Private independent practice (known historically as private practice) is a growing segment of the social work profession. Social workers entering this context are providing a range of services, including clinical and nonclinical. Major considerations for establishing, maintaining, and marketing a successful and ethical private independent practice will be discussed. Existing tensions and challenges in the social work profession and in the field of social work education will be briefly examined. Future directions for private independent practice of social work will be explored.
Contexts/Settings: Private/Independent Practice Settings
Sandra A. Lopez
Social Work Education: Research
David E. Biegel and Susan Yoon
Research education at the bachelor’s and master’s levels has attempted to address concerns related to students’ purported lack of interest in research courses and graduates’ failure to conduct research as practitioners. Research education at the doctoral level has benefitted from a significant increase in the number of faculty members with federally funded research grants, although the quality of doctoral research training across programs is uneven. A continuum of specific objectives for research curricula at the baccalaureate, master’s, and doctoral levels is needed to lead to clearer specifications of research knowledge and skills that should be taught in all schools of social work.
Children: Practice Interventions
Anthony N. Maluccio
Social work has a long tradition of direct practice with children in a range of settings, such as child welfare, child guidance, hospitals, schools, and neighborhood centers. This entry focuses on general principles and strategies for direct social work practice with preadolescents and, to a lesser extent, their families, within an eclectic conceptual framework.
Sadye L. M. Logan
Families in almost all societies are viewed as the basic unit for coordinating personal reproduction and the redistribution of goals within the larger societal context of production and exchange. They are vulnerable to the rapidly changing economics of the environments in which they live. Universals regarding families worldwide include a delay in marriage, an increase in divorce rates, a decrease in household size and fertility rates, and nontraditional living arrangements. The most studied aspect of families continues to be family diversity, with greater emphasis on an interdisciplinary framework. There is also a movement toward more effective ways of treating families. Placing families in an historical context, this entry discusses evidence-based family interventions, the latest research on families, family diversity, and implications for social work practice and education.
The Life Model of Social Work Practice: A Macro View
Alex Gitterman and Carolyn Knight
From its earliest days and roots in the Settlement House and Charity Organization Society movements, the social work profession has debated whether its focus should be on social change in the pursuit of social justice or on treatment in pursuit of social functioning. The Life Model of social work practice integrates these two approaches to improving the lives and functioning of individuals, families, groups, and communities into a coherent whole. Professional skills and strategies of life-modeled social work practice empower clients to address life stressors and overcome traumatic experiences. Life-modeled social workers also develop the skills needed to influence organizations to be more responsive to clients’ needs, mobilize communities to engage in collective action, and advocate for legislative and regulatory policies that promote social justice.
Michelle S. Ballan and Maria S. Mera
The termination phase of clinical practice is an important component of the therapeutic process. The ending of the therapeutic relationship, whether planned or unplanned, can elicit feelings of loss, separation, and guilt, impacting both the client and the practitioner. The reasons for ending service and preparation for termination can affect the client's gains. Systematic research on the termination process and the maintenance of gains is needed to further determine variables for successful termination.
Yekutiel Sabah and Patricia Cook-Craig
The professional commitment of practitioners in a changing society requires them to continuously acquire new professional knowledge. Since robust and relevant knowledge is often in short supply, practitioners must learn to acquire the knowledge they need. Similarly, social agencies must become institutions that support the use of available knowledge and the development of practice innovations. Organizational learning is a means of engaging in this process. This implies that social agencies both adopt an organizational culture and create structural arrangements conducive to learning. In order to successfully create such a culture and structure, it is first important to understand the philosophical, conceptual, and methodological underpinnings of organizational learning as a strategy for guiding practitioners and organizations in a systematic endeavor to invent and manage knowledge. In addition a methodology for the application of organizational learning in social services is essential to practical application. The use of organizational learning methods to drive innovation and knowledge management has been applied in a varied spectrum of social work practice areas and social welfare agencies.
Practice Interventions and Research
Social work is distinguishable from other disciplines by its emphasis on producing change that affects clients and their environment. This emphasis has influenced the nature of social work practice research, which calls for attention to the development, design, and implementation of change strategies through the use of the science of intervention research. This paper provides a definition of intervention research, highlights its culturally congruent elements, and addresses its implications for social work evidence-based practice and practice guidelines.
Real-Time Coaching for Pre-Service Teachers
Erica Sharplin, Garth Stahl, and Ben Kehrwald
Teaching in the early 21st century is subject to a high degree of scrutiny around effectiveness and competence. It has been argued that teachers effect student learning most positively when they take ownership of their own craft. Coaching models provide pre-service teachers with opportunities to do just that, specifically, to engage in purposeful learning activities, receive and provide feedback, and reflect on and discuss their practice. Although the terms are often used interchangeably, there are differences between coaching and mentoring. The National Framework for Mentoring and Coaching defines mentoring as a structured process for supporting professional learners through career transitions, whereas coaching enables the development of a specific aspect of practice and the embedding of specialist knowledge. Coaching for in-service teaching has been accepted practice since the early 1980s, but its adoption in pre-service teacher education is relatively new. As research on the potential of coaching has developed, interest in it continues to gain momentum in higher education. Pre-service teaching coaching models often incorporate training in coaching and/or instructional techniques, behaviors and technology, feedback and reflection. Also, models usually follow a cycle comprised of pre-conference, observation and post-conference, although technological innovations are seeing a shift from deferred (asynchronous) feedback to immediate (synchronous) feedback, which is arguably more effective. To date, coaching in pre-service education has been non-evaluative. Generally, pre-service teachers value the results of coaching, which include rapid skill development, the promotion of reflective practice, growth in self-confidence and improved student learning. However, the time-consuming nature of coaching, particularly with synchronous models, is a barrier to adoption.
Evidence-Informed Social Work Practice
S. J. Dodd and Andrea Savage
Evidence-informed practice (EIP) is a model that incorporates best available research evidence; client’s needs, values, and preferences; practitioner wisdom; and theory into the clinical decision-making process filtered through the lens of client, agency, and community culture. The purpose of this article is to define and describe the evidence-informed practice model within social work and to explore the evolution of evidence-informed practice over time. The article distinguishes evidence-informed practice from the more commonly known (and perhaps more popular) evidence-based practice. And, having outlined the essential components of evidence-informed practice, describes the barriers to its effective implementation. Critical contextual factors related to the implementation of evidence-informed practice at the individual level, as well as within social work organizations, are also addressed. Finally, implications both for social work practice and education are explored.
Educational Leadership as Practice
In the first part of the 21st century there has been a turn to practice in the social sciences including organizational studies, critical management sociology, philosophy, and some domains of education inquiry. Despite a rich tradition of epistemological and ontological debates, educational leadership scholarship has been slow to recognize the productive nature of the practice turn. This is partly due to its historical location in North American pragmatic traditions and a concomitant privileging of more instrumentalist, positivist, and functionalist accounts of how we come to know, be, and learn to go on in the social world that constitutes educational organizations. Educational leadership scholarship has had two dominant tendencies when it comes to explaining the phenomenon of organizational change. The first relies on individualist and frequently decontextualized accounts that privilege individuals, for example, the hero leader who turns around a “failing” educational organization. The second draws on dominant societist accounts that foreground systems, for example, principals as role incumbents in schools. In so doing, the latter privileges the system above the lifeworld of educational organizations. In contrast, a practice account of leadership or leading draws our attention to the materiality and “happeningness” of leading practices as social phenomena, unfolding in the ontological specificity of particular sites at particular times, rather than as a set of espoused ideals. It foregrounds the cultural-discursive, material-economic, and social-political arrangements or practice architectures that hold in place particular educational practices, and that in turn create the kinds of enabling or constraining conditions for educational transformation to occur. By understanding the practices and arrangements that hold particular kinds of educational practices in place, we are better able to understand possibilities for educational change and transformation.
Social Work Macro History
Eva M. Moya, David Stoesz, Mark Lusk, and Silvia M. Chávez-Baray
A broad overview of the professionalization of social work in the United States is presented while illustrating how developments in social work stimulated the emergence of macro social work as a field of practice. The history of macro practice’s dedication to social justice, human rights, and the eradication of poverty through macro-level strategies is reviewed. Influential forces, practice challenges, and initiatives responsible for the establishment and continued movement within the field are highlighted. How macro practice fits within the Specialized Practice Curricular Guide for Macro Social Work Practice (2018) and the Grand Challenges for Social Work (2015) is reviewed, along with future endeavors in macro social work.
Conflict Resolution and Conflict Mediation
D. Crystal Coles and Jason Sawyer
Conflict fundamentally impacts human interaction and social organization, and thus persists as a primary emphasis within macro social work practice. Traditionally, conflict resolution and conflict mediation have been provided through aspects of prevention, restoration, procedural, or decision-making services. This entry expands definition, discussion, and application of conflict resolution and conflict mediation in policy, organizational, and community practice settings. Authors use a critical lens and create new approaches in the application of conflict as a both a tool and guide for transformative macro practice across social work macro practice contexts.
Andrea Tamburro and Paul-Rene Tamburro
Macro social work practice with Indigenous people requires additional knowledge and advanced skill development. It is essential to learn about the diversity and complexity of Indian Country and Indigenous worldviews. Combining community development skills with cultural humility and an understanding of technological developments, land rights issues, globalization, multiracial race relations, and multigenerational trauma can lead to effective practice with Indigenous people and communities. In all social work practice, the importance of tradition, consultation, consensus, and noninterference are essential to the development of organizations, advocacy, and community planning. As social work is an evidence-based profession, seeking information from the community and literature by Indigenous authors can support the work in administration and organizations, community, and policy practice.
Edward J. Mullen, Jennifer L. Bellamy, and Sarah E. Bledsoe
This entry describes best practices as these are used in social work. The term best practices originated in the organizational management literature in the context of performance measurement and quality improvement where best practices are defined as the preferred technique or approach for achieving a valued outcome. Identification of best practices requires measurement, benchmarking, and identification of processes that result in better outcomes. The identification of best practices requires that organizations put in place quality data collection systems, quality improvement processes, and methods for analyzing and benchmarking pooled provider data. Through this process, organizational learning and organizational performance can be improved.
Social Work Education for Macro Practice
Michael P. Dentato
The profession of social work is based in a rich history of macro practice and the promotion of social justice for all diverse communities. Over the years, while the field of social work education has shifted its focus between macro and micro frameworks, there is a continued resurgence of efforts promoting the integration of mezzo- and macro-practice content within social work curricula and field placement experiences across degree programs. In that regard, social work students must be adequately trained in macro-practice theory, interventions, assessment, and evaluation, as well as they must understand its unique intersection with mezzo and micro frameworks. Additionally, to effectively serve diverse populations, macro social work students must raise consciousness, increase self-awareness, and continually practice through the lens of cultural humility. Ultimately, the effective preparation and readiness of social work students for direct macro practice in fields such as program management, leadership, fundraising, advocacy, community organizing, and policy practice remains essential and understudied.
Rural Practice in Macro Settings
Laura Trull, H. Stephen Cooper, and Freddie L. Avant
Rural social work, the history of which stretches back more than a century, has been revitalized since the mid-1970s. The renewed interest in rural social work has led to an increase in scholarship on rural social work practice, much of which is a direct result of the efforts of the Rural Social Work Caucus and its annual National Institute on Social Work and Human Services in Rural Areas, as well as social work influence in rural organizations in allied professions. Recent research endeavors have moved our understanding of the differences between rural and urban communities beyond the common definitions, which are limited to population and population density. We have also come to realize that there are many different types of rural communities, all of which have different characteristics, needs, and so forth. Rural practitioners and researchers have also reached a better understanding of the following: rural culture and lifestyles, the importance of approaching rural communities from a strengths perspective rather than a deficit or problem focus, and the challenges to rural practice presented by the characteristics that are common across rural communities (e.g., lack of anonymity, dual relationships). Rural areas have also been sharply and uniquely impacted by the COVID-19 pandemic. Not surprisingly, the increase in research on rural social work practice has been accompanied by an interest in preparing social workers for rural practice and growth in the number of graduate programs focused on such. The importance of these programs lies in the unique nature of the challenges faced by rural communities. For example, many rural communities are experiencing sharp population declines while at the same time seeing substantial increases in adults who are 65 years of age and older. Other common trends include economic decline and subsequent increase in social issues; substantial issues with substance abuse, especially methamphetamine and opioids; lack of technology infrastructure; concerns related to the environment and/or conversation of natural resources; and lack of services for veterans. The key to successfully addressing these issues in rural communities is involvement from social workers who are prepared to practice in the rural context.
Evidence-Based Practice in Arab Societies
Ahmed T. Helal
The concept of evidence-based practice (EBP) was introduced in social work by Mary Richmond, who had the revolutionary notion of adopting a more direct practice with clients. The origins of EBP in the United States are traced, as well as its emergence in the Arab world. Discussed are various Arab faculties and departments of social work that include EBP among their academic courses. Social work settings that apply EBP in professional interventions with clients are examined. Barriers and challenges to the processes of both teaching and learning EBP in Arab society are highlighted. The future outlook for EBP in Arab schools of social work is explored.
Intersectionality Theory and Practice
Intersectionality is a critical framework that provides us with the mindset and language for examining interconnections and interdependencies between social categories and systems. Intersectionality is relevant for researchers and for practitioners because it enhances analytical sophistication and offers theoretical explanations of the ways in which heterogeneous members of specific groups (such as women) might experience the workplace differently depending on their ethnicity, sexual orientation, and/or class and other social locations. Sensitivity to such differences enhances insight into issues of social justice and inequality in organizations and other institutions, thus maximizing the chance of social change. The concept of intersectional locations emerged from the racialized experiences of minority ethnic women in the United States. Intersectional thinking has gained increased prominence in business and management studies, particularly in critical organization studies. A predominant focus in this field is on individual subjectivities at intersectional locations (such as examining the occupational identities of minority ethnic women). This emphasis on individuals’ experiences and within-group differences has been described variously as “content specialization” or an “intracategorical approach.” An alternate focus in business and management studies is on highlighting systematic dynamics of power. This encompasses a focus on “systemic intersectionality” and an “intercategorical approach.” Here, scholars examine multiple between-group differences, charting shifting configurations of inequality along various dimensions. As a critical theory, intersectionality conceptualizes knowledge as situated, contextual, relational, and reflective of political and economic power. Intersectionality tends to be associated with qualitative research methods due to the central role of giving voice, elicited through focus groups, narrative interviews, action research, and observations. Intersectionality is also utilized as a methodological tool for conducting qualitative research, such as by researchers adopting an intersectional reflexivity mindset. Intersectionality is also increasingly associated with quantitative and statistical methods, which contribute to intersectionality by helping us understand and interpret the individual, combined (additive or multiplicative) effects of various categories (privileged and disadvantaged) in a given context. Future considerations for intersectionality theory and practice include managing its broad applicability while attending to its sociopolitical and emancipatory aims, and theoretically advancing understanding of the simultaneous forces of privilege and penalty in the workplace.
Stacy Lindshield and Giselle M. Narváez Rivera
While anthropological primatology is known for its basic research on understanding the human condition from comparative and evolutionary perspectives, its applied and practicing domains are equally important to society. Applied researchers and practitioners often work in the fields of environmental sustainability and conservation, biomedicine, captive care and management, and education. For sustainability and conservation specializations, primatologists seek careers in higher education, government, and nongovernmental organizations and may work in large and diverse teams on conservation and management problems for nonhuman primates (hereafter, termed primates). Primate conservation has largely focused on population monitoring in protected and unprotected areas; measuring effects of agriculture, extractive industries, and tourism on primates; and evaluating intervention strategies. Primate population management in urban and peri-urban areas is a growth area; these landscapes pose risks for primates that are absent or rare in protected areas, which include dog attacks, animal–vehicle collisions, and electrocutions. Anthropologists can leverage their deep knowledge of primate behavior, cognition, and ecology as part of interdisciplinary teams tasked with environmental mitigation in these human-centered landscapes. One example of this work is the use of arboreal crossing structures for primates to move safely through forests fragmented by roads. Primate conservationists recognize that environmental sustainability extends beyond conservation. For instance, primates may create public health problems or nuisances for local communities in cases where they are potential disease vectors. While these circumstances lead some people to view primates as pests, in a subset of these cases, cultural norms and values prohibit culling (i.e., killing or otherwise removing from a population) as a management strategy. Primate conservationists working on these issues may integrate human perspectives and attitudes toward primates in localized intervention or mitigation programs aimed at environmental sustainability and/or natural resource management. More than half of the world’s nonhuman primate species are threatened with extinction, and this problem is mostly a modern and global phenomenon related to unsustainable land use. Primates enhance many societies through providing ecosystem services, enriching cultural heritage, and advancing scientific research. It is for these reasons that primatologists often contribute to conservation programs in protected areas. Protected areas are designed to allow wildlife to flourish in spaces by restricting land use activities, but the history of protected areas is fraught with social injustices. Such areas are often but not always associated with higher biodiversity than adjacent and unprotected spaces. People and primates have shared spaces since time immemorial, often in sustainable ways. In addition, allocating a majority of primate range areas to fortress-style protection is at odds with the economic growth models of some primate range countries (i.e., nations with indigenous wild primates). Furthermore, many primatologists recognize that conservation benefits from integrating social justice components into programs with the ultimate goal of decolonizing conservation. Primate conservation continues to build on the foundation of basic and applied research in protected areas and, further, contributes to the development of community conservation programs for environmental sustainability. Examples of these developments include participating in offset and mitigation programs, introducing ethnographic methods to applied research to evaluate complex social processes underlying land use, and contributing to the decolonization of primate conservation.