Person-in-Environmental perspective
Introduction to Social Work Second Edition
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Introduction to Social Work An Advocacy-Based Profession
Second Edition
Lisa E. Cox Stockton University
Carolyn J. Tice University of Maryland
Dennis D. Long Xavier University
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Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Cox, Lisa E., author. | Tice, Carolyn J., author. | Long, Dennis D., author.
Title: Introduction to social work : an advocacy-based profession / Lisa E. Cox, Stockton University, Carolyn J. Tice, University of Maryland, Dennis D. Long, Xavier University.
Description: Second edition. | Los Angeles : SAGE, [2019] | Includes bibliographical references and index.
Identifiers: LCCN 2017030913 | ISBN 9781506394534 (hardcover : alk. paper)
Subjects: LCSH: Social service.
Classification: LCC HV40 .C69 2019 | DDC 361.3—dc23 LC record available at https://lccn.loc.gov/2017030913
This book is printed on acid-free paper.
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Brief Contents 1. Preface 2. Acknowledgments 3. About the Authors 4. Part 1 Understanding Social Work
1. 1. The Social Work Profession 2. 2. The History of Social Work 3. 3. Generalist Social Work Practice 4. 4. Advocacy in Social Work
5. Part 2 Responding to Need 1. 5. Poverty and Inequality 2. 6. Family and Child Welfare 3. 7. Health Care and Health Challenges 4. 8. Physical, Cognitive, and Developmental Challenges 5. 9. Mental Health 6. 10. Substance Use and Addiction 7. 11. Helping Older Adults 8. 12. Criminal Justice
6. Part 3 Working in Changing Contexts 1. 13. Communities at Risk and Housing 2. 14. The Changing Workplace 3. 15. Veterans, Their Families, and Military Social Work 4. 16. Environmentalism 5. 17. International Social Work
7. Epilogue: Social Work and Self-Care 8. Appendix: Code of Ethics of the National Association of Social
Workers: Summary of Major Principles 9. Glossary
10. References 11. Index
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Detailed contents Preface Acknowledgments About the Authors Part 1 Understanding Social Work
1: The Social Work Profession Learning Objectives Mary Considers Social Work The Professional Social Worker
Social Work’s Unique Purpose and Goals Social Work and Human Diversity
Diversity and Social Justice Intersections of Diversity
Theory and Practice Social Work Values
The NASW Code of Ethics Professionalism Advocacy
Social Work Education Social Work Degrees
Bachelor of Social Work Master of Social Work Doctor of Philosophy in Social Work or Doctor of Social Work
Field Education Certificates and Certifications
Social Work Practice Social Work Roles and Settings Levels of Practice Social Work as a Career Opportunity
Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
2: The History of Social Work Learning Objectives
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Brian Organizes Farmworkers Social Welfare
Social Welfare Policy Conservative and Liberal Ideologies Social Control Social Justice
The Intertwined History of Social Welfare Policy and Social Work
Colonial America: 1607 to 1783 Nineteenth Century America: 1784 to 1890 The Progressive Era: 1890 to 1920 World War I: 1914 to 1918 The Great Depression: 1929 to Early 1940s Rank and File Movement World War II: 1939 to 1945 America’s War on Poverty: 1960 to 1967 Reaganomics: 1981 to 1989 Partisan Gridlock
The Limitations of Social Welfare Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
3: Generalist Social Work Practice Learning Objectives Layla Intervenes at All Levels to Help People Who Are Homeless Knowledge Base for Generalist Social Workers Theoretical Foundations of Generalist Practice
Systems Theory Ecological Perspective Empowerment Theory Strengths Perspective Evidence-Based Practice
Roles for Generalist Social Workers Levels of Generalist Practice
Social Work With Individuals (Micro Level) Social Work With Families and Groups (Mezzo or Meso Level)
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Social Work With Organizations, Communities, and Society (Macro Level)
The Change Process Engagement Assessment Planning Implementation Evaluation
Advocates for Change Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
4: Advocacy in Social Work Learning Objectives Nancy Advocates to Professionalize Social Work in Her State The Need for Professional Advocates
Power and Social Inequality The Ethics of Advocacy
Client Self-Determination Self-Interest and Advocacy Individual Benefit Versus Community Benefit Pathways to Community Benefit
Human Aspects of Helping Social Workers and Social Change
Cause and Function Responses to Hard Times Cause Advocacy Today
The Cost of Advocacy A Model for Dynamic Advocacy
The Cycle of Advocacy The Advocacy Model in Action
Tenets of Advocacy Practice and Policy Model Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Summary
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Top 10 Key Concepts Discussion Questions Exercises Online Resources
Part 2 Responding to Need 5: Poverty and Inequality
Learning Objectives Steve Sees the Face of Poverty Poverty
Measures of Poverty Poverty and Inequality The Face of Poverty
Women People of Color Children People Who Are Homeless
Social Service Programs for The Those Who Are Poor Temporary Assistance for Needy Families Medicaid Supplemental Security Income Healthy Meals for Healthy Americans Supplemental Nutrition Assistance Program Earned-Income Tax Credit Public Housing
Diversity and Poverty Advocacy on Behalf of the People Living in Poverty
Current Trends in Advocacy With People Who Are Poor Dynamic Advocacy and Poverty
Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
The Cycle of Advocacy Your Career and Poverty Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
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6: Family and Child Welfare Learning Objectives Rosa Works to Strengthen Families for the Sake of Children Today’s Families
Diverse Family Forms Divorce Separation Blended Families Single-Parent Households Same-Sex Marriage and Parenting Marriage Equality Cohabitation
Family Problems Domestic Violence Child Maltreatment
Child Welfare Services History of Child and Family Services Parental Versus Child Rights A Global Context for Child Protection Key Child and Family Services
Social Policy and Legislation Supporting Child and Family Services Public Attitudes Toward Services for Children and Families Social Workers’ Attitudes Toward Child and Family Services
Social Work in Schools Challenges Facing School Social Workers
Violence and Bullying Economically Disadvantaged and Homeless Students Students With Physical and Mental Challenges Teen Pregnancy
Improvements in Education to Help Parents and Children
Diversity and Family and Child Welfare Advocacy on Behalf of Families and Children
Current Trends in Advocacy for Child and Family Services
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Dynamic Advocacy and Family and Child Welfare Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in Family and Child Welfare Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
7: Health Care and Health Challenges Learning Objectives Gayle Practices Social Work in a Teaching Hospital Health Challenges and the American Health Care System
Threats to Americans’ Health Chronic Illness Heart Disease Stress
Health Disparities and the Uninsured Health Care Policy in the United States
Health Insurance Affordable Care Act
Health Care Trends Integrative Medicine Slow Medicine Prevention and Wellness Recovery, Rehabilitation, and Resilience Inflammation Managed Care Electronic Medical Records
Health Care and Social Work History of Health Social Work Social Workers’ Roles in Health Care Practice Health Care Settings
Emergency Rooms and Trauma and Urgent Care Centers Hospitals and Acute Care Veterans Affairs Hospitals Home Health Care
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Long-Term Care Hospice, End-of-Life, and Palliative Care Rehabilitation Services Clinics Public Health Services
Diversity and Health Care Advocacy on Behalf of People With Health Care Challenges
Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in Health Care Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
8: Physical, Cognitive, and Developmental Challenges Learning Objectives Joe Advocates for People With Intellectual Challenges Definitions of Physical, Cognitive, and Developmental Challenges Types of Physical, Cognitive, and Developmental Challenges
Developmental Challenges Physical or Mobility Challenges Mental/Cognitive Challenges
Stigma and Discrimination Against People With Physical, Cognitive, and Developmental Challenges Social Work With People Living With Physical, Cognitive, and Developmental Challenges
Historical Background of Services for People Living With Physical, Cognitive, or Developmental Challenges Deinstitutionalization Americans With Disabilities Act Social Work Practice With Physical, Cognitive, and Developmental Challenges
Person-First Language
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Services for Persons With Physical, Cognitive, and Developmental Challenges
Diversity and Physical, Cognitive, and Developmental Challenges Advocacy on Behalf of People With Physical, Cognitive, or Developmental Challenges
Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career Working With People Who Have Physical, Cognitive, and Developmental Challenges Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
9: Mental Health Learning Objectives Joyce Seeks Knowledge to Help With Her Broad Caseload at a Mental Health Center Mental Health and Mental Illness
Definitions of Mental Health Status Normal Versus Abnormal Mental Health Mental Health Dis s and the DSM
Evolution of the Mental Health System Institutionalization and Deinstitutionalization Medicalization of Mental Illness Social Work Perspectives Mental Deficits Versus Personal Assets Mental Health Parity and the Affordable Care Act
Social Work Practice in Mental Health Social Work Roles in Mental Health Services Mental Health Literacy Mental Health Settings Digital Mental Health Information and Therapy
Diversity and Mental Health Advocacy on Behalf of People With Mental Health Issues
Economic and Social Justice Supportive Environment
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Human Needs and Rights Political Access
Your Career in Mental Health Social Work Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
10: Substance Use and Addiction Learning Objectives Clayton Uses His Addiction Experience in Community Outreach Substance Use as a Mental Dis
Causes of Substance Use Codependency Addictive Substances and Behaviors
Alcohol Prescription Drugs Illegal Drugs and Marijuana Anabolic Steroids Tobacco and Nicotine Food and Caffeine Gambling Sex Addiction
Policies Related to Substance Use Social Work Practice in Substance Use and Addiction
Prevention of Substance Use Dis Treatments and Interventions for Substance Use and Addiction
Detoxification and Recovery Motivational Interviewing Alcoholics and Narcotics Anonymous Needle-Exchange Programs Methadone Treatment Programs
Diversity and Substance Use and Treatment Advocacy and Substance Use Dis
Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
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Your Career in Substance Use and Addictions Certifications in Substance use: cadc and ladc
Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
11: Helping Older Adults Learning Objectives Emilee Adores Gerontological Social Work Aging and Older Adults
Meanings of “Aging” and “Old” Stages of Older Adulthood Longevity An Aging Populace
Gerontological Social Work Practice Evolution of Gerontological Practice Social Work Roles in Gerontology and Geriatrics Resources for Successful Aging
Living Options Day Programs Benefit Programs Culturally Competent Care of Older Adults
Issues of Aging and Old Age Biological and Physiological Aspects of Aging Cognitive and Psychological Aspects of Aging
Neurocognitive Dis s (Dementias) Depression, Mental Health, and Other Emotional Problems Substance Use/Addictions Sexual Activity Loneliness Suicide
Social Aspects of Aging Ageism Aging in Place Caregiving Long-Term Care Elder Abuse
Spiritual Aspects of Aging
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Benefits of Spirituality and Religion in Old Age Illness, Death, and Faith
Policies Affecting Older Adults Diversity and Aging
Age Class Ethnicity and Race Gender Sexual Orientation Ability Intersections of Diversity
Advocacy and Aging Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in Gerontology Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
12: Criminal Justice Learning Objectives Michelle Combats Racial and Ethnic Imbalances in the Juvenile Justice System Central Concepts in Criminal Justice and Crime
Types of Crimes The Contextual Nature of Crime The Correctional System Juvenile Justice and Corrections
Conflicting Attitudes About Those Who Commit Crimes Attitudes Toward Punishment Attitudes Toward Rehabilitation
Social Workers and the Criminal Justice System Forensic Social Work Social Work Values Regarding Criminal Justice Interactions With the Criminal Justice System
Police Courts
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Attorneys Corrections Officers
Victim Assistance Programs Deviant Behavior and Social Status Mental Health and Criminal Justice Issues Affecting Children and Youth
Exposure and Desensitization to Violent Behavior Parental Imprisonment
Diversity and Criminal Justice Specific Disparities in the Criminal Justice System
Racial Women
Advocacy and Criminal Justice Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in Criminal Justice Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
Part 3 Working in Changing Contexts 13: Communities at Risk and Housing
Learning Objectives Tonya Supports Residents of Federally Subsidized Housing Central Concepts Regarding Communities and Housing
Community Practice At-Risk Communities Housing
Homeownership Rental Housing Subsidized Housing Shared Housing Halfway Houses Shelters Residential Treatment Centers and Hospitalization
Social Work Practice in Housing and Communities
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Clients’ Housing Issues Foreclosure Landlords Eviction Substandard Housing
Social Work With At-Risk Communities Segregated Communities Equal Opportunities for Housing Transportation and Connectivity Community Development and Resources
Policy Issues Related to Communities and Housing Homelessness Affordable Housing Community Asset Building Segregation
Diversity and Housing Advocacy and Housing
Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in Housing Services and Community Practice Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
14: The Changing Workplace Learning Objectives Deidre Experiences Firsthand the Realities of the Contemporary Workplace The History of Work
Traditional Societies Agricultural Era: 1630 to 1760 Industrial Revolution: 1760 to 1840 Urbanization: 1860 to 1950 Information Age: 1960 to Present
Current Social Trends Related to Work Work-Related Issues
Unemployment
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Underemployment Minimum Wage Gender Inequality Harassment Lack of Union Participation Occupational Health Hazards
Social Welfare and the Changing Workplace Social Insurance Programs
Unemployment Insurance Workers’ Compensation Social Security
Social Welfare Policies Affirmative Action Americans With Disabilities Act
Diversity and the Changing Workplace Age Class Gender Sexual Orientation Intersections of Diversity
Advocacy and the Changing Workplace Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in the World of Work Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
15: Veterans, Their Families, and Military Social Work Learning Objectives Veteran Javier Experienced Military Life and Now Counsels Families The Armed Services and Military Culture
What It Means to Be a Soldier How War Affects Soldiers How the Military Takes Care of Its Own
Social Work With the Military and Veterans
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A History of Military Social Work Behavioral Health Problems of Service Members and Veterans
Traumatic Brain Injury Posttraumatic Stress Dis Substance Use Dis s Suicide
Issues Affecting Wounded Military Veterans Issues Affecting Military Families Programs and Policies for Military Personnel, Veterans, and Their Families Social Work Assessment and Intervention Skills
Common Types of Therapy Multidisciplinary Team Approach
Diversity and Military Social Work Age Class Ethnicity/Race Gender Sexual Orientation Intersections of Diversity
Advocacy for Veterans and Members of the Military Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in Military Social Work Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
16: Environmentalism Learning Objectives Betty Confronts a Natural Disaster Environmentalism and Social Work
Social Work Leadership in Environmentalism Mary Richmond Jane Addams National Association of Social Workers
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Council on Social Work Education Ecological Social Welfare and Practice
Sustainability Ecological Justice Ecological Ethics
Environmental Issues Overpopulation Pollutants Climate Change Environmental Disasters
Flooding Drought Hurricanes Famine
Diversity and Environmentalism Age Class Gender Sexual Orientation Intersections of Diversity
Advocacy and Environmentalism Economic and Social Justice Supportive Environment Human Needs and Rights Political Access
Your Career in Environmentalism Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
17: International Social Work Learning Objectives Teresa Applies Her Multicultural Background to Social Work International Social Work
Level of National Development Social Work Principles for International Practice
Transnational Identities Cultural Competence
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Bilingualism and Multilingualism Comparative Social Policy Principles of Ethics Charity and Empowerment Social Development
Current Issues Facing International Social Workers HIV/AIDS Child Welfare Poverty Refugees Safety and Self-Care
Diversity and International Practice Age Class Ethnicity Race Gender Sexual Orientation Intersections of Diversity
Advocacy and International Social Work Economic and Social Justice Environmental Justice Human Needs and Rights Political Access
Your Career in International Social Work International Job Opportunities Volunteering, Experiential Learning, and Field Education
Summary Top 10 Key Concepts Discussion Questions Exercises Online Resources
Epilogue: Social Work and Self-Care Appendix: Code of Ethics of the National Association of Social Workers: Summary of Major Principles Glossary References Index
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Preface
When the idea of writing a book was first proposed, our thoughts turned to those people with whom we wanted to work over a long period of time. Said another way, we recognized that successful writing partnerships are built on trust, honesty, and commitment. We feel fortunate that those essential elements culminated not only in lasting friendships but in dedication to a profession that is very much part of our lives. The completion of this second edition of our book further confirms the worth of highly valued relationships, lasting friendships, and collective professional commitment.
Our Impetus for Writing This Book We think the second edition of Introduction to Social Work continues to be a timely new text for adoption in introductory social work courses. Why? Because our book has been crafted to align with the profession’s historical roots of advocacy for human rights and social, economic, and environmental justice. We know through our practice and community involvement with social service agencies that many social workers have been urging and taking a much more active approach in client and community-based advocacy. Throughout our book, advocacy is described at a clinical/client level and also at organizational, community, national, and international levels. We encourage readers to connect the needs of individuals with those of society by linking direct practice to policy development. Engaging in such analytical thinking integrates micro and macro practice into a holistic perspective of practice underpinned by human needs and rights.
A unique aspect of Introduction to Social Work continues to be its advocacy framework for understanding the historical development of social work, important figures influencing social work history, multiple practice settings, and the types of practice performed. The advocacy practice and policy model comprising four interlocking components— economic and social justice, supportive environment, human needs and rights, and political access—provides a lens for viewing social issues of the day. Additionally, the model serves as a vehicle to place special
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emphasis on human diversity, cultural competence, and intersections of diversity.
Pertinent information is provided regarding professional use of self and contemporary applications to practice settings to adapt to a changing digital workplace and world. These applications view social workers as professional practitioners and client and community advocates, thereby offering a clear alternative to the perspectives of competing books. Features such as Time to Think boxes, Social Work in Action, Spotlight on Advocacy, and Current Trends provide examples of social work’s dynamic force and contribution to confronting complicated life situations on individual, group, local, state, national, and international levels. Vignettes appear across all chapters and are modeled after real-life situations faced by professional social workers. Perhaps more important, the book’s features prompt readers to pause in thought and consider their opinions, perspectives, reactions, and strategies related to events often far from their own reality. Our book encourages readers to stretch and think beyond, to connect the dots, and to critically analyze issues, beliefs, concepts, and environments. These aspects of cognitive discourse set our book apart from other introductory textbooks.
In this second edition of our book, special attention was given to feedback from readers and reviewers of our first edition. Noteworthy changes contained in our second edition are captured below:
Areas for advocacy in social work shift over time. With the election of President Trump and a republican Senate and House of Representatives, contemporary topics involving social work advocacy and political action at the federal level have been added and updated, especially in the area of health care reform. Increased attention has been given to ethics and the need to apply ethical considerations in social work practice. A concerted effort has been made to include additional person-first language throughout the text. Content involving the intersections of diversity and multicultural practice has been enriched. Additional attention has been given to substance use and addiction services.
Structure of the Book 28
Introduction to Social Work is organized into three parts. Part I introduces readers to a definition of social work, reviews the history of the profession, and describes advocacy as a major aspect of social work. In this section of the book, the advocacy practice and policy model is defined through examples and applications. Throughout the book, the elements of the model serve as themes for exploring practice and policy content areas and connecting them to vignettes that highlight critical features of each chapter.
In Part II, the chapters examine how social workers respond to human needs—poverty and inequality, family and child welfare, health care and health challenges, physical and mental challenges, mental health, substance use and addiction, helping older adults, and criminal justice. The chapters in this section assess the strengths of people and communities in support of possible advocacy strategies. At every juncture, social workers are seen as leaders, experts, cofacilitators, and innovators who understand complexities, value diversity, appreciate the role of culture, and address ethical dilemmas.
We are pleased to write that Part III of Introduction to Social Work goes beyond the standard text coverage by including chapters on communities at risk and housing; the changing workplace; veterans, their families, and military social work; environmentalism; and international social work. Each of these chapters introduces material especially selected to stimulate intellectual curiosity about current topics of relevance, such as climate change and posttraumatic stress dis . Additionally, the role of housing is examined in reference to quality of life and opportunity, the culture of the military is defined so as to better frame the needs of service personnel and their families, and environmental issues are described innovatively to encourage social work professionals to be more involved in all forms of life and service.
Each chapter ends with a list of online resources that correspond to the chapter’s content and offer readers the option to explore multiple topics in more detail. Discussion questions and key concepts are also provided to support class discussions and possible in-class and out-of-class assignments. A high-interest end-of-chapter feature titled “Your Career . . .” introduces possible career paths in social work related to the chapter content, along with thought-provoking questions and/or applications.
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Making Course Content Come Alive Although we now primarily identify as educators, we have been molded by our social work practice experiences, current service endeavors, and the evolving world around us. No matter our work responsibilities, the classroom remains our playing field where we hope to convey the important role social workers play in society and people’s lives. We contend that advocacy is critical to teaching, research, and service. Consequently, Introduction to Social Work is designed to generate critical thinking and discussion, encourage interactive learning and reflective thinking, and expand horizons. The text will be in e-book format, and ancillaries are also available. In other words, we took a multisensory approach to teaching and learning that extends the walls of the classroom to the community and well beyond.
To facilitate teaching, Introduction to Social Work is closely aligned with the Council on Social Work Education’s new Educational Policy and Accreditation Standards and incorporates reflective practice, encouraging students to engage in critical thought and reflection and to contemplate a professional social work career. As suggested by the butterfly on the cover, life is precious, colorful, fragile, and ever changing. We hope this book will contribute to each reader’s transformation as a person and aspiring professional.
SAGE edge SAGE edge offers a robust online environment featuring an impressive array of tools and resources for review, study, and further exploration, keeping both instructors and students on the cutting edge of teaching and learning. SAGE edge content is open access and available on demand. Learning and teaching has never been easier!
SAGE edge for Students provides a personalized approach to help students accomplish their coursework goals in an easy-to-use learning environment. Here is a list of features:
Mobile-friendly eFlashcards strengthen understanding of key terms and concepts. Mobile-friendly practice quizzes allow for independent assessment by
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students of their mastery of course material. Carefully selected chapter-by-chapter video links and multimedia content enhance classroom-based explorations of key topics. Interactive exercises and meaningful web links facilitate student use of Internet resources, further exploration of topics, and responses to critical thinking questions. EXCLUSIVE! SAGE edge for Students includes access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter.
SAGE edge for Instructors supports teaching by making it easy to integrate quality content and create a rich learning environment for students. These features include the following:
Test banks provide a diverse range of prewritten options as well as the opportunity to edit any question and/or insert personalized questions to effectively assess students’ progress and understanding. Sample course syllabi for semester and quarter courses provide suggested models for structuring one’s course. Editable, chapter-specific PowerPoint slides offer complete flexibility for creating a multimedia presentation for the course. EXCLUSIVE! Access is provided to full-text SAGE journal articles have been carefully selected to support and expand on the concepts presented in each chapter to encourage students to think critically. Multimedia content includes original SAGE videos that appeal to students with different learning styles. Lecture notes summarize key concepts by chapter to ease preparation for lectures and class discussions.
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Acknowledgments
Despite our being experienced social workers, educators, and writers, publishing an introductory textbook has been a unique and demanding endeavor! The transition in writing style from journal articles and higher- level textbooks to an introductory book required patience and assistance from the SAGE team. Kassie Graves, followed by Nathan Davidson and then Joshua Perigo deserve much credit for their contributions to our writing and for surrounding us with highly talented and dedicated professionals, beginning with, the series editor, and later copy editor Becky Smith, Abbie Rickard, Libby Larson, Carrie Montoya, and Mary Ann Vail. For the second edition, Adeline, Alexandra, Andrew, and copy editor Cate Huisman were supportive. Each of our SAGE colleagues extended professionalism, tenacity, fortitude, and faith in our abilities. Our sincere gratitude and appreciation go to everyone at SAGE!
Life passes quickly, and we are ever cognizant of the influence and importance of the positive attitudes and demeanor of colleagues, family members, and friends who have been in our midst and part of our lives. Many of our thoughts and ideas were stimulated by people close to us. This was especially true of Joan H. Long, whose excellence in everyday practice as a social worker often served as an inspiration and valuable point of reflection. Karyn and Judy were inspiring models, and Joey and Mary were consummate cheerleaders. Graduate assistant Felicia Mainiero, MSW, enthusiastically shared her love for social work practice and research as she located research articles and compiled references.
Dennis has appreciated having support from his university and colleagues, who have been understanding, supportive, and tolerant throughout his writing endeavors. He was encouraged by the words of interest extended to him by faculty, staff members, and professional friends. He is also grateful for mentorship from noteworthy role models and guides—Fr. Joseph Bracken S. J., Roger Fortin, Neil Heighberger, Tom Meenaghan, P. Neal Ritchey, Cynthia Geer, Brenda Levya-Gardner, and Teresa Young. Their modeling of respect, a strong work ethic, time management, humility, balance in life, and grace represent values that educators try to “pass forward.”
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For all of us, as professors, our students play a primary role in our lives. We learn from and with them, and our thinking and abilities are influenced and shaped by their mere presence. Professionally, there is little more rewarding than having former students return to campus, call, or send a message to provide an update and share their life experiences. Students in introductory classes are especially interesting and formidable. Our deep gratitude goes to our many students and alumni, who have provided us with inspiration and encouragement throughout our days in higher education.
Finally, a number of experienced educators and seasoned reviewers provided valuable and detailed feedback for our book. From the very beginning of the review process, they seemed to recognize and appreciate the advocacy direction we had taken, and diligently sought ways to enhance and improve our work.
Melissa Bird, Portland State University Brad Cavanagh, Loras College Mickey Correa, City College of the City of New York (CUNY) Sarah V. Curtis, University of Tennessee Liz Fisher, Shippensburg University Samuel W. Gioia, Portland State University Dianne Greene-Smith, Grand Valley State Carol Jabs, Concordia University Chicago Enos G. Massie, Eastern Michigan University Kenya McKinley, Mississippi State University Janella Melius, Winston Salem State University Diane McDaniel Rhodes, University of Texas at Austin Joy Shytle, Ohio University – Southern Halaevalu Vakalahi, Morgan State University Victoria Verano, Florida State University Melissa Villareal, Grand Valley State Shane Whalley, University of Texas at Austin Delories Williams, University of Southern Mississippi Javonda Williams, University of Alabama Sheri Zampelli, Long Beach City College
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About the Authors
Lisa E. Cox, PhD, LCSW, MSW, is professor of social work and gerontology and a former social work program coordinator at Stockton University. Prior to 1999, Dr. Cox held a joint faculty appointment at Virginia Commonwealth University’s (VCU) School of Medicine (Richmond AIDS Consortium) and School of Social Work, where she taught MSW students and served as a pioneering AIDS clinical trial social worker with the National Institute of Allergy and Infectious Disease– funded Terry Beirn Community Programs for Clinical Research on AIDS. Dr. Cox received BA degrees in history/political science and Spanish from Bridgewater College, and her MSW and PhD degrees from VCU. Since 2007 she has served as research chair for The Stockton Center on Successful Aging. Dr. Cox teaches undergraduate- and graduate-level classes in social work practice, gerontology, HIV/AIDS, research, psychopathology, and cultural neuroscience, and she has co-led study tours to Costa Rica. She was a 2014 faculty scholar with the Geriatric Education Center Initiative and is a governor appointee to the New Jersey Board of Social Work Examiners. As a long-standing member of the National Association of Social Workers (NASW), Dr. Cox has shared her vast practice experience by holding numerous leadership roles within NASW: National Advisory Board member to the Spectrum HIV/AIDS Project, chair of the Health Specialty Practice Section, Standards for Social Work Practice in Health Care Settings Task Force expert, long-term care liaison to The Joint Commission on Health Care, and unit chairperson. Dr. Cox has presented her scholarship nationally and internationally. She has authored several book chapters and numerous journal articles focused on health social work, gerontology, international social work, and social support. Copies of “Garment Workers of South Jersey: Nine Oral Histories” may be obtained on Amazon.com (ISBN-13: 978-0-9888731-8-6). For relaxation, Dr. Cox plays the piano and enjoys watching baseball. E-mail: [email protected].
Carolyn J. Tice, DSW, ACSW, has been professor and associate dean of the Baccalaureate Social Work Program, School of Social Work,
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University of Maryland since July 2002. Her prior appointment was chair of the Department of Social Work, Ohio University, a position she held for 9 years. At Ohio University, she was the first recipient of the Presidential Teacher Award for outstanding teaching, advising, and mentoring. Currently, Dr. Tice teaches a first-year seminar and social welfare policy. She received her BSW from West Virginia University, her MSW from Temple University, and her DSW from the University of Pennsylvania, where she worked with Hmong refugees. The coauthor of four books, Dr. Tice focuses her scholarship primarily on the development of critical thinking skills and social work practice and policy from a strengths perspective. She was a site visitor for the Council on Social Work Education and is on the editorial board of the Journal of Teaching in Social Work. She serves as a book prospectus reviewer for Wadsworth Publishers and John Wiley & Sons, Inc. Dr. Tice was a nominee for the 2015 McGraw-Hill Excellence in Teaching First-Year Seminars Award. In 2008 she was named a Fulbright specialist and traveled to Mongolia to assist in the development of social work programs. Her other international social work experiences include program development in Portugal, Taiwan, Vietnam, China, and Botswana. Dr. Tice is a member of the Council of Social Work Education, the Association of Baccalaureate Social Work Program Directors, the National Association of Social Workers, and the Social Welfare Action Alliance. For leisure, Dr. Tice operates Olde Friends, a booth in an antique store located on the southern New Jersey coastline, where she has a family home. E-mail: [email protected].
Dennis D. Long, PhD, ACSW, is professor in and associate dean of the College of Professional Sciences, Xavier University (Cincinnati, Ohio). Dr. Long previously served as professor and chair of the Department of Social Work at Xavier University, and from 2006 to 2012 was a professor and chair of the Department of Social Work at the University of North Carolina at Charlotte. He received his BA in sociology and psychology from Ohio Northern University, his MSW from The Ohio State University, and his PhD in sociology from the University of Cincinnati. The coauthor of four other books and numerous articles, Dr. Long has focused his scholarship and teaching in the area of macro social work, with special interests in community- based and international practice. He serves on the editorial board of the Journal of Teaching in Social Work and is a long-standing
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member of the National Association of Social Workers and Council on Social Work Education. Over the years, Dr. Long has provided leadership on numerous community and national boards, including the Butler County Mental Health Board, Oesterlen Services for Youth, Charlotte Family Housing, and the National Board of Examiners in Optometry. E-mail: [email protected].
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With gratitude and love to my mother Joyce, mon meilleur ami Jacques, and Joey and Mary Ruth.
LEC
In honor of my mother, Jeanne C. Tice, and William George “Liam” Tice, my mother’s third great grandchild.
CJT
With love to Hunter, Joanna, Griffin, and Kennedy—as you continue to be the sparkle in Papa’s eyes.
DDL
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Part 1 Understanding Social Work
Chapter 1: The Social Work Profession Chapter 2: The History of Social Work Chapter 3: Generalist Social Work Practice Chapter 4: Advocacy in Social Work
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Chapter 1: The Social Work Profession
Source: iStock Photo / Alina555
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Learning Objectives After reading this chapter, you should be able to
1. Describe the work, goals, and values of social workers. 2. Explain the importance of diversity and advocacy in social work. 3. Appreciate the dynamic nature and roles of the social work profession. 4. Understand educational and practice options for social workers. 5. Compare a social work career to other human services occupations.
Mary Considers Social Work
While in high school, Mary volunteered at a vibrant day care center and a state-of-the-art long-term care facility. She loved working with the diverse people in both facilities and realized that she was a good listener, doer, and advocate for them. Mary’s school counselor told her that she might make use of her newly discovered skills by becoming a social worker, a versatile “helping” career.
Mary has begun surfing the Internet and checking other resources, and has learned that with a bachelor’s degree in social work (BSW) she could work as a generalist practitioner or apply to an advanced-standing master of social work (MSW) program and quickly become either an advanced generalist or a specialist. Mary has also explored the online website for the Board of Social Work regulations in her state. Once she receives her BSW degree, she plans to send the board her transcripts so she may be credentialed. MSW-prepared social workers can work in a wide range of specialty fields of practice, such as hospice, veterans services, and behavioral health. They can work in community-based settings; various types of institutions; state, federal, or local agencies; international disaster relief organizations; or political action campaigns.
Mary feels confident that she would enjoy social work, a field where she could advocate for people and causes, help develop policies, and provide services and resources to people who really need them. As a student, you may be wondering which career might best suit your personal values and the life you envision for yourself. Social work is a versatile and worthy profession to consider. Integrity, decency, honesty, and justice are values held in high regard by social work professionals. If you decide to become a social worker, you will also join a field that provides considerable career mobility and opportunity.
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Social work is a helping profession, similar to counseling, psychology, and other human services. Social work is different, though, and will likely interest you if you care especially about economic, social, and environmental justice and wish to advocate for individuals, groups, families, organizations, and communities that face disadvantages. To help these groups, social workers require an understanding of politics and power, and the ability to assess human needs and the environment.
This chapter introduces the goals, competencies, and responsibilities of the 21st century social worker. It describes social work’s core values, roles, fields of practice, career paths, and employment opportunities to help you decide if the profession of social work is right for you.
The Professional Social Worker Social work is categorized as a profession because it requires specialized, formal training and certification. Some of the other professions include law, medicine, accounting, teaching, and counseling. However, social work’s unique purpose is to infuse change into the lives of individuals and into the community to reduce or eradicate the ill effects of personal distress and social inequality (Soydan, 2008).
Professional social workers generally graduate from a department, program, or school of social work with either a bachelor’s or master’s degree (or perhaps a doctorate) in social work. Although some social work jobs do not require certification, a professional social worker is generally considered to be someone who has received a social work degree and become certified or licensed by the state in which he or she practices.
Many social workers have achieved historical prominence, such as social work pioneer Jane Addams (who won a Nobel Peace Prize in 1931), civil rights activist Dr. Dorothy I. Height, and Frances Perkins (the first woman to serve as a cabinet member, as secretary of labor in 1933). Social work pioneer Del Anderson transformed veterans services, Bernice Harper led hospice social work, Joan O. Weiss helped establish the field of genetic counseling, and Dale Masi developed the employee-assistance field (Clark, 2012).
Social work professor and researcher Dr. Brené Brown has become quite successful as a “public” social worker, offering the profession’s perspective through books, television interviews, and online talks about
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shame, vulnerability, and courage. Others with social work degrees who have brought the profession’s perspective to diverse careers include actor Samuel L. Jackson, writer Alice Walker, and personal finance guru Suze Orman. Their liberal arts–based social work education was a liberating experience that has served as the foundation for their life’s work.
Social Work’s Unique Purpose and Goals Throughout history, what human beings have seemed to need most are resources for survival as well as a sense that they matter. Beyond feeling secure and accepted for who they are, people also hope to live a meaningful, healthy, and successful life. These are the central concerns of social workers. Their professional role is to help people secure the basic human needs, rights, and values: food, water, shelter, and such intangible resources as emotional, economic, and social support.
The purpose of professional social work has been articulated formally by the National Association of Social Workers (NASW), the voice for the profession (NASW, 1973, pp. 4–5; 2018):
Social work is the professional activity of helping individuals, groups, or communities enhance or restore their capacity for social functioning and creating societal conditions favorable to this goal. Social work practice consists of the professional application of social work values, principles, and techniques to one or more of the following ends:
Helping people obtain tangible services (e.g., income, housing, food) Providing counseling and interventions with individuals, families, and groups Helping communities or groups provide or improve social and health services Participating in relevant legislative processes
The NASW considers social work an applied science and art that helps people who are struggling to function better in their world and that effects societal changes to enhance everyone’s well-being.
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NASW describes four major goals for social work practitioners. The Council on Social Work Education (CSWE), the arbiter of social work education, adds another goal that relates to social work education. These goals are presented in Exhibit 1.1.
The general public often confuses social workers with other human service providers, among them school counselors, mental health counselors, psychiatrists, psychotherapists, public health workers and administrators, nurses, chaplains, and police or others involved in criminal justice and corrections. While the roles and settings for some of these occupations overlap, each has distinctive features, perspectives, methods, and areas of expertise. (See Exhibit 1.2 for more detail on the similarities and differences between social work and some of these other occupations.) But social workers incorporate the knowledge and skills of these other occupations as needed to serve clients and communities. They are not limited to a single perspective or set of methodologies. Thus, at the undergraduate level social workers are called generalist practitioners.
Social Work and Human Diversity In helping and advocating for people in need, social workers inevitably learn about and interact with people from a variety of backgrounds. Many social workers would argue that one of the most interesting and rewarding aspects of their career is the ability to expand their knowledge and appreciation of human diversity. They have an opportunity to learn about the strengths, needs, uniqueness, values, causes, and traditions associated with various forms of human difference. Consider how much you like hearing people’s life stories. When you hear people’s life stories, you get clues as to what they need, value, and dream about.
Social Work in Action
Dr. Brené Brown Speaks Out Dr. Brené Brown has a BSW, MSW, and doctorate in social work and serves as a professor and researcher at the University of Houston’s Graduate College of Social Work. She is also a storyteller. Dr. Brown has authored a #1 New York Times best seller titled Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love,
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Parent, and Lead (2012), another NYT best seller titled The Gifts of Imperfection (2010), and I Thought It Was Just Me (2007). For the past decade she has also delivered national presentations on the concepts of courage, vulnerability, worthiness, and shame. Her work has been featured on Oprah, PBS, CNN, and NPR. In 2012, Dr. Brown gave a TEDx talk in Houston, Texas, on the power of vulnerability; more than 12 million people have watched this talk. (TED stands for Technology, Entertainment, Design; TEDx talks are modeled on TED talks, which feature engaging presentations by experts on a wide variety of topics, but are organized independently.) She is also the founder of The Daring Way, a training program for helping professionals who wish to implement her findings on courage, shame, vulnerability, and worthiness in their own work.
In her YouTube clips on the “Power of Vulnerability” and “Listening to Shame,” Dr. Brown discusses how social workers are called to “lean into the discomfort” and establish meaningful connections with people.
Brown concludes from her qualitative research that “vulnerability is not weakness”; vulnerability requires “emotional risk, exposure, uncertainty, and fuels our lives.” Essentially, vulnerability is our most accurate measure of courage: “Innovation, creativity, and change is the birthplace of vulnerability.”
In her clip about shame, she concludes that, although shame is not guilt, it is highly correlated with such behaviors as addiction, depression, suicide, and eating dis s.
Shame manifests differently in women and men. For example, women often experience shame due to unobtainable or conflicting expectations. In comparison, men often experience shame when they think they are being perceived as weak.
Source: ©Flickr.com/Dell, Inc. Available under https://creativecommons.org/licenses/by/2.0/deed.en
Dr. Brown exemplifies how a social work education can propel you into
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a many-faceted future. She is teaching social work students and the wider world about social work theory and methods. Dr. Brown’s stories about courage, shame, worthiness, forgiveness, and vulnerability resonate with many. Now they are also adding richness to a social worker’s tool kit.
1. How do Dr. Brown’s ideas and stories help professional social workers eradicate personal distress and social inequality?
2. Consider how vulnerability makes you feel. What role might empathy play for social workers who counsel people who feel vulnerable?
Clients and collaborators are often quite different from social workers in some significant ways. A person’s life experiences and circumstances can influence how other people and situations are perceived. What social workers believe is true depends on their personal values and belief systems. Like everyone else, they are influenced by family, spiritual beliefs, culture, norms, race and ethnicity, gender and sexual orientation, as well as life stage, socioeconomic status, ability, and disability.
However, social workers go to considerable lengths to broaden their perspectives. They increase their self-understanding by reading and taking classes (in the arts and humanities as well as on subjects such as psychology, sociology, sexuality, biology, neuroscience, and gerontology), learning foreign languages, engaging in personal therapy, participating in self-reflection, and receiving professional supervision and feedback (Green, Kiernan-Stern, & Baskind, 2005). Through seeking this type of self-knowledge, trained social workers are likely to become sensitized to the differences among people. They become better at appreciating other viewpoints and at developing and evaluating more creative policies and intervention strategies (Karger & Stoesz, 2014; Stoesz & Karger, 2009).
Exhibit 1.1 Professional Social Workers’ Goals
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Source: Adapted from Zastrow (2014, pp. 50–51) from primary sites. Goals 1–4 from NASW (1982, p. 17); Goal 5 from CSWE (2008).
Exhibit 1.2 Comparison of Social Work and Similar Occupations
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If you are contemplating social work as a career, you must look within and evaluate your readiness to advocate for the typical social work client, who is vulnerable and possibly affected by social injustice. You will also be required to respond to human needs very creatively, because resource availability and funding usually fall short of the need, although they vary across communities, regions, and states.
Time to Think 1.1
How well do you think you know yourself? Do you believe you have empathy for others who do not have your privileges? What elements of your background might give you empathy for those whose human needs are not being met? Are you aware of how others perceive you and how you come across to others?
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Diversity and Social Justice
As rewarding as the experience of human diversity can be, it can be troubling as well. Those who are different from the types of people with whom we are most familiar are often stereotyped as being inferior in some way. That prejudiced attitude may lead to actual discrimination in the way those who are “different” are treated. They may have a deprived and constrained childhood, struggle to meet their needs as they age, and feel a reduced sense of self-worth. Professional social workers are aware of this discrepancy and work toward economic and social justice, the fair distribution of rights and resources among all members of society.
The bases for prejudice and discrimination, which are discussed throughout the book, include the following categories of difference:
Class: An appreciable number of social work clients are marginally employable because of low educational attainment and spotty work records. As a result, they are often stuck in poverty. The jobs that are available to them generally pay poorly, and so these clients may still struggle with transportation issues, affordable day care, mental health issues, physical challenges, and affordable health insurance. Since the beginning of the profession, social workers have advocated for services and programs for members of the lower classes who need support for a rewarding family life, stable housing, adequate nutrition, educational opportunity, and employability. Social workers recognize that use of public assistance is not simply a matter of personal shortcomings. Large-scale issues within the community or society as a whole (e.g., a shortage of good jobs, inadequate transportation systems, substandard schools, minimal child-support enforcement, or lack of quality, affordable day care) also undermine a person’s efforts to advance in life (Seccombe, 2011, p. 74). Gender: Although women have made important strides in our society, they still face lingering and highly ingrained gender stereotypes, which are overgeneralizations about behaviors and characteristics based on whether a person is masculine/male or feminine/female. Social workers partner with women’s rights groups, educators, and other helping professionals to advocate for and develop positive and meaningful services and programs for females, especially in education, employment, reproductive services, child care, and civil rights.
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Race: Race is still an issue in the United States, despite decades of social action and legislative and judicial remedies. Thus, opportunities to promote diversity and social justice for Americans with African, Latino, Asian, Pacific Islander, Middle Eastern, or Native American heritage are an important part of social work practice. Social workers who have gained cultural competence effectively help Bosnian refugees find employment and enroll in ESL (English as a second language) classes, and advocate for Latino clients who have a mental illness such as schizophrenia to help them avoid repeated hospitalizations because of language barriers and cultural misunderstandings. By 2050, the U.S. population is expected to increase by 50%, and minority groups will make up nearly half that population. One quarter of Americans will be Latino, and 1 in 10 Americans will be of Asian or Pacific Islander descent. The African American population is projected to increase from 41.1 million to 65.7 million by 2050, going from 14% of the U.S. population to 15% (“Minorities Expected to Be Majority in 2050,” 2008). Ethnicity: Many people adhere to at least some of the traditions and beliefs of their ancestors. In a “nation of immigrants,” many ethnic subcultures can be found. However, ethnocentrism, believing that one’s own ethnic group and way of life are superior to others, can create intolerance and prejudice. In contrast, social workers promote respect for and understanding of all ethnic groups and cultures. For example, social workers frequently support ethnic centers, immigrant enterprises, language diversity, and cultural events that showcase ethnic pride and provide a forum for the public to learn about specific ethnic values and traditions. And well they should: By 2050, immigration will account for almost two thirds of the nation’s population growth. Sexual orientation: In recent years, members of the LGBQT (lesbian, gay, bisexual, questioning, and transgender) community have become far more visible in the process of winning some degree of social justice for themselves. They have won the right in most parts of the United States to marry members of the same sex. It is becoming more acceptable in most quarters for LGBQT persons to be themselves, although discriminatory behavior and interpersonal slights have not disappeared. Social workers counsel LGBQT individuals facing prejudice, and convene groups with them to discuss ways to cope with both subtle and aggressive discrimination. Social workers may also advocate for the LGBQT population on a community, state, or
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national level. Age: Older adults, who are ostensibly covered for many of their basic needs through Medicare and Social Security, often struggle with fixed incomes, health problems, and loneliness. Services such as home- delivered meals, transportation, and medical coverage for problems of aging may be underfunded or unavailable for practical reasons. Being acquainted with older adults and attentive to their specific needs enables professional social workers to improve older adults’ situation. As the population of older adults grows in the 21st century—by 2050, the population of older Americans (ages 50+) is expected to more than double—social workers will find themselves more and more challenged to help ensure “good aging” (Cire, 2014; Lieberman, 2011, p. 137).
Historically, social workers have advocated for justice and human rights for all people, despite their age, ability, class, race or ethnicity, religion, or sexual orientation. Social workers must challenge “isms”—such as ageism, ableism, classism, ethnocentrism, heterosexism, and sexism—as they advocate for vulnerable individuals and groups. However, because social workers are mere humans, mainstream culture influences their views of people and issues. Social workers are not immune to discriminatory language or “isms,” so if you choose social work as your career, you must catch yourself and others when you hear language or see behavior that is ageist, classist, racist, sexist, or prejudicial or discriminatory in any way.