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.
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Motivational Interviewing in School, 2nd Edition:Strategies for Engaging Parents, Teachers, and Students
Given the growth of
MIin schools that has occurred since the first edition was published, the book has been revised and updated. Several key improvements have been made to the current edition. First, the literature on the science and practice of motivational interviewing ( MI) in schools has been updated. Second, the chapter on MIwith students has been vastly expanded and describes many new applications of MIin schools with youth. Third, the chapters on implementation and dissemination have been completely rewritten. These chapters reflect the latest science about how to ensure one is implementing MIas intended and strategies for learning and improving MIskills. Fourth, it has expanded coverage of MIapplications with school problem solving teams. The authors believe that this is an emerging and important area of research and practice and hope this chapter sparks important progress for building and sustaining effective problem solving teams. Fifth, the chapter on the context of motivation and getting teachers, parents, and students to be willing to engage in MIconversations has been expanded. Finally, every chapter on specific applications of MIhas been updated. The book is organized in three parts: an overview of MI; specific applications of MIwith teachers, parents, students, families, and problem-solving teams; and implementation and dissemination strategies for learning MIand monitoring fidelity. This book includes several features intended to aid learning and retention of material. It provides extensive examples of MIconversations and dialogue, each with labels of MIstrategies that are being used and consulted to change and sustain talk responses. These examples show MIis used in structured interventions and also how it can be used everyday as one interacts with anyone who is contemplating change. Finally, the current edition has many Expert Tips for learning and improving MIskills.
This book provides both counselors in training and established counselors the tools needed to make sound ethical decisions. It integrates a comprehensive review of ethical standards and guidelines by two major professional governing bodies in psychology: the Ethical Principles for Psychologists and Code of Conduct of the American Psychological Association (APA), and the Code of Ethics of the American Counseling Association (ACA). The book focuses on engaging the reader in critically thinking through the intersections of legal requirements and ethics codes. It integrates critical self-reflection and identifies variables that would place a counselor at risk. The book is organized into four parts. Part one provides an overview of the topics discussed in the book. Part two reviews typical ethical issues that counselors encounter in practice relating to confidentiality, professional boundaries, and professional competence. Part three analyzes ethical dilemmas that may arise given the changing face of technology and the country’s demographics relating to culturally competent treatment, managing social media, and confronting colleagues and other sticky situations. The final part focuses on recommendations for counselors to continue sound ethical decisions. The book is designed for counselors-in-training or engaged in externships and practicums. They include master’s level students in counseling psychology, clinical psychology, and mental health programs; doctoral students; predoctoral students on internship; and students enrolled in programs with dual degrees. It is also for established counselors who must remain abreast of changing standards and issues affecting clinical practice, such as those related to social media and technology, for postdoctoral counselors working toward licensure, and for undergraduate-level students who are training to become Credentialed Alcoholism and Substance Abuse Counselor (CASAC).
This book is an essential tool for online instructors and serves as a companion for instructors regardless of their experience with online teaching. It is designed to help develop a roadmap for the next online class. The book presents information on the research on online teaching for those who are more interested in the basis of online instruction. Chapters 1 and 2 familiarize new online instructors with the fundamental technology and practical applications of delivering content online within the helping fields. This includes a review of basic education platforms and a glossary of key terms and definitions. Chapter 3 addresses the typical fears and anxieties associated with teaching online in the helping vocations. Chapter 4 focuses on the student experience and perspectives of online courses based on a brief guided questionnaire of open-ended questions. Chapter 5 surveys the research into online education and addresses the quality concerns associated with online classes and programs. Chapter 6 presents a roadmap of practical steps to course design and building, tech-tool use, communication techniques, and many more considerations for a successful semester. Chapter 7 provides practical tips to learners, and useful samples for instructors to use in preparing them to become online learners. Chapters 8 and 9 share tips, best practices and stories from experts and instructors in the helping professions. Chapter 10 presents recommendations on what not to do based on authors experiences and those of other online instructors in the helping professions. Chapter 11 focuses on the ethical considerations in online teaching. Chapter 12 looks at the evolving technological environment around online learning. Chapter 13 discusses pedagogy and technology in the helping professions. The final chapter provides encouragement to readers who are beginning the process of course design and delivery and includes a To Do list for preparing online course and semester.
This second edition of the bestselling acclaimed full-length practice test for the Association of Social Work Boards (
ASWB) Social Work Advanced Generalist Exam has been thoroughly updated to include additional test-taking strategies and diagnostic tests. Consisting of 170-questions that mirror the ASWBexam in length, structure, and content, this practice test is an indispensable tool for promoting exam success and includes strategies for every question along with in-depth rationales for correct answers, helping readers to discover gaps in their knowledge, identify strengths, and target weak areas. Despite social workers’ best efforts to study for and pass the ASWBexaminations for licensure, they can encounter difficulties answering questions correctly that can ultimately lead to challenges in passing. On the ASWBexaminations, social workers often struggle with application and reasoning questions which require them to take what has been learned and use it to identify correct answers given hypothetical contexts. Becoming more familiar with the construction of multiple-choice tests, as well as remembering concepts which are hallmarks within the social work profession, can greatly assist. In an effort to make this practice test as similar to the examination as possible, it contains 170 questions proportionately distributed within the four domains—Human Development, Diversity, and Behavior in the Environment (39 questions); Intervention Processes and Techniques for Use Across Systems (54 questions); Intervention Processes and Techniques for Use With Larger Systems (31 questions); and Professional Relationships, Values, and Ethics (46 questions). These proportions mirror the distribution of questions across these domains on the actual ASWB examination. This practice test is to be used as a diagnostic tool, so social workers should not worry about getting incorrect answers, but should view them as learning opportunities to avoid common pitfalls and pinpoint learning needs.
The decision to become licensed is significant, and passing the licensing examination demonstrates that you have the basic knowledge necessary to safely practice. Social workers are employed in all kinds of settings including hospitals, correctional facilities, mental health and addictions agencies, government offices, and private practices. It is essential that those served have some assurance that these practitioners are competent to provide the services that they are charged with delivering. This guide has been carefully constructed to provide social workers with information on the licensure examination and how to properly prepare in order to pass it; test-taking strategies and methods for analysing the questions correctly; and the content areas which comprise the test. The first section of the guide contains essential material to understand the best way to study, the logistics associated with taking the examination, and help with identifying what is being asked in test questions so that correct answers can be selected. Understanding how the licensing exam is constructed is valuable as it helps to identify priority areas for study. The second section of the guide has summary material on all the content areas, competencies, and Knowledge, Skills, and Abilities statements (
KSAs) which are used by test developers to formulate actual questions. Some test takers have referred to this section as a “ MSWProgram in a Box”, as it contains a summary of relevant concepts learned in an undergraduate social work program which may be assessed on the test. The format of this section is identical to the outline or “blueprint” for the examination with all four content areas covered. Each chapter within a content area represents a competency which has been identified as essential for testing. Lastly, within each chapter is summary information on each of the KSAsthat can be tested on the exam.
The decision to become licensed is significant, and passing the licensing examination demonstrates that one have the basic knowledge necessary to safely practice. Social workers are employed in all kinds of settings including hospitals, correctional facilities, mental health and addictions agencies, government offices, and private practices. It is essential that those served have some assurance that these practitioners are competent to provide the services that they are charged with delivering. Regulation through certification and licensure helps to assure that social workers will interact in an ethical and safe manner. This edition of the guide has greatly expanded content on study and test-taking strategies, including effective ways to prepare for and pass the licensing examination. Material on methods for analysing questions correctly has been added, along with examples to illustrate the strategies presented. Often social workers find this information most helpful when preparing for and taking the licensing test. The guide has been carefully constructed to provide social workers with information on the licensure examination and how to properly prepare in order to pass it; test-taking strategies and methods for analysing the questions correctly; and the content areas which comprise the test. The first section of the guide contains essential material to understand the best way to study, the logistics associated with taking the examination, and help with identifying what is being asked in test questions so that correct answers can be selected. Understanding how the licensing exam is constructed is valuable as it helps to identify priority areas for study. The second section of the guide has summary material on all the content areas, competencies, and Knowledge, Skills, and Abilities statements which are used by test developers to formulate actual questions. This section ends with a full-length practice test that can be used to simulate the actual examination experience.
This book provides a comprehensive introduction to the practice and profession of school psychology through a social justice lens. School psychologists strive to promote the welfare of all children and families, and in the absence of socially just learning environments, this goal cannot be fully achieved. Therefore, social justice issues must be studied in tandem with all areas of school psychological service delivery. This book is organized into three main sections containing 14 chapters. The first chapter presents a general overview of the field of school psychology by introducing readers to the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services. Chapter two describes the history and development of the field. The next three chapters discusses graduate preparation and credentialing, multicultural foundations, and legal and ethical foundations. Chapter six assumes a broad approach to conceptualizing assessment by considering its applications for planning (before intervention), monitoring (during intervention), and evaluating (after intervention) services. Chapter seven describes foundational concepts in intervention, which are important prerequisites for understanding domain-specific interventions (e.g., academic, behavioral, social, and emotional interventions). Chapter eight describes academic assessment and intervention. Chapter nine explores social, emotional, and behavioral interventions. Chapter 10 discusses cognitive assessment in school settings. Chapter 11 and 12 describe services for empowering school personnel and systems to better serve children. These services include consultation, and program evaluation and systems-level reform. Chapter 13 presents emerging issues and anticipates future directions for the field. Topics include personnel shortages, virtual psychological service delivery, and the evolution of professional organizations and standards. Chapter 14 describes considerations for pursuing a career in school psychology. It covers topics such as choosing specialization coursework, selecting mentors, and identifying potential career paths. It also includes resources such as a curriculum vitae development checklist and graduate planning worksheet.
This book presents an evidence-based, cognitive-behavioral framework for delivering collaborative consultation in K-12 schools. It promotes the idea of equitable educational opportunities for all students. The book presents strategies for promoting non-cognitive skills in students, career and college readiness, and optimal learning environments along with the general theories of consultation. It advocates for student support services personnel to work in concert with teachers, parents, and administrators to promote student success and social justice. The book is organized into four parts. The first part presents: (i) an historical exploration of education and school consultation, (ii) ongoing issues and current trends in education, and (iii) an overview of student support services. The second part describes models and theories of school consultation and rational emotive-social behavioral consultation. Part three focuses on application of school consultation for student success. It describes rational emotive-social behavioral consultation with teachers, parents, administration, and committees. The final part discusses student support services that complement rational emotive-social behavioral consultation and determination of needs, outcomes, and effectiveness in school consultation. The book offers an evidence-based model for school consultation that focuses on supporting student success in academic, social-emotional, and college/career readiness domains. It provides transcripts of consultation sessions with teachers, parents, and administrators. The book is intended for graduate courses on school consultation, counseling, school interventions, for use in field placement courses, practicums, internships taught in school psychology, school counseling, and social work.
Child and Adolescent Psychopathology for School Psychology: A Practical Approach is the only text to address child and adolescent psychopathology from the viewpoint of the school psychologist. Integrating, comparing, and distinguishing Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (
DSM-5) diagnoses from Individuals with Disabilities Education Improvement Act ( IDEA) disability classifications, it provides a comprehensive overview of mental health conditions in this population. This book addresses the impact of these conditions at school and at home, along with a description of practical, evidence-based educational and mental health interventions that can be implemented in school environments. It addresses the role of the school psychologist and details a variety of educational supports and school-based mental health services as they apply to specific conditions. This resource provides comprehensive coverage of school psychologists’ responsibilities, including assessment, educational and skill-based interventions and supports, consulting with key stakeholders, and advocacy. Case studies address classification issues and varied approaches psychologists can use to support students. Chapters provide a variety of features to reinforce knowledge, including quick facts, discussion questions, and sources for additional resources. Instructor’s supplements include an instructor’s manual with discussion questions and mapping to National Association of School Psychologists ( NASP) domains, PowerPoints, and a test bank.