The Contribution of Practice Skills in a Care Management Process for Family Caregivers

Practice skills are believed to improve practice, yet, little is known about the extent to which skills affect outcomes. This exploratory study examined the extent to which 3 practice skills specific to a care management context for family caregivers, including communication skills, supportive skills, and linking skills, were associated with fidelity of a care management process. Twenty-one care managers who used a single process to serve 113 family caregivers were included in the study. Bivariate correlation analysis revealed the 3 practice skills are positively associated with process fidelity. Implications for social work practice, education, and research are discussed.     

Assessing Use of the Standards for Social Work Practice with Groups by School Social Workers: A National Study

The International Association for Social Work with Groups Standards for Social Work Practice with Groups specify the core knowledge, skills, and values needed for effective professional practice. These Standards are intended to serve as a guide to group work practice. The extent to which the Standards inform and are employed in practice, however, remains a question. This article focuses on the extent to which the Standards are utilized by social workers employed within primary and secondary schools. Focus is placed on how the Standards are perceived, understood, and practiced by school social workers.     

Intensive family preservation services in Flanders: an outcome study

Set up as a one-group pre-test–post-test follow-up design, this study examines the outcomes of intensive family preservation services (IFPS) in Flanders addressing the following research questions: Does IFPS make a significant difference concerning (1) the interaction between parent and child? (2) social support as experienced by the parent? (3) stress and empowerment of the parent? and (4) the strengths and difficulties of the minor? Families seem to indicate that their family situation is more manageable, although still, professional help is needed. Parents feel more resilient about the situation and indicate that they can get along with their child better than before the crisis intervention. Parents still feel uncertain about the future and about their role as a parent. There seems to be no indications that their level and quality of social contacts have changed. Further research is suggested to provide more in-depth information about the conditions associated with processes of change during an IFPS intervention.