Social work Books

Book SynopsisThis book delves deep into the hidden population of former gang members who share their positive and negative experiences of being gang members. Their stories of violence, hopelessness, despair, and loneliness also offer a seed of hope – they contain the building blocks for prevention. By understanding why they each turned to gangs, how they turned to gangs, and what went wrong for some along their pathways during childhood, as well as how and why they chose to leave the gang lifestyle, we can begin to put the pieces together and understand tools for gang prevention. Schools are in the unique position to become an oasis or a safe haven for a child in a world that does not otherwise feel safe to them. School staff members can step in and become consistent people in a child’s life. They can help to identify at-risk youth and intervene, facilitating a change in path away from gang membership. This book discusses how schools and staff can be instrumental in gang prevention and outlines warning signs and risk and protective factors for gang involvement. It also talks about components of gang prevention programs in schools. Additional topics explored include: Theories of Gang Involvement Lack of Family Consistency: Relating Attachment Theory with Gang Involvement “Brotherhood, Sisterhood, Unity:" Gangs as Replacement Family "No Other Option:" The Role of Social Environment "Death, Jail, or a Turnaround:" Making the Decision to Disengage A Piece About Trauma-Informed Practice Authored by a school social worker who has an insider's perspective on working in a school, Gang Prevention in Schools is a useful resource that gives a humanistic view of former gang members. The book will engage readers in the fields of psychology, social work, education and educational administration, and criminal justice, as well as have potential appeal to a lay audience due to the richness of the stories and interviews. Table of ContentsChapter 1: Theories of Gang InvolvementThis section includes discussion of current understandings and theory relating to the presence, development, and growth of gangs. Interactional theory suggests that gang membership arises from negative peer relationships, poor social structural environments, weak relationships, and an environment that is supportive of crime (Alleyne & Wood, 2014). Social control theory says that adolescents join gangs because they do not have positive relationships and do not have access to normal social norms (Dickson-Gomez et al, 2017). If one does not have good relationships with positive peers and positive role models, he may feel as if a gang is the only viable option. Multiple marginalization is defined as a lack of employment opportunities, poor living conditions, poverty, and family and community stress (Dickson-Gomez et al, 2017). This means that there are many factors causing stress, making it appear as if there is no good way out. A gang might seem like a way to get out of a bleak home situation. Social disorganization theory states that a community structure fails to see the value in its residents and does not keep social control (Sampson and Groves, 1989). A community cannot feel connected or have social control when there are higher crime rates and juvenile delinquency such as in disadvantaged neighborhoods (Santiago et al., 2011; Sampson and Groves, 1989).Chapter 2: Attachment TheoryAttachment theory has the utility to add to the existing knowledge base about gang membership. Children’s relationships with their primary caregivers are the foundation for their future relationships (Bowlby, 1998; Parrigon, et al., 2015). A secure attachment forms if the primary caregiver is consistently providing a safe secure base for the child from which he can explore the environment and return for comfort and support (Bowlby, 1998). An insecure attachment is formed when the caregiver is not consistent with care or is neglectful (Bowlby, 1988).Attachment theory posits that the earliest human interactions shape our survival functions (Schore & Schore, 2012). Early interactions between primary caregiver (attachment figure) and infant influence the brain systems’ maturation and organization, which causes affect and self-regulation (Schore & Schore, 2012; Hill, 2015). Affect is how one’s emotion is communicated through facial expressions, body movements, and tone of voice (Hill, 2015). During infancy, it is the primary caregiver’s job to regulate the child during states of hyper- or hypo arousal (Hill, 2015). Early attachment communications are crucial to neurobiological systems in the right brain, which is where stress regulation, emotional processing, and regulation of self are all found (Schore & Schore, 2012). The primary attachment figure, in being that secure attachment figure and responding appropriately to an infant’s needs, can soothe and regulate his internal system, thereby teaching emotional regulation at an early age. Trauma can influence brain development. If one has an insecure attachment, it can affect the person in a lifelong way. Kim and Page (2013) found that insecurely attached children develop behavioral problems more frequently, especially in a school setting, as opposed to securely attached children. Konishi and Hymel (2014) found that adolescents have a difficult time handing anger, which can lead to mental health and physical problems, including bullying, gang involvement, substance abuse, dating violence, low academic performance, and peer rejection. Insecurely attached children may turn to gangs as a way of coping with the lack of having a consistent attachment figure (De Vito, 2017). They may have been looking for a secure base in the gang membership, so they would have a replacement family, searching for that stability (De Vito, 2017).The attachment relationship between social worker and client is of critical importance. Schore & Schore (2012) discuss how attachment theory is a theory of regulation and developing an attachment to a therapist can assist in internal affect regulation. The therapist takes on that attachment role and can help the client regulate emotions internally, by becoming that secure base. This relationship can repair damage done previously and can help create a new way of coping (Schore & Schore, 2012). A client can develop a resilient self through a secure attachment that can then have meaningful relationships (Schore & Schore, 2012). Since gang members are seeking attachment figures that were not present in childhood, as youth develop meaningful relationships with therapists or school counselors, that counselor can take on a role of an attachment figure, thus repairing that damage and possibly intervening in the way of gang prevention. De Vito (2019) was a qualitative research study that promoted the use of attachment theory to analyze motivating/disengagement factors for gang involvement. The voices of fourteen former gang members are heard through qualitative interviews. Thematic analysis was used to identify the following themes: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Option,” and “Jail, Death, or Turnaround:” Making the Decision to Disengage. In this chapter, there is an emphasis on attachment theory driving gang membership, which is a key finding of my qualitative research. There is a discussion of how and why attachment theory is key in our understanding of gang members’ behavior, and the importance of a safe educational setting in preventing or responding to gang issues.Chapter 3: Gangs as FamilyGangs function because of internal group processes much like a military organization or corporation. There are leaders and a hierarchy of command with people having their own duties and responsibilities. Gangs can be seen as a family for youth. They can be an extension of their family or in some cases actually take the place of the family. Gangs have been said to function like family systems. Some similarities include feeling protected, receiving affection, and having a sense of belonging and loyalty (Ruble and Turner, 2000). If there is a lack of attachment figure in the family, then youth will look outside the family of origin to find a replacement attachment figure. Youth look up to their parents as role models for support, so having no suitable family role model would be a major risk factor (Alleyne and Wood, 2014; Walters, 2016). Lack of strong family attachment can increase interest in crime, since youth will likely not care about parents’ opinions, discipline, or school performance, leaving them open to gangs, crime, and poor peer influences (McNulty and Bellair, 2003). The gangs become a “surrogate family,” filling the void of the family of origin (Ruble and Turner, 2000). If there is no positive role model in the family, another person can become a role model outside of the family. Another attachment figure can step in to fill a void (Ainsworth, 1989).Chapter 4: Former Gang Members Speak: Themes/Findings from Qualitative Study (why do they join?)ResultsThe following four themes were identified: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Choice,” and “Jail, Death, or a Turnaround:” Making the Decision to Disengage. Participants’ verbatim quotes were included to highlight each theme. No identifying information was included and pseudonyms were used to protect participant identities.Lack of Family Consistency All participants described having a lack of secure, consistent primary care givers/attachment figures during childhood for various reasons, including death, divorce, substance abuse, and being absent. Other participants experienced a childhood where primary caregivers were not able to offer that consistent, caring relationship.Not having reliable, dependable primary caregivers can cause a hopeless state and a feeling of being alone. Because of the lack of consistency with primary caregivers, some participants looked outside the family for sources of consistency, such as peers and gangs. If family members are already gang members, they can be bred into gang membership. Brotherhood, Sisterhood, Unity: Gang as Replacement FamilyMost of the participants said gang members became family. There was a bond and a unity. They were willing to offer protection, unity, and love to one another. Gangs may be a form of brotherhood or sisterhood, but it comes with a hefty price, violence. In many cases, the gang took the place of their family of origin, which was broken in some way. They were fleeing something negative, looking for an escape. Some of the participants were searching for something to fill a void at home, such as love, respect, validation, affection, and attention. Those who join gangs can be missing something within themselves and are seeking it elsewhere. However, there were a few participants who felt as though the gang did not replace their family entirely, but rather were an extension of their family. They still considered the gang members part of their extended family. Also, there was one negative case. “No other Option”Participants said gang members are bred as a product of growing up in their environment. Gangs are often their friends, family members, and in their neighborhood. They describe joining as having “no other option” and “accepting their fate” or “destiny.” Gang members may feel as though joining was a normal, natural progression in life, based on the environment where they grew up. Growing up in a poor neighborhood, the gang lifestyle can seem like a way out to a better life. The gang members become role models. Gang membership can be a way of life. There can be an expectation for membership within families and peer groups. Police may label and assume gang membership based on the neighborhood. Some participants felt as if their environment led them to join a gang. A large gang presence in the neighborhood can be persuasive. “Death, Jail, or Turnaround:” Making the Decision to Disengage Participants talked about how they realized that they could not stay engaged in gang activity forever and decided to disengage because there was no positive outcome or future in gang membership. Gang membership comes with the risk of violence, death, physical injury, or incarceration. If one had difficulty with primary caregivers, it can be another blow to have a new family turn away. Some participants felt betrayed by their fellow gang members. They realized that they were not trustworthy, turning their backs on them. Chapter 5: How and Why Do They Leave? Gang members leave gangs usually because of a combination of push and pull factors. Push factors are negative things that push one away from gang involvement, such as getting tired of the gang lifestyle, being a victim of violence, witnessing violence, aging, and gang disillusionment (Berger et al., 2016; O’Brien et al., 2013; Pyrooz et al., 2011). Disillusionment occurs when gang members feel betrayed by fellow members (Berger et al., 2011). The pull factors are positive things that pull one away from the gang lifestyle, such as stable employment and relationships, religious beliefs, moving away, and aging and maturing, which would promote marriage, having children, and family responsibilities (O’Brien et al., 2013; Pyrooz and Decker, 2011; Berger et al., 2013). As one ages and matures, having stable employment, children, and being in a stable relationship become important. These things are not priorities for youth. Gang members leave gangs by moving out of the neighborhood, severing ties with gang associates: Leaving a gang can involve moving out of the neighborhood, severing ties with gang associates, or slowly distancing oneself, becoming involved in separate activities (Pyrooz and Decker, 2011).Chapter 6: Prevention This chapter extends the findings and understandings of the role of attachment theory and the ways in which schools might use this understanding to inform prevention and support. This extends current scholarship, understanding, and practice. It talks about identifying risk factors for gang involvement, broken down into three areas, family, school, and social environment. It also outlines protective factors. In addition, it talks about warning signs and how to identify gang involvement in schools. The final section talks about how schools can be a safe haven, how staff can intervene and become attachment figures, and components of prevention programs. It also talks about my own clinical experience in working with youth involved in gangs as well as features interviews with gang experts and school staff.The following came from the results of the qualitative interviews: Having a secure base within the family home with strong attachment to parents or caregivers could have prevented gang members from joining. Having a consistent home life with parents who are at home and there to supervise are protective factors. Having different ways of making money or seeing there are opportunities outside of their neighborhood that do not involve gang life. If there is a missing attachment figure in the home, another person could step into that role, such as a school staff member, counselor, or another family member. Getting counseling when there are risk factors can be a protective factor. Almost none of the study participants had counseling. Identifying Risk Factors Some risk factors are related to family. If there are cracks in the family foundation, including lack of parental supervision, involvement, and discipline, low family income, or gang-involved family members, gang membership chances increase (Alleyne and Wood, 2014). Other risk factors include experiencing childhood maltreatment or having a family history of criminal activity (Del Carmen et al., 2009). Risk factors are also related to school, including learning disabilities, mental health concerns, or weak school attachment or investment to school. These factors can lead students to not care about school, which leads to poor school performance, which is related to gang involvement (Alleyne and Wood, 2014; Del Carmen et al., 2009; Gover, 2002; McNulty and Bellair, 2003; O’Brien et al., 2013). The social environment can also play a role as a risk factor. Residing in a neighborhood with a gang presence could increase chances of gang involvement (Alleyne and Wood, 2014; Del Carmen, et al., 2009; O’Brien et al., 2013). Gang presence can influence youth, especially if friends have joined. Wanting protection, friendship, and a sense of belonging are pull factors for gang involvement (O’Brien et al., 2013). Having friends engaged in criminal activity or gangs, living in disadvantaged communities, and desiring ways to earn money are all related to gang involvement (Alleyne and Wood, 2014; O’Brien et al., 2013). Poverty is a significant life stressor. If one lives in a poor are, there will be fewer resources and a higher crime rate (Santiago et al., 2011).Identifying Protective Factors Having a high level of parental supervision and strong family attachment (McNulty & Bellair, 2003; O’Brien, Daffern, Chu & Thomas, 2013; Gover, 2002; Walters, 2016), having both parental and nonparental role models, (Higgins, Wesley & Mahoney, 2010; McNulty & Bellair, 2003; Walters, 2016), and positive relationships with the same sex parent (Walters, 2016) are all protective factors. Protective factors include a high investment and attachment to school and staff, teaching youth coping and social skills (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016). Positive peer influences, (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016) and community attachment and involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016) are all protective factors. Identifying Warning SignsThere are many warning signs including: colors, clothing/accessories, graffiti, tattoos, change in behavior, new friends, weapons, drug usage, money, social media, music and movies, safety worry, fighting/injuries. All of these will be explored in depth. Building a Safe Haven Providing a safe environment without fear is the most important thing that schools can do to prevent gang involvement (Gottfredson, 2013). Many principals do not admit there are gang problems in their schools (Gottfredson, 2013). Therefore, this may get in the way of prevention programs being in place. Gang problems are more likely to occur in areas that have poverty and experience social disorganization (Gottfredson, 2013). Unemployment rates are usually high and families have fallen on hard economic times with many children living with single mothers (Gottfredson, 2013). Gangs can be like a social problem, where youth may feel that they need to participate to keep them safe from harm (Gottfredson, 2013). Prevention programs in schools should address things such as impulse control, lack of attachment to school, and rules (Gottfredson, 2013). Helping youth to resist peer pressure and rewarding involvement in school are also key (Gottfredson, 2013). Strategies for Youth: Connecting Cops & Kids (2019) reported that 71% of public schools have school resource officers (SROS). The federal and state governments spent about $2 billion to place these armed law enforcement officers into school buildings. There has not been evidence that says that these SROs are helpful in decreasing tragedies, but they do increase students getting arrested for small crimes and students of color and those with disabilities are treated more harshly than others. There also needs to be regulation so that SROs are not pushing children into the juvenile justice system needlessly. Therefore there has been a recent push to have SROs receive training in half the states. Staff become attachment figures/building a secure base within the school. This is a suggestion coming from my qualitative research. If there is a missing attachment figure at home, staff members, especially school counselors, can step in and help to become those missing attachment figures. The school building can become a safe haven in a world that does not feel safe for these students. A high investment in school is a protective factor against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Create positive peer interactions for youth. Students can join activities during and after school like sports and clubs to keep them involved with a higher attachment to school and off the streets. Having positive role models for youth is a key protective factor in dissuading gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Schools have an opportunity to set up positive role models for at-risk students, such as positive peers, staff members, or a mentoring program, such as Big Brothers Big Sisters. Gang prevention should be tailored to each school. It is important to assess the school's needs first before deciding on individual needs (Gottfredson, 2013). It is important to provide education to staff, parents, and students on the danger and signs of gangs. School staff should forge relationships with parents and caregivers, getting them involved. Close parental supervision and having consistent and involved family are protective factors against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Get counselors involved. They can assess for risk and either provide mental health counseling or refer to outside counseling resources. Research shows that programs with a cognitive behavioral component are most effective at reducing problem behaviors (Gottfredson, 2013). Create a strong antibullying and harassment program in school. Staff members need to be able to recognize risk factors, signs of gangs, and address and eliminate problem behaviors by enforcing rules and consequences consistently (Gottfredson, 2013). It is important that youth see law enforcement in a positive light and form positive relationships early on in their early elementary school years. Schools and law enforcement should also collaborate and share information, such as local gang trends and activity. Attachment and involvement to community can assist in preventing gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Form a collaboration with community agencies and faith-based programs, like churches, to create a strong sense of belonging in the community. Teaching youth coping and social skills can aid in gang prevention (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Teaching anger management, conflict resolution, emotional awareness, social skills, and how to say no to peer pressure are all important prevention skills.Trauma-Informed PracticeHarden, Kenemore, Mann, Edwards, List, and Martinson (2014) describes how trauma-informed practice tries to understand the impact of violence exposure on survivors of trauma. There are programs that train therapists strategies and interventions with violence survivors and help them understand how they are impacted by traumatic events (Harden et al, 2014). National Childhood Traumatic Stress Network has a wealth of research and practice for childhood trauma (Harden et al, 2014). This section delves further into this topic. School Prevention ProgramsThere are many gang prevention programs being utilized in schools today. The GREAT Program is an evidence-based gang and violence prevention program that is set in schools and run by law enforcement officers. It is run in schools where police officers come in and teach a curriculum to groups of students in a school. Components of the program include: respecting and having empathy for others, making good choices, and positive goal setting. The program utilizes skills training, group discussions, cooperative learning, and using role plays. The goal is to prevent gang membership, criminal activity, and helping students to form a positive relationship with law enforcement. Some other programs include: Safe Futures, OJJDP Comprehensive Model, Chicago Model, and GRYD in LA. These are detailed in this chapter.

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Book SynopsisThe human-animal bond may be described as a dynamic, mutually beneficial relationship between people and the animals they care for. There are a multitude of mental and physical health benefits for people who care for animals, and animals in therapy have been shown to aid a wide range of people and illnesses. Although the benefits of animal companionship have long been suspected, little is known about the research, the process, or why it works. This book provides clinicians with a history of the human-animal bond and the rationale for incorporating animals into therapy today.In this book, the author includes a discussion of the myriad of ways that clinicians can directly help people care for their pets, such as crisis intervention services, policy issues, grief counseling for pet loss, and compassion fatigue in the veterinary profession. There also is a thorough discussion of animal-assisted therapy (AAT) as a distinct and unique modality. The adaptive nature of AAT is not only due to the symbiotic relationship between humans and animals, but also because of the flexible nature of the model; it can be used with clients of all demographics and with most mental illnesses. Research shows that the majority of mental health practitioners believe that AAT is a valid treatment modality, but AAT has not yet been manualized and clinicians are left confused about where to start. The Human-Animal Bond in Clinical Social Work Practice is a unique and essential resource that provides guidelines for developing AAT treatment plans and integrating AAT with existing therapeutic models. The book answers the questions that social workers, psychologists, psychiatrists, and other mental health counselors may have about the benefits of the human-animal bond and ways to tap into that special bond in direct practice.Table of Contents1. IntroductionAn overview of the topics in the book. Why is the human-animal bond (HAB) important and why is it often overlooked? An introduction to the definitions, terms, and types of animal-assisted interventions.2. History of the Human-Animal Bond (HAB)A history of the relationship between people and animals. A discussion of the evolution of animal-assisted interventions includes early interventions by famous historical figures such as Florence Nightingale and Sigmund Freud.3. The Biopsychosocial Model as a Working Hypothesis of the Human-Animal BondWorking hypothesis of why the human-animal bond is so powerful, including a biological perspective, a psychological perspective, and a social perspective.4. Animal-Assisted Therapy (AAT)Phase One: Preparation and Assessmenti. Necessary preparations in the clinic/office before implementing an AAT program. Selecting a therapy animal. Preparing a client for AAT, including describing the model to client, setting expectations, and addressing fears.ii. The importance of taking an extensive history, the types of clients that are best suited to AAT, and the clients that would not benefit from AAT. Client readiness, client and animal safety.Phase Two: The Development and Implementation of an AAT-Based Treatment Plani. Working with a client to set goals and objectives, based on interactions with the therapy animal. ii. The integration of AAT with various evidence-based treatments such as CBT, DBT, or psychodynamic psychotherapy.Special Considerations: Animal Welfare Issuesi. Clinicians should always keep in mind the welfare of the therapy animal. How to read animal body language to identify stress in a therapy animal. What to do when the client or therapy animal becomes stressed or deregulated.5. Veterinary Social WorkGrief Counseling for Pet Lossi. The ways that a clinician can help facilitate the healing process when a beloved pet has passed away. A discussion of disenfranchised grief, the types of loss, and the grief process, as specific to pet loss.Compassion Fatigue in the Veterinary Professioni. A discussion of the high rate of suicide in animal rescuers and veterinary professionals. An exploration of the reasons behind compassion fatigue and secondary trauma in animal care professionals.6. Crisis Intervention and the Human-Animal Bondi. Homelessnessii. Domestic Violenceiii. Disaster Reliefiv. Breed-Specific Legislation (BSL)7. Clinical ImplicationsCurrent research in AAT, suggested criteria for clinical research, limitations, and future directions in AAT. 8. References9. Index

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Book SynopsisStudying war for peace: social work war and peace studies .- Separated by war: social work with unaccompanied children in the UK.- “Komšiluk” in historical perspective: Once a neighbour, then an enemy; now, a neighbor again? .- The shared traumatic reality of social workers and the people they support in war-torn contexts.- The Role of Afghan Women in Social Work Amidst Conflict and Trauma.-  Gender-based Violence (GBV) during armed political contexts: A case study of South Sudan.- Psychological Symptomatology and Aggression Patterns Among Syrian Refugee Children in Jordan:  Social Work Perspective.- The Role of Social Workers Concerning Forced Migration in Greece and Italy.- Social Work and Service Users’ Experiences of the War in Ukraine.- Coping with Genocide Denial? Social Work Roadmap in the Age of Post-Truth Politics.- People with disabilities in war-torn contexts.- Social work with Older People in War Contexts.- Northern Ireland: Educating for Peace in a Post-Conflict Society.- Lessons of, and Implications for, Social Workers and Service Users in War-Torn Contexts and Non-War Contexts.

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Book SynopsisPart 1 The Future of Social Work Amidst Change, Disasters and Conflict.- Chapter 1 A Model for Reimagining Social Work Practice for the Future.- Chapter 2 Social Work with the Elderly in Different Contexts.- Chapter 3 An Integrative Model for Disaster Preparedness and Recovery for Cross-Border Social Work.- Part 2 Social Justice and Protection for the Vulnerable.- Chapter 4 A Model for Negotiating Access to Justice for the Disabled.- Chapter 5 A Model for Child Protection and Safeguarding: Prevention Before Protection.- Chapter 6 A Model for Proactive Social Intervention for Individuals with Autism Spectrum Disorder.- Part 3 Creativity and Future Models for Practice.- Chapter 7 Creativity as a Key to Innovative Strategies for Model-building in Social Work.- Chapter 8 Innovative Model Building for Social Protection Towards Transformative Change.

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Book SynopsisPart 1 Pushing Boundaries for Policy Practice.- Chapter 1 Exploited Capabilities: Reframing Undocumented Immigration and its Implications for International Social Work.- Chapter 2 Resistance as an Emotional Dimension in Hydroelectric Projects in Chile and Colombia.- Chapter 3 International Social Work, Community Science, and Disaster Justice.- Chapter 4 Solidarity Economy and Social Entrepreneurship Interventions to Mitigate Feminisation of Poverty in South Africa.- Part 2 Eliminating Boundaries.- Chapter 5 Globalization, Internationalization of Social Work: Proposal for a Global Exchange Based on the Theoretical and Practical Experience of the Brazil-Italy Exchange.- Chapter 6 Regenerative Practice in Social Work: Cultivating Relational Practices for a More-than-Human Future.- Chapter 7 Pushing Boundaries: Needed Actions to Further Embed Social Work’s Ethical Principles with the Undivided Whole Worldview of Interconnected Webs of Relationships.- Chapter 8 A Global Future for Social Work.

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Book SynopsisPart 1. Setting the Foundation.- 1. Introduction to the Journey.- 2. Urban Community Gun Violence: A Multi-Faceted View.- 3. Last Rites & Violent Outcomes.- 4. Community Trauma.- Part 2. Case Illustrations.- 5. Chicago (Funeral Parlor).- 6. Boston (Cemetery Tombstone Destruction).- 7. Pittsburgh's Destiny of Faith Church Shooting.- 8. Jacksonville (Cemetery Violence & Social Media).- Part 3. Research, Education, and Practice.- 9. Research.- 10. Education (p.673).- 11. Practice.

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Book SynopsisKapitel 1. Die Wachstumsschmerzen der Bewegung für soziales emotionales Lernen - Kapitel 2. Verwirrung um evidenzbasierte universelle SEL-Präventivinterventionen - Kapitel 3. Neue Ansätze für sozial-emotionales Lernen.- Kapitel 4. Die Herausforderung der Verwendung von Registern zur Auswahl von SEL-Lehrplänen.- Kapitel 5. Der Bedarf an leicht zu erlernenden und anzuwendenden SEL-Strategien.- Kapitel 6. Kurze Strategien zur Verbesserung des Selbstbewusstseins und der Selbstwirksamkeit - Kapitel 7. Kurzstrategien zur Stärkung der Emotionsregulation.- Kapitel 8. Kurzstrategien für zwischenmenschlichen Erfolg.- Kapitel 9. Kurzstrategien für Zielsetzung und Entscheidungsfindung.- Kapitel 10. Kurzstrategien für besondere Schülerpopulationen - Kapitel 11. Mehrstufige Strategien, die mehr Zeit benötigen.

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Book SynopsisTable of ContentsFrontmatter -- Contents -- Introduction -- I. Motivation as a Surrogate for Meaning -- II. Participation as a Collusive Quarrel about Immortality -- III. Leadership as a Perpetuation of Immaturity -- IV. The Management of Wisdom -- References -- Author Index

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Book SynopsisThis practical guide provides a robust positive-parenting framework for professionals coaching parents of infants, toddlers, and primary school children. The first half of the book explains behaviorist and attachment theories of parenting, comparing, contrasting, and synthesizing them into an effective, research-informed approach to practice. The second half shows these guidelines in action, using play therapy as a means to improve disruptive child behaviors, correct harsh parenting practices, and address root causes of adversarial parent-child relationships. Throughout these chapters, vivid composite cases demonstrate not only common parent-child impasses but also therapist empathy, flexibility, and self-awareness. This innovative text: Makes a rigorous case for a combined behavioral/attachment approach to parent coaching. Reviews current data on behavioral and attachment-based parenting interventions. Details the use of an attachment-informed approach to providing behavioral interventions such as Parent-Child Interaction Therapy and Helping the Noncompliant Child. Illustrates how parent coaching can be tailored to match different patterns of attachment. Includes tools for evaluating coaching sessions. Integrating Behaviorism and Attachment Theory in Parent Coaching is an essential guide for professionals, graduate students, and researchers in clinical, child and school psychology, social work, pediatrics, mental health counseling, and nursing.Table of ContentsPart I: Two Models for Viewing Parent-Child Interactions: Behaviorism and Attachment Theory.- Chapter 1. Viewing Parent-Child Interactions Through the Lens of Behaviorism.- Chapter 2. Viewing Parent-Child Interactions Through the Lens of Attachment Theory.- Chapter 3. Comparison of Attachment and Behavioral Parenting Perspectives.- Part II: Integrated Model for Coaching Positive Parenting.- Chapter 4. Framework for Integrating Behaviorism and Attachment Theory in Parent Coaching.- Chapter 5. Ordinary Magic.- Chapter 6. Can’t Live With Her, Can’t Live Without Her.- Chapter 7. What Does Not Kill Me Makes Me Stronger.- Chapter 8. Like a Refugee.

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Book SynopsisThis much-needed volume examines the process and practice of supervision in family therapy, with special emphasis on systemic practice. Expert trainers and supervisors from diverse disciplines take a systemic tour of the relationships between supervisor, therapist, and client, analyzing the core skills of effective, meaningful supervision—including questioning, listening, and reflecting—and their impact on therapy. These skills and others are applied to supervising therapy with individuals, couples, and families in areas including substance abuse, domestic violence, and research settings. Throughout the book, contributors share self-care strategies, so supervisors can stay engaged and creative, meet the many challenges entailed in their work, and avoid burnout.Among the topics covered: The resonance from personal life in family therapy supervision. Creating a dialogical culture for supervision. The supervisor’s power and moments of learning. Supervision and domestic violence: therapy with individuals, couples, and families. Systemic supervision with groups in child protection contexts. When the supervision process falters and breaks down: pathways to repair. The highly practical information in Supervision of Family Therapy and Systemic Practice is adaptable by readers to their particular supervisory or training needs. Novice and veteran mental health, social care, and social work practitioners and psychotherapists, will find it a substantial resource.Trade Review“This is a needed addition to the relatively scarce literature on supervision in family therapy, especially form a systemic perspective! Written in a clear and practical way and, at the same time, at a high academic level, it reflects the experience and the knowledge of its contributors and qualifies it to as a go-to resource for present and future systemic supervisors in the field of family therapy.” (Ileana Ungureanu, Doody's Book Reviews, August, 2018)Table of ContentsBeginning the Supervisory Relationship within Family Therapy Training: Engaging Individuals, Groups, and Settings.- Starting Supervision.- Asking Questions in Supervision.- Listening and Silence in Supervision.- The Resonance from Personal Life in Family Therapy Supervision.- The Reflecting Team Approach: Different Uses in Live Supervision and Group Supervision with Both Family Therapy Trainees and Practitioners.- Creating a Dialogical Culture for Supervision.- The Supervisor’s Power and Moments of Learning.- Supervision and Domestic Violence: Therapy with Individuals, Couples and Families.- Systemic Supervision with Groups in Child Protection Contexts.- An Approach to Supervision Practice with Therapists who Work with Pregnant Substance Abusing Women in Voluntary and Compulsory Treatment Settings.- Group Supervision with Couple Therapists Located in Rural Areas in Norway: Exploring Memories, Bodily Sensations, and the Richness of a Non-Linear Language.- Research Supervision.- An Attachment Narrative Approach to Systemically Informed Supervision Practice.- When the Supervision Process Falters and Breaks Down: Pathways to Repair.- The Supervision of Supervision: A Thematic Analysis of Family Therapy Supervisors’ Experiences of a Group Supervision Structure in a Training Context.

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Book SynopsisDas Buch stellt ein Konzept vor, das es Mitarbeitern in sozialen und Pflegeberufen erleichtert, mit ihrer Empathie bewusst umzugehen. Im Mittelpunkt der Analysen steht dabei das Trainingsprogramm „Mit Empathie arbeiten – gewaltfrei kommunizieren“, das einen reflektierten, authentischen und langfristig gesunden Umgang mit Empathie einübt. Das Buch fokussiert den Zusammenhang zwischen Empathie und daraus resultierenden Risiken wie Depressivität und Burnout, denen das Trainingsprogramm entgegenwirkt. Außerdem wird dessen Entwicklung beschrieben sowie eine Studie zu seiner Wirksamkeit vorgestellt. Table of ContentsEmpathie.- Das Risiko des empathischen Kurzschlusses.- Gewaltfreie Kommunikation.- Entwicklung des Trainingsprogramms.- Empirische Untersuchung der Wirksamkeit des Trainings.

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Book SynopsisA book on the need to do economy in a caring way in the global crisis. In this situation, doing care and doing economy are mutually dependent. The context that is described is a multifaceted and complex one. It concerns social care, state action and the responsibility of companies. All actors are involved in caring and managing within an ecological framework for a development that is beneficial to life both locally and globally.Table of ContentsDoing care inside and doing economy outside?- Extensions of care.- Socially and economically, the provision of livelihood makes the beginning.- Economy “started at home", politically and globally considered.- The caring and economic state.- Business and the caring of companies.- Care supply in its structures and processes.- Solidary caring and socially doing economy.- Thriving development: well-being under ecological precepts.

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Book SynopsisSoziometrie ist eine sowohl qualitative wie quantitative Herangehensweise, um Beziehungen in Gruppen zu untersuchen. Sie untersucht das Wahlverhalten von Menschen anhand bestimmter Kriterien und dient gleichzeitig als Intervention für eine Verbesserung von Gruppenzusammenhalt und -leistung. Dieses Buch bietet eine kompakte Einführung in die Grundlagen der Soziometrie. Es werden unter anderem das sozionomischen System, verwandte Untersuchungsmethoden und Weiterentwicklungen (z.B. der populären Netzwerkananalyse) sowie zahlreiche Instrumente und psychodramatische Messverfahren dargestellt. Darüber hinaus werden in einem Praxisteil zahlreiche Fallbeispiele aus unterschiedlichen Anwendungsfeldern erörtert.Table of ContentsSozionomie, Soziatrie und Soziometrie.- Verwandte Untersuchungsmethoden und Weiterentwicklungen (z.B. Netzwerkforschung).- Instrumente der Soziometrie.- Ausgewählte Messinstrumente.- Ausgewählte Anwendungsfelder.

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Book SynopsisEste libroconstituye el segundo volumen que recoge 25 artículos escritos por el autorsobre temas de actualidad relacionados con el campo de la Bioética, artículosque han ido surgiendo a lo largo de los años 2007-2014 y que han sidopublicados en revistas farmacéuticas (Novafar y Farmanova). El interésprimordial ha sido ayudar a formar unaopinión personal basada en los fundamentos éticos y jurídicos necesarios parapoder intervenir en los diferentes foros en que el farmacéutico puede verse implicado.

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