of ethics, including deontology, consequentialism, ethics of care, and virtue ethics. It also provides a typology for the mental health professional's use of self that includes (1) negative underinvolvement, (2) positive underinvolvement, (3) positive overinvolvement, and (4) negative overinvolvement. It ties each of these positions to the use of a hierarchy of professional influence, ranging from persuasion, leverage, inducement, and threat, to compulsion"--
School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients. For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice.
This SSWAA Workshop title guides school professionals in infusing research throughout their daily practice. It shows school service providers a pragmatic approach to informing every major practice decision with the appropriate research so that students receive the best possible services. Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EP process.
Men in our culture are experiencing various crises to which pastors and pastoral caregivers are called to respond. These crises include changing role definitions and gender expectations, as well as diminishing economic opportunities. In light of these crises, men need new foundations for self-esteem and identity and new support for changing. With their different experiences and specialties, the contributors to The Care of Men examine some crises and provide helpful ideas for caregivers in diverse situations with diverse populations of men.
In the 1960s, the mainstream Protestant churches responded to an urgent need by becoming deeply involved with the national black community in its struggle for racial justice. The National Council of Churches (NCC), as the principal ecumenical organization of the national Protestant religious establishment, initiated an active new role by establishing a Commission on Religion and Race in 1963. Focusing primarily on the efforts of the NCC, this is the first study by an historian to examine the relationship of the predominantly white, mainstream Protestant Churches to the Civil Rights movement. Drawing on hitherto little-used and unknown archival resources and extensive interviews with participants, Findlay documents the churches' committed involvement in the March on Washington in 1963, the massive lobbying effort to secure passage of the Civil Rights Act of 1964, their powerful support of the struggle to end legal segregation in Mississippi, and their efforts to respond to the Black Manifesto and the rise of black militancy before and during 1969. Findlay chronicles initial successes, then growing frustration as the events of the 1960s unfolded and the national liberal coalition, of which the churches were a part, disintegrated. While never losing sight of the central, indispensable role of the African-American community, Findlay's study for the first time makes clear the highly significant contribution made by liberal religious groups in the turbulent, exciting, moving, and historic decade of the 1960s.
A taut analysis of black liberation theology, connecting scholarship to practical congregational ministry. The chapters of this book focus on liberation and evangelism, the urban community, and black theology as well as church administration, worship, education, and self-esteem.
Develop the personal, interpersonal and group skills vital to achieving outstanding success in today’s workplace with Developing Management Skills: A Comprehensive Guide for Leaders. Carlopio’s hallmark five-step learning approach-–self-assessment, learning, analysis, practice and application--and its modular structure help you tailor your study to the areas you need to focus on. This practical, hands-on style resources incorporates in-text exercises and role-playing assignments and is further supported by a Companion Website that includes self-assessment exercises and additional online chapters on communication skills. Developing Management Skills 5th Edition is suitable for undergraduate or post-graduate courses with a specific focus on managerial skills such as capstone courses, leadership or communication skills. It is also well suited to corporate professional development training courses or simply as a resource for professionals seeking to become better managers. "Overall, it is an excellent mix of theory and practical reality. I congratulate the authors for their valuable and ongoing contribution to management education and development in the Asia-Pacific region." Peter J. Dowling, PhD; LFAHRI; FANZAM, Professor of International Management and Strategy, La Trobe University, Melbourne
My interest in USS Howorth originated during my thirty-three months of duty in the Pacific Fleet destroyer Hamner, named after Howorth's gunnery officer killed at Okinawa, Lieutenant Henry R. "Pete" Hamner. His legacy jncluded the Reader's Digest subscriptions his mother presented each year to the wardroom and crew. Later, as executive officer in the hydrofoil Plainview, exasperated by the endless stream of logs and records demanded by higher authorities, I peevishly tested the navy's record system and wrote away for information on Lieutenant Hamner and Howorth. I was surprised by the magnitude of the material documenting Howorth's Pacific War, ranging from hourly barometric readings and seawater injection temperatures to ammunition effectiveness reports.
Schools are facing increasing numbers of homeless students and school social workers and other related professionals are often at the front line of addressing the negative impact homelessness brings to individual students and the school overall. School social workers and other school-based personnel must contend with a myriad of policies and other factors related to homelessness to help students obtain an education. School-based Practice with Children and Youth Experiencing Homelessness is one of the first books to focus on this topic in the context of our social work practice. This book guides practitioners through the conceptualization of homelessness, how experiencing homelessness impacts the children we serve, the policies that govern us, and finally a practice perspective. Written with practitioners in mind, School-based Practice with Children and Youth Experiencing Homelessness is loaded with case studies and practice examples and is an accessible handbook to addressing homelessness in our schools.
Feet of Clay" is the intensely personal self-revelation of a man called by "U.S. News and World Report" "the most influential religious leader in America" in 1982.
Now in its ninth year, Bill James's legendary "Handbook" offers everything the true baseball fan wants and needs, including complete career pitching and hitting stats for every 1997 player, managerial performances and tendencies, and more.
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