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TENTH EDITION
DEAN H. HEPWORTH
Professor Emeritus, University of Utah and Arizona State University
RONALD H. ROONEY
University of Minnesota
KIMBERLY STROM-GOTTFRIED
University of North Carolina at Chapel Hill
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Direct Social Work Practice: Theory and © 2017, 2013 Cengage Learning
Skills, Tenth Edition WCN: 02-200-203
Dean H. Hepworth, Ronald H. Rooney,
ALL RIGHTS RESERVED. No part of this work covered by the copyright
Glenda Dewberry Rooney, and Kimberly
herein may be reproduced or distributed in any form or by any means,
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Datamatics
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Cengage Learning
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Brief Contents
Preface xiii
About the Authors xix
PART 1
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1 The Challenges and Opportunities of Social Work 2
2 Direct Practice: Domain, Philosophy, and Roles 23
3 Overview of the Helping Process 35
4 Operationalizing the Cardinal Social Work Values 57
PART 2
EXPLORING, ASSESSING, AND PLANNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
5 Building Blocks of Communication: Conveying Empathy and Authenticity 91
6 Verbal Following, Exploring, and Focusing Skills 138
7 Eliminating Counterproductive Communication Patterns and Substituting
Positive Alternatives 168
8 Assessment: Exploring and Understanding Problems and Strengths 187
9 Assessment: Intrapersonal, Interpersonal, and Environmental Factors 216
10 Assessing Family Functioning in Diverse Family and Cultural Contexts 251
11 Forming and Assessing Social Work Groups 279
12 Developing Goals and Formulating a Contract 312
PART 3
THE CHANGE-ORIENTED PHASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
13 Planning and Implementing Change-Oriented Strategies 364
14 Developing Resources, Advocacy, and Organizing as Intervention
Strategies 423
15 Enhancing Family Functioning and Relationships 455
16 Intervening in Social Work Groups 484
17 Additive Empathy, Interpretation, and Confrontation 512
18 Managing Barriers to Change 535
iii
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iv Brief Contents
PART 4
THE TERMINATION PHASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567
19 The Final Phase: Evaluation and Termination 568
Bibliography 585
Author Index 625
Subject Index 637
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Contents
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vi Contents
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Contents vii
Seeking Concreteness 147 Trying to Convince Clients about the Right Point
Types of Responses That Facilitate Specificity of of View through Logic, Lecturing, Instructing,
Expression by Clients 148 or Arguing 176
Specificity of Expression by Social Workers 153 Analyzing, Diagnosing, or Making Glib or Dogmatic
Exercises in Seeking Concreteness 154 Interpretations 177
Providing and Maintaining Focusing 154 Threatening, Warning, or Counterattacking 178
Selecting Topics for Exploration 155 Stacking Questions and Using Double-Barreled
Exploring Topics in Depth 156 Questions 179
Managing Obstacles to Focusing 160 Asking Leading Questions 179
Interrupting Inappropriately or Excessively 179
Summarizing Responses 161
Dominating the Interaction 180
Highlighting Key Aspects of Problems, Strengths, and
Keeping Discussions Focused on Safe Topics 180
Resources 162
Responding Infrequently 181
Summarizing Lengthy Messages 163
Parroting or Overusing Certain Phrases or Clichés 181
Reviewing Focal Points of a Session 163
Dwelling on the Remote Past 182
Providing Focus and Continuity 164
Going on Fishing Expeditions (Tangential Exploration)
Analyzing Your Verbal Following Skills 164
182
Summary 166 Failing to Be Aware of Cognitive Bias 183
Competency Notes 166 Gauging the Effectiveness of Your Responses 183
Modeled Social Worker Responses to Exercises in The Challenge of Learning New Skills 184
Reflection of Content 166
Summary 186
Modeled Social Worker Responses to Exercises with
Competency Notes 186
Reflection of Affect 166
Note 186
Answers to Exercises in Identifying Closed- and
Open-Ended Responses 166
CHAPTER 8
Modeled Social Worker Responses to Exercises in
Assessment: Exploring and Understanding
Identifying Closed- and Open-Ended Responses 167
Problems and Strengths . . . . . . . . . . . . . . . . . . . . .187
Modeled Social Worker Responses to Exercises in Seeking
Concreteness 167 The Multidimensionality of Assessment 188
Note 167 Defining Assessment: Process and Product 188
Assessment: Focus and Timing 189
Priorities in Assessments 190
CHAPTER 7
Assessment and Diagnosis 190
Eliminating Counterproductive Communication The Diagnostic and Statistical Manual (DSM-5) 191
Patterns and Substituting Positive
Culturally Competent Assessment 192
Alternatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168
The Person-in-Environment 193
Impacts of Counterproductive Communication
Emphasizing Strengths in Assessments 194
Patterns 169
The Role of Knowledge in Assessments 195
Identifying and Improving Nonverbal Barriers to Effective
Communication 169 The Role of Theory in Assessments 196
Physical Attending 169 Caveats about Using Knowledge and Theories 197
Cultural Nuances of Nonverbal Cues 169 Sources of Information for Assessments 197
Other Nonverbal Behaviors 170 Enactment 198
Taking Inventory of Nonverbal Patterns of Client Self-Monitoring 198
Responding 171 Collateral Contacts 199
Eliminating Verbal Barriers to Communication 172 Assessment Instruments 199
Reassuring, Sympathizing, Consoling, Social Worker’s Personal Experience 200
or Excusing 173 Questions to Answer in Problem Assessment 201
Advising and Giving Suggestions or Solutions Getting Started 201
Prematurely 174 Identifying the Problem, Its Expressions, and Other
Using Sarcasm or Employing Humor Critical Concerns 202
Inappropriately 175 The Interaction of Other People or Systems 203
Judging, Criticizing, or Placing Blame 175 Assessing Needs and Wants 204
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viii Contents
Typical Wants Involved in Presenting Problems 204 Assessing Behavioral Functioning 234
Stresses Associated with Life Transitions 205 Risk of Aggression 236
Cultural, Societal, and Social Class Factors 206 Assessing Motivation 237
Severity of the Problem 206
Assessing Environmental Systems 237
Meanings That Clients Ascribe to Problems 206
Physical Environment 238
Sites of Problematic Behaviors 207
Social Support Systems 239
Temporal Context of Problematic Behaviors 207
Frequency of Problematic Behaviors 208 Spirituality and Affiliation with a Faith
Duration of the Problem 208 Community 241
Other Issues Affecting Client Functioning 208 Written Assessments 241
Emotional Reactions 209 Biopsychosocial Assessments 242
Coping Efforts and Needed Skills 209
Support Systems 210 Case Notes 246
Resources Needed 210 Summary 248
Assessing Children and Older Adults 211 Competency Notes 249
Data Sources and Interviewing Techniques 211 Skill Development Exercises in Assessment 250
Maltreatment 213
Notes 250
Summary 214
Competency Notes 214 CHAPTER 10
Skill Development Exercises in Exploring Strengths Assessing Family Functioning in Diverse
and Problems 215 Family and Cultural Contexts . .. . . . . . . . . . . . . .251
Note 215 Defining Family and Family Functions 252
Self-Awareness in Family Assessment 253
The Family Systems Framework 254
CHAPTER 9 Homeostasis 255
Assessment: Intrapersonal, Interpersonal, and Boundaries and Boundary Maintenance 256
Environmental Factors . . . . . . . . . . . . . . . . . . . . . .216 Family Decision Making, Hierarchy, and Power 257
The Interaction of Multiple Systems in Human Family Roles 259
Problems 216 Communication Styles of Family Members 260
Family Life Cycle 264
Intrapersonal Systems 217
Family Rules 265
Assessing Biophysical Functioning 218 Social Environment 267
Physical Characteristics and Presentation 218 Family Adaptive Capacity 267
Physical Health 218
Assessment Skills and Strategies 270
Assessing Use and Abuse of Medications, Alcohol,
Observing Patterns of Interaction 270
and Drugs 219
Interviewing Skills and Circular Questioning 272
Assessing Cognitive/Perceptual Functioning 224 Genograms 274
Intellectual Functioning 224 Standardized Scales 276
Judgment 225
Summary 277
Reality Testing 225
Coherence 226 Competency Notes 277
Cognitive Flexibility 226 Skill Development Exercises in Assessing Families 278
Values 226
Beliefs 227 CHAPTER 11
Self-Concept 227 Forming and Assessing Social Work Groups . .. . .279
Assessing Affective Functioning 228
Classification of Groups 280
Emotional Control 229
Treatment Group Subtypes 280
Range of Emotions 229
Self-Help Groups 281
Appropriateness of Affect 230
Task Group Subtypes 282
Suicidal Risk 230
Depression and Suicidal Risk with Children The Evidence Base for Groups 282
and Adolescents 231 Formation of Treatment Groups 283
Depression and Suicidal Risk with Older Adults 233 Identifying the Need for the Group 283
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Contents ix
Establishing the Group Purpose 283 Goals Should Be Commensurate with the Knowledge
Deciding on Leadership 285 and Skills of the Practitioner 329
Determining Group Composition 285 Goals Should Be Stated in Positive Terms That Emphasize
Choosing an Open or Closed Group 286 Growth 329
Determining Group Size and Location 287 Avoid Agreeing to Goals about Which You Have Major
Setting the Frequency and Duration of Meetings 288 Reservations 330
Conducting Preliminary Interviews 288 Goals Should Be Consistent with the Functions
Determining the Group Structure 289 of the Agency 332
Formulating Preliminary Group Guidelines 290 Applying Goal Selection and Development Guidelines
Assessing Group Processes 293 with Minors 332
A Systems Framework for Assessing Groups 294 Eliciting Minors’ Understanding of the Goal and Point
Assessing Individuals’ Patterned Behaviors 294 of View of the Problem and Using This Information
Identifying Roles of Group Members 295 to Assist Them to Develop Goals 333
Assessing Individuals’ Cognitions and Behaviors 296 Is the Minor Voluntary or Involuntary? 334
Assessing the Group’s Patterned Behaviors 297 Definition and Specifications of the Behavior to Be
Assessing Group Alliances 297 Changed 334
Assessing Group Norms 299 The Process of Negotiating Goals 337
Assessing Group Cohesion 301 Determine Clients’ Readiness for Goal Negotiation 337
Single-Session Groups 301 Explain the Purpose and Function of Goals 339
Formation of Task Groups 303 Jointly Select Appropriate Goals 339
Task Group Purpose 303 Define Goals Explicitly and Specify Level of Change 339
Task Group Membership and Planning 303 Determine Potential Barriers to Goal Attainment and
Beginning the Task Group 304 Discuss Benefits and Risks 340
Assist Clients in Making a Clear Choice about
Cultural Considerations in Forming and Assessing Task
Committing Themselves to Specific Goals 341
or Treatment Groups 305
Rank Goals According to Client Priorities 342
Ethics in Practice with Task or Treatment Groups 306
Monitoring Progress and Evaluation 342
Informed Consent, Confidentiality,
Methods of Monitoring and Evaluating
and Self-Determination 306
Progress 343
Competence 309
Quantitative Measurements 344
Nondiscrimination 309
Qualitative Measurements 348
Summary 309 Combining Methods for Measuring and
Competency Notes 310 Evaluating 350
Skill Development Exercises in Planning Groups 311 Evaluating Your Practice 351
Contracts 352
CHAPTER 12 The Rationale for Contracts 352
Developing Goals and Formulating Formal and Informal Contracts 352
Developing Contracts 353
a Contract . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .312
Sample Contracts 358
Goals 312
Summary 360
The Purpose and Function of Goals 313
Linking Goals to Target Concerns 313 Competency Notes 360
Distinguishing Program Objectives and Client Skill Development Exercises in Developing Goals 361
Goals 314 Notes 361
Factors Influencing Goal Development 315
Types of Goals 319
Guidelines for Selecting and Defining Goals 319 PART 3
Goals Must Relate to the Desired Results Sought by THE CHANGE-ORIENTED PHASE . . . . . . . . . 363
Voluntary Clients 320
Goals for Involuntary Clients Should Include
CHAPTER 13
Motivational Congruence 321
Goals Should Be Defined in Explicit and Measurable
Planning and Implementing Change-Oriented
Terms 324 Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364
Goals Must Be Feasible 327 Change-Oriented Approaches 364
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x Contents
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Contents xi
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xii Contents
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Preface
When we, your authors, teach BSW and MSW stu- As in previous editions, the text and supporting
dents, we are often confronted with the question materials explicitly integrate the related video content,
“What should I do if … ?” The easy (and usually cor- allowing instructors to use the video materials for in-
rect) answer is “It depends.” How a social worker class or homework activities. Adjustments in design
responds in any given situation depends on a variety and content clearly link the text to student skill develop-
of factors: the setting in which he or she is working, ment and core competencies specified by CSWE and
the client, the nature of the helping relationship that EPAS (2015). We describe how to construct SOAP
has developed, the advantages and disadvantages of notes to assist quality planning and recording of prac-
any given action or choice, and so on. tice. Students and practitioners have been confused
We wrote this book to help answer the “it about the use of various terms to describe responses
depends”—to equip you with the knowledge and criti- that are sensitive to client content and emotion. Sensi-
cal thinking to weigh the factors involved in decisions tive to the current widespread use of the term “reflec-
throughout the helping process, both as a student social tion,” we now use “reflection of emotion” to describe the
worker and as a professional. At first, that process can previous term and “paraphrasing” and “reflection of
seem cumbersome. It can be difficult to digest all this content” to add dimension to the previous global term
new information and recall it as needed during client “reflection.” Additional content has been added on inti-
interactions. This learning process involves becoming mate partner violence and work with military families.
acquainted with the concepts in this book, understand- Practice guidelines are now designed to be less adult-
ing the pros and cons of various choices, becoming centric and include more appropriate guidance for inter-
familiar with the different variables that affect practice, viewing children and adolescents. We continue to seek
and using this knowledge and these skills in supervi- guidelines for practices that are responsive to diversity.
sion, in work with colleagues and classmates, and in
practice with clients.
As social workers ourselves, we have the utmost
THE STRUCTURE OF THE TEXT
respect for the complexity of the work, the power that The book has four parts. Part 1 introduces the reader to
professionals hold, and the grave situations in which the social work profession and direct practice and pro-
we are entrusted to help others. In this text, we have vides an overview of the helping process, including core
tried to provide you with a foundation to practice competencies, the role of evidence-based practice, the
with excellence and integrity in this vital profession. domains and roles of social work, and the elements of
We write this in a context in which many clients of ethical practice.
color are fearful about the values and motives of Part 2 presents the beginning phase of the helping
authorities, whether they be police or social service process, and each chapter includes examples from the
workers. Skills taught in the text include ways to listen videotapes developed for the text. It addresses strategies
effectively, share power, and pursue social justice. and skills for building relationships, providing direc-
An additional context is practice with clients that is tion and focus in interviews, avoiding common com-
trauma informed, and we consider contemporary munication errors, and substituting better options.
services to LGBTQ clients, military families, and Subsequent chapters in this section address problem
emerging immigrant populations, among others. The and strengths exploration, theories and techniques for
book also includes the context of the Affordable individual, family, and group assessment, and the pro-
Care Act. cesses involved in goal setting.
xiii
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xiv Preface
Part 3 presents the middle, or goal attainment, established by the Council on Social Work Education
phase of the helping process. It describes change- (CSWE). Our intent is to facilitate programs’ ability to
oriented strategies, including updated material on link content provided in this textbook with expecta-
task-centered, crisis intervention, cognitive restructur- tions for student learning and accomplishment. As is
ing, and solution-focused approaches to practice, large- true in almost all learning, students must acquire
systems change, advocacy, case management, family knowledge before they are expected to apply it to prac-
practice, and group work. Readers learn advanced com- tice situations.
munication and intervention techniques and common CSWE has identified nine core compe-
social worker and client barriers to change. tencies that are critical for professional
Part 4 deals with the final phase of the helping practice (CSWE, 2015). For clarity, we
process, incorporating material on evaluating and ter- have alphabetized in lowercase the practice
minating social work relationships in an array of behaviors under each competency. “Help-
circumstances. ing Hands” Icons located within paragraphs clearly
show the linkage between content in the textbook and
ALTERNATIVE CHAPTER ORDER specific practice behaviors and competencies. Each icon
is labeled with the specific competency that relates
This book has been structured around phases of prac- directly to the content conveyed in the paragraph. For
tice at systems levels ranging from individual to family example, an icon might be labeled EP [Educational
to group to macro practice. Some instructors prefer to Policy] 1, which is the competency “Demonstrate ethi-
teach all content about a particular mode of practice in cal and professional behavior” (CSWE, 2015). Accre-
one block. In particular, those instructors whose courses dited social work programs are required to demonstrate
emphasize individual contacts may choose to present that students have mastered all practice behaviors for
chapters in a different order than we have organized competence as specified in the EPAS. (Please refer to
them (see Table 1). They may teach content in Chapters www.cswe.org for the EPAS document.)
5–9, skip ahead to Chapters 12 and 13, and then delve Corresponding to each icon, “Competency Notes”
into Chapters 17 and 18. Similarly, family content can at the end of each chapter explain the relationship
be grouped by using Chapters 10 and 15 together, and between chapter content and CSWE’s competencies.
group content by using Chapters 11 and 16 together. A summary chart of the icons’ locations in all chapters
We have presented the chapters in the book in the cur- and their respective competency or practice behavior is
rent order because we think that presentation of inter- placed in the front matter of the book.
vention by phases fits a systems perspective better than A new Practice Behaviors Workbook is available to
beginning with a choice of intervention mode. instructors and students through MindTap. This work-
book includes exercises that provide students with
TABLE 1 Organization of Chapters opportunities to develop the practice behaviors in class
by Mode of Practice or as part of their homework, facilitating their mastery
over practical aspects of social work and minimizing the
MODE OF PRACTICE
need for programs to develop additional assessments.
Across levels Chapters 1–4, 19
Individual Chapters 5–9, 12, 13, 17, 18
Family Chapters 10, 15
Group Chapters 11, 16
NEW FEATURES AND RESOURCES
Macro Chapter 14 FOR THE 10TH EDITION
The 10th edition continues to integrate many videos,
demonstrating cross-cultural practice, engagement with
The Empowerment Series: Relationship an adolescent, sessions from the middle of the helping
with the Educational Policy Statement process, and motivational interviewing.
and Accreditation Standards (EPAS), and
Professional Competencies Chapter 1
This book is part of the Cengage Learning Empower- In this chapter we included an updated presentation of
ment Series and addresses accreditation standards evidence-based practice, reframed the presentation of
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xv
social work challenges to opportunities, revised the discuss self-awareness and self-correction when errors
values section, and presented the case study more are noticed. We added double-barreled questions and
quickly in the chapter. We included a link to a George cognitive bias to the list of counterproductive patterns
Will article commenting on an earlier version of the text. of communication.
Chapter 2 Chapter 8
We included more details to explain the social work Chapter 8 has been updated to include a more compre-
practice framework. A brief discussion of the micro, hensive section addressing the treatment of children
mezzo, and macro systems is included, and we added and adolescents as well as a section highlighting impor-
a comment on technology in social work. We added to tant changes from DSM-4 to DSM-5.
the definition of clinical social work practice and direct
social work practice and added more detail to the dis- Chapter 9
cussions of social work roles.
Chapter 9 now includes greater detail regarding the col-
lection of data for developmental assessments as well as
Chapter 3 additional examples of assessments and documentation.
Concepts were added pertaining to cultural compe- In addition, the issue of elder misuse of drugs is addressed
tence throughout the chapter. For example, interior and changes from DSM-4 to DSM-5 are discussed.
decorations that are sensitive to diverse populations
are discussed in the section on physical conditions of Chapter 10
the interview. Chapter 10 has been reorganized and adds new content
that will help social work students integrate family
Chapter 4 systems assessments into their practice. It includes
This chapter features extra attention to the mainte- expanded attention to self-awareness and practice with
nance of professional boundaries in online contexts diverse families and a detailed articulation of a family
and the importance of professional self-awareness and systems framework for assessment of family strengths
self-regulation. Ethics in cases of interpersonal violence and adaptive capacity. The chapter closes with a descrip-
and other challenging venues have been added. tion of three assessment strategies, including the use of
circular questions, genograms, and standardized assess-
ment scales.
Chapter 5
The empathy scale was revised to reflect a bottom level Chapter 11
for “no empathy demonstrated.” The list of affective
words was modified to make it more contemporary. This edition features expanded examples of group types
Recent theory and research on empathy was included, and a deeper discussion of task groups. A new section
and guidelines for self-disclosure were revised. has been added to address single-session groups. Other
sections have been streamlined, and contemporary
issues, such as the use of devices in sessions and online
Chapter 6 contact outside of group, have been included.
Use of the term “reflection” was expanded to include
both reflection of emotion and reflection of content, Chapter 12
replacing the former term “paraphrasing.” There is
more content aimed at interviewing children and ado- Chapter 12 discusses the purpose and function of goals
lescents. Guidelines for interviewing include expanded and the process involved in goal development with vol-
attention to strengths and resources. untary clients, involuntary clients, and minors. General
and specific tasks or objectives are discussed as instru-
mental strategies for goal attainment. Revisions include
Chapter 7 the use of video and case examples to demonstrate the
This chapter now includes a short discussion on the process of developing goals. Each example demon-
importance of putting away cell phones in the section strates the link between goals and a target, and the
on nonverbal behaviors. Throughout the chapter we subsequent development of general and specific tasks.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xvi Preface
Sample contracts are provided, and methods for moni- groups, and more detailed coverage of technology and
toring and measuring the progress and outcome of groups.
goals are discussed.
Chapter 17
Chapter 13
This chapter links to earlier coverage of empathy and
Chapter 13 provides students with comprehensive includes a review of new research on empathy. It adds
knowledge and skills of evidence-based intervention cultural bias as a barrier to interpretation. Many exam-
strategies and procedures. Case and video case examples ples have been revised and adapted, including new skill
illustrate the application of each strategy. Trauma- development examples. The decision about when inter-
informed care and its principles and importance in pretation is appropriate has been clarified.
work with clients is introduced in this edition. The fit
between trauma-informed care and the values and prin-
Chapter 18
ciples of social work practice is discussed. Resources
intended to further knowledge and understanding of Chapter 18 makes use of case examples to identify and
the prevalence of client trauma are presented at the resolve relations dynamics between the social worker
end of the chapter. and clients. A video case example demonstrates moti-
vational interviewing as a strategy to assist clients in
Chapter 14 the change effort.
Chapter 14 provides a condensed foundation for under-
standing macro practice. Micro to macro assessment Chapter 19
questions and problem-solving strategies are empha- This chapter has new sections on avoiding treatment
sized, as is the connection between micro and macro dropouts, endings in short-term therapy such as crisis
concerns. Case examples illustrate the shift from case and single-session services, and the effects of endings
to cause in social work practice with diverse clients on students. There is also information on practical,
and target problems. A social justice lens is adopted in hybrid models of evaluation that can be adopted in
this chapter as a framework for understanding social an array of agency settings.
work advocacy efforts. New content in this chapter con-
siders the social worker’s role as a policy advocate, in
which the macro-level change effort focuses on organi- INSTRUCTOR ANCILLARIES
zation practices and policies that influence the environ- MindTap
ment experienced by clients.
MindTap for Direct Social Work Practice: Theory and
Skills engages and empowers students to produce their
Chapter 15
best work—consistently. By seamlessly integrating
Chapter 15 was revised to conceptualize social work with course material with videos, activities, apps, and
families in the diverse settings in which social workers much more, MindTap creates a unique learning path
routinely encounter families, in addition to traditional that fosters increased comprehension and efficiency.
family therapy settings and programs. Moreover, the For students:
chapter presents intervention skills that are at the heart
of most contemporary evidence-based approaches to ● MindTap delivers real-world relevance with activi-
social work with families. Interventions are organized ties and assignments that help students build criti-
into first- and second-order change strategies, and new cal thinking and analytic skills that will transfer to
content was included to support skill-training interven- other courses and their professional lives.
tions, as well as to emphasize the continuity between ● MindTap helps students stay organized and effi-
intervention strategies presented in earlier chapters and cient with a single destination that reflects what’s
their application to social work with families. important to the instructor, along with the tools
students need to master the content.
Chapter 16 ● MindTap empowers and motivates students with
This chapter has been more closely integrated with information that shows where they stand at all
Chapter 11. It has an expanded and reorganized section times—both individually and compared to the
on task groups, a new section on single-session highest performers in class.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xvii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Another random document with
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II
« Mon frère Jacques. »
— … des tantes !…
L’incorrigible Branteyl avait coupé la citation.
Assise sur le tapis, Tjouharine, battait des mains à la manière
orientale, tandis que Grégeois, afin de mieux montrer ses dents, se
pâmait d’aise.
Plus posée, et fignolant, par habitude, la distinction de ses
manières, même dans les milieux les plus désordonnés où elle avait
accoutumé de fréquenter, Mme Fossier d’Ambleuze,
irrespectueusement surnommée par ses intimes : « La mère
Fessier » et à qui Provence, en raison de sa jeunesse plus que
persistante avait décoché le doux sobriquet de Momie-Pinson, tint à
donner une preuve de tact :
— Nous allons vous laisser en famille.
Froid et correct, comme étonné du charivari créé autour d’une
simple carte de visite, Hermann Wogenhardt imita le mouvement de
départ esquissé par la Baronne.
— Restez ! insistait Provence, contrarié. Je vais recevoir cette
petite fille. Je ne vous demande que quelques minutes.
Et il gagnait rapidement l’entresol où Félix avait fait pénétrer
Françoise.
— Filons ! conseillait la marquise, talonnée par l’espoir de se
retrouver le plus tôt possible seule avec Ady Marfeuil.
— Laissons-le à ses épanchements… nobiliaires, opinait
Grégeois.
Ce fut la retraite. Tous s’envolèrent et il ne resta bientôt plus, au
fumoir, figés dans la correction de leur attitude, que Mme d’Ambleuze
et son sigisbée allemand.
Par habitude, elle minauda :
— Nous voulions partir les premiers et c’est nous qui restons !
C’est très parisien ! Ne croyez-vous pas aussi, cher ami, que le
maître eût pu se froisser d’une si totale désertion ? Je ne suis pas
fâchée, d’ailleurs, de bavarder librement avec vous sans témoins.
Et, changeant de ton :
— Quand son Altesse arrive-t-elle ? Il faudrait que je fusse très
exactement informée afin d’adresser une note aux journaux !…
Dans l’idiome de Gœthe, ils continuèrent de chuchoter.
Pendant ce temps, Françoise, très à l’aise, bavardait avec son
oncle, comme si elle l’avait toujours connu. Librement, elle lui narrait
la mésaventure financière de Marie-Antoinette et les démarches que
cette dernière tentait, probablement en pure perte. Plus positive, elle
était venue demander aide, conseil et protection à son tuteur naturel
qu’elle dévisageait avec autant de sympathie amusée que de
curiosité. Il lui produisait l’effet d’un comédien grimé, vu en plein
jour… Lui, déjà remis de sa surprise, la regardait avec attention.
— Sais-tu… permets-moi de te tutoyer, petite… que tu es tout à
fait jolie ? Que je te regarde encore !… Oui, oui, le vivant portrait de
ton père.
— Moune me l’a dit aussi bien souvent.
— Moune ?…
— Mais oui, Moune, Mounette, Moumounette et Moumoune, c’est
ma tante. Auriez-vous, par hasard, oublié que votre frère était aussi
le sien ?
— Et comment se porte mon auguste sœur ?
— Si vous lui posiez vous-même la question, elle vous
répondrait, mon oncle, comme Mme Jourdain : « Sur mes deux
jambes. »
— Ce qui équivaut à me prévenir que la Révérende Cordier ne
m’a toujours point en odeur de sainteté.
— Oui et non.
Et, avec un visible souci de détourner la conversation d’un aussi
périlleux sujet, Françoise, d’un ton câlin, insinuait :
— Alors, mon oncle, vous allez me caser ?
— On verra. Je vais parler de toi dans mon entourage. C’est très
délicat…
— Je puis être une excellente secrétaire.
— Hum ! Tu es trop jolie, tu subirais des… effractions.
— Oh ! mon oncle !…
Elle avait rougi. Lui s’amusait décidément beaucoup. Cette
gamine lui plaisait. Ils bavardaient depuis plus d’une demi-heure
lorsque, soudain, il eut un cri :
— Et mes invités !…
Elle se levait :
— Vous aviez du monde ? Je me sauve.
— Attends.
Il sonnait. L’œil émerillonné, Félix parut.
— Ces dames sont-elles encore là ?
— Oh ! non, Monsieur. Tout le monde est parti à l’exception de
Mme d’Ambleuze et du monsieur qui l’accompagne.
Provence réfléchissait. Malgré le relâchement de ses mœurs, il
eût été choqué, tout de même, de mettre cette grande jeune fille,
éclatante et pure, en contact avec le couple Marfeuil-d’Autreman,
avec la bestiale Tjouharine, l’équivoque Grégeois et le dangereux
Branteyl. Décidément, ceux-là avaient bien fait de partir ! Avec Mme
d’Ambleuze, reçue partout, la chose lui paraissait beaucoup plus
aisée.
— Au fait, murmura-t-il, c’est peut-être elle qui trouvera ce qu’il te
faut. Elle est si répandue !…
La baronne Fossier parut s’évanouir d’extase, lorsque Provence
lui présenta Françoise. Tout de suite, elle s’improvisait chaperon.
— Souffrez, mignonne, gazouilla-t-elle, que je vous présente un
admirateur passionné de la France, sinon un ami : M. Hermann
Wogenhardt, secrétaire particulier de son Altesse Royale
l’Archiduchesse Frida de Marxenstein-Felsburg.
L’homme s’inclinait très bas devant la nièce du « Grand Maître ».
Quand il releva la tête, la jeune fille aperçut, dans une large face
jambonnée, deux yeux faux qui clignotaient, encadrés de courts
favoris roussâtres. La bouche épaisse, où les mots français
trouvaient un passage difficile, articula lourdement quelques phrases
complimenteuses.
La baronne s’agitait, arrachant à Françoise la promesse de venir
prendre le thé chez elle, dès le lendemain. Mais quand elle apprit
l’existence de Mlle Corbier, comme elle se montrait, en toute
occasion, respectueuse du protocole, elle proposa d’aller la saluer
au « Continental ».
— Vous serez là, sans doute, cher Maître ?…
Et le cher Maître n’osa pas dire non.
III
L’Archiduchesse.
. . . . . . . . Et la danse s’achève
Pendant que, sous la lune odieuse et blafarde,
S’éteint le chant qui pleure et meurt la voix du rêve…
Mains jointes, Salomé s’est arrêtée, hagarde !…