This book explores the widespread problem of gender-based violence in the Anglophone Caribbean, exploring reasons for its perpetuation and proposing viable policy and programming solutions to prevent it. Drawing on the work of a multidisciplinary team of Caribbean researchers and practitioners, the book explores the ways in which violence victimisation and perpetration have been socially and institutionally shaped, and supported by fixed gender codes. Key themes in the book include the institutional frameworks and structural inequalities that perpetuate gender-based violence, the role of the church both in perpetuating the problem and its potential to combat it, the role of law, access to justice, and governmental and non-governmental responses to gender-based violence. The book covers violence against women, but also explores women as perpetrators, men and boys as victims, and gender-based violence against young persons. It also demonstrates the ways in which gender-based violence can further marginalise already marginalised groups, such as members of the LBTQ+ community or persons with disabilities. Bridging the divide between academia, government, and civil society, this book challenges the normalisation of gender-based violence in the Anglophone Caribbean and proposes viable, culturally relevant solutions for prevention. It will be of interest to researchers and practitioners working on issues related to gender, the Caribbean, global development, criminology, and human rights.

This book offers a new framework for providing psychological services in schools at the individual, group, and systemic levels. It examines a variety of disorders common to school children, including anxiety, depression, ADHD, and conduct disorder, and outlines treatment options from evidence-based cognitive and cognitive-behavioral methods. The accessible real-world guidelines enable readers to design, implement, and evaluate interventions relevant to diverse student needs. Ethical, competency, and training concerns facing school practitioners in the new therapeutic environment are reviewed as well. Featured areas of coverage include: Behavioral assessment in school settings. PTSD and secondary trauma in children and adolescents. Transdiagnostic behavioral therapy for anxiety and depression in school. CBT for children with autism spectrum and other developmental disorders. Implementation, technological, and professional issues. The Practitioner's Toolkit: evidence-based cognitive and behavioral interventions. Cognitive and Behavioral Interventions in the Schools is an essential resource for professionals and scientist-practitioners in child and school psychology, social work, behavioral therapy, psychotherapy and counseling, and educational psychology.

Provides empirical insights based on research on youth and vulnerability and frontline practices showing theoretical, political as well as practical implications. Uses case-studies from Portugal, Greece, Poland, Czech Republic, Great Britain, Sweden, Finland and Denmark. Provides a distinct social work perspective on youth and welfare encounters.

Pitched at students taking qualifying degrees in social work, i.e. undergraduate and masters as well as Think Ahead but is also relevant for mental health practitioners taking post-qualifying courses, particularly those to accredit them as Advanced Mental Health Professionals. Authoritative evidence-based introduction to an area of specialism chosen by many social work students. Provides detailed coverage of mental health across the life course including working with children and older people.

Although efforts have been made and continue to be made to reduce the rate of HIV transmission in the U.S. and globally, the rates continue to increase in the majority of countries. In the U.S., members of minority communities remain especially at risk of HIV transmission. An individual's discovery that he or she has contracted HIV, or that a loved one has contracted the illness, often raises significant issues that necessitate interaction with mental health professionals. Mental Health Practitioner's Guide to HIV/AIDS serves as a quick desk reference for professionals who may be less familiar with the terminology used in HIV/AIDS care and services.

They are laborers, soldiers, refugees, and orphans. In areas of the world torn by poverty, disease, and war, millions of children are invisible victims, deprived of home, family, and basic human rights. Their chances for a stable adult life are extremely slim. The powerful interdisciplinary volume Vulnerable Children brings a global child-rights perspective to the lives of indigenous, refugee, and minority children in and from crisis-prone regions. Focusing on self-determination, education, security, health, and related issues, an international panel of scholars examines the structural and political sources of children's vulnerabilities and their effects on development. The book analyzes intervention programs currently in place and identifies challenges that must be met at both the community and larger policy levels. These chapters also go a long way to explain the often-blurred line between vulnerability and resilience. Included in the coverage: Dilemmas of rights-based approaches to child well-being in an African cultural context. Poverty and minority children's education in the U.S.: case study of a Sudanese refugee family. The heterogeneity of young children's experiences in Kenya and Brazil. A world tour of interventions for children of a parent with a psychiatric illness. An exploration of fosterage of Owambo orphans in Namibia. UNICEF in Colombia: defending and nurturing childhood in media, public, and policy discourses. Vulnerable Children is a must-have volume for researchers, graduate students, and clinicians/professionals/practitioners across a range of fields, including child and school psychology, social work, maternal and child health, developmental psychology, anthropology, sociology, social policy, and public health.

1. At present there are no edited books dedicated to understanding and working with individuals with Autism in secure settings. 2. Likely to appeal to a wide audience including psychology, psychiatry, nursing, occupational therapy, speech and language therapy, and criminal justice staff. 3. Will be the first of its kind to combine theory, research and practice in the area of ASC and offending. 4. This is a growing area and a much-needed text in this arena.

1. At present there are no edited books dedicated to understanding and working with individuals with Autism in secure settings. 2. Likely to appeal to a wide audience including psychology, psychiatry, nursing, occupational therapy, speech and language therapy, and criminal justice staff. 3. Will be the first of its kind to combine theory, research and practice in the area of ASC and offending. 4. This is a growing area and a much-needed text in this arena.

"Social Work with Older People" provides an authoritative and practical guide to working with older people in a range of settings. It addresses the complexities of individual work with older people, as well as work with families, groups and the wider community, and is not afraid to tackle the challenges as well as opportunities of practice in this area.

The book begins by explaining the demographic changes that have led to a 'greying' of the general population. It goes on to discuss the diversity in experiences of ageing across society, and the range of issues which confront older people and those who wish to work proactively with them. Clear attention is paid to the processes of assessment, care planning and review, with readers encouraged to reflect on developing good practice through case studies and exercises. Although it has a strong practical emphasis, the book also stresses the value of theoretical perspectives, with insights from fields such as sociology and psychology woven throughout the book. Clear links are also made to policy guidelines and organizational standards, without losing sight of the deeper, often more complex, issues that arise when working with older people.

"Social Work with Older People" will be essential reading for social work students and practitioners, but also for others who are interested in the development of practice with older people as citizens and service users.

An exploration of how empowerment, lifelong learning and social inclusion are closely connected to the concept of recovery from mental illness, showing how mental health services in general need to restructure to enable people with the lived experience of mental illness to lead a meaningful life with and beyond the illness.

First book which shows social workers how to engage with a broader dialogue about home and the building and the rebuilding of home in disruptive circumstances, such as violence, abuse and forced dislocation. Broadens how home is understood in social work research, policy and practice by providing an intersectional analysis of home in the social work discipline Shows the social policies and complex interactional practices that contribute to one's sense of home.

This edited text brings together the stories of nine clinical social workers working during COVID-19, exploring the disconnections caused by a forced use of technology as well as the disconnections apparent in a time of social injustice. Employing narrative strategies to capture this transformative moment of our history, these chapters explore the effects of technology and social media on psychotherapy, the delivery of services for the chronically mentally ill and elderly, as well as the consequences of recent cultural shifts on our conceptions of gender, sexuality, race, the immigrant experience, and political activism. While traditional research methodologies tend to address social problems as if they were divorced from the lives and experiences of human beings, these chapters employ phenomenological description of how the existing system functions, to identify theory-to-practice gaps and to recover the experiences of the person within the various institutional structures. Divided into three parts, each chapter begins with pre-reading and close reading questions and ends with writing prompts, allowing for practitioners and students to examine their own thoughts, and put what they have learnt into practice. Suitable for students of clinical social work and practicing mental health professionals, this book is essential for those wanting to make sense of social work practice in our constantly evolving times.

This edited text brings together the stories of nine clinical social workers working during COVID-19, exploring the disconnections caused by a forced use of technology as well as the disconnections apparent in a time of social injustice. Employing narrative strategies to capture this transformative moment of our history, these chapters explore the effects of technology and social media on psychotherapy, the delivery of services for the chronically mentally ill and elderly, as well as the consequences of recent cultural shifts on our conceptions of gender, sexuality, race, the immigrant experience, and political activism. While traditional research methodologies tend to address social problems as if they were divorced from the lives and experiences of human beings, these chapters employ phenomenological description of how the existing system functions, to identify theory-to-practice gaps and to recover the experiences of the person within the various institutional structures. Divided into three parts, each chapter begins with pre-reading and close reading questions and ends with writing prompts, allowing for practitioners and students to examine their own thoughts, and put what they have learnt into practice. Suitable for students of clinical social work and practicing mental health professionals, this book is essential for those wanting to make sense of social work practice in our constantly evolving times.

Worldwide, there has been a growth in service user involvement in education and research in recent years. This handbook is the first book which identifies what is happening in different regions of the world to provide different countries and client groups with the opportunity to learn from each other. The book is divided into five sections: Section One examines service user involvement in context exploring theoretical issues which underpin service user involvement. In Section Two we focus on the state of service user involvement in human services education and research across the globe including examples of innovative practice, but also identifying examples of where it is not happening and why. Section Three offers more detailed examination of such involvement in a wide range of professional education learning settings. Section Four focuses on the involvement of service users in research involving a wide range of service user groups and situations. Lastly, Section Five explores future challenges for education and research to ensure involvement remains meaningful. The book includes forty-eight chapters, including seventeen case-studies, from all regions of the world, this is the first book to both highlight the subject's methodological and theoretical issues and give practical examples in education and research for those wishing to engage in this field. It will be of interest to all service users, scholars and students of social work, nursing, occupational therapy, and other human service subjects.

Drawing on rich empirical work emerging from core conflict regions within the island nation of Sri Lanka, this book illustrates the critical role that women with disabilities play in post-armed conflict rebuilding and development. This pathbreaking book shows the critical role that women with disabilities play in post-armed conflict rebuilding and development. Through offering a rare yet important insight into the processes of gendered-disability advocacy activation within the post-conflict environment, it provides a unique counter narrative to the powerful images, symbols and discourses that too frequently perpetuate disabled women's so-called need for paternalistic forms of care. Rather than being the mere recipients of aid and help, the narratives of women with disabilities reveal the generative praxis of social solidarity and cohesion, progressed via their nascent collective practices of gendered-disability advocacy. It will be of interest to academics and students working in the fields of disability studies, gender studies, post-conflict studies, peace studies and social work.

This book provides new and empirically grounded research-based knowledge and insights into the current transformation of the Russian child welfare system. It focuses on the major shift in Russia's child welfare policy: deinstitutionalisation of the system of children's homes inherited from the Soviet era and an increase in fostering and adoption. Divided into four sections, this book details both the changing role and function of residential institutions within the Russian child welfare system and the rapidly developing form of alternative care in foster families, as well as work undertaken with birth families. By analysing the consequences of deinstitutionalisation and its effects on children and young people as well as their foster and birth parents, it provides a model for understanding this process across the whole of the post-Soviet space. It will be of interest to academics and students of social work, sociology, child welfare, social policy, political science, and Russian and East European politics more generally.

Taking a new and innovative angle on social work, this book seeks to remedy the lack of holistic perspectives currently used in Western social work practice by exploring Indigenous and other culturally diverse understandings and experiences of healing. This book examines six core areas of healing through a holistic lens that is grounded in a decolonizing perspective. Situating integrative healing within social work education and theory, the book takes an interdisciplinary approach, drawing from social memory and historical trauma, contemplative traditions, storytelling, healing literatures, integrative health, and the traditional environmental knowledge of Indigenous Peoples. In exploring issues of water, creative expression, movement, contemplation, animals, and the natural world in relation to social work practice, the book will appeal to all scholars, practitioners, and community members interested in decolonization and Indigenous studies.

Drawing together theoretical ideas from across the social sciences, Classifying Fashion, Fashioning Class examines how the fashion-class association has developed and, using the experiences of middle-and-working class British women, demonstrates how this relationship operates today. Though increasingly academics argue that contemporary class distinctions are made through cultural practices and tastes, few have fully explored just how individual's fashion choices mobilise class and are used in class evaluations. Yet, an individual's everyday dress is perhaps the most immediate marker of taste, and thus an important means of class distinction. This is particularly true for women, as their performances of respectability, femininity and motherhood are embodied by fashion and shaped by class. In unpacking this fashion-class relationship, the book explores how fashion is used by British women to talk about class. It offers important insights into the ways fashion mobilises class differences in understandings of dressing up, performance and public space. It considers how class identity shapes women's attitudes concerning fashion trends and classic styles, and it draws attention to the pivotal role mothers play in cultivating these class distinctions. The book will be of interest to students in sociology, fashion studies, cultural studies, human geography and consumer behaviour.

This book studies welfare systems in Europe and beyond from the standpoint of women in vulnerable positions in society. These systems are under major transformations with new models of service delivery and management, austerity measures, requirements for cost-effectiveness, marketization, and the prioritization of services. Divided into three parts: Welfare service systems (not) responding to vulnerable situations of women Women's encounters with the welfare service system Contradictions of informal support this book considers the experiences and encounters with the service system of women in poverty, homeless women, women with substance use problems, women sentenced of crime, girls and young women in care, and refugees and asylum-seeking women. Drawing upon research and critical discussions from Finland, Canada, Israel, Slovenia, Spain and the UK, this book provides new empirical findings and critical insights, and a valuable resource for the academics and students in social work, social policy, sociology and gender studies, but also for policy makers and professionals in social and health care.

Tracing the origin of work with the 'impotent poor' under the Poor Laws, to social workers' current responsibilities towards vulnerable people, this book introduces the reader to the way in which the identification of particular social problems at the end of the nineteenth century led to the emergence of a wide range of separate occupational groups and voluntary workers, which were sometimes, but increasingly, referred to as social workers. Using an extended single chronological historical narrative and analysis, which draws heavily on original archival sources and contemporary literature, it addresses the changes which took place as part of the welfare state and the identification of common roles and responsibilities by social workers, which led to the formation of the British Association of Social Workers in 1970. The expansion of roles and responsibilities in social services departments and voluntary societies is analysed, and their significance for the development of social work is evaluated. By highlighting the changes and continuities in these roles and responsibilities, this book will be of interest to all academics, students, and practitioners working within social work, who wish to know more about the origins of their discipline and the current state of the profession today.

This Handbook provides an authoritative account of international fieldwork education in social work. It presents an overview of advances in research in social work field education through in-depth analyses and global case studies.

Key features:

Discusses critical issues in teaching social work and curriculum development; health care social work; stimulated learning; field education policies; needs, challenges, and solutions in fieldwork education; reflexivity training; creativity and partnership; resilience enhancement; integrated and holistic education for social workers; student experience; practice education; and ethical responsibility of social work field instructors

Covers social work field education across geographical regions (Asia and the Pacific; North and South America; Australia and Oceania; Europe) and major themes and trends from several countries (U.S.A.; Canada; Australia; China; Hong Kong; Sweden; Aotearoa New Zealand; England; Ukraine; Spain; Estonia; Italy; Ireland; Slovenia; Poland; Romania; Greece; Norway; Turkey; and the Czech Republic)

Brings together international comparative perspectives on fieldwork education in social work from leading experts and social work educators

This Handbook will be an essential resource for scholars and researchers of social work, development studies, social anthropology, sociology, and education. It will also be useful to educators and practitioners of social work in global institutions of higher studies as well as civil society organisations.

Table of Contents

Foreword by Lynne Healy

Introduction: Signature Pedagogy – A Practice Laboratory of Social Work Education

Rajendra Baikady, Varoshini Nadesan, Sajid S.M. and M. Rezaul Islam

Part I: Transforming Practice Teaching: Perspectives from Asia and the Pacific

Chapter 1: Reclaiming a Macro Lens, Recasting Multilevel Practice: Social Work Field Education in Hong Kong

Andrew Pau Hoang, Lo Kai Chung and Lucy Porter Jordan

Chapter 2: Developing Healthcare Social Work Curriculum and

Arranging Field Work Education in China

Johnston H. C. Wong

Chapter 3: Fieldwork Education in Social Work as One Way of Building Bridges Between China and Europe

Staffan Höjer, Honglin Chen, Juha Hämäläinen, Jie Lei, Steven M Shardlow, Zhao Fang

Chapter 4: Fieldwork Education in Social Work: Perspectives of Vietnamese Social Work Students

Huong T Hoang and Hang T Dao

Part II: Strengthening Field Education in Social Work: The North and South American Experience

Chapter 5: Adopting a Trauma-Informed Perspective in the Field Practicum: Current Realities and Future Challenges

Carolyn Knight

Chapter 6: Social Work Field Education in the United States

Carole Cox and Jan Miner

Chapter 7: It’s Time to Deconstruct the Problematic Attitude of ‘Fieldwork’ of ‘Global North’!

Shweta Singh

Chapter 8: Social Work Field Education in Canada

Marion Bogo and Karen M. Sewell

Chapter 9: Integrated and Holistic Education for Social Work: The Special Place of Field Education

Naomi B. Farber, Mariah Moran and Steven Wahle

Chapter 10: When the Going Gets Tough: Case Studies of Challenge and Innovation in Canadian Field Education

Brenda Morris, Sarah Todd and Alicia Kalmanovitch

Part III: Current Realities of Social Work Field Education in Australia and Oceania

Chapter 11: Social Work Field Education in Australia: Concepts, Challenges and 21st-Century Concerns

Helen Cleak

Chapter 12: 'Getting Used to the First Nation Person in the Room’: A Discussion on Field Practice in Australia

Kiel Hennessey, Steven Keed, Rachael Howard, Bindi Bennett, Phillip Pallas, Kylie Agllias

Chapter 13: Aotearoa New Zealand Field Education Practice

Kathryn Hay, Dominic Chilvers and Jane Maidment

Chapter 14: Understanding Simulated Learning and its Relationship to Field Education

Jennifer Boddy, Lise Johns, Christian Frost, Mark Lynch and Fiona Stevens

Chapter 15: Social Work Field Education in Australia: Issues and Trends

Kylie Agllias and Leanne Schubert

Part IV: Social Work Field Education in Europe

Chapter 16: ‘She Subjected Me to Pressure from Everybody in the Team’: Aligning Black African Students’ Experiences of Field Education with Social Workers’ Motivations for Becoming Practice Educators in England

Prospera Tedam and Irine Mano

Chapter 17: Teaching Field Social Work: Views from Ukrainian Academia

Tetyana Semigina

Chapter 18: Professional Placements in Social Work Training in Southern Spain: A Comparison with Other Social Sciences

Roser Manzanera Ruiz and Maria del Valle Medina Rodriguez

Chapter 19: Estonian Undergraduate Social Work Students’ Reflections on the Field Placement: Challenges for the Novice Social Workers

Karmen Toros, Kersti Kriisk and Anne Tiko

Chapter 20: Field Work Education in Social Work in Italy

Annamaria Campanini, Marilena Dellavalle and Giovanni Cellini

Chapter 21: A Critical Review of Practice Education in England

Graham Ixer, Mary Baginsky and Jill Manthorpe

Chapter 22: Hearing the Student Voice: An Evaluation of Students’ Experiences and Learning in Fieldwork Education in University College Dublin, Ireland

Elaine Wilson and Niamh Flanagan

Chapter 23: Fieldwork in Social Work Education in Slovenia: Needs, Challenges and Possible Solutions

Liljana Rihter and Tamara Rape Žiberna

Chapter 24: Prior to Embarking on First Fieldwork Education Exposure: Preparing Social Work Students Through Five Experiential Learning Activities

Elena Cabiati and Fabio Folgheraiter

Chapter 25: Reflexivity Development Demonstrated in Examples of Field Placements of Social Work Students

Navrátil Pavel and Navrátilová Jitka

Chapter 26: Experiences on Social Work Field Work Education in Romania

Béla Szabó, Ágnes Dávid-Kacsó and Éva László

Chapter 27: Reflexivity as a Pivotal Component of Fieldwork in Social Work Education

Jarosław Przeperski and Małgorzata Ciczkowska-Giedziun

Chapter 28: Unconventional Practice Placements: Creativity, Partnership and New Professional Opportunities in an Italian Experience of Social Work Field Education

M.L. Raineri, F. Corradini. C. Landi, P. Limongelli

Chapter 29: Construction and Evaluation of Knowledge in Social Work from the Evidence of Professional Internships in Spain

Enrique Pastor Seller

Chapter 30: Character Strengths and Virtues for Competent Fieldwork Education: Perspectives of Undergraduate Students from Two University Departments of Social Work in Greece

Eleni Papouli, Sevaste Chatzifotiou and Charalampos Tsairidis

Chapter 31: Supervision about Culture and Culture in Supervision: International Field Placement

Gurid Aga Askeland and Elsa Døhlie

Chapter 32: Resilience Enhancement in Social Work Field Education

Monika Punová

Chapter 33: Social Work Field Instruction in Turkey: Challenges, Problems and Based Implications

Cemre Bolgün and Buğra Yildirim

Part V: Social Work Field Education under Covid-19

Chapter 34: The Self-directed Practicum: An Innovative Response to COVID-19 and a Crisis in Field Education

Beth Archer-Kuhn, Angela Judge-Stasiak, Lorraine Letkemann, Jennifer Hewson and Jessica Ayala

Chapter 35: Covid-19 Pandemic: A Threat or an Opportunity to Fieldwork Education in England?

Paula Beesley

Chapter 36: Performance of Volunteering and Work Duties during the Pandemic of Covid-19 in the Czech Republic: Lived Experience of Social Work Students

Marie Špiláčková, Kateřina Glumbíková, Veronika Zegzulková, Iva Tichá and Pavlína Rabasová

Conclusion: Technological Advancement and Changing Landscape of Social Work Practice – Challenges Ahead of Next-Generation Practitioners

Rajendra Baikady, Varoshini Nadesan, Sajid S.M. and M. Rezaul Islam

Introduction to Family Processes: Diverse Families, Common Ties serves to provide an explanation of the complex workings of inner family life. The text primarily focuses on family processes and dynamics (the "inside" of families) as opposed to sociological trends, political topics, or the individual psychological approach. The text further presents the research underlying these processes and effectively presents ways to increase the positive aspects of family life. This edition has been updated to include current research and contemporary topics. The text has been divided into four parts: Foundations, Building and Establishing Families, Maintaining Families, and Change/Turbulence/Gains/Losses. While the research methods chapter still provides an introductory examination of family science research, it now includes an expanded discussion on research design, methods, and advances in the area. A new chapter, titled "Forgiveness, Kindness, Hope, and Gratitude" has been incorporated to amplify positive family processes and highlight emerging research. This edition provides added emphasis on diverse families (e.g., race/ethnicity, family structure, LGBTQIA, ability, culture, and family formation), and each chapter includes a new "Discussions in Diversity" section related to that chapter. The authors have consciously included an epilogue as a way of reflecting on what they have learned, along with what they hope to learn in the future. Aimed at courses related to family studies and family dynamics, this text provides a comprehensive review of family processes. Whether it is used for undergraduate or graduate classes, professional growth, or personal enrichment, the text assists readers in enhancing the positive aspects of family life, avoiding undesirable aspects, and more effectively managing the challenges and obstacles families face that cannot be avoided. Thus, the text holds an appeal for people who live (or will live) in families, as well as those who want to work with families.

This book considers how rurality interacts with the mental health and wellbeing of individuals and communities in different regional settings. Through the use of international and comparative case studies, the book offers insight into the spatiality of mental health diagnoses, experiences, services provision and services access between and within rural areas. It is the first book to specifically address rural mental health geographies from an international perspective, and will be of interest to researchers and policymakers in rural studies, regional studies, health geography and rural mental health.

Psychosocial Impact of Polygamy in the Middle East is the first to deal with polygamy in the Middle East in a comprehensive way. This book fills a gap in the literature by addressing the question of the psychosocial impact of polygamy on all members of polygamous families by offering a new way of examining family structure, such as father-mother, father-children, mother-children relationships, and the relationships between offspring from different mothers. It introduces a model for intervention with polygamous families for scholars and practitioners. This book also explores Islam s role in polygamy as well as the social andeconomic consequences of the phenomena."