This book provides the foundations and training that social workers need to master cognitive behavior therapy (CBT). CBT is based on several principles namely cognitions affect behavior and emotion; certain experiences can evoke cognitions, explanation, and attributions about that situation; cognitions may be made aware, monitored, and altered; desired emotional and behavioral change can be achieved through cognitive change. CBT employs a number of distinct and unique therapeutic strategies in its practice. As the human services increasingly develop robust evidence regarding the effectiveness of various psychosocial treatments for various clinical disorders and life problems, it becomes increasingly incumbent upon individual practitioners to become proficient in, and to provide, as first choice treatments, these various forms of evidence-based practice. It is also increasingly evident that CBT and practice represents a strongly supported approach to social work education and practice. The book covers the most common disorders encountered when working with adults, children, families, and couples including: anxiety disorders, depression, personality disorder, sexual and physical abuse, substance misuse, grief and bereavement, and eating disorders. Clinical social workers have an opportunity to position themselves at the forefront of historic, philosophical change in 21st-century medicine. While studies using the most advanced medical technology show the impact of emotional suffering on physical disease, other studies using the same technology are demonstrating CBT’s effectiveness in relieving not just emotional suffering but physical suffering among medically ill patients.

This book offers leadership lessons for aspiring nurse leaders from luminaries in business, medicine, philanthropy, government, academia, research, and health care. It offers practical advice, lessons learned, and testimonials as to how nurses can prepare themselves for leadership, which in turn, will help them to provide exceptional patient care. As per the report of the Institute of Medicine (IOM) and the Robert Wood Johnson Foundation (RWJF), the heightened roles of the professional nurse allow nurses of all practices to more fully develop their leadership skills. Nurse leaders are moving the interprofessional collaboration agenda forward by serving in key leadership positions. A nurse leader who led public research in the Kent State University and Bowling Green State University challenged the common perception that successful leaders are born, complete with the requisite temperament and talents. Nurses who play leadership roles can fill in research on health care policy formulation and implementation that will change the course of health care payment, delivery, and quality. The book discusses nurse research leadership from an economist’s perspective, hiring leaders to understand leadership, and nursing leadership lessons from an association executive’s perspective, from a physician’s chief executive officer’s perspective, from a nursing friend’s perspective and from a collaborative team’s perspective. The book also highlights nursing leadership’s contributions to safety and quality, how leadership can usher in health reforms and achieve better health for all people, and advancing the cause of transformational nurse leadership.

This book draws on in-depth research of couples in different situations and cultures to identify educational and therapeutic interventions that will help couples become conscious of and move beyond gendered power in their relationships so they can expand their options and well-being. Sharing family and outside work more equitably is a part of the gender-equality story. The book is divided into five parts. Part I of the book lays out the theoretical and methodological issues of gender equality that frame the book’s research projects and practice concerns. Chapters in this section frame the concept of gender equality and its role in promoting mutually supportive relationships. The second part examines the relational processes involved in equality between intimate partners. Traditional couples need help in defining the meaning of relational equality for themselves within external definitions of male and female roles. A chapter in this section is about same-sex couples and explores what happens when gender does not organize relationships. In Part III, two chapters look at how gender legacies and power influence mothering and fathering among parents of young children with a third showing how idealized notions of motherhood heighten and maintain postpartum depression after childbirth. The fourth part shows both similarities and cultural variation in power issues in different cultural settings. While one chapter considers how racial experience increases the complexities of gender and power in couple life, another discovers the considerable diversity in Iran by showing how couples work within a male-dominant legal and social structure that also includes a long cultural tradition of respect for and equality of women. Part V draws on the previous chapters to offer a guide for mental health professionals.

This book serves as a practice resource for social workers by making accessible the vast territory covered by the social, cognitive, and affective neurosciences over the past 20 years, helping the reader actively apply scientific findings to practice settings, populations, and cases. It features contributions from social work experts in four key areas of practice: generalist social work practice; social work in the schools and the child welfare system; in health and mental health; and in the criminal justice system. Each of the chapters is organized around practice, policy, and research implications, and includes case studies to enhance practice application. The impact the environment has on neural mechanisms and human life course trajectories is of particular focus. It is divided into four sections. Section A includes chapters devoted to social-cognitive neuroscience conceptualization of empathy, mirror neurons, complex childhood trauma, the impact of trauma and its treatment through discussion of posttraumatic stress disorder (PTSD). Section B covers child maltreatment and brain development, transition of youth from foster care, social work practices in schools for children with disabilities, and managing violence and aggression in school settings. Section C deals with several issues such as substance abuse, toxic stress and brain development in young homeless children and traumatic brain injuries. Neuroscientific implications for the juvenile justice and adult criminal justice systems are explained in Section D.

This book is a guide to understanding core restorative justice values and practices and what we have learned from research on the impact of this emerging social movement in the global community. The first three chapters provide an overview of the restorative justice movement and its connection with core social work values and spirituality (not religion). Restorative justice dialogue and its most widespread applications are then presented in Chapters four through eight. Each chapter on a specific application of restorative justice dialogue includes a thorough description of the process, including case examples, followed by a review of empirical research that is available. These chapters describe the most widely used applications, namely victim-offender mediation (VOM), family group conferencing (FGC), peacemaking circles, and victim-offender dialogue (VOD) in crimes of severe violence. The concluding three chapters, nine through eleven, focus on broader issues related to restorative justice dialogue. The crucial role of the facilitator in restorative justice dialogue is highlighted, followed by identifying the dimensions of culture in the restorative justice movement and the very real possibility of unintended negative consequences if we are not mindful of these dimensions. Finally, emerging areas of practice that go beyond the juvenile and criminal justice system are addressed.

The author of this book has effectively filled many roles in her career: psychiatric nurse, educator, dean, policy maker, president, chair, author, leader, mentor and, as the author would proudly note, gadfly. There are two roles in which the author has particularly distinguished herself and serve as the foundation for the second edition of her book, The Growth and Development of Nurse Leaders. The first is leader and the second is mentor. In this book, the author blends the roles of leader and mentor. To this end, the author predictably offers practical insights into effective leadership strategies—some to be expected in books on leadership, such as strategic planning, relationship building, mentoring, giving feedback, building a community of learning, using and portraying data, and securing resources. Other topics are more surprising and thought-provoking, such as recognizing and managing the shadow side of our personalities, neediness and failure as a leader, pretending as a leadership strategy, managing anger, and “the vision thing”. As to mentoring, when the author was president-elect of STTI in the mid-1980s, she introduced the concept of “orchestrating a career,” and has presented often—and popularly—on this topic. In the ensuing years, the author has written about the various career stages, encouraging nurses (and women) to be optimistic and exert leadership to enrich their own experiences and those of others, taking the long view. The author speaks about nurse as careerist and, in the book, outlines her model on career stages and mentoring needs with its five stages (from preparation through being a gadfly, or wise woman). The book offers a cumulative reflection on the career-long journey of a leader and mentor who has achieved international impact. It offers each of us, regardless of our career stage, profound insights into and options for our own journeys to effective leadership.

This book is a response to the need for nursing students to have resources about core Evidence-based practice (EBP) knowledge and competencies for each level of nursing practice degrees. It addresses critical essentials that nursing students must master as they move from one nursing degree level to the next. The book takes an inclusive view of EBP from the perspectives of direct care nurses, advanced registered nurse practitioners, healthcare systems leaders, researchers, and faculty. It aligns EBP content with specific Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) essentials outlined by the American Association of Critical-Care Nurses (AACN) and addresses leveling EBP process and content across curricula. The book is organized into four major parts containing 20 chapters. Part I: Conceptual Foundations of Evidence-Based Practice contains five chapters and provides readers with necessary foundational knowledge on which to build clinical decision-making skills based on the best available evidence. Part II: Designing And Implementing Evidence-Based Practice Projects contains six chapters that systematically explore the critical elements of conceptualizing, developing, implementing, and evaluating EBP projects. PART III: Science-Based Decisions and Evidence-Based Practice contains three chapters that emphasize the importance of translational research and quality improvement for the implementation and evaluation of EBP. The final part, Evidence-Based Practice: Empowering Nurses contains six chapters that address the importance of an EBP culture and structural empowerment strategies required to achieve and sustain a culture that fosters EBP.

Nursing’s issues are longstanding, unresolved, and troubling, and hurt their professional image and patient care. Support for nurses is readily available to make the necessary changes now, under the strong leadership of the nurse manager. In order to do so, however, the nurse manager’s role must change significantly and quickly. This book provides a quick access to hard-hitting insights and strategies for a back-to-basics approach to managing professional practice no matter what is happening around a nurse manager. It is divided into five parts. The first part addresses the need for nurse managers to change how they manage and lead in a changing practice setting. Chapters introduce evolving leadership and managerial practices, and discuss the new competencies that are no longer on the horizon but present for managers and staff. The second part discusses the reality that change is constant and continues to impact everyone. Chapters deal with the aura of uncertainty lurking in the corners of every workplace and how to help staff manage it and the intergenerational staff by deemphasizing generational differences. Another chapter describes the chaos and confusion that can erupt when staff members are caught in the middle between the old way and the new. The third part describes different situations and some of the fascinating characters whom the nurse manager will have the privilege of managing. In the fourth part of the book, term work-life balance is discussed, with an acknowledgment of the influence of recent literature suggesting that creating harmony and a sense of wellbeing in the workplace and at home is a realistic goal. The final part provides the list of the concepts and actions that can give managers a jumpstart.

Field education has been identified as the “signature pedagogy” social work education. The practice of having students working alongside community practitioners is almost as old as the social work profession itself. Field education, which involves students working with practicing social workers to learn the knowledge, skills, and values of the social work profession, brings the intellectual content of the classroom into focus with everyday tasks and responsibilities. Therefore, the work of community-based practitioners who supervise social work interns is essential to our profession. This book includes content on how to recruit a practicum student, as well as useful information about effective supervision, learning assessment planning and development, integration of theory and practice, helpful evaluation techniques, and teaching social work ethics. It provides an introduction to the practice of field education, along with useful recommendations about how to maximize the learning experience of practicum students. College and university social work programs provide regular orientations to their field education programs. Students should adhere to agency expectations regarding dress, language, and boundaries. Once students are aware of the agency culture, they should be held accountable for meeting those expectations. Effective communication between the academic institution and the field instructor/agency setting is indispensable to the social work practicum process. Several models exist to help students determine an ethical course of action or to resolve an ethical dilemma. Practicing as an ethical social worker requires not only knowledge of the National Association of Social Workers (NASW) Code of Ethics, but also the ability to apply sound decision-making strategies to everyday situations encountered in social work practice.

The primary objective of this book is to describe how a relationship-building approach can be used in the delivery of child welfare services to kinship caregivers and the children who reside with them. To accomplish this objective, the book entails a review and evaluation of the three major child welfare goals: protection, permanency, and well-being. Specifically, it explores how these three goals can be better achieved when informed by a relationship-building approach. The book assists child welfare practitioners in framing how they view kinship caregivers and acquiring knowledge and skills about the use of relationship-building models (emanating from social work practice perspectives) and is designed to increase positive outcomes for maltreated children. The multifaceted issue of relative caregiving is in dire need of attention from virtually every social work service domain level. Specifically, micro-level practice interventions are needed, as well as mezzo-level programming for particular groups and macro-level policy redesigns that support services to relative caregivers are also warranted. The book integrates practice, policy, and research, and includes study tools and resources (a glossary, discussion questions, and activities for ongoing learning) and thus can be easily incorporated into such courses as child welfare, family practice, social work and the law, social work practice, cultural diversity, policy, child welfare integrative seminars, and special topic electives.