This chapter describes the importance and need for interdisciplinary collaboration in forensic settings. It discusses how the evidence-based principles of risk, need, and responsivity (RNR) model can guide interdisciplinary collaboration with justice-involved individuals. The chapter highlights a treatment program for high-risk justice-involved males demonstrating interdisciplinary collaboration and specifically the role of the forensic social worker. Interdisciplinary collaboration is an essential core skill in evidence-based forensic social work practice. Interdisciplinary collaboration can be multidimensional, interactional, and developmental, and the following strategies have been identified as most important in achieving a best practice: preplanning, commitment, communication, strong leadership, understanding the cultures of collaborating agencies, and structural supports and adequate resources for collaboration.
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- Go to chapter: Forensic Research and Evaluation: Program and Policy Interventions That Promote Human Rights and Social Justice
Forensic Research and Evaluation: Program and Policy Interventions That Promote Human Rights and Social Justice
This chapter describes how forensic social workers can use the knowledge and skills of intervention development to design or evaluate existing interventions with forensic populations or settings, and about funding for their cause. It articulates the language of program and proposal development to prepare forensic social workers to be the creators of programs needed for forensic populations. The chapter enables preparing forensic social workers to possess basic competencies for understanding the language and practice of program development and evaluation of forensic social work interventions. The chapter provides an overview of the different parts of the logic model and how it can be linked to program development and evaluation. It provides questions related to the common types of evaluation, which include a needs assessment and process, outcome, or efficiency evaluations. The chapter also reviews forensic intervention development using a human rights and social justice systems approach.
- Go to chapter: Human Rights Issues and Research With Prisoners and Other Vulnerable Populations: Where Does Evidence-Based Practice Go From Here?
Human Rights Issues and Research With Prisoners and Other Vulnerable Populations: Where Does Evidence-Based Practice Go From Here?
This chapter discusses the history of forensic research atrocities. It promotes the use of National Association of Social Workers (NASW) Code of Ethics as a foundation for forensic research. The NASW Code of Ethics purports that social workers should promote and facilitate evaluation and research to contribute to the development of knowledge. This underscores both an ethical and a human rights obligation for the need for more prevention and intervention studies with incarcerated individuals. The chapter describes national and international responses to historic forensic research, and aims to build awareness of the need for new research to serve forensic populations and to increase familiarity with forensic research methodologies. The National Commission for the Protection of Human Subjects identifies three categories of research in prison settings: convenience research, prison-oriented research, and treatment-oriented research.
- Go to chapter: Family Televisiting: An Innovative Psychologist-Directed Program to Increase Resilience and Reduce Trauma Among Children With Incarcerated Parents
Family Televisiting: An Innovative Psychologist-Directed Program to Increase Resilience and Reduce Trauma Among Children With Incarcerated Parents
This chapter identifies how psychological frameworks can be integrated into a cohesive, multigenerational intervention to connect children with their incarcerated parents. It describes scenarios through which televisiting develops resiliency in children. The chapter delineates how geographic, financial, temporal, and intergenerational barriers can be reduced or removed via televisiting. It describes supportive televisiting services as an innovative, psychologist-directed, multidisciplinary program that connects children and teenagers with their incarcerated parents via secure, live, interactive video teleconferencing. The chapter also discusses the seven main pillars that make up the theoretical foundation of the televisiting program: child-focused; the attachment theory; trauma-informed care; resilience and strengths-based perspective; mental health challenges; the developmental, life-span, and intergenerational approach; and yellow flag not red flag policy.
This chapter promotes understanding of the intersection of social work case level practice skills and social welfare programs and policy. It describes the social work advocacy process, and explores how social and political values impact accessibility to social welfare programs. It assists social workers in developing competence in policy practice and in case and policy advocacy. The chapter also helps social workers recognize when social welfare and economic policies are not fairly distributed, and to become skilled in taking action at the micro-, mezzo, and/or macro level. It discusses the interaction of direct practice with case advocacy to underscore the critical need to understand and interpret policy to achieve social justice. The chapter further highlights the importance of social workers engaging in case and policy advocacy to achieve a socially just outcome for any individual or group, especially those impacted by involvement in the criminal justice system.
This chapter describes a forensic practice framework using a human rights and social justice systems approach. It articulates the definition and theme-based strategies that distinguish forensic social work from social work practice as usual. The chapter then proposes an integrated theoretical perspective that the authors refer to as a human rights and social justice systems (HR-SJS) approach. This approach helps to visualize forensic social work practice in any practice setting. The chapter also reviews the history of forensic social work using the United States as the case example to illustrate how a two-pronged approached to practice was integrated throughout this specialized arena of practice. A review of forensic social work history shows that well over 100 years ago, social workers understood that government, as author and institutor of policy, can and should be an arena for reform.
- Go to chapter: Life Course Systems Power Analysis: Understanding Health and Justice Disparities for Forensic Assessment and Intervention
Life Course Systems Power Analysis: Understanding Health and Justice Disparities for Forensic Assessment and Intervention
This chapter describes the life course pathways of cumulative health and justice disparities experienced by historical and emerging diverse groups, which is often found among forensic populations. It helps readers articulate a life course systems power analysis strategy for use with forensic populations and in forensic settings. The chapter demonstrates how a data-driven and evidence-based assessment and intervention plan can be used to address clinical and legal issues using case examples of an aging prison population. It uses older people in prison to illustrate the complex life course of health and social structural barriers and needs of incarcerated people who have histories of victimization and criminal convictions. Information about trauma and justice, especially related to the trauma of incarceration, which in itself is often a form of abuse, especially when frail elders are involved and they are at increased risk for victimization, medical neglect, and “resource” exploitation is presented.
This chapter articulates a basic understanding of human rights and how they relate to social work. It describes some of the changes that are needed in social work practice in the United States in order to adhere to human rights principles. The chapter then addresses the implication of human rights for social workers. It offers some background on the concept of human rights, with emphasis on the relationship between human rights and social work and human rights and the law. The chapter further discussed the implication of human rights for social work education and social work practice, with a focus on building community. It discusses obstacles to social work practice from a human rights perspective, and concludes with a discussion on how social work needs to change to have consistency between discourse and action.
- Go to chapter: Social Work and the Law: An Overview of Ethics, Social Work, and Civil and Criminal Law
This chapter demonstrates how social work ethics apply to ethical and legal decision making in forensic social work practice. It discusses the context of social work practice in legal systems. The chapter also details the basic structures of the United States (U.S.) civil and criminal legal systems. It lays the foundation for the criminal and civil court processes in the United States and introduces basic terminology and a description of associated activities and progression through these systems. The chapter focuses on providing an introductory, and overarching, picture of both civil and criminal law in the U.S. and introduces the roles social workers play in these systems. It focuses on the ETHICA model of ethical decision making as a resource and tool that can be used to help forensic social workers process difficult and complex situations across multiple systems.
This chapter discusses the complexity of the role of the school social worker. It describes how to respond collaboratively and effectively to the variety of issues presented within public schools. The chapter provides a brief history of social work services in schools. It addresses recent demographics and trends and the scope of the problems in this specialty area. Specific legal and ethical issues of concern in the practice of school social work, and issues of assessment, prevention, and intervention are also discussed. The chapter describes the types of services provided through social work in schools, ranging from traditional child study team work to reentry services for students returning from correctional and/or treatment facilities. The chapter further examines the origin and development of school social work services in the United States.