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This book focuses on community self-help and support groups specifically in the context of recovery movements in addiction and mental health care. The idea of groups of recovering people meeting together may seem like a simple one and not one requiring much effort and thought; however, as this book will show, this is not the case. In Recovery Groups: A Guide to Creating, Leading, and Working with Groups for Addictions and Mental Health Conditions Linda Kurtz breaks down the recovery movement for addictions and mental health care into three sections. In the first section recovery concepts are broken down into two fields: how they differ and how they come together. The second section focuses on methods of working with independent self-help groups and leadership in support groups. Kurtz touches on the study of helping mechanisms, social climate, group teachings, group structure, and how to use each of these to improve group performance. In the third section of the book, Kurtz examines social and community actions from members involved in Twelve-Step fellowships and consumer survivor organizations. The final section also details programs that provide employment, housing, and mutual support, explaining how to accomplish these goals without a large expense. This book will be useful to students, professional mental health and addiction workers, recovery coaches and peer support specialists, and group members and leaders who are interested in this topic.
Small social groups are fundamental for achieving personal growth, social development, socialization, and the skills of sustaining relevance, relationships, and connections to society. Unfortunately, those who would benefit most from small groups often find themselves unable to achieve membership. Lacking the necessary skills for entry, these individuals may never enjoy the advantages of group membership. Advancing a practice methodology that specifically targets the socially unskilled, Norma C. Lang provides much-needed guidance to practitioners helping individuals become part of group life. Grounded in extensive practice, Lang's methodology addresses the special needs and anomalous functioning of individuals who lack the skills to form and use groups. She outlines the unique pregroup processes of socially unskilled populations and provides a methodology for advancing social competence. She also identifies the professional and agency requirements for working with presocial processes. Widely applicable to practice with social work groups, Lang's method greatly expands the literature on social work theory and practice with individuals and groups.
Multicultural Perspectives in Social Work Practice with Families is in its thirdedition and continues to expand the depth and breadth with which culturemay be understood and the impact of culture in working with families.Congress, Gonzalez, and their contributors have updated this text to includea focus on evidence-based practice, 10 additional chapters, revision of avaluable assessment tool, and a culturagram. This book clearly is an essentialresource for social workers committed to culturally sensitive practice."--Journal of Teaching in Social Work Encompassing the most current issues faced by multicultural families across the lifespan and the social workers who serve them, this popular textbook contains ten new chapters and provides content that has been significantly expanded throughout. These new and reconceived chapters offer professors and social work graduate students a broader and more comprehensive take on the key issues that arise when treating families from diverse cultural backgrounds and current, evidence-based models for assessment and treatment. New chapters include: Evidence-based models of care for ethnically-diverse families Practice with Asian-American families Practice with Native American and indigenous families Practice with Hispanic families Practice with Arab families Practice with adolescents Practice with families when there is risk of suicide Practice with families dealing with substance use and abuse Practice with families around health issues Legal issues with immigrants Contributors to the text are leaders in the field of multicultural issues that encompass a wide range of racial and ethnic populations. Updated case studies, vignettes, and statistical data illustrate the book's content.
The fifth edition of Psychiatric–Mental Health Nursing maintains a strong student focus, presenting sound nursing theory, therapeutic modalities, and clinical applications across the treatment continuum. The chapters are short and the writing style is direct in order to facilitate reading comprehension and student learning. This text uses the nursing process framework and emphasizes assessment, therapeutic communication, neurobiologic theory, and pharmacology throughout. Interventions focus on all aspects of client care, including communication, client and family education, and community resources, as well as their practical application in various clinical settings. This new edition is supported with an ancillary package designed to assist instructors with course planning and execution, and student evaluation, and to assist students with comprehensive knowledge synthesis. ORGANIZATION OF THE TEXT Unit 1: Current Theories and Practice provides a strong foundation for students. It addresses current issues in psychiatric nursing as well as the many treatment settings in which nurses encounter clients. It discusses thoroughly neurobiologic theories, psychopharmacology, and psychosocial theories and therapy as a basis for understanding mental illness and its treatment. Unit 2: Building the Nurse–Client Relationship presents the basic elements essential to the practice of mental health nursing. Chapters on therapeutic relationships and therapeutic communication prepare students to begin working with clients both in mental health settings and in all other areas of nursing practice. The chapter on the client’s response to illness provides a framework for understanding the individual client. An entire chapter is devoted to assessment, emphasizing its importance in nursing. Unit 3: Current Social and Emotional Concerns covers topics that are not exclusive to mental health settings, including legal and ethical issues; anger, aggression, and hostility; abuse and violence; and grief and loss. Nurses in all practice settings find themselves confronted with issues related to these topics. Additionally, many legal and ethical concerns are interwoven with issues of violence and loss. Unit 4: Nursing Practice for Psychiatric Disorders covers all the major categories identified in the DSM-IV-TR. Each chapter provides current information on etiology, onset and clinical course, treatment, and nursing care. PEDAGOGICAL FEATURES Psychiatric–Mental Health Nursing incorporates several pedagogical features designed to facilitate student learning: • Learning Objectives focus the students’ reading and study. • Key Terms identify new terms used in the chapter. Each term is identified in bold and defined in the text. • Application of the Nursing Process sections use the assessment framework presented in Chapter 8, so students can compare and contrast various disorders more easily. • Critical Thinking Questions stimulate students’ thinking about current dilemmas and issues in mental health. • Key Points summarize chapter content to reinforce important concepts. • Chapter Study Guides provide workbook-style questions for students to test their knowledge and understanding of each chapter. SPECIAL FEATURES • Clinical Vignettes are provided for each major disorder discussed in the text to “paint a picture” for better understanding. • Drug Alerts highlight essential points about psychotropic drugs. • Cultural Considerations sections appear in each chapter, as a response to increasing diversity. • Therapeutic dialogues give specific examples of nurse– client interaction to promote therapeutic communication skills. • Internet Resources to further enhance study are located at the end of each chapter. • Client/Family Teaching boxes provide information that help strengthen students’ roles as educators. • Symptoms and Interventions are highlighted for chapters in Units 3 and 4. • Sample Nursing Care Plans are provided for chapters in Units 3 and 4. • Self-Awareness features appear at the end of each chapter, which encourage students to reflect on themselves, their emotions, and their attitudes as a way to foster both personal and professional development ANCILLARY PACKAGE FOR THE FIFTH EDITION Faculty This fifth edition comes with a collection of ancillary materials designed to help you plan class and clinical learning activities and evaluate students’ learning. The Instructor Resource DVD-ROM contains information and activities that will help you engage your students throughout the semester, including • PowerPoint Slides • Image Bank • Test Generator Additional content and technology resources are available online at ThePoint —http://thepoint.lww.com—allowing instructors easy access to an extensive selection of materials for each chapter, including • Pre-lecture Quizzes • Discussion Topics • Written, Group, Clinical, and Web Assignments • Guided Lecture Notes • Online eBook • Journal Articles Students Free and bound in the book, the fifth edition DVD-ROM supplies the following learning tools: • Movie-Viewing Guides highlighting films depicting individuals with mental health disorders and providing students the opportunity to approach nursing care related to mental health and illness in a novel way. • Clinical Simulations on Schizophrenia, Depression, and the Acutely Manic Phase that walk students through case studies and put them in real-life situations. • Drug Monographs of commonly prescribed psychotropic drugs. These and other valuable student resources, including NCLEX-style psychiatric nursing questions designed to help students prepare to face exams armed with confidence and knowledge, are also available on ThePoint —http:// thepoint.lww.com. As always, I am grateful to all the nursing students who contribute to this book in more ways than they might imagine. Their continued questions and feedback guide me to keep this text useful, easy to read and understand, and focused on student learning. I want to thank the people at Lippincott Williams & Wilkins for their valuable assistance in making this textbook a reality. Their contributions to its success are greatly appreciated. I thank Jean Rodenberger, Katherine Burland, Laura Scott, and Cynthia Rudy for a job well done once again. My friends, Sheri and Beth, continue to listen, support, and encourage me in all that I do while keeping me from taking myself too seriously. And the women in my neighborhood who help me to laugh and enjoy life––their support is greatly appreciated.
This thoroughly updated resource is the only comprehensive anthology addressing frameworks for treatment, therapeutic modalities, and specialized clinical issues, themes, and dilemmas encountered in clinical social work practice. Editor Jerrold R. Brandell and other leading figures in the field present carefully devised methods, models, and techniques for responding to the needs of an increasingly diverse clientele. Key Features Coverage of the most commonly used theoretical frameworks and systems in social work practice Entirely new chapters devoted to clinical responses to terrorism and natural disasters, clinical case management, neurobiological theory, cross-cultural clinical practice, and research on clinical practice Completely revised chapters on psychopharmacology, dynamic approaches to brief and time-limited clinical social work, and clinical practice with gay men Content on the evidentiary base for clinical practice New, detailed clinical illustrations in many chapters offering valuable information about therapeutic process dimensions and the use of specialized methods and clinical techniques
Social work professionals must demonstrate their effectiveness to legislators and governments, not to mention clients and incoming practitioners. A thorough evaluation of the activities, ethics, and outcomes of social work practice is critical to maintaining investment and interest in the profession and improving the lives of underserved populations. Incorporating the concerns of a new century into a consideration of models for practice research, this volume builds on the visionary work of William J. Reid (1928-2003) who transformed social work research through empirically based and task-centered approaches-and, more recently, synthesized intervention knowledge for framing future study. This collection reviews the task-centered model and other contemporary Evidence-Based Practice models for working with individuals, families, groups, communities, and organizations. Essays demonstrate the value of these pragmatic approaches in the United States and international settings. Contributors summarize state-of-the-art methods in several key fields of service, including children and families, aging, substance abuse, and mental health. They also evaluate the research movement itself, outlining an agenda for today's sociopolitical landscape and the profession. This volume inspires practice research to prioritize evidence as a base for the profession.
This book fills a critical gap in our scientific understanding of the grief response of parents who have lost a child to traumatic death and the psychotherapeutic strategies that best facilitate healing. It is based on the results of the largest study ever conducted of parents surviving a child's traumatic death or suicide. The book was conceived by William and Beverly Feigelman following their own devastating loss of a son, and written from the perspective of their experiences as both suicide-survivor support group participants and facilitators. It intertwines data, insight, and critical learning gathered from research with the voices of the 575 survivors who participated in the study. The text emphasizes the sociological underpinnings of survivors' grief and provides data that vividly documents their critical need for emotional support. It explains how bereavement difficulties can be exacerbated by stigmatization, and by the failure of significant others to provide expected support. Also explored in depth are the ways in which couples adapt to the traumatic loss of a child and how this can bring them closer or render their relationship irreparable. Findings suggest that with time and peer support affiliations, most traumatically bereaved parents ultimately demonstrate resilience and find meaningful new roles for themselves, helping the newly bereaved or engaging in other humanitarian acts. Key Features: Offers researchers, clinicians, and parent-survivors current information on how parents adapt initially and over time after the traumatic loss of a child Presents data culled from the largest survey ever conducted (575 individuals) of parents surviving a child's suicide or other traumatic death Investigates the ways in which stigmatization complicates and prolongs the grieving process Addresses the tremendous value of support groups in the healing process Explores how married couples are affected by the traumatic loss of their child

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