Early Cultural Dialogues in Cross-Cultural Clinical Practice

This article examines the quality of cultural dialogues between clients and therapists when they initiate and integrate verbal references to culture in the beginning process of therapy. Six cross-cultural dyads in short-term–oriented community mental health services participated in the study. The initial three sessions of actual clinical encounters were taped, and conversation analysis was used for an intensive analysis of the treatment sessions. Despite the presence of a wide range of affectively charged cultural content raised by the clients, the therapists showed only minimal responses to these topics. The potential of therapeutically germane cultural dialogue was lost, and the discussion of material involving cultural differences regressed to monologues expressed by clients. In this sample, there was little talk that focused on cultural differences or similarities between clients and therapists. Implications and limitations of the study in cross-cultural clinical practice are discussed.     

The Ethical and Clinical Implications of Utilizing Cybercommunication in Face-to-Face Therapy

Information and communication technology has created a new way for individuals to communicate and has entered a number of professional practices, including clinical social work. This article explores the potential ethical and clinical implications when cybercommunication is used in conjunction with traditional face-to-face clinical social work practice. Specific challenges addressed include confidentiality, professional boundaries, effective and competent practice, and unanticipated contact. The authors discuss how information and communication technology is emerging as an inevitable component of the therapeutic exchange, influencing in-person social work practice and the ways that practitioners interact with their clients.     

The Moral Arc as a Pretzel: Social Justice in the Trenches

This article explores how social justice has been defined in social work practice and contests the claim of some in our profession that direct practice and social welfare programs are incompatible with social justice, drawing on Foucault’s work on the inextricable link between power and knowledge. This article proposes that social justice “in the trenches” needs further theorizing. Literature supporting a view that direct practice is congruent with a social justice perspective is reviewed. Theory of recognition is introduced as a possible overarching theory to ground direct practice within a social justice framework.     

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

ABSTRACT

This article reports on focus group data analysis that was used to understand initial, largely positive outcomes from a university-based initiative to disseminate and implement an evidence-based practice (EBP)—Screening, Brief Intervention, and Referral to Treatment for Substance Use (SBIRT)—into student fieldwork placements, which are usual care social work settings. Focus groups were conducted with three groups of stakeholders involved in the ongoing project: social work department faculty (n = 10), bachelor- and master-level social work students (n = 8), and social work fieldwork instructors (n = 6). Dimensional analysis of the focus group data yielded results indicating that dissemination and implementation of SBIRT was influenced by agency- and school-level factors and perceived fit between the EBP and individual professional identity, intrapersonal characteristics, and timing. The resulting model, developed through the focus group analysis, is offered and shows how these factors interacted and affected training, supervision, and use of the EBP. The model provides social work educational programs and agencies a working tool for diagnosing and proactively addressing barriers and breakdowns in the EBP implementation process. Future research that tests the model as a diagnostic tool and generates knowledge about its influence in developing competent evidence-based practitioners is indicated. Future focus groups in relation to this initiative are needed to better understand these barriers and facilitators in the EBP implementation process and their critical roles in the process of translating SBIRT into standard social work practice.     

Using Student Task Groups to Teach Group Process and Development

This article discusses an experiential assignment used in a group work course. Student groups meet throughout the semester with the task of developing a major group presentation. The assignment has the dual purpose of increasing student knowledge of diverse group approaches and providing opportunities to experience, identify, and apply group work concepts to their small-group experiences. The article uses excerpts from students' discussions about their group experiences to demonstrate the effectiveness of the assignment. Three primary themes are explored: (1) group development and emerging norms and roles, (2) issues of leadership, and (3) the role of conflict in the groups.     

A Narrative Approach to Group Work with Men Who Batter

A narrative approach to group work with men who batter is presented with case examples. The approach is based in feminist and constructionist theory and seeks to expose and undermine the effects of patriarchal discourse in the lives and relationships of group members. The approach emphasizes an understanding of gender discourse, taking responsibility for actions, and exploring new definitional possibilities for participants and their relationships. The techniques of radical listening, the principle of least contest, breaking the allure of male entitlement and its effects, and cocreating a new male way of being are discussed with case examples.     

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.     

Group Work as a Protective Factor for Immigrant Youth

While constructing a cultural understanding of the adaptation process of Hispanic immigrant youth, this article illustrates how social group process acts as a "protective factor" which promotes a capacity for competence and mastery over their new environment.     

From Person-Centered to Relational Care: Expanding the Focus in Residential Care Facilities

Long-term residential care facilities for older adults currently espouse a philosophy of person-centered care (PCC). However, these facilities operate according to a medical model with highly structured administration and regulation. As a result, there is tension between the priorities of the resident and the organization. A qualitative study conducted with 4 social workers and 1 physician employed in residential care facilities demonstrates not only the structural barriers to PCC, but also the importance of meaningful relationships to residents' socio-emotional well-being. The final section explores how organizational barriers might be mitigated through the complementary use of relational care.     

Gerontological Social Workers' Perceived Efficacy for Influencing Client Outcomes

Using a sample of practitioners (n = 269) from the 2004 National Study of Licensed Social Workers, this article employs a quality assurance structure–process–outcome model to examine factors at the practitioner, workplace, and service delivery levels that influence the perceived efficacy of licensed gerontological social workers to affect client outcomes in the context of a highly challenging health care environment. A regression model accounted for 33.9% of the variance (adjusted R ² = .291) in perceived efficacy with 3 aspects of service delivery satisfaction having significant effects: ability to address complex/chronic care, to influence the design of services, and to help clients navigate the system.