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Dr. Shulman and Dr. Alex Gitterman focus on the often overlooked middle phase of practice in a co-led workshop with six social work students. Student practice examples are used to illustrate how to find a starting point with overwhelmed family; how to work with a battered wife and a battering husband; how to integrate the worker's personal and professional selves; as well as other issues.
This DVD examines the dynamics commonly found in the ending phase of work with students and shows how they often parallel those in endings with clients. The program demonstrates how a field instructor's effective ending with a student can provide an ending model that will help students develop the skills for effective endings with clients.
In this DVD Lawrence Shulman uses role-plays and detailed reconstruction of conversations with students to teach field instructors how to prepare for a student's arrival, deal with initial anxiety, and help the student settle in quickly at the agency or setting
Designed for the middle of the school year, this video focuses on dealing with student defensiveness and helping students make more effective use of their field instructors. Methods for field instruction conferences are demonstrated using process and audiovisual recordings as well as "memory work." Evaluation is also discussed.
In thiDVD, Lawrence Shulman argues that social workers are responsible for constructively influencing an agency's delivery of service. He offers social work students help in assessing their place in the system, explains how to develop formal and informal means for influencing policy or procedures and communication with other staff. Shulman emphasizes the need for a proactive attitude.
In this program, Lawrence Shulman identifies and illustrates core practice skills for work with individuals, families, and groups, as well as with other professionals. The program describes the skills of preparation, contracting, and ongoing counseling in the Middle or Work phase. Skills include tuning in, responding directly to indirect communications, contracting, elaborating, and demonstrating empathy.
This program teaches such core skills as tuning in, responding directly to indirect communication, and showing empathy. He presents models of all phases of the counseling process.
This DVD teaches field instructors how to help students develop skills for tuning into a client, responding to indirect client cues, and contracting with a client. It covers such topics as selecting assignments.
Dr. William Schwartz discusses the dual roles of social workers, in working with both the client and the system, with a group of students and practitioners. An example from a school setting is used to illustrate how the practitioner must simultaneously attend to the "private troubles" of a client as well as the "public issues" related to the troubles. Role-play examples of working with teachers and others in the system focus on the skills required for effective professional impact
I. WHAT IS SOCAL WORK? Social Workers' definitions. NASW Practice Sections. Brief history of social work. Classical theorists Durkheim, Weber, Freud.
II. CRITICAL ANALYSIS OF THEORY: What are theories? How to evaluate a theory for specific applicability in social work practice.
III. ORIENTING THEORIES: Used to explain behavior and root causes of problems; contribution to practice model design; Social constructivist theory; Systems theory; Psychodynamic theories: Drive Psychology, Ego Psychology, Object Relations, Self Psychology; Attachment Theory.
IV. PRACTICE THEORIES: Used to explain and predict behavior and potential problems; guide intervention and practice models: behavior theory crisis theory; cognitive theory; empowerment theory; family theories.
V. SOCIAL WORK PRACTICE FRAMEWORK: Reflects Social Workers' individual practice styles; characteristics of effective framework.
VI. SOCIAL WORK ETHICS & STANDARDS: NASW Code of Ethics; Loewenberg & Dolgoff Ethical Principles Screen.