About the Book
This fully updated and expanded third edition of a classic text provides a comprehensive introduction to key theory, knowledge, research and evidence relating to practice learning in social work and social care.
It outlines the theories that underpin social care practice, the main assessment models and interventions, and also offers guidance on the effective implementation of assessment across a range of professional contexts. Contributors from research, policy-making and practice backgrounds offer guidance on how to apply policy and research findings in everyday practice while ensuring that the complex needs of each individual service user are met. This third edition also features new chapters on group work, social pedagogy and personalisation.
The Handbook for Practice Learning in Social Work and Social Care is an essential resource for ensuring effective evidence-based practice which will be valued by students, educators and practitioners alike.
Table of Contents:
Introduction. Joyce Lishman. Section 1. 1. The Legal Context of Practice Learning. Heather Munro. 2. The Social Policy Context of Practice Learning. Steven M. Shardlow, University of Salford. 3. Structural Approaches to Social Work. Updated by Joyce Lishman. 4. Towards Social Theory for Social Work. Pauline Hardiker and Mary Barker, formerly University of Leicester. 5. The Placement of Attachment Theory in Social Work with Children and Families. Jane Aldgate, Open University and Neil Gibson, Robert Gordon University, Aberdeen. 6. Erikson's Life Cycle Approach to Development. Alastair Gibson, Robert Gordon University, Aberdeen. 7. A Psychodynamic Approach to Social Work. Judith Brearley, Scottish Institute of Human Relations, Edinburgh. Section 2. 8. Model of Assessment. Daphne Statham and Patricia Kearney, Social Care Institute for Excellence. 9. Assessment and Children. Brigid Daniel, University of Stirling and David Humphrey. 10. Assessment: From Reflexivity to Process Knowledge. Michael Sheppard, University of Plymouth. 11. Risk Assessment and Management: An Overview. Hazel Kemshall, DeMontfort University, Leicester. Section 3. 12. Cognitive Behavioural Social Work. Geraldine Macdonald, Queen's University of Belfast. 13. Task-Centred Practice. Peter Marsh, University of Sheffield. 14. Crisis Intervention. Amy Clark and Michael Sheppard, Robert Gordon University, Aberdeen. 15. Family Therapy and Systematic Practice. Steven Walker, Anglia Ruskin University, Cambridge and Chelmsford. 16. Loss and Bereavement. Rory Lynch, Robert Gordon University, Aberdeen. 17. Group Work. Mark Doel, Sheffield Hallam University. 18. Social Pedagogy. Janine Bolger, Robert Gordon University, Aberdeen. 19. Group Care. Colin Keenan, Robert Gordon University, Aberdeen. 20. Personalisation and Self-Directed Support. Sheila Slessor, Robert Gordon University, Aberdeen and Amy Richert. 21. Empowerment and Advocacy. Rob Mackay, Robert Gordon University, Aberdeen. 22. Social Work and Community Development. Alan Barr OBE, Scottish Community Development Centre, Glasgow. Section 4. 23. Social Work with Children and Families: A Case Study of the Integration of Law, Social Policy and Research in the Development of Assessment and Intervention with Children and Families. Robert Buckley, Robert Gordon University, Aberdeen. 24. Interdisciplinary Practice. Terry McLean and Iain Fisk, Robert Gordon University, Aberdeen. 25. Working Within the Organizational Context of Dynamic Change. Fiona Feilberg, Robert Gordon University, Aberdeen. Section 5. 26. Reflective Practice and Critical Reflection. Joan Fook, University of Southampton. 27. Research, Evaluation and Evidence-Based Practice. Joyce Lishman. The Contributors. Subject Index. Author Index.
About the Author :
Brigid Daniel is Professor of Social Work at the University of Stirling. She is the co-author of a number of books on child care and protection and has a particular interest in factors that help children to cope with adversity. She was a member of the multi-disciplinary team that carried out a national ministerial review of child protection practice in Scotland. Steven Walker is Head of Child and Adolescent Mental Health at Anglia Ruskin University, UK. He is a registered social worker and psychotherapist and has worked in social care for over 30 years, specialising in child protection and child and adolescent mental health.
Review :
This book, as with the previous edition, represents excellent value for students from the beginning of their social work education through to their assessed year in employment. Given the range of core and specialist topics covered, students will find chapters that are relevant whatever practice context they find themselves in while on placement, as well as across their taught social work curriculum. It will equip students to engage in critically reflective learning and evidence informed practice. The writing style is consistently accessible and strikes a balance between clarity of explanation and depth of analysis. By signposting students to the most relevant further reading it manages to achieve both breadth and depth in one accessible volume, combining brevity with thorough coverage of the topics.
This book has to be the compulsory text for anyone involved in social work practice learning or, indeed, anyone interested in social work education and training. The book has structure and clarity but, perhaps most importantly, relevancy. It brings together work from a range of authors and considers key issues pertinent to practice learning from legislation (incorporating all geographical areas of the UK) through to the role of research and evaluation. Theory, values, reflection are additional concepts that must be considered in social work practice and this book not only explains the 'what is it?' but also answers the questions 'but why do we do it?' and 'how do we do it?'. This book merits being the core text of practice learning in social work and thereafter in the 'tool-box' of all qualified practitioners.
This highly recommended handbook has been helpfully updated to reflect recent developments in social work practice and education. It is helpfully sectioned and draws together the many and varied strands of knowledge required for practice at micro and macro levels. This should be a core text for students, supervisors and educators in both practice and higher education institutes.
This book will be a helpful tool for new social work practitioners and students, as well as being a good refresher for practice educators. It offers a historical, political and social context to developing practice in social work and makes clear links with theory, research policy, legislation and principles of social work practice. It's an enjoyable read, with useful chapters on psychodynamic theory; assessment and risk; and professional analysis, which I find many students struggle with.
The revised and updated version of this widely respected book will continue to be an invaluable resource for students and practitioners alike. It addresses core curriculum and practice themes in an accessible and engaging format. A welcome addition to the bookshelf or library.
The book is an excellent summary of the knowledge, skills and theories which are required for social work students and educators it is a valuable text that I will recommend practice educators use with students on placement. It is being also considered for adoption for students entering social work placements also.
The text was very detailed, covered all relevant topics and I will find it very beneficial for my theory subjects, as well as my future and current placements... I think this is a great text book and very useful for any student studying social work.
Serving as a handbook of practice in social work and social care, the editor has provided
a systematic framework in understanding the social contexts, assessments and interventions
of social work practice and social care, and the recent trends that influence the practice. The
chapters are concisely written and easy to follow, giving readers a clear picture of the
implementation of social work assessment and intervention strategies. Moreover, the editor
has kept a good balance of micro and macro practice in social work.
