Resilience Enhancement in Social Work Practice : Anti-Oppressive Social Work Skills and Techniques

As people around the globe experience more civil unrest and environmental disruption, the difficulties social workers face in their practice are becoming increasingly complex. This textbook deepens and expands the resilience-enhancing stress model (RESM) skill set and techniques so that social workers can more effectively serve clients and constituencies who are trying to overcome the stress of difficult life transitions and challenging environmental demands. It is designed as a companion piece to A Resilience-Enhancing Stress Model: A Social Work Multisystemic Practice Approach (Springer, 2022). The intent of the RESM is to further expand social workers' practice skill sets with additional concepts from the anti-oppressive practice (AOP) and coaching literature that aligns with the Educational Policy and Accreditation Standards from the Council on Social Work Education (CSWE). The book's 12 chapters are organized around life transitions and illustrate skills, techniques, and interviews important to the enhancement of resilience. Among the topics covered: The Resilience-Enhancing Stress Model: Articulating Anti-Oppressive Practice Exploring the Role of Cultural Diversity in Resilient Social Functioning: Theory and Skills Countering Human Rights Violations During Life Transitions Facilitating Community Development Following Disruption Resilience Enhancement in Social Work Practice: Anti-Oppressive Social Work Skills and Techniques uniquely offers practitioners a knowledge base to exponentiate their efficacy in identifying and fortifying resilience in a time in history when it appears to be imperative. It is written for a student social work audience at the generalist or advanced generalist level for practice across a range of populations and settings. It contains traditional and contemporary human behavior content that supports a social work narrative methodology and a life course perspective. It could be taught with its predecessor across one or two semesters. Practitioners in the field who are new to this content could also find the text a valuable resource. Foreword References Preface Reference Contents List of Figures About the Editors About the Editors About the Contributors Abbreviations Chapter 1: Introducing the Resilience-Enhancing Stress Model 1.1 The Need for the RESM 1.2 The Professional Use of Self: Practitioner Readiness for Applying the RESM 1.2.1 Learning About Research on Risk and Resilience 1.2.2 Comprehending Human Behavior 1.3 The RESM: A Metatheory 1.3.1 Risk and Resilience Theory 1.3.2 Ecological Theory 1.3.3 Systems Theory 1.3.4 Narrative Theory 1.4 Phases of the RESM 1.4.1 Engagement as Relationship Building 1.4.2 Assessment as Narrative Coconstruction 1.4.3 Intervention as Deconstruction and Reconstruction of Narratives 1.4.4 Evaluation as Collaborative Progress Review 1.5 Summary and Conclusion References Supplemental References Glossary Chapter 2: The Resilience-Enhancing Stress Model: Articulating Anti-Oppressive Practice 2.1 AOP: A P-E Perspective 2.2 The Need for Anti-Oppressive Social Work Measures 2.3 Articulating Anti-Oppressive Social Work Practice 2.3.1 Central Focus 2.3.2 Terms 2.3.3 Assumptions 2.4 The Systemic Nature of Oppression: Examples From Multisystemic Practice 2.5 RESM Social Work, AOP, and Roberto 2.5.1 Engagement 2.5.1.1 Practice Example Analysis: Steps Taken 2.5.2 Assessment 2.5.3 Intervention 2.5.3.1 Practice Example Analysis: Steps Taken 2.5.4 Evaluation 2.6 Constructing a RESM Anti-Oppressive Skill Base 2.6.1 Traditional Skills 2.6.2 The RESM (Risk and Resilience Theory) 2.6.3 Coaching Skills 2.7 Four Phases of the RESM Interview 2.7.1 Engagement: Forming a Third-Space Relationship 2.7.2 Assessment: Cocreating a Narrative 2.7.3 Intervention: Deconstructing and Reconstructing Narratives 2.7.4 Evaluation: Collaboratively Reviewing Progress 2.8 Summary and Conclusion References Supplemental References Supplemental References: Coaching Glossary Chapter 3: Exploring the Role of Cultural Diversity in Resilient Social Functioning: Theory and Skills 3.1 Identifying Culture as a Protective Factor 3.2 Culture and Resilience-Enhancing Practice Skills 3.2.1 Differentiating Cultural Competence 3.2.2 Defining Cultural Humility 3.2.3 Delineating Cultural Soundness 3.3 Engagement: Forming a Third-Space Relationship 3.3.1 Establishing a Third-Space Relationship 3.3.2 Achieving Anchored Understanding 3.4 Assessment: Cocreating a Narrative 3.4.1 Gathering Client Data 3.4.2 Attending to Local Language and Worldview 3.4.3 Learning About Help-Seeking Patterns 3.4.4 Mapping Person–Environment Influences 3.5 Intervention: Reconstructing Narratives 3.5.1 Establishing Cultural Meaning 3.5.2 Reconstructing Narratives 3.5.3 Actualizing Meaning-Making 3.5.4 Externalizing 3.5.4.1 Practice Example Analysis: Externalization and Narrative Reconstruction 3.6 Evaluation: Appraising Progress 3.7 Summary and Conclusion References Supplemental References Glossary Chapter 4: Countering Human Rights Violations During Life Transitions 4.1 A Historical Global Human Rights Perspective 4.1.1 Establishing Refugee Status 4.1.2 Resisting Marginalization 4.1.3 Applying Human Behavior Terms 4.2 Practitioner Readiness: Infusing Human Rights Content in the RESM 4.3 Engagement 4.3.1 Establishing Trust and Anchored Understanding 4.3.2 Actualizing the Third Space 4.3.2.1 Practice Example Analysis: Steps Taken 4.4 Assessment: Cocreating a Narrative 4.4.1 Uncovering Clients’ and Constituencies’ Historical Trauma 4.4.1.1 Practice Example Analysis: Steps Taken 4.4.2 Using Assessment Tools 4.4.3 Creating an Assessment Profile: Balancing Risk and Protection 4.5 Intervention: Coaching to Reconstruct Family Patterns 4.5.1 Coaching the Family 4.5.2 Coaching for Employment 4.6 Evaluation: Rating the Family’s Progress 4.7 Societal Resilience: Systemic Interventions 4.7.1 Assessing the Cambodian Genocide: Narrative 4.7.2 Responding to the Cambodian Genocide and Civil War 4.7.3 Intervening to Enhance Resilience 4.7.3.1 International Initiatives 4.7.3.2 Social Welfare Interventions 4.8 Summary and Conclusion References Supplemental References Glossary Chapter 5: The Resilience-Enhancing Stress Model: A Practice Overview and Guide 5.1 Preparing for RESM Practice 5.1.1 Visualizing and Mapping Practice 5.2 Engagement: Forming a Third-Space Relationship 5.2.1 Central Focus 5.2.2 Terms 5.2.3 Assumptions 5.3 Assessment: Cocreating a Narrative 5.3.1 Central Focus 5.3.2 Terms 5.3.3 Assumptions 5.4 Intervention: Deconstructing and Reconstructing the Narrative 5.4.1 Central Focus 5.4.2 Terms 5.4.3 Assumptions 5.5 Evaluation: Engaging in Evaluation 5.5.1 Central Focus 5.5.2 Terms 5.5.3 Assumptions 5.6 A RESM Practice Guide for Work With Family, Group, and Community Systems 5.6.1 Family-Centered Social Work Practice 5.6.1.1 Central Focus 5.6.1.2 Terms 5.6.1.3 Assumptions 5.6.1.4 Engagement 5.6.1.5 Assessment 5.6.1.6 Intervention 5.6.1.7 Evaluation 5.6.2 Group Social Work Practice 5.6.2.1 Central Focus 5.6.2.2 Terms 5.6.2.3 Assumptions 5.6.2.4 Engagement 5.6.2.5 Assessment 5.6.2.6 Intervention 5.6.2.7 Evaluation 5.6.3 Community-Based Social Work Practice 5.6.3.1 Central Focus 5.6.3.2 Terms 5.6.3.3 Assumptions 5.6.3.4 Engagement 5.6.3.5 Assessment 5.6.3.6 Intervention 5.6.3.7 Evaluation 5.7 Summary and Conclusion References Chapter 6: Transitioning from Hospital to Home: Resilience-Enhancing Skills for Health Care Social Workers 6.1 Combining the RESM and the Bridge Model 6.2 Social Workers on Health Care Teams 6.3 Blending the RESM with the Bridge Model 6.4 The Four Phases of the RESM Augmented by the Bridge Model 6.4.1 Engagement 6.4.1.1 Forging a Relationship 6.4.1.2 Respecting Client Values 6.4.1.3 Navigating Health Care Systems 6.4.2 Assessment 6.4.2.1 Features Common to Both Models 6.4.2.2 Practice Example Analysis: Steps Taken 6.4.3 Intervention 6.4.3.1 Social Determinants of Health 6.4.3.2 Key Features of Assessment in the Bridge Model 6.4.3.3 Practice Example Analysis: Steps Taken 6.4.4 Assessment 6.4.4.1 Creating an Assessment Profile 6.4.4.2 Risk and Protective Factors 6.4.4.3 Interviewing to Set Functional Goals 6.4.4.4 Practice Example Analysis: Steps Taken 6.4.5 Evaluation 6.4.5.1 Documenting the Use of Technology 6.4.5.2 Bridge Medicare Program Evaluation 6.4.5.3 Bridge Clinical Social Work Supervision 6.4.5.4 RESM Professional Self-Monitoring 6.4.5.5 Evaluating Patient Goals and Outcomes 6.5 Summary and Conclusion References Supplemental References Glossary Chapter 7: Envisioning Functions and Skills for Resilience-Enhancing Nursing Home Social Workers 7.1 Setting the Boundaries of Psychosocial Care 7.1.1 Mandating Psychosocial Care 7.1.2 Professionalizing Psychosocial Care 7.1.3 Advocating for Psychosocial Care 7.1.4 Researching Social Workers’ Delivery of Psychosocial Care 7.2 Proposing RESM Social Worker Psychosocial Care Functions 7.3 Engagement 7.4 Assessment 7.4.1 Providing Health Care Based on Clients’ Narratives 7.4.2 Mapping Risks 7.4.3 Uncovering Protective Factors 7.4.4 Interviewing for a RESM Assessment 7.4.4.1 Practice Example Analysis: Steps Taken 7.4.5 Determining the Balance Between Risk and Protection 7.5 Multisystemic Intervention 7.5.1 Externalizing the Problem 7.5.2 Connecting to Family 7.5.3 Training Staff 7.5.4 Recruiting Community Volunteers 7.5.5 Advocating for Sound Regulations and Policy 7.6 Evaluation 7.6.1 Certifying a Nursing Facility 7.6.2 Evaluating Nursing Home Social Work Function 7.7 Summary and Conclusion References Supplemental References Glossary Chapter 8: Resilience-Enhancing Skills for Developmental Transitions: Children with Autism Spectrum Disorder 8.1 A Perspective on ASD 8.2 Defining Developmental Ecological Systems 8.3 Tracing Developmental Resilient Pathways 8.4 Learning About DIRFloortime ® 8.5 Organizing the Treatment Team 8.5.1 Practice Example Analysis 8.6 Family Resilience Theory and Family-Focused Social Work Practice 8.6.1 Supporting Family Resilience 8.6.2 Enlisting the Family as a Member of the Team 8.6.3 Understanding Family Communication 8.6.4 Exploring Family Role Development 8.6.5 Comprehending Belief Systems and Family Narratives 8.6.6 Mapping a Client’s Developmental Resilient Pathway 8.6.6.1 Practice Example Analysis 8.7 Four Phases of RESM Social Work Practice 8.7.1 Early Engagement 8.7.2 RESM Engagement 8.7.2.1 Narrative Themes 8.7.2.2 Practice Example Analysis 8.7.3 RESM Assessment 8.7.3.1 Creating an Assessment Profile 8.7.3.2 Balancing Risk and Protection 8.7.4 RESM Intervention 8.7.4.1 Countering Negative Societal Attitudes 8.7.4.2 Externalizing Negative Stereotypes 8.7.4.3 Bolstering Developmental Protective Factors 8.7.5 RESM/DIRFloortime Evaluation 8.8 Summary and Conclusion References Supplemental References Glossary Chapter 9: Transmitting Resilience Through Family Communication and Organization 9.1 Exploring Family Well-Being and Military Readiness 9.2 Understanding Workplace Fit 9.3 Coping with Multiple Deployments and Relocations 9.4 Consequences of Stress 9.5 Delineating Family Resilience 9.5.1 Resilience: Common Characteristics 9.6 Defining Family P-E Fit 9.7 Coaching a Family in Transition 9.8 Resilience-Enhancing Stress Model (RESM) Engagement: Stigma and Mental Health Services 9.8.1 Practice Analysis: Steps Taken 9.9 RESM Assessment 9.9.1 Initial Family Assessment 9.9.2 Social Worker Assessment 9.9.2.1 Delineating Organizational, Communication, and Belief Patterns 9.9.2.2 Charting a P-E Assessment 9.10 RESM Intervention 9.10.1 Meaning-Making 9.10.2 Reconstructing a Family Narrative 9.11 RESM Evaluation 9.12 Military-Level Intervention 9.12.1 Forming the Theoretical Basis of Military Resilience 9.12.2 Outlining the Military Resilience Continuum 9.13 Summary and Conclusion References Supplemental References Glossary Chapter 10: Maintaining Resilience Following Loss or Illness 10.1 The Opioid Epidemic and Child Welfare 10.2 Engagement 10.2.1 Practice Example Analysis: Steps Taken 10.3 Multiple Systemic Loss 10.3.1 Collective Stress 10.4 Assessment 10.4.1 Sociocultural Historical Context 10.4.2 Practice Example Analysis: Steps Taken 10.4.3 Creating an Assessment Profile: Balancing Risk and Protection 10.5 Intervention 10.5.1 Situational Meaning-Making 10.5.2 Reconstructing a Narrative 10.6 Evaluation 10.7 Summary and Conclusion References Supplemental References Glossary Chapter 11: Facilitating Community Development Following Disruption 11.1 Historical Trauma: Indigenous Boarding Schools 11.1.1 The RESM and Responding to Stress 11.1.2 A Person–Environment (P-E) Shift 11.1.2.1 Interacting Ethnosystems and Institutions 11.1.3 Understanding Multiple Levels of Resilience 11.1.4 Practice Analysis: Steps Taken 11.1.4.1 From Historical Trauma to Posttraumatic Growth 11.1.5 Practitioner Readiness: Adopting a Theoretical Framework 11.1.5.1 Practice Analysis: Steps Taken 11.1.6 Engagement 11.1.7 Assessment: Coconstructing a Grand Narrative 11.1.7.1 Listening to Voices 11.1.7.2 Learning About Critical Historical Events 11.1.7.3 Mapping P-E Dimensions: The Assessment Profile 11.1.7.3.1 P-E Dimensions 11.1.7.3.2 Mind, Body, and Spirit Balance 11.1.7.3.3 Assessment Profile 11.1.8 Intervention 11.1.8.1 Uniting Therapeutic Techniques 11.1.8.2 Mobilizing Social Change 11.1.8.3 Actualizing Innovation 11.1.8.4 Continuing Advocacy 11.1.9 Evaluation 11.2 Historical Trauma: Hurricane Katrina 11.2.1 New Orleans’s Ninth Ward: A Disenfranchised Marginalized Community 11.2.2 Rebuilding a Naturally Resilient Community 11.2.3 Phases of RESM Recovery 11.2.3.1 Pre-engagement 11.2.3.2 Engagement 11.2.3.3 Assessment 11.2.3.4 Intervention 11.3 Summary and Conclusion References Supplemental References Glossary Chapter 12: Interactional Resilience for Aging Out of Care: A South African Example 12.1 Introduction and Background 12.2 Care-Leaving 12.3 Lessons for Interactional Resilience from Research on Care-Leavers in South Africa 12.3.1 The Agency–Structure Debate 12.3.2 Journey to Independent Living 12.3.2.1 Implications for Practice 12.3.3 Women’s Journey Toward Independent Living 12.3.4 Protective Processes in the Growth Beyond the Town Study 12.3.4.1 Relational Protective Processes 12.3.4.2 In-Care Protective Processes 12.3.4.3 Environmental Protective Processes 12.3.4.4 Interactional Protective Processes 12.3.5 Transfer of Social Skills 12.3.6 Narratives About Possible Selves 12.3.7 Social Policy 12.4 Conclusion and Implications 12.4.1 A Model of Interactional Resilience for Care-Leavers 12.4.2 Implications for Social Services 12.5 Summary and Conclusion References Supplemental References Glossary Epilogue References Supplemental References Index