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SE VE NTH EDITION
EMPOWERMENT SERIES
Generalist Practice with

Organizations and Communities
Karen K. Kirst-Ashman and Grafton H. Hull, Jr.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
Preface xvii Broker 22

Facilitator 22
CHAPTER 1 Introduction to Generalist Practice with
Initiator 22
Organizations and Communities 1
Negotiator 23
LO 1-1 Generalist Practice Using the Generalist Mobilizer 23
Intervention Model 2 Advocate 24
Example: A Micro Approach 4 Maintaining a Professional Identity and Roles 24
Example: A Mezzo Approach 5 LO 1-10 Using Critical Thinking Skills 25
Example: A Macro Approach 5 A Formula for Critical Thinking 25
Generalist Practice: An Eclectic Avoiding Fallacies 26
Knowledge Base 7 A Final Note on Critical Thinking
Human Behavior and the Social and Generalist Practice 26
Environment (HBSE) 9 Utilizing Research-Informed Practice 26
Social Welfare Policy and Policy Practice 9
Social Work Practice 10 LO 1-11 Using a Planned Change Process 28
Research 10 Engagement 28
Values and Principles that Guide Generalist Practice 11 Assessment: Identifying Clients, Issues,
and Collecting Information 28
LO 1-2 Sources That Guide Professional Values Planning in Macro Practice 30
and Ethics in Practice 12 Implementing and Evaluating Macro Practice 30
National Association of Social Managing Termination in Macro Practice 30
Workers (NASW) Code of Ethics 12 Engaging in Follow-Up in Macro Practice 30
Specific Steps for Pursuing Planned Change
LO 1-3Awareness of Personal Values 12
in Macro Practice 30
Managing Ethical Dilemmas 13
Why Do You Need to Know About Practice
LO 1-4 Range of Practice Skills Used to Target Systems with Organizations and Communities? 31
of Any Size 13
Understanding Macro Practice: Three Models
LO 1-5 Differentiating Client Empowerment, of Community Organization 33
Strengths, and Resiliency 14 The Importance of Historical Perspectives 34
LO 1-6 Engaging Human Diversity 14 Chapter Summary 38
Recognizing the Influence of Differences 17
Competency Notes 40
LO 1-7 Advocating for Human Rights
HIGHLIGHTS
and Social, Economic, and Environmental Justice 18
1.1 Dimensions in the Definition of Generalist Practice 6
LO 1-8 Working Effectively Within 1.2 Core Values of the NASW Code of Ethics 12
1.3 Resiliency: Seeking Strength amid Adversity 15
an Organizational Structure 18
1.4 Variables of Human Diversity 16
LO 1-9 Professional Social 1.5 Empowerment of Lesbian and Gay People
at the Macro Level 17
Work Roles 19
1.6 More Fallacies to Avoid When Using Critical
Enabler 20 Thinking 27
Mediator 20 1.7 Updating Traditional Models of Community
Manager 21 Organization 34
Educator 21 1.8 Generalist Practice with Organizations
and Communities in Historical Context 35
Analyst/Evaluator 21
vii
viii CONTENTS
CHAPTER 2 Stress and Time Management 43 Facial Expressions 77

Body Positioning 78
Introduction 45 Multicultural Sensitivity and
LO 2-1 The Relationship Between Stress and the General Nonverbal Behavior 79
Adaptation Syndrome 45 Demonstrating Warmth, Empathy,
General Adaptation Syndrome 46 and Genuineness 79
LO 2-2 Identifying Potential Stressors Warmth 79
in Agency Settings 47 Empathy 80
Perceptions of Stress 48 Genuineness 83
LO 2-3 Stress-Management Strategies to Improve LO 3-2 Utilize Nonverbal Communication and

Practice Effectiveness 49 Empowerment with People Who Have Physical
Managing your Stress 49 Disabilities 83
LO 2-4 The Relationship Between Poor Time LO 3-3 Interviewing and Communicating Effectively
Management and Stress 56 in Macro Contexts 84
How Poor Time Management Causes Stress 56 Simple Encouragement 84
Styles of Dealing with Time 57 Sensitivity to Cultural Differences 84
Paraphrasing 84
LO 2-5 Use Time-Management Techniques to Improve Reflective Responding 85
Practice Effectiveness 58 Clarification 85
Planning Your Time 58 Interpretation 85
Get Control of Your Own Behavior 62 Providing Information 85
LO 2-6 Utilize Mechanisms for Eliminating Emphasizing People’s Strengths 86
Procrastination 67 Summarization 86
Reasons for Procrastination 67 Eliciting Information 86
The Cons of Procrastination 68 The Use of “Why?” 87
Battling Procrastination 68 Overlap of techniques 87
Chapter Summary 69 LO 3-4 Personal Reflection and Professional

Development 87
Competency Notes 70
LO 3-5 Using Assertiveness Skills in Macro Settings 88
HIGHLIGHTS Using Appropriate Assertiveness in the Macro
2.1 Time-Management Problems 57 Environment: Empowering Yourself and
2.2 Time-Tracking 60
2.3 Planning Time-Management Goals 60
Others 88
2.4 Prioritized Plan for “A Day in My Life” 61 Recognizing Nonassertive, Assertive,
2.5 Prioritized Plan for a Professional Workday 62 and Aggressive Communication 89
2.6 Self-Analysis of Procrastination 68 The Advantages of Assertiveness 95
CHAPTER 3 Using Micro Skills with Organizations Assertiveness Training 96
and Communities 71 A Final Note on Assertiveness Training 96
Chapter Summary 96
Introduction 73
Competency Notes 97
LO 3-1 Using Empathy and Other Interpersonal Skills
to Work Effectively Within Larger Systems 73 HIGHLIGHTS
3.1 Practicing Empathic Responses
A Review of Basic Micro Skills 74 in Macro-Practice Contexts 81
Verbal and Nonverbal Behavior 74 3.2 Nonverbal Behavior, Communication, Empowerment,
Eye Contact 75 and People Who Have Physical Disabilities 83
3.3 Each of Us Has Certain Assertive Rights 90
Attentive Listening 75
3.4 What Would You Do? 95
CONTENTS ix
CHAPTER 4 Group Skills for Organizational Amendments 122

and Community Change 98 Voting Rights 122
Introduction 99 LO 4-5 Conflict Management 124

Advocating and Conflict 124
Understanding Conflict 100 Recognizing Types of Conflict 126
LO 4-6 The Pros of Conflict 128
LO 4-1 Employ Leadership Skills in Social Work
Services 100 The Cons of Conflict 128
Identifying Targets for Change 100 Personal Styles for Addressing Conflict 129
Inspiring Others 100 Procedures for Conflict Resolution 131
Using Assertiveness 100 Step 1: The Confrontation 131
Employing Communication Skills 101 Step 2: Establish Common Ground 132
Leading by Example 101 Step 3: Emphasize the Importance
Bringing New Perspectives 101 of Communication 132
Using Self 101 Step 4: Emphasize Your Willingness to Cooperate 133
Understanding the Media 102 Step 5: Empathize with Your Opponent’s
Providing Leadership Skills in Task Groups 102 Perspective 133
Managing Conflict 102 Step 6: Evaluate Motivations to Address
Distinguishing Leadership and Administration 102 the Conflict 134
Employing Leadership and Power 102 Step 7: Come to Some Mutually
LO 4-2 Networking to Analyze, Formulate, and Satisfactory Agreement 134
Advocate for Policies and Practices That Advance Advanced Conflict Management:
Social Well-Being 102 Guidelines and Strategies 135
Recognizing the Importance of Networking 103 Focusing on Power 136
Networks: Mutual Aid 107 Generating Conflict 137
Types of Networks 107 Conflict Management by Covert Means 137
Problems with Networks 108 More Specific Tactics 138
Worker Roles in Networking 109 Conflict Management by Emergent Agreement 139
LO 4-3 Teamwork and Collaboration with Colleagues Conflict Management by Coactive Disputation 139
and Clients 110 Conflict Management by Negotiated Agreement 139
Characteristics of Effective Teams 111 Conflict Management by Indirect Means
or Procedural Measures 140
LO 4-4 Planning and Conducting Meetings 114 Conflict Management by Exercise of Authority/
Plan Ahead 114 Power 140
Clarify Purpose and Establish Objectives 115
Select Participants 115 Chapter Summary 140
Select a Time and Place 115 Competency Notes 142
Prepare an Agenda 116
Start Meetings on Time 117 HIGHLIGHTS
4.1 Networking in Action 103
State Ending Time at the Start 117 4.2 Networking for Latchkey Kids 106
Keep the Group on Target 117 4.3 Worker Roles in Self-Help Groups 110
End the Meeting on Time 118 4.4 Example of an Agenda 116
Plan for Follow-Up Meetings 119 4.5 Ending Meetings 119
4.6 Minutes of a Meeting 120
Parliamentary Procedure 120 4.7 Common Parliamentary Definitions 121
Advantages and Disadvantages 4.8 Classes of Motions 123
4.9 Conflict in the Hospital 125
of Parliamentary Procedure 120
4.10 Guidelines for Managing Conflict 130
Basic Parliamentary Concepts 121 4.11 Dealing with Confrontation 135
x CONTENTS
CHAPTER 5 Understanding Organizations 143 LO 5-6 Social Work Values and Organizational Values 184
How to Survive in a Bureaucracy 185
Introduction 144
Management and Worker Empowerment 187
Defining Organizations, Social Services, Constructing a Culture Of Caring 187
and Social Agencies 144 The Learning Organization 187
Organizations 144 Teamwork and Team Empowerment 188
Social Services 145 Managing Diversity 190
Social Agencies 145
Comparing Specific Management Approaches 190
LO 5-1 The Macro Context of Organizations 146 Total Quality Management 190
The Shifting Macro Environment and Shrinking
Resources 146 LO 5-7 Empower Macro Client Systems to Improve
Legitimation 149 Social, Economic, and Environmental Justice 195
LO 5-2 Client Sources 153 Servant Leadership 196
LO 5-3 Theoretical Approaches to Understanding Common Problems Encountered in Organizations 197

Organizations 153 Impersonal Behavior 197
Classical Organizational Theories 154 Lack of Rewards and Recognition 197
Neoclassical Organizational Theories 156 Agency Policy and Worker Discretion 198
Human Relations Theories 156 Traditions and Unwritten Rules 198
Feminist Theories and Organizations 157 Chapter Summary 199
The Cultural Perspective 160
Political-Economy Theory 160 Competency Notes 201
The Institutional Perspective 161 HIGHLIGHTS
Contingency Theory 161 LO 5-2 5.1 Assessing the Impact of Managed Health Care on
Culture-Quality Theories 162 Social Well-Being 147
Systems Theories 162 LO 5-3 5.2 Helping Immigrants and Refugees: Organizations
Which Organizational Theory Is Best? 162 in a Global Context 150
5.3 Faith-Based Social Services 170
LO 5-4 Assessing Organizations and Agencies 5.4 Achieving Organizational Objectives 171
from a Systems Perspective 164 5.5 Goal Displacement: Process Superseding Progress 173
Appraising Organizations from a Systems 5.6 Dynamics Contributing to Political Behavior in
Agencies 180
Perspective 166
5.7 Orientation Conflicts Between Helping Professionals
Resource Input 166 and Bureaucracies 184
Process Through Organizational Technology 166 5.8 Recognizing Challenges in Creating Learning
Output 167 Organizations 189
Outcomes 167 5.9 The Seven Sins of Service 191
5.10 Empower Macro Client Systems to Improve Social,
Defining the Nature of Organizations 167 Economic, and Environmental Justice 195
Agency Settings 167
CHAPTER 6 Decision Making for Organizational
Organizational Mission Statements 169
Change 203
Defining Organizational Goals 169
Organizational Culture 174 Introduction 204
Organizational Structure 175
Power and Politics in Organizations 179 LO 6-1 Changing Organizations Through Agency
Policies, Projects, and Programs 205
LO 5-5 Ethical Behavior Within Organizational Undertaking Specific Projects 206
Contexts 181 Initiating and Developing Programs 206
Centralized Versus Decentralized Changing Agency Policies 208
Organizations 183 Informal Agency Policies 209
Comparing Methods of Management 183 Beginning the Change Process 212
Working in a Traditional Bureaucracy 183 LO 6-2 Assess the Potential for Organizational Change 212
CONTENTS xi
Step 1: Problem Identification—Identify Problems CHAPTER 7 Implementing Organizational

to Address 215 Change: Agency Policy, Projects,
Substep 1: Seriously Evaluate the Potential for and Programs 235
Macro-Level Intervention 215
Substep 2: Define and Prioritize Problems 215 Introduction 236
Substep 3: Translate Problems into Needs 216 LO 7-1 Conceptualize the Macro-Practice Environment,
Substep 4: Determine Which Need or Needs to Client, Change Agent, Target, and Action Systems 237
Address 218 The Macro Client System 237
Step 2: Reality Check—Review Your Macro and The Change Agent System 237
Personal Reality 218 The Target System 238
Substep 1: Evaluate Variables Working for or Against The Action System 239
You in the Macro-Change Process 218 LO 7-2 Change Agency Policy to Advance Social
Substep 2: Review Your Personal Reality—Strengths Well-Being 240
and Weaknesses that May Act for or Against Understanding Agency Policy 241
Successful Change Efforts 221 Types of Agency Policy Changes 241
Step 3: Establish Primary Goals 223 LO 7-4 Initiate and Implement a Program 245
Step 4: People Resources—Identify Relevant People Articulating the Planned Change Process
of Influence 224 and Organizational Change 247
Rationales for Internal Advocacy 226 LO 7-5 Utilize a Process for Implementing Macro-System
Step 5: Assess Potential Costs and Benefits Change 247
to Clients and Agency 227 Identify an Innovative Idea 247
Muster Support and Formulate an Action System 251
LO 6-3 Step 6: Assess Personal Strengths and Weaknesses LO 7-6 Formulate an Action System 252
in the Context of Organizational Change 227 Identify Assets 253
Could I Lose My Job? 228
Will My Career Path Be Affected? 228 LO 7-7 Communicate Effectively Utilizing Memos
Will I Strain Interpersonal Relationships at Work? 229 and E-mails 255
A Strengths Perspective on Risk 229 LO 7-8 Develop Goals, Objectives, and Action Steps
LO 6-4 Appraise the Potential for Internal Advocacy to Attain Them 256
to Improve Client Access to Services 231 Goals 256
Objectives 256
Step 7: Evaluate the Potential Success of a Macro- Action Steps 256
Change Process 231 Implement the Plan 258
Substep 1: Review the Process and Weigh Describe How the Changes Will Affect Services 258
the Pros and Cons of Proceeding 231 Anticipate Target System Receptiveness 258
Substep 2: Identify Possible Macro Approaches to Use, Emphasize Communications 258
Estimate their Effectiveness, and Select the Most
Appropriate one 232 LO 7-9 Utilize a Planning Tool to Achieve Organizational
Change 259
Looking Ahead 232 PERT Charts Illustrate Objectives and Action
Chapter Summary 233 Steps 260
PERT Charts Portray Specific Tasks 260
Competency Notes 234 PERT Charts Depict Task Sequence 260
HIGHLIGHTS PERT Charts and Necessary Resources 260
6.1 A Word About Innovations 206 PERT Charts Establish a Time Frame 261
6.2 Case Example: “Hidden” Informal Policies 210 Advantages of Pert Charts 261
6.3 Leadership Styles of Decision Makers 225
6.4 Consider “Covert Operations” 230 LO 7-10 Neutralize Opposition to a Planned Change
6.5 Summary Outline of the Process 233 Effort 264
xii CONTENTS
Communicating with Decision Makers 265 Spatial Communities 295

Logical Administrative Reactions 265 Social Communities 296
Phases of Resistance 266 Political Communities 296
Collaborative and Adversarial Strategies 266 Communities and Neighborhoods 296
Collaboration and Persuasion 266 Functions of Communities 296
Types of Spatial Communities 298
LO 7-11 Evaluate Outcomes in Macro Practice 271
Monitor Daily Activities and Evaluate Impact 271 LO 8-3 Systems Perspective for Viewing the Community
as an Ecological and Social System 302
LO 7-12 Use the Macro-Change Process to Establish a
Culturally Competent, Empowering The Community as an Ecological and Social
Organization 273 System 303
Defining Cultural Competence 273 Ecological Perspective 303
Assessing Cultural Competency 274 Social Systems Perspective 304
Recommendations for Attaining Social Structural Perspective 305
Cultural Competence 275 Human Behavior Perspective 305
Additional Perspectives on the Community 305
Program Development: A Case Example 276
The Shape Program 276 LO 8-4 Key Concepts to Discover and Assess Changes
Start with An Innovative Idea 276 in Neighborhoods and Communities 306
Muster Support 278 Competition 306
Identify Assets 278 Centralization 307
Specify Goals, Objectives, and Action Steps to Concentration 307
Attain Them 279 Invasion 308
Implement the Plan 284 Gentrification 308
Neutralize Opposition 284 Succession 308
Evaluate Progress 285 Concepts Characterize Real Life 308
Looking Ahead 285 LO 8-5 Utilize Community Resource Systems with

Neighborhoods and Communities 309
Chapter Summary 285
Demographic Development of Communities 311
Competency Notes 287 Urbanization and Suburbanization 311
Rural Communities 312
HIGHLIGHTS
7.1 A Word About Engagement 237 Where is the Best Place to Live? 314
LO 7-3 7.2 Changing a Policy on Practice Procedures 242
7.3 Examples of Projects in Macro Practice 244 LO 8-6 Community Factors Affecting Human Rights
7.4 A Project Example: Substance Abuse Prevention for and Social, Economic, and Environmental Justice:
Puerto Rican Adolescents 246 Social Stratification, Economic and Political Systems,
7.5 Why Program Development Is Relevant to You 248 and Power 314
7.6 Program Development Ideas are Endless 250
Social Stratification 315
7.7 Observations About Memos and E-mail
Communications 254 Community Economic Systems 315
7.8 Being an Adversary and Pressuring 268 Community Political Systems 317
7.9 What Is Sexual Harassment? 277 Formal Organizations and Informal Political
Processes 317
CHAPTER 8 Understanding Neighborhoods
Power in the Community 319
and Communities 289
LO 8-7 Neighborhoods as Helping Networks
Introduction 291 and Resources 323
LO 8-1 Professional Roles of Social Workers in Functions of Neighborhoods 323
Neighborhoods and Communities 292 Types of Neighborhoods 325
Neighborhoods as Helping Networks 326
LO 8-2 Theoretical Frameworks for Understanding Neighborhood Organizations 326
Communities and Neighborhoods 295 Community and Neighborhood Resources 329
CONTENTS xiii
LO 8-8 The Ability of Communities and Neighborhoods Chapter Summary 375

to Advance Social Well-Being and Respond to
Competency Notes 376
Residents’ Needs 330
HIGHLIGHTS
Community Needs Assessments 333 9.1 Community Change Activities 343
Purposes of a Community Assessment 333 9.2 A Community Response to Suicide 343
Steps in Conducting a Community Assessment 333 9.3 Empowering Clients’ Participation in Decision
Making 347
Chapter Summary 336 9.4 Gang Graffiti 350
9.5 Logic Model 352
Competency Notes 338 9.6 Geri’s Force Field Analysis 356
HIGHLIGHTS 9.7 Identifying People of Influence 361
8.1 Examples of Two Communities 299 9.8 Gathering People of Influence 362
8.2 Key Concepts for Understanding Communities 306 9.9 Evaluating Potential Success 364
8.3 Social Work in Rural Areas 314 9.10 An Innovative Idea 365
8.4 Governmental Activities in the Community 318 9.11 Goal, Objectives, and Action Steps: Reducing Gang
8.5 Power at Work 319 Activity 367
8.6 Goodbye to Geneva 325 9.12 Getting Things Done 368
8.7 Two Effective Neighborhood Associations 328 9.13 Goal, Objective, and Action Steps: Obtaining
8.8 Neighborhood Organizations 328 a Permanent Shelter 369
8.9 Neighborhood Resources 329 9.14 Implementing the Plan 370
8.10 A Model for Community Assessment 331 9.15 Confronting a Bad Idea 371
8.11 Kids-Place 332 9.16 Bargaining and Negotiating 372
8.12 A Failed Windshield Survey 335 9.17 Evaluating Progress and a Follow-Up 374
CHAPTER 9 Macro Practice in Communities 340 CHAPTER 10 Evaluating Macro Practice 378
Introduction 341 LO 10-1 Program Evaluation Research Informs

Practice 380
LO 9-1 Advance Social, Economic, and Environmental
Justice in Communities 342 LO 10-2 The Context of Program Evaluation 380
Purposes of Program Evaluation:
Philosophical Perspective on Macro Practice: Pursuit A Summary 381
of Social, Economic, and Environmental Justice 344
LO 10-3 A Review of Key Concepts in Evaluation 381
LO 9-2 Utilize Theoretical Frameworks and Strategies Control Group 381
for Empowering Communities 344 Experimental Group 381
Perspectives on the Community 346 Dependent Variable 382
Independent Variable 382
Approaches to Community Change 348 Sampling 382
Beginning the Change Process 348 Experimental Design 382
LO 9-3 Engage and Assess the Potential for Community Quasi-Experimental Designs 382
Change 348 Baseline 382
LO 9-4 Community Asset Mapping to Identify Measures of Central Tendency 383
Community Resources 356 Standard Deviation 383
Reliability 383
LO 9-5 Intervene and Evaluate Change Validity 383
in a Community 365 Descriptive Statistics 384
Start with an Innovative Idea 365 Inferential Statistics 384
Muster Support and Formulate an Action System 365 Outcome 384
Identify Assets 366 Outcome Measures 384
Specify Goals, Objectives, and Action Steps 367 Statistical Significance 385
Implement the Plan 368 Chi-Square Test 385
Neutralize Opposition 369 Correlation Test 386
Evaluate Progress 374
xiv CONTENTS
LO 10-4 Problems and Barriers in Program Evaluation 386 CHAPTER 11 Advocacy and Social Action with
Failure to Plan for Evaluation 386 Populations at Risk 412
Lack of Program Stability 386
Relationships Between Evaluators Introduction 414
and Practitioners 387 LO 11-1 Key Concepts Involved with Macro Practice 414
Evaluation Results are Unclear 387 Advocacy 414
Evaluation Results are Not Accepted 388 Social Action 416
When Evaluation is Not Worth the Effort 388 Empowerment 416
LO 10-5 Models of Evaluation 389 Populations at Risk 417
Formative (or Monitoring) Evaluations 389 LO 11-2 Risk Factors for Social, Economic,
Summative (or Impact) Evaluations 389 and Environmental Injustice 418
Effectiveness and Efficiency Evaluations 390 Factors Contributing to Putting Populations at Risk 418
Evaluation Approaches 390 Examples of Populations at Risk 419
Quantitative Methods 391 LO 11-3 Advocacy, Social Action, and Empowerment
Qualitative Methods 391 Activities 422
One-Group Posttest Designs 391
Pretest/Posttest Designs 391 Advocacy 423
Client Satisfaction Surveys 392 The Values and Limitations of Advocacy 423
Goal Attainment Scaling 392 Agency Commitment to Advocacy 424
Target Problem Scaling 393 Opportunities for Macro-Level Advocacy 425
Case Studies 394 Principles of Macro-Level Advocacy 426
Group Comparisons 394 Guidelines for Macro-Level Advocacy 427
Quality Assurance Reviews 395 Advocacy Tactics 428
Summary of Evaluation Designs 395 Grassroots and Grasstop Advocacy
LO 10-6 Stages and Steps in Evaluation 395 and Organizing 431
Stage 1: Conceptualization and Goal Setting 395 Locating Grasstop Supporters 433
Stage 2: Measurement 398 Identity the Help You Need 433
Stage 3: Sampling 398 Recruitment Strategies 433
Stage 4: Design 399 LO 11-4 The Use, Value, and Limitations of Advocacy 434
Stage 5: Data Gathering 401
Stage 6: Data Analysis 404 LO 11-5 Theoretical and Conceptual Models of Social
Stage 7: Data Presentation 404 Action 434
Alinsky’s Social Action Approach 434
LO 10-7 Communicate Evaluation Data 405
Part 1: Introduction 405 LO 11-6 Critique Macro Practice Using Professional
Part 2: Literature Review 405 Knowledge, Skills, and Values 436
Part 3: Methodology 405 Legal Action 437
Part 4: Results 405 LO 11-7 Participatory Action Research: Practice Informs
Part 5: Discussion 406 Research, and Research Informs Practice 439
Part 6: References and Appendices 407 Social Worker Roles in PAR 439
Summary of Data Presentation 407 Empowerment 440
LO 10-8 Uphold Ethics and Values in Evaluation 407 Recognizing Strengths 440
Chapter Summary 408 LO 11-8 Legislative Advocacy and Political Activity

Advance Social, Economic, and Environmental
Competency Notes 410 Justice 441
HIGHLIGHTS Factors Affecting Legislative Advocacy 442
10.1 Guidelines for Planning an Evaluation 397 Steps in Legislative Advocacy 442
10.2 Six Common Evaluation Designs 400 Other Political Activities 449
CONTENTS xv
Chapter Summary 450 LO 12-5 Ethical Reasoning Strategies to Make

Principled Decisions 476
Competency Notes 452
Facing an Ethical Dilemma: Decision-Making
HIGHLIGHTS Steps 477
11.1Key Terms 414
11.2Advocacy Produces System Change 416
Ranking Ethical Principles 478
11.3Coordinated Social Action Efforts 417 Reamer’s Guide to Ethical Decision Making 478
11.4Caveats in Empowerment 417 Dolgoff, Harrington, and Loewenberg’s, “Ethical
11.5Advocacy for Change 425 Principles Screen” 479
11.6Advocacy in Action 429
11.7Embarrassing the Target 430 Ethical Dilemmas in Macro Contexts 481
11.8A Petition Form 432 Distribution of Limited Resources 481
11.9Social Action on Behalf of the Homeless: Community Support (or Lack Thereof) for Service
Some Considerations 436
11.10 Steps in the Legislative Process 443
Provision 483
11.11 Communicating with Elected Officials 447 Relationships with Colleagues 485
CHAPTER 12 Ethics and Ethical Dilemmas in Practice LO 12-6 Ambiguity Affects Ethical Decision Making 489
with Organizations and Conforming to Agency Policy 491
Communities 454 Breaching Confidentiality in a Macro Context 493
LO 12-7 Cultural Differences Influence Ethical

Introduction 456
Practice 494
LO 12-1 The NASW Code of Ethics in Organizational
Other Potential Ethical Dilemmas 496
and Community Practice 456
Co-Optation versus Cooperation 496
The NASW Code of Ethics 457 Conflict of Interest 497
Social Workers’ Ethical Responsibilities Potential Harm to Participants 497
to Clients 458 Stigmatization Tactics 498
Social Workers’ Ethical Responsibilities to Furthering Ethical Practice in Agency Settings 498
Colleagues 463
Chapter Summary 498
Social Workers’ Ethical Responsibilities in Practice
Settings 464 Competency Notes 499
Social Workers’ Ethical Responsibilities as
HIGHLIGHTS
Professionals 466 12.1 A Summary of the Ethical Standards in the
Social Workers’ Ethical Responsibility to the Social NASW Code of Ethics 458
Work Profession 469 12.2 Combating Your Own Stereotypes and
Social Workers’ Ethical Responsibilities to the Broader Prejudices 467
Society 470 12.3 Ethical Boundaries and Spirituality 471
12.4 Negative Responsibility 487
LO 12-2 The Role of Ethical Boundaries When Addressing
CHAPTER 13 Using Supervision 501
Spirituality 471
Introduction 502
LO 12-3 Demonstrate Familiarity with International Social
Work Ethical Principles 472 LO 13-1 The Functions of Supervision 502
Administrative Functions of Supervisors 503
Human Rights and Social Justice 473
Educational Functions of Supervisors 504
What Can You Do? 473
Support Functions of Supervisors 505
LO 12-4 Manage Personal Values and Use Professional
LO 13-2 Using Supervision, Improving Supervisory
Values to Guide Practice 474
Relationships, and Enhancing the Communication
Types of Ethical Issues Confronting Agency Process 506
Practitioners 475 Use Communication Skills with Your Supervisor 506
Ethical Absolutism Versus Ethical Relativism 475 Keep Your Records Up to Date 506
xvi CONTENTS
Plan Your Supervisory Agenda Ahead of Time 507 Understanding the Software 525
Put Yourself in Your Supervisor’s Shoes 507 Agency Software Usage 527
Display Openness to Learning and to Improving General Observations About Computers 532
Yourself 507 Other Macro Uses of Technology 532
Demonstrate a Liking for Your Work 508
LO 14-4 Fund-raising 533
Follow the Rules 508
Sources of Funds 534
Think Beyond Tomorrow 508
Work Cooperatively with Other Staff 508 LO 14-5 Differentiating Grants from Contracts 540
Do More Than Expected 508 Grants and Contracts: Who’s Got the Money? 541
Give Your Supervisor Feedback 509 Government Grants 542
Forewarn Your Supervisor Foundation Grants 543
About Problematic Situations 509 Business and Corporate Grants 544
Learn Your Supervisor’s Evaluation System 509
LO 14-6 Key Steps in Securing Grants 545
LO 13-3 Manage Potential Problems in Supervision 510 Pre-Application Phase 545
Supervisor-Supervisee Misunderstandings 514 Application Phase 545
Supervisors Who Take Credit Writing a Grant Proposal 546
for Your Achievements 514 Kinds of Grants and Contract Proposals 549
Supervisory Incompetence 514 Post-Application Phase 563
Laziness 515
Chapter Summary 564
Problems with Delegation 515
Inability to Deal with Conflict 515 Competency Notes 565
A Final Note 515 HIGHLIGHTS
14.1 The Media’s Influence 521
Chapter Summary 515 14.2 Example of a News Release 523
14.3 Example of a Newspaper Editorial 524
Competency Notes 516 14.4 Management Information Systems 528
HIGHLIGHTS 14.5 Fund-raising 534
14.6 My First Grant—A First Person Account 543
13.1 Workers’ General Expectations of Supervisors:
14.7 Critical Topics Regarding Grant Applications 546
Keys to Empowerment 503
14.8 Example of a Cover Page 550
13.2 Games Supervisors and Supervisees
14.9 Example of a Summary or Abstract 550
Sometimes Play 510
14.10 Example of a Grant Application Problem
13.3 What Would You Do? 512
Statement 552
CHAPTER 14 Developing and Managing Agency 14.11 Examples of Goals and Objectives 554
Resources 517 14.12 Example of a Description of the Method 554
14.13 Example of an Evaluation Section 557
14.14 Example of a Bibliography 558
Introduction 519
14.15 Example of a Line-Item Budget 558
LO 14-1 Working with the Media to Advance Social 14.16 Example of a Functional or Program Budget from
a Peer Counselor and Drug Education Program 559
Well-Being and Social, Economic, and Environmental
14.17 Example of Allocating Time and Space Costs 560
Justice 519 14.18 Example of a Budget Narrative 561
The Nature and Role of Social Media 520
General Guidelines for Working with the Media 521 References 567
LO 14-2 Utilize Professional Communication Strategies Name Index 581
with the Media 523 Subject Index 587
Media Interviews 523
Letters to the Editor and Editorials 524
LO 14-3 Technology for Managing Resources, Service

Delivery, and Evaluating Agency Effectiveness 525
Understanding Computer Hardware 525
Preface
This book is a guide to generalist social work practice address significant issues relevant to this practice.
with organizations and communities. The three adjec- Skills include working with the media, using new tech-
tives that best describe this text are relevant, practical, nological advances, fund-raising, grant writing, evalu-
and readable. Generalist practice is clearly defined, ating macro-practice effectiveness, resolving ethical
and specific macro-practice skills are presented in a dilemmas in macro contexts, and advocating for
straightforward and interesting manner. Applications diverse populations at risk.
to actual macro-practice situations are emphasized The fifth basic goal is to present material that is
throughout, as is the importance of client system not only relevant and interesting but also inclusive of
strengths. The content is geared to both the under- major concepts currently considered critically important
graduate and graduate generalist practice sequences. by the social work profession and social work educators.
This text aims to fulfill five major goals. First, it New material and concepts from the current accredita-
provides a readable and practical guide to working in tion standards have been included. (Please see the subse-
and with organizations and communities (macro prac- quent section on new content.) Enhanced emphasis is
tice). Numerous real-world situations and case exam- placed on critical thinking, empowerment and resilien-
ples are presented to make the material interesting and cy, and the global context of social work practice. The
relevant. Organizational and community theories are text adopts a generalist perspective, emphasizes evalu-
examined and linked to practice applications. ation of practice and research-informed practice, fo-
Second, the text proposes a generalist perspective cuses on the use of various communication skills with
to emphasize how micro, mezzo, and macro skills are colleagues and community members, demonstrates the
interlinked. This generalist approach assumes that appropriate use of supervision, and examines practi-
group (mezzo) skills are built on a firm foundation tioner functioning within organizational structures
of individual (micro) skills. Likewise, skills involved and communities.
in working with organizations and communities
(i.e., macro skills) rest on a solid base of both micro
and mezzo skills. This text links the three levels of About the Cover
practice—micro, mezzo, and macro—so that students Generalist Practice with Organizations and Commu-
can clearly see how all three skill levels are used in nities is focused on the need to work with and cre-
everyday practice situations. Whole chapters and nu- ate change within larger systems. Often this process
merous examples throughout illustrate how micro and involves working with others to achieve difficult and
mezzo skills can be applied to macro-practice situ- intractable goals. From citizen protests and dem-
ations. The text also aims to structure how students onstrations in the Middle East (i.e., Arab Spring) to
think about clients and clients’ problems so that, as similar efforts in the United States (e.g., Occupy Wall
practitioners, they will automatically explore alterna- Street, Black Lives Matter), individuals and groups are
tives beyond the individual and small-group levels. demanding changes in their environments, including
The text’s third basic goal is to provide clearly de- both government and business policies. Achieving and
fined, step-by-step frameworks for thinking about and maintaining positive outcomes in any system requires
initiating macro change in organizations and commu- continuous effort, and any gains must be guarded
nities. A model to decide whether to pursue macro in- and protected. Rights won must be defended against
tervention is proposed. Additionally, a procedure for groups and organizations seeking their repeal. This is
pursuing the macro-intervention process is described. part of your obligation as a social worker committed
The text’s fourth goal is to identify, explain, and to the pursuit of social, economic, and environmental
examine specific skills useful in macro practice and justice.
xvii
xviii PREFACE
summary chart of the icons’ locations in all chapters

The Empowerment Series: and their respective competencies or practice behav-
Relationship with the Educational iors is placed in the front matter of the book.
Policy Statement and Accreditation
Standards (EPAS), and New Content
Professional Competencies New content includes the following:
This book is part of the Cengage Learning Empow- Chapter 1

erment Series and addresses accreditation standards
● Reduced redundancy with a stronger focus on macro
established by the Council on Social Work Education
practice
(CSWE). Our intent is to facilitate programs’ ability
● Provided recent case examples
to link content provided in this textbook with expec-
● Material on environmental justice
tations for student learning and accomplishment. As
● Enhanced content on resiliency
is true in almost all learning, students must acquire
knowledge before they can apply it to practice situa-
tions.1
Chapter 2
The CSWE has identified 9 com- ● Chapter 14 on Stress and Time Management from
petencies with 31 component behaviors the previous edition is now Chapter 2 based on
that are critical for professional practice reviewers’ requests
(CSWE, 2015). Each competency is de- ● More emphasis on mindfulness as a stress-reduction
signed to reflect knowledge, skills and mechanism
values needed by social workers along ● More on the structural causes of stress and burnout
with related “cognitive and affective processes” that
inform social work practice (CSWE, 2015, P. 7). For Chapter 3
clarity, we have alphabetized in lowercase the practice ● Improved clarity through greater use of bullet points
behaviors under each competency. “EP” icons (i.e., instead of narrative
Educational Policy) located within paragraphs clearly ● Reduced redundancy with additional macro agency
show the linkage between content in the textbook and examples
specific practice behaviors and competencies. Each
icon is labeled with the specific practice behavior or Chapter 4
competency that relates directly to the content con- ● Increased content on electronic networking and
veyed in the paragraph. For example, an icon might be using technology to connect and organize
labeled EP 1, which is the competency, “Demonstrate ● Additional examples of networking by women veterans
ethical and professional behavior” (CSWE, 2015, P. 7). ● Emphasized conflict-resolution approaches
Accredited social work programs are required to prove
that students have mastered all practice behaviors for Chapter 5
competence as specified in the EPAS. (Please refer to
● More detailed description of Type A and B
http://www.cswe.org for the EPAS document.)
personalities
For all icons, “Competency Notes” are provided at
● Reduction in length
the end of each chapter. These “Competency Notes”
explain the relationship between chapter content and
the CSWE’s competencies and practice behaviors.
Chapter 6
They also list page numbers or page ranges where ● Additional examples provided of macro change
icons are located and where the content is discussed. A efforts
Chapter 7
1. Please note that this content addresses standards posed in the
EPAS. In no way does it claim to verify compliance with standards.
● Updated chapter title to more accurately capture
Only the CSWE’s Commission on Accreditation can make those intent
determinations. ● Reduced redundancy
PREFACE xix
Chapter 8 is also available for download. Finally, as with every

● Incorporated major section on doing community text in the Empowerment Series, a Curriculum Quick
needs assessments Guide: A Resource for Program Accreditation is avail-
● Added discussion of Tax Incremental Financing able online. The “quick guide” provides an overview
(TIF) issues of textbook and supplementary resources correlated
to the EPAS recommended competencies and practice
Chapter 9 behaviors to help programs prepare self-study materi-
als more efficiently. Log in to the book-specific web
● Expanded discussion of Logic models and theories
site at login.cengage.com to access the quick guide.
of change
This text is one of two for generalist practice, the
other being Understanding Generalist Practice, Eighth
Chapter 10 Edition (Kirst-Ashman & Hull, 2018), which focuses
● Reduced redundancy on micro skills within a generalist context. Both stress
● Updating of content the links across all practice levels necessary to maintain
● New sources of evaluation instruments the generalist perspective. The texts can be used in se-
● New examples quence—one builds on the other—or each can be used
independently in conjunction with other practice texts.
Chapter 11 Either can be used to integrate a generalist perspective
● Added material on grassroots and grasstop at some point during the practice sequence. Similar
advocacy and organizations supplementary materials to those available for this text
are also available for Understanding Generalist Practice.
Chapter 12
● Added case examples to illustrate concepts and
points
MindTap
Generalist Practice with Organizations and Communi-
Chapter 13 ties comes with MindTap, an online learning solution
created to harness the power of technology to drive
● Added examples of potential problems in
student success. This cloud-based platform integrates
supervision
a number of learning applications (“apps”) into an
● Added examples of ways to strengthen your position
easy-to-use and easy to access tool that supports a
in the agency
personalized learning experience. MindTap combines
student learning tools—readings, multimedia, activi-
Chapter 14 ties and assessments—into a singular Learning Path
● Added major section on using the Internet for fund- that guides students through the course. This Mind-
raising along with case examples Tap includes the following:
As in the previous edition, we have listing the relevant ● Case studies that provide students with examples
learning objectives at the start of each chapter. This and stories from social workers in the field
helps students understand the primary topics that will highlighting real work application of concepts
be covered in the chapter. ● Self-reflection activities that encourage students to
connect the book content to their own experiences
and practice
Instructor Ancillaries ● Newly selected videos from CNN and BBC that
A suite of instructor resources makes teaching with the bring basic concepts to contemporary real-life
Seventh Edition of Generalist Practice with Organiza- scenarios
tions and Communities even easier. An online Instruc- ● Research activities that give students further
tor’s Manual provides useful information for faculty, insight into social work concepts in practice
and an electronic Test Bank includes chapter-specific ● Chapter quizzes at the end of each chapter
test questions that can be used immediately or adapted ● A glossary and flashcards of key terms and
as needed. A complete set of PowerPoint lecture slides concepts
xx PREFACE
Liz Fisher – Shippensburg University

Acknowledgments Carmelita Dotson – Middle Tennessee State
We wish to express our sincere gratitude to Vicki University
Vogel for her exceptional professionalism, techni-
Stephanie Adams – Eastern Kentucky University
cal assistance, and support, and to Karen Thomson
for her excellent assistance. We would like to thank Kelly Reath – East Tennessee State University
Julie Martinez, Product Manager; Michelle Clark, Barbara Kasper – The College at Brockport
Senior Content Project Manager; and Casey Lozier, Deborah Wills – Cleveland State University
Content Coordinator. Many thanks to Nicole Sala, Mari Alschuler – Youngstown State University
Marketing Coordinator at Cengage, who demon-
Cassandra Bowers – Wayne State University
strates exceptional marketing skills, and also to
Jitendra Kumar, Project Manager at MPS Limited, Stacie McGee – Texas State University
for his conscientious, responsive, and insightful help Catherine Macomber – Saginaw Valley State
and coordination. University
Also due our gratitude is the staff of UlsterCorp Carol Wheeler-Strother – University of Cincinnati
and Colleen Spratt for permission to use their Logic Laura Parker-Barua – Concord University
model and discuss the New Visions Hunger Project.
Kathleen Walsh – Millersville University
We would especially like to thank our reviewers
who provided us with expert and excellent feedback to Margaret Pittman – Morgan State University
improve our work: Genesis Player – Miles College
1 Introduction to Generalist
Practice with Organizations
and Communities
© Anton Oparin/Shutterstock.com
Learning Objectives (LOs)
This chapter will help prepare students to:
LO 1-1 Describe generalist practice using the LO 1-6 Engage human diversity.
Generalist Intervention Model.
LO 1-7 Advocate for human rights and social,
LO 1-2 Recognize sources that guide professional economic, and environmental justice.
values and ethics in practice.
LO 1-8 Work effectively within an organizational
LO 1-3 Demonstrate awareness of personal values. structure.
LO 1-4 Describe the wide range of practice skills LO 1-9 Attend to a wide range of professional
used to target systems of any size. social work roles.
LO 1-5 Differentiate client empowerment, strengths, LO 1-10 Use critical thinking skills.
and resiliency.
2 Generalist Practice with Organizations and Communities
Rudolph will gRaduate in a week and has already accepted a position in an agency
that provides family counseling, foster care, and adoption services. having done his field
placement in the agency, he feels more comfortable about transitioning to this new position.
however, as he begins to pack up his books, he comes across a book from one of the last
practice courses he completed. the book focused on generalist practice with organizations
and communities using a generalist approach. looking at the title and thinking about his
new position brings up several questions:
● how would i describe generalist practice if asked by my new supervisor?

● why do i need to understand organizations and communities when my job will be
working primarily with individual clients and families?
● won’t my supervisor or other agency administrators take care of all those agency and
policy matters?
these are logical questions for social work students to consider. after all, most students enter
the social work field with a desire to help people and focus their attention on learning how
to work with individuals and families. in this chapter, we will try to answer these questions
and provide information that is essential for generalist practitioners with a specific focus on
working within larger systems.
professional values and ethics, and a wide range of

Generalist Practice Using skills to target systems of any size for change within
the Generalist Intervention the context of three primary principles, a practice con-
text, and four major processes.1 Keep this definition in
Model LO 1-1 mind because we will return to it with greater elabora-
By now, you have likely been introduced tion later in this and subsequent chapters.
to the concept of generalist practice. Generalist practice may involve almost any help-
Other social work courses often make ing process, from working to establish a homeless
reference to generalist practice, and shelter, to arranging help for a sexually abused child,
it is the model upon which this text is EP 1c a pregnant teenager, or an older adult who is no lon-
based. It is not our intent to bore you ger able to care for herself. Generalist social workers
with repetition, but in case any space aliens have might assist an alcoholic parent, a community try-
just joined your social work program, we will risk it ing to address its drug abuse problem, or a public
by summarizing the basic components of generalist assistance agency struggling to amend its policies to
practice. conform to new federal regulations. Generalist prac-
For our purposes, generalist practice is defined titioners also pursue efforts to achieve social justice
as the application of an eclectic knowledge base, for groups and individuals who have been denied this
1. Most of these concepts are taken directly from the Educational is intended to assist in a social work program’s accreditation
Policy and Accreditation Standards (EPAS) developed by the Coun- process.) Throughout the chapter, icons such as that located in this
cil on Social Work Education (CSWE) (CSWE, 2015). One major paragraph call attention to the location of EPAS-related content.
goal of social work education is to facilitate students’ attainment Each identifies what competency or practice behavior is relevant
of the EPAS-designated 10 core competencies and their 41 related by specifying the designated Educational Policy (EP) reference
component behaviors so that students develop into competent number. “Competency Notes” are provided at the end of each
practitioners. Students require knowledge in order to develop chapter that relate EPAS competencies and component behaviors
skills and become competent. Our intent here is to specify what to content in the chapter. A summary chart of the icons’ locations
chapter content and knowledge coincides with the development of in all chapters and their respective competencies or component
specific competencies and component behaviors. (This ultimately behaviors appears in the inside cover of the book.
CHAPTER 1 Introduction to Generalist Practice with Organizations and Communities 3
right. As a consequence of this breadth of responsibil-

ity, generalist practitioners must be well prepared to FOUNDATION FOR GENERALIST PRACTICE
address many kinds of difficult situations. KNOWLEDGE SKILLS VALUES
Social workers require a wide array of skills
because they don’t pick and choose what problems and
issues they would like to address. They must prepare
themselves to help people with personal problems on Step 1: Engagement
the one hand and to address very wide-ranging prob-
lems that affect whole organizations and communities
on the other. They may work in a broad assortment of
settings that can focus on children and families, health, Step 2: Assessment
justice, education, economic status, and many more
issues too numerous to list.
The generalist practice approach used throughout
this book is called the Generalist Intervention Model2 Step 3: Planning
(GIM) and is oriented toward solving problems at mul-
tiple levels of intervention by employing a series of
planned steps. The steps in GIM are shown in Figure 1.1.
As you can see from the figure, the model is founded Step 4: Implementation
on the knowledge, skills, and values that characterize
the unique nature of social work. We review and explain
this definition more thoroughly later in the chapter.
Second, this generalist perspective uses a spe- Step 5: Evaluation
cific, seven-step planned change method that includes
engagement, assessment, planning, implementation,
evaluation, termination, and follow-up. We address
each step briefly in this chapter. Step 6: Termination
GIM recognizes that problems may involve indi-
viduals, families, groups, organizations, and communi-
ties. Sometimes these various-size systems are referred
to as micro, mezzo, and macro systems. Depending Step 7: Follow-up
on one’s definition, micro systems include individu-
als, whereas mezzo systems are small groups. Macro
systems are any large systems, including organizations
Discontinue
and communities. Families, because of their intimate Reassess
contact
nature, arbitrarily lie somewhere between micro sys-
tems and mezzo systems. F i g u r e 1 . 1 Planned Change Steps in the Generalist
Figure 1.2 illustrates how, as a generalist practi- Intervention Model
tioner, you might choose any or all of the four levels
of intervention to address a particular problem. First, choose to pursue work with an individual, family,
you must often use micro skills to engage (i.e., estab- group, organization, or community, or a combination
lish a relationship and begin effective communication of these, to solve the problem. Figure 1.2 depicts how
with) the individual or individuals with whom you you might progress through the planning, implementa-
are talking about the problem. Second, you assess the tion, evaluation, termination, and follow-up process,
problem, which entails seeking information about var- regardless of the level of intervention you pursue.
ious aspects of the problem. After Step 2, you might For example, suppose you are a generalist prac-
titioner for a rural Midwest county. Your job entails
receiving referrals from the agency’s intake worker.
2. GIM was first proposed in Understanding Generalist Practice You then establish initial connections with clients and
(Kirst-Ashman & Hull, 1993, and subsequent editions). other referral people by engaging them in the planned
4 Generalist Practice with Organizations and Communities
Step 1 Engagement
Step 2 Assessment
Individuals Families Groups Organizations &

(Micro) Communities
(Macro)
Step 3 Planning Planning Planning Planning
Step 4 Implementation Implementation Implementation Implementation
Step 5 Evaluation Evaluation Evaluation Evaluation
Step 6 Termination Termination Termination Termination
Step 7 Follow-up Follow-up Follow-up Follow-up
F i g u r e 1 . 2 Steps in the Planned Change Process—Initiating Macro Change
change process, familiarize clients with the agency and and help. With this call, you have engaged Mr. Earl
supply them with information, solicit necessary data in the problem-defining process. Engagement is the
to assist in service provision, provide short-term coun- initial period when a practitioner becomes oriented to
seling when needed, and make appropriate referrals to the problem at hand and begins to establish commu-
agency units and other community resources. nication and a relationship with any other individu-
You receive a referral involving an older adult, als addressing the problem. Subsequently, you figure
Murray Strewynskowski. The person making the initial out what to do about Mr. Strewynskowski. You must
referral, Duke Earl, is one of Mr. Strewynskowski’s con- also engage him as the client in the planned change
cerned neighbors. Mr. Earl expresses concern because process. Of course, as a generalist practitioner, you
Mr. Strewynskowski has twice fallen down on his icy must work with the client to establish what he needs
sidewalk and been unable to get back up and into the and wants.
house. Both times, Mr. Earl happened to notice the fall During the assessment phase, you may decide to
and was able to assist Mr. Strewynskowski into the house. pursue planning and implementation at the micro,
While inside, Mr. Earl noticed extremely chaotic condi- mezzo, or macro level. You might also decide that
tions: Rotting garbage was strewn about the kitchen, and intervention at more than one level is appropriate.
about a dozen cats leisurely wandered around. Mr. Earl
noticed that a black cat with a white patch over the left Example: A Micro Approach
eye was eating what seemed to be canned creamed corn A micro-level plan might be to refer Mr. Strewynskowski
mixed with ketchup from a plate on the table that looked to the appropriate services and oversee service provi-
as if it might have been Mr. Strewynskowski’s lunch. sion. You might then continue Mr. Strewynskowski’s
Mr. Earl also expresses concerns about Mr. Strewyn- assessment and arrange for additional services such as
skowski’s diet in a general sense and wonders whether a traveling homemaker and daily hot meal delivery. You
Mr. Strewynskowski is able to shop or cook adequately might also arrange for supportive services as needed,
because he looks unhealthily thin. such as assisting Mr. Strewynskowski with paying his
Initially, you call Mr. Earl to clarify any ques- bills, obtaining medical assistance, or making arrange-
tions you might have and to thank him for his interest ments to get groceries and other needed items.
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De Gêvres shrugged. "Oh, not necessarily. You shall judge." He glanced
meditatively at her feet, tapped his snuff-box, and began to speak just as
Marchon finished the first curl. "Without doubt, madame, even after the
deplorable past evening, you still recollect the rather outré events of the day
before. You cannot yet have forgotten the last Rambouillet chase, the gage
you offered, his Majesty's unfortunate chagrin, and the intrepid, if rash, ardor
of your young cousin, Count Claude?"
"Thus far my memory carries me, monsieur. Continue."
"Well! The rest is, indeed, curious. In spite of the Count's heroic
gallantry, he appeared, later in the day, to have repented somewhat of having
so eagerly dared the royal displeasure. A company of my friends were so
good as to visit, with me, my hôtel—you know its condition—for play, on
this very evening. By great good fortune, his Majesty, together with a
companion, did us the honor himself to join our party a little later. When the
King beheld his successful rival, the Count, seated with us, he instantly
proposed that the two of them play a round for high stakes. Louis, madame,
offered a diamond star—valued, perhaps, at fifty thousand francs, or more,
against—"
"My glove."
"Even so. You have, perhaps, heard the tale?" queried the Duke, hastily,
with a suspicion of anxiety in his voice.
Mme. de Châteauroux noticed this, but her face continued to be as

impassive as that of her smiling mandarin. "You forget my evening,
monsieur. I know nothing. Continue, I beg of you."
"Monsieur le Marquis de Coigny and the Comte de Maurepas!"

announced the valet.
De Gêvres coughed, but his face expressed none of the disappointment

that he felt.
Mme. de Châteauroux greeted both gentlemen with imperturbable

courtesy, and the three nobles, after her salutes were over, exchanged
greetings. Then the favorite said, at once:
"Pray be seated, messieurs. M. de Gêvres is telling me a most interesting
anecdote. Pardon if I ask him to finish it. Since it in a way concerns myself, I
am so vain as to be curious."
The late-comers bowed and looked at the Duke, who, in that instant, had
mentally sounded the intruders, considered his course, and decided to risk a
continuance of his original plan. Without any noticeable hesitation, the story
went on.
"As I said, his Majesty and the Count de Mailly were to play together for
possession of the glove. The King threw first—four and three. De Mailly
came next with five and two."
"Ah!" murmured de Coigny.
"Again Louis with ten, and the Count turned precisely the same number.
His Majesty was visibly tingling with anxiety. He was about to throw for the
last time, with a prayer to the gods, when the Count—um—took pity on
him."
"He offered the glove?" asked madame, quietly.
De Gêvres bowed. "In a way, Duchess. He offered to—exchange the

stakes."
"Oh!" cried Maurepas, angrily.
"Dastardly!" muttered de Coigny.
Mme. de Châteauroux flushed scarlet with anger beneath her powder.
Little Marchon, trained to high gallantry by long experience in haunts of

the elect, left an iron in too long, and slightly scorched a lock of hair. His
little eyes winked furiously with disapproval of the Count.
"Monsieur le Marquis de Mailly-Nesle!" came the announcement.
De Gêvres coughed again; and, amid rather a strained silence, Henri

entered the apartment of his sister.
He looked about him for a moment or two with some curiosity, feeling
the awkwardness of his arrival, and considering what it would be wise to
say. Maurepas, the diplomat, recovered himself quickly, remarking, in a tone
which relieved them all: "This brother's devotion, my dear Marquis, is
gratifying to behold. One is really never so certain of finding you anywhere
at a given hour as here, in your sister's boudoir."
"Mme. de Coigny has, I believe, no mornings à la toilette," observed

Mme. de Coigny's husband.
Maurepas looked sharply at the speaker, while the others smiled, and the
Duchess made every one still easier by laughing lightly.
"Her sang-froid is unapproachable," murmured de Gêvres to Maurepas,

behind his hand.
"You have certainly put it to strong test this morning," was the reply,
rather coldly given.
"L'Abbé de St. Pierre and l'Abbé Devries!"
The two ecclesiastics entered from the antechamber and advanced, side
by side, towards the Duchess. The taller of the two, St. Pierre, was a very
desirable person in salon society, and could turn as neat a compliment or as
fine an epigram in spontaneous verse as any member in the "rhyming
brotherhood." At sight of St. Pierre's companion, who was a stranger here,
the Marquis de Coigny gave a sudden, imperceptible start, and Henri de
Mailly suppressed an exclamation.
"Madame la Duchesse, permit me to present to you my friend and

colleague, l'Abbé Bertrand Devries, of Fontainebleau."
"I am charmed to see you both," deigned her Grace, giving her hand to
St. Pierre, while she narrowly scrutinized the slight figure and delicate,
ascetic face of the other young priest. The mild blue eyes met hers for a
single instant, then dropped uneasily, as their owner bowed without
speaking, and passed over to a small sofa, where, after a second's hesitation,
he sat down. St. Pierre, who seemed to cherish some anxiety as to his new
protégé's conduct, followed and remained beside him.
"Unused to the boudoir, one would imagine. It is unusual for one of his
order. I am astonished that St. Pierre should have brought him to make a
début before you," observed de Gêvres to la Châteauroux, who had not yet
removed her eyes from the new priest.
"St. Pierre knows my fondness for fresh faces," she replied, indifferently,
picking up a mirror to examine the coiffure, just as her lackey entered the
room with small glasses of negus, which were passed among the party.
While de Coigny raised a glass to his lips he turned towards Devries.

"You have spent all your time in Fontainebleau, M. Devries?" he asked,
seriously.
"By no means, monsieur," was the answer, given in a light tenor voice.
"Indeed, for the last two weeks I have been working in Paris."
"Working! And what, if my curiosity is not distasteful to you, is your

work?" queried madame, still toying with the mirror.
"By all means," murmured de Gêvres, comfortably, after finishing his

mild refreshment, "let us hear of some work. It soothes one's nerves
inexpressibly."
Devries' blue eyes turned slowly till they rested on the slender figure of
the Duke, clad in his gray satin suit, his white hands half hidden in lace,
toying with a silver snuff-box. The eyes gleamed oddly, half with
amusement, half with something else—weariness?—disgust?—surely it was
not ennui; and yet—in an avowed courtier, that was what the look would
have seemed to express.
"I will, then, soothe your nerves, if you wish it, sir. My work certainly
was very real. For the past two weeks my abode has been in the Faubourg St.
Antoine, but my days were spent in a very different part of the city. At dawn
each morning, in company with my colleague—not M. de St. Pierre, here—I
left behind those houses whose inmates rejoiced in clothes to cover
themselves, in money enough to purchase a bone for soup daily, and who
were even sometimes able to give away a piece of black bread to a beggar.
These luxurious places we left, I say, and together descended into hell. It
might amuse you still more, monsieur, to behold the alleys, the courts, the
kennels, the holes filled with living filth into the midst of which we went.
There women disfigure or cripple their children for life in order to give them
a means of livelihood, that they may become successful beggars; there wine
is not heard of, but alcohol is far commoner than bread; there you may buy
souls for a quart of brandy, but must deliver your own into their keeping if
you have not the wherewithal to appease, for a moment, their hatred of you,
who are clean, who are fed, who are warm. Cleanliness down there is a
crime. Ah! how they hate you, those dwellers in the Hell of Earth! How they
hate us, and how they curse God for the lives they must lead! The name of
God is never used except in oaths. And yet a girl, whose dying child I
washed, knew how to bless me one day there. It seems to me that they might
all learn how, if opportunity were but given them. There has been some
bitter weather lately, when the frozen Seine has been a highway for trades-
people. Those creatures among whom I went make no change from their
summer toilets, gentlemen. Half—all the children—are quite naked. The
women have one garment, and their hair. The men are clad in blouses, with
perhaps a pair of sabots, if they can fight well to obtain them, or are ready to
do murder without a qualm to keep them in their possession. It is among
these people that I worked, Monsieur—de Gêvres—with my colleague."
"How eminently disgusting!" replied the Duke, calmly, but his remark
was not pleasing to the rest of those present, who had been actually affected
by the description. Henri de Mailly had risen to his feet, and, after a
moment's pause, asked, rather harshly, "Who was your colleague,
monsieur?"
The Marquis de Coigny shot a quick, warning glance at Henri, and raised
his hand. "Monsieur l'Abbé, I am interested in your story. Would you do me
the honor to breakfast with me this morning, and tell me more of this life?"
The little audience stared, and la Châteauroux lifted her head rather
haughtily. Devries appeared, for some reason, to be very much amused.
"You are too good, Monsieur le Marquis. I have already partaken of my

morning crust. Besides, you, doubtless, are happy enough to be daily in the
company of Mme. de Châteauroux; while I, monsieur, am a poor priest, not
often admitted to the dwellings of the highest." He rolled his eyes towards
the figure of the Duchess, who was becoming visibly gracious under the
effect of this slight compliment.
"You are not, then, a sharer of the opinions of those poor creatures
amongst whom you have worked, and who, as you truthfully suggest, have
some little cause to hate us, who have so much more in life than they?"
queried Maurepas, with the interest of a Minister of the Interior.
"No, monsieur, assuredly I have no feeling of enmity towards the

nobility of France. I should have no right. You see, I know very—very lit—"
Suddenly Devries caught the eyes of St. Pierre fixed on him in so curious a
glance that he was forced to stop speaking. His mouth began to twitch at the
corners. He shook with an inward spasm, and finally lay back upon the sofa,
emitting peal after peal of silvery, feminine laughter.
"Victorine!" cried the Duchess, starting from her chair. "Victorine, you
madcap! So you have come back again!"
"Mme. de Coigny insisted," murmured St. Pierre, uncertain of his

position.
The rest of the gentlemen sat perfectly still, staring at the little Marquise,
and trying, out of some sense of propriety or gallantry, to keep from joining
in her infectious laughter. Only Henri de Mailly sat near a window, his head
on his fist, staring gloomily out upon the barren, stone-paved court.
"My dear madame!" cried Maurepas, when she had grown tearful with
laughter, "your disclosure has done me an excellent turn. It has saved me
five hundred livres. I was about thus to impoverish myself that you might be
permitted to get still closer to heaven by spending another week in the
criminal quarter distributing them."
The Marquise de Coigny grew suddenly serious again. "M. de Maurepas,

let me take you at your word. I beg that you will send the money to him who
was my companion in the work—l'Abbé de Bernis."
"Oh!—François de Bernis?" asked St. Pierre, in quick surprise. "I have

met him at the Vincent de Paul."
"Her Majesty, I believe, receives him at times into her most religious
coterie," put in de Maurepas.
"Well, since you know who he is, I will continue, if you will permit me. I
beg that you will all, at least, believe that what I have said concerning my
occupation in Paris was wholly serious. Indeed, indeed, I am in the highest
sympathy with the work of the Jesuit fathers among the people; and there are
few men in our world whom I—respect—as I do M. de Bernis."
At these words, so solemnly spoken that they could not but impress the
listeners with their sincerity, the eyebrows of St. Pierre went up with
surprise, though he remained silent. As a matter of fact, the reputation of the
Abbé François Joachim de Pierre de Bernis was not noted for its sanctity.
"Will you, then, permit me, madame, to double my first offer?" said de
Maurepas, with his mind on the treasury. "I will to-day send you a note for
one thousand livres, which I beg that you will dispense in charity."
"M. de Maurepas, I wish that you could imagine what your word will
mean to those poor creatures."
"And shall you yourself return to Paris with the money, madame?"
inquired de Gêvres, smiling slightly.
De Coigny moved as though he would speak, but his wife answered

immediately, in his stead: "No, Monsieur le Duc. I have no intention of
taking permanently to a black gown. For two weeks it has occupied me
satisfactorily to attend the poor. Now I shall come back to Court till I am
again fatigued by all of you. After that I must devise a new amusement.
Really—you all know my one eternal vow: I will not become successor to
Mme. du Deffant. Death, if you like,—never such ennui as hers. M. de
Mailly-Nesle, will you give—"
She did not finish. Henri had sprung quickly to his feet, but de Coigny
was before him. "Pardon, Monsieur le Marquis," said he, with great courtesy,
"will you allow me, to-day, instead. To-morrow I shall once more relinquish
all to you."
De Mailly-Nesle could not, in reason, refuse the request, though it was
against the conventions. He merely bowed as husband and wife, having
variously saluted la Châteauroux and the rest of the company, passed
together out of the boudoir.
"Mme. Victorine's eccentricity and her terror of being bored are excellent
things. The husband seems to fall in love with her more violently than ever
after each adventure."
"Ah, Madame la Marquise is too charming to be anything but successful

everywhere. Really, Henri, you and de Bernis—"
Henri, angry at the first word, turned upon the Duke: "Monsieur, I would
inform you that Mme. de Coigny is—"
"Ob yes, yes, yes! Pardon me," de Gêvres rose, "I understand perfectly
that Mme. Victorine is the most virtuous, as she is the most charming, of
women. Madame la Duchesse, I have been with you seemingly but one
moment, and yet an hour has passed. His Majesty will be receiving the little
entries. I bid you au revoir."
The Duchess held out her hand. The courtier kissed it, bowed to the three
remaining men, and gracefully left the boudoir. When the door shut behind
him a breath of fresher air crept through the room. Mailly-Nesle, who had
been restlessly pacing round and round among the tables and chairs, paused.
De Maurepas drew a tabouret to madame's side, and began to talk with her in
the intimate and inimitably dignified manner that was his peculiar talent. St.
Pierre was thoughtfully regarding nothing, when Henri approached and sat
down beside him. Just as they began to speak together, Marchon stepped
back a little from the chair of la Châteauroux.
"Madame," he cried, "the coiffure is finished."
At the same instant the door to the antechamber again flew open. "The
Comte de Mailly!" announced the valet.
There was a second's pause and Claude ran into the room. "My dear
cousin!" he cried, buoyantly, hurrying towards her.
Mme. de Châteauroux rose slowly from her place, stared at the new-
comer for an instant with the insolence which only an insulted woman can
use, then deliberately turned her back and moved across the room. Maurepas
was already on his feet, and now, seizing his opportunity, he bowed to the
woman, indicated Henri and the abbé in his glance, passed Claude with the
barest recognition, and left the room congratulating himself on his adroit
escape before the storm. Mailly-Nesle and St. Pierre sat perfectly still for an
instant out of astonishment. Then, happily, the abbé came to himself, rose,
repeated the performance of the minister, and hastened from the
unpleasantness. The instant that he was gone Claude broke his crimsoning
silence in a somewhat tremulous voice:
"Name of God, Marie, what have I done?"
Madame was at her dressing-table. Picking up a small mirror, she

retouched her left cheek.
"Marie," said Henri, gently, "it is but fair that you let him know his
fault."
A shiver of anger passed over the frame of la Châteauroux. Then,

suddenly whirling about till she faced Claude, she whispered, harshly: "My
gauntlet, Monsieur le Comte; my white gauntlet! Return it to me!"
Again Claude flushed, wretchedly, while his cousin spoke: "He has it not
to return, Marie."
She turned then upon her brother. "So you, also, know this insult, and
you counsel me to—let him know his fault! Ah, but your school of gallantry
was fine!"
"This insult!" repeated Claude, stupidly.
"Fool! Do you think I do not know it?"
Count and Marquis alike stood perfectly still, staring at each other.
"Your innocence is awkwardly done," commented madame. "Show me

the price, Monsieur Claude, for which you sold my gage."
"Price!" echoed Henri, angrily. But Claude drew a long breath.
"Ah! Now I begin, I but begin, to understand. Which was it that came to
tell the story, madame? Was it d'Epernon, or Gêvres, or Richelieu who
twisted the account of a forced act into one of voluntary avarice?"
The favorite shrugged. "Charming words! I make you my compliments

on your heroic air. Will you, then, confront M. de Gêvres before me?"
"Most willingly, madame! Afterwards, by the good God, I'll run him
through."
La Châteauroux bent her head, and there was silence till she lifted it
again to face her young cousin. His eyes answered her penetrating glance
steadily, eagerly, honestly. And thereupon madame began to turn certain
matters over in her mind. She was no novice in Court intrigue; neither had
she any great faith to break with de Gêvres. It was a long moment; but when
it ended, the storm was over.
"How did it happen, Claude?"
"I gave the gauntlet to the King, when, man to man, he was beaten at
dice."
"You received nothing in return?"
Claude was uncomfortable, but he did not hesitate. "Yes," he said, with
lowered eyes. "I have brought it to you. I hate it."
From one of the great pockets in the side of his coat he drew a small, flat
box, which he handed to his cousin. She received it in silence, opened it, and
gazed upon the royal star. The frown had settled again over her face.
Suddenly, with a quick impulse, she pulled open one of the small windows
which looked down upon the Court of Marbles.
"Claude, take this and throw it out—there," she commanded.

"'CLAUDE—TAKE THIS AND THROW IT OUT—THERE'"
De Mailly was at her side in two steps. Eagerly he seized the jewels and
flung them, with angry satisfaction, far out upon the stones. La Châteauroux
looked at him quizzically for an instant, then suddenly held out both hands to
him. He did not fall upon his knee, as a courtier should have done; but threw
his arms triumphantly about her and bent his powdered head over hers.
"Um," muttered Henri, indistinctly, "methinks I would better go and seek

the fallen star."
CHAPTER III
The Gallery of Mirrors
The 16th of January fell on a Saturday, on the evening of which day the
King held his usual weekly assembly in the formal halls of the palace. These
affairs were not loved by Louis, whose tastes ran in more unostentatious
directions; but they were a part of his inheritance, coming to him with the
throne, his hour of getting up in the morning, and the national debt; so he
made no audible murmur, and ordinarily presented a resplendent appearance
and a dignified sulkiness on these occasions. It was his custom to enter the
Hall of Battles or the Gallery of Mirrors, in company with his consort,
between half-past eight and nine o'clock. Since no courtier was supposed to
make his entrance after the King, the great rooms were generally thronged at
an early hour, and the first dance began at nine precisely.
At a quarter to seven on this particular Saturday, four candles burned in

the Gallery of Mirrors, and their petty light made of that usually magnificent
place a shadowy, dreary gulf of gloom. Ordinarily, at this hour, the salon was
deserted. To-night, it appeared, one individual was unhappy enough to find
the place harmonious with his mood. This solitaire, who had twice paced the
length of the hall, finally seated himself on a tabouret with his back to the
wall, and, leaning his head against a mirror, gave himself up to some
decidedly uncomfortable thoughts. It was Claude de Mailly who was young
enough and unwise enough to surrender himself to his mood in such a place,
at such an hour. Only late in life does the courtier learn how dangerous a
thing is melancholy. Claude had not come to this yet; and for that reason,
through one long hour, he remained in darkness, meditating upon a situation
which he could not, or, more properly, would not, help. For Claude's eyes
were well open to the precarious position into which he had got himself;
they were open even to his more than possible fall. Nor was he ignorant of
the direction in which salvation lay—the instant bending to Louis' wishes,
repudiation of the favorite, and devotion to some other woman. But, to his
honor be it said, Claude de Mailly was deeply enough in love and loyal
enough by nature to scorn the very contemplation of such action. He could
not see very far into the future. He dared not try to pierce the veil that hid the
to-come from him. He would not think of consequences. Perhaps he was not
capable of imagining them; for, to him, life and Versailles were synonymous
terms, and the world beyond was space.
His vague and varied meditations were broken in upon by the appearance
of eight lackeys, who had come to light the room for the evening. Claude
rose from his place and slipped away by a side-door. He had nothing to do,
nowhere in particular to go. The Œil-de-Bœuf would be deserted. The Court
was dressing. An hour before, dismal with the loneliness of the gray sky and
the falling snow, he had left his rooms in Versailles. He was dressed for the
evening, but had had nothing to eat since the dinner hour. An idea came to
him presently, and he bent his steps in the direction of the Staircase of the
Ambassadors. At the head of this, on the second floor, he halted, knocking at
a well-known door. It was opened after a moment by a well-known lackey.
Claude thrust a coin into the man's hand, and passed out of the antechamber,
through a half-lighted salon, and into the Persian boudoir where sat Mme. de
Châteauroux and Victorine de Coigny, comfortably taking tea à l'anglaise
together, and talking as only women, and women of an unholy but very
entertaining Court, can talk. The little Marquise was dressed for the
assembly. The duchess was coiffed, patched, and rouged, but en négligé. She
rose nervously at Claude's entrance.
"Claude! Claude! How unceremonious you are!"
"And did you hear what we were saying of you, monsieur?" asked
Victorine, smiling mischievously, as she gave him her hand.
"Fortunately for my vanity, madame, no," he returned, bending over it;

then, at her ripple of laughter, he crossed to his cousin, took her proffered
fingers, but, instead of kissing them, seized them in both his hands, clasped
them close to his breast, and looked searchingly into her eyes.
"Anne, Anne, I have suffered so!" he murmured. "I wonder—if you

care?"
Mme. de Coigny sprang up. "At least, monsieur, give me time to retire!
Your ardor is so remarkable!"
The Duchess laughed and gently withdrew her hand from Claude's grasp.
She was in excellent spirits. Never had she passed a more uniformly
successful week at Court than the one just ending. If she had purchased
much royal devotion, and much toadyism from hitherto lofty personages at
Claude's expense, why—that was Claude's affair. His career was not in her
keeping; but she could, and did, treat him very amiably in private for the
sake of the fierce jealousy which he was inspiring in her royal lover. It was
one of her cleverest manœuvres, one that had been tried before, this playing
some quite insignificant little person against Louis of France; for the King
was ardently in love for the first time, and had not yet grown old in the
knowledge of woman's ways.
"Come, Claude," entreated madame, "sit here, and take at least one dish
of this charming beverage. And the patties are by Mouthier himself. You
must taste them; and Mme. de Coigny shall entertain you, while my dress is
put on."
He accepted the invitation readily enough, seated himself at the little

table, and began an attack on Mouthier's patties with such good-will that
Mme. de Coigny held up her hands.
"Ciel, Monsieur le Comte! Do you protest that you are a lover, with such
an appetite? 'Tis more worthy the Court of Miracles!"
Claude put down his tea. "Ah, madame—the Court of Miracles! Do you
know that for the last days I have heard nothing on every side but
conversations about the last experiment of the Marquise de Coigny? May I
ask if it proved a really successful remedy for your deplorable ennui?"
Mme. de Coigny slightly smiled. "Indeed, monsieur, its efficacy was but
too great. At the time, I was in a dream of pity and of—happiness. Since my
return, my wretchedness is greater than ever before. Pouf! How can you bear
the air of this hideous place? It stifles! It poisons! It kills!"
"I hear," remarked Mme. de Châteauroux, from her toilet table, "that
Griffet will, in a few days, formally present Monsieur l'Abbé de Bernis to
her Majesty as eligible to the post of third chaplain to the Dauphin. Now, if it
were desirable, it is possible that the King might"—she touched an eyebrow
—"might be prevailed upon to ask him to supper with the royal family."
Victorine de Coigny moved uneasily, and Claude noted, from beneath his
lids, that a sudden color, which did not quite match the rouge, had started
into her face. "Do not jest, Marie," she murmured, half to herself.
"Oh, it is quite a possibility, my dear! If you ask it, I will—give him a

salon here on a Tuesday evening. Will that please you? You will be able,
then, to—"
Victorine sprang nervously to her feet. "Good Heaven, Marie! Do you

not know that M. de Bernis considers me a man? How could you dream that
I would wish him to know my sex? I—I beg of you—do not let me meet him
here, or—or—if I should, at least you must disclose nothing. It would be too
mortifying."
Mme. de Châteauroux paused in the manipulation of her gown to look at

her friend. Never before had she beheld Victorine de Coigny in confusion;
never had she seen her betray the smallest sign of emotion about any thing or
person. Claude also regarded her with unfeigned interest. Presently he turned
slowly to his cousin.
"Madame," he said, softly, "why will you not make a pilgrimage with me
into the Court of Miracles?"
"Dear Claude," she answered, smiling dreamily, "when I go there, I must

carry with me only an image of—the King."
And, while Claude colored with displeasure, Victorine turned her head to
hide an irrepressible smile.
By this time the candles in the great gallery were all lighted, and the
mirrors reflected the brilliant colors of a richly costumed and continually
increasing throng that passed and repassed in endless procession before
them. No woman here was untitled; few of the men had less than five, and
many had twenty, generations of unsmirched aristocracy behind them. Many
were there who did not own the clothes upon their backs; and many others
whose debts would have impoverished a half-dozen of the wealthiest of the
bourgeoisie. Yet few ever went abroad with an empty pocket; and money
was generally their last source of worry. Here passed the Marquis de Sauvré,
a member of the King's intimate circle, a page of the Court, whose estates
were mortgaged, and whose Paris hôtel was almost dismantled of furniture,
in an unpaid-for dress of cherry-and-white satin, with pearls worth fifty
thousand livres on him, arm in arm with M. de la Poplinière, a farmer-
general, worth forty millions, but not attired with half the extravagance of
his companion. In a corner, taking snuff, and commenting on the degeneracy
of the grand manner since the last reign, were the old Duc de Charost, who
had attached himself to the Queen and the religious party; the Duc de Duras,
who lived on the influence of his wife's implacable etiquette; and M. de
Pont-de-Vesle, a successful diplomatist in a small way, and the most
disagreeably ubiquitous man at Court. Opposite them the Marquis
d'Entragues, a man whose scutcheon had come into existence two hundred
years before, beginning with a bar sinister to the discredit of a certain King
of France, and M. Marchais, at whose hôtel could be found the best vin d'Ai
in the kingdom, and who was a favorite with Louis on that account, were
discussing, with the Comtesse d'Estrades, the pompous intrigues of Mme. de
Grammont. Every one waited, more or less eagerly, first, for the appearance
of the favorite; secondly, for the arrival of the King.
"It is half-past eight," remarked de Coigny to Charost, whose group he

had just joined. "I am unable to discover madame, my wife. She must be
with Mme. de Châteauroux, who, by-the-way, is late."
"The Duchess is actually more haughty than la Montespan was,"

returned the old Duke. "The Fourteenth Louis showed less indulgence than
his present Majesty."
"Possibly. But where is the favorite of the old Court with the presence,
the magnificence, the carriage of the present Duchess?" cried Duras,
popularly.
"Quite so," murmured Pont-de-Vesle, rubbing his chin.
"Well—yes. She has, perhaps, the manner," admitted Charost,

unwillingly.
"And she is here!" cried de Coigny.
"Ah! What a carriage! What a glance! What a toilet!" cried Duras,

rapturously.
"It is not difficult to perceive that she means, at all events, to wreck her
cousin as she did the little d'Agenois."
"It is de Mailly's own fault, then. He is mad, to betray such devotion.

One would never believe that he had been brought up at Court."
"You are quite right, M. de Charost. Such honesty and truth as his are
absurdities that we do not often discover here," observed de Coigny,
shrugging his shoulders.
The Duchess, handed by Claude, whose eyes were fastened on her,

followed by Victorine and Henri de Mailly-Nesle, was entering the salon.
The perfumed crowd, half unconsciously, drew back a little on either side to
make a way for her as they did for the King. Her bearing was certainly royal.
The heavy velvet of her robe, with its glittering silver fern-leaves, swept
about her like a coronation mantle. Her breast glittered with a mass of
diamonds, and in her hair were five stars, fastened together like a coronet.
She was turned slightly towards Claude, and noticed no one till he had
finished what he was saying to her, so that all had time to note the manner of
her entrance and the details of the costume. Then, as Richelieu pressed
towards her, she gently dropped Claude's hand and turned aside.
He stood still for a moment where she left him, till he saw her quite
surrounded with men and women. Then he moved away, dreading the next
hour, but buoyed up with the thought of a promise she had given before they
left her apartments. There were few people about him whom he did not
know, and he bowed continually from right to left as he walked aimlessly
through the throng. Oddly enough, however, as it seemed to him, the salutes
that were returned were coldly formal. No one addressed him beyond a
chilly "Good-evening," and Mme. de Grammont passed by with her eyes
fixed on some distant goal. Claude's heart was beginning to throb a little, and
he could feel the color surge over his face. Presently there was a touch upon
his arm. Quickly he turned his head. M. de Berryer was beside him.
"Good-evening, M. de Mailly. Your face is troubled. In the midst of such

a scene the expression is unusual. Am I impertinent to ask if I can be of
service?"
Claude gave the man a quick and searching glance.
"Yes," he said, after a pause, "you can tell me, if you will, your idea as to
why I am in disfavor with—all these. And, also, if you will, answer this
question: is my present position dangerous?"
They had drawn a little to one side of the greatest press while Claude
spoke. De Berryer stopped an instant to think before he replied; but when he
did so it was evidently with perfect honesty.
"My dear Count, you are experiencing these little and very disagreeable
cuts, in my opinion, first, because of your reckless attentions in spite of his
Majesty's open displeasure; secondly, because of an unpleasant mistake in
the story of your game with the King on Tuesday evening. The first matter
you alone can rectify, but the method is simple. In the second, I will try to
assist you. As to the—possible danger of your position—well, let me advise
you to—do what may be done while it still is possible. Your pardon. Au
revoir."
The Chief of Police, bowing courteously, turned aside and was lost in the
crowd before Claude could say anything further. To tell the truth, the last
words had nonplussed de Mailly not a little. Presently, however, he flung up
his head, and, passing his hand over his forehead, muttered to himself: "You
may be right—God knows you may be right. But no honest man gives up the
woman he loves because his rival is a king. And, from my soul, I believe that
in time Marie must love me in spite of all!" And so the lights grew a little
brighter as Claude passed on again through the Gallery of Mirrors.
It was a quarter to nine, and the company grew slightly bored. In three-
quarters of an hour two hundred people can easily dispose of ten new
scandals, redigest twenty ancient ones, and anticipate as many as the
remaining minutes will permit. But undiluted gossip, spiced with epigram
and heated with wit though it may be, grows nauseating after a while, if
taken in too great quantities; and, through the great room, to-night, there
were enough chronic dispeptics of this class to make conversation finally
begin to lag. The abstract murmur, to which Claude was moodily listening,
changed in character. Suddenly, as the cries of the ushers at last rang out, it
became as present wine to former tepid milk:
"Mesdames, messieurs, their Majesties! Way for the King! Way for the
Queen!—Will you have the goodness to move just here."
The four royal ushers, with their white staffs, passed down the room,
forming an alley for the passage of the King. No ribbons were used, as in the
days of the fourteenth Louis. The courtiers were better trained now. They
pressed back voluntarily on either side, leaving a very well-formed lane
between the two crowds. A quick silence fell over the room and the circling
throng was still. Each one had sought the company in which he or she
wished to stand. For none knew just how long it would take his Majesty to
reach the other end of the room, where he would open the first minuet.
Claude, by a series of delicate manœuvres, had reached the side of Mme. de
Châteauroux, and, despite the silence, found opportunity to whisper:
"You will not forget—that you have promised me the first dance?"
And the favorite, looking into her cousin's eyes, felt, even in her
heartless heart, a little throb of pity for the utter abandon of his infatuation.
"I do not forget, mon cher. But thou shouldst have kept away from me
till the progress was over."
Claude shrugged and smiled happily.
"Mesdames, messieurs, their Majesties!"
Two more ushers entered and passed rapidly down the aisle, backward.
Louis and his wife, hand in hand, followed after. The King was, as usual,
magnificently dressed and glittering with jewels. His face, however, was as
unpropitious as possible. He wore his most bored and fretful look, and he
walked straight down the room for a distance of twenty-five feet, heedless of
his wife, without glancing at a soul. Marie Leczinska, on the contrary,
carelessly attired in a costume of deep brownish-red brocade, pale of face,
tired-eyed, yet wearing a curiously contented look, bowed timidly to three or
four of her dames du palais and some of her abbés, who had the grace to
return the salutes with a show of respect that was born of pity. The company,
however, quickly felt the chilling breath of the master's ill-humor.
"Parbleu!" muttered de Gêvres to Richelieu, as they stood together at the
far end of the gallery, "madame herself is to be ignored to-night."
But the Duke was mistaken. His Majesty, in his rapid walk, had seen
many more things than one might have imagined. He knew that Claude was
beside the favorite, and he accurately surmised Claude's intent. Therefore,
when he came abreast of the Duchess, who was not in the front row, he
suddenly stopped, turned his head towards her, and remarked, in a perfectly
expressionless tone:
"Mme. de Châteauroux, I have the pleasure of opening the dance with

you to-night."
"HE SUDDENLY STOPPED AND TURNED HIS HEAD TOWARDS

HER"
And before she had time to courtesy her thanks he had passed on again.

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Generalist Practice with Organizations and Communities

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Karen K. Kirst-Ashman and Grafton H. Hull, Jr.

Preface xvii Broker 22

CHAPTER 2 Stress and Time Management 43 Facial Expressions 77

LO 2-3 Stress-Management Strategies to Improve LO 3-2 Utilize Nonverbal Communication and

Chapter Summary 69 LO 3-4 Personal Reflection and Professional

CHAPTER 4 Group Skills for Organizational Amendments 122

Introduction 99 LO 4-5 Conflict Management 124

LO 5-3 Theoretical Approaches to Understanding Common Problems Encountered in Organizations 197

Step 1: Problem Identification—Identify Problems CHAPTER 7 Implementing Organizational

Communicating with Decision Makers 265 Spatial Communities 295

Looking Ahead 285 LO 8-5 Utilize Community Resource Systems with

LO 8-8 The Ability of Communities and Neighborhoods Chapter Summary 375

Introduction 341 LO 10-1 Program Evaluation Research Informs

Chapter Summary 408 LO 11-8 Legislative Advocacy and Political Activity

Chapter Summary 450 LO 12-5 Ethical Reasoning Strategies to Make

LO 12-7 Cultural Differences Influence Ethical

LO 14-3 Technology for Managing Resources, Service

summary chart of the icons’ locations in all chapters

This book is part of the Cengage Learning Empow- Chapter 1

Chapter 8 is also available for download. Finally, as with every

Liz Fisher – Shippensburg University

● how would i describe generalist practice if asked by my new supervisor?

professional values and ethics, and a wide range of

right. As a consequence of this breadth of responsibil-

Individuals Families Groups Organizations &

Step 3 Planning Planning Planning Planning

Step 4 Implementation Implementation Implementation Implementation

Step 5 Evaluation Evaluation Evaluation Evaluation

Step 6 Termination Termination Termination Termination

Step 7 Follow-up Follow-up Follow-up Follow-up

F i g u r e 1 . 2 Steps in the Planned Change Process—Initiating Macro Change

"Thus far my memory carries me, monsieur. Continue."

Mme. de Châteauroux noticed this, but her face continued to be as

"Monsieur le Marquis de Coigny and the Comte de Maurepas!"

De Gêvres coughed, but his face expressed none of the disappointment

Mme. de Châteauroux greeted both gentlemen with imperturbable

"Ah!" murmured de Coigny.

"He offered the glove?" asked madame, quietly.

De Gêvres bowed. "In a way, Duchess. He offered to—exchange the

"Oh!" cried Maurepas, angrily.

"Dastardly!" muttered de Coigny.

Mme. de Châteauroux flushed scarlet with anger beneath her powder.

Little Marchon, trained to high gallantry by long experience in haunts of

"Monsieur le Marquis de Mailly-Nesle!" came the announcement.

De Gêvres coughed again; and, amid rather a strained silence, Henri

"Mme. de Coigny has, I believe, no mornings à la toilette," observed

"Her sang-froid is unapproachable," murmured de Gêvres to Maurepas,

"L'Abbé de St. Pierre and l'Abbé Devries!"

"Madame la Duchesse, permit me to present to you my friend and

While de Coigny raised a glass to his lips he turned towards Devries.

"Working! And what, if my curiosity is not distasteful to you, is your

"By all means," murmured de Gêvres, comfortably, after finishing his

"You are too good, Monsieur le Marquis. I have already partaken of my