case study on integrative social work

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Article Contents

• An Integrative Model for Practice
• The Stress Pandemic
• The Relaxation Response and Supporting Research
• The Power of Belief
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Examination of an Integrative Health Care Model for Social Work Practice

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Michelle D DiLauro, Examination of an Integrative Health Care Model for Social Work Practice, Health & Social Work , Volume 43, Issue 4, November 2018, Pages 261–268, https://doi.org/10.1093/hsw/hly028

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Social work professionals would benefit by including integrative medicine programs and practices in their framework of practice and service delivery to clients. In our rapidly changing health care environment, using a model that provides a more comprehensive and empowering approach to addressing the medical and psychological needs of our clients is warranted. Discussion of holistic social work practice and implications for social work education and training will be examined through a review of the research and clinical application of a mind–body program titled the Relaxation Response Resiliency Program (3RP). This client-centered, strengths-based program can be used in conjunction with traditional therapies to empower clients to take part in their own health care by teaching noninvasive, self-care, and user-friendly techniques. New research from the Benson-Henry Institute for Mind Body Medicine has demonstrated a reduction in service utilization and cost savings from participation in 3RP. Research on this resiliency health care model will be of interest to social work practitioners, educators, and policymakers alike.

• social work
• protective factors
• mind-body medicine

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The Integrative Case Analysis Model for Linking Theory and Practice

2004, Journal of Social Work Education - J SOC WORK EDUC

This article introduces a case analysis model and field seminar format developed to enhance students&#x27; abilities to systematically integrate theory and practice in relation to their work with practicum clients. The authors draw upon learning theories and empirical research to explain the utility of the model and then describe specific components of the field seminar format including structured student assignments, associated classroom pedagogy, and an evaluation plan. The authors discuss the feasibility of implementing this model and offer considerations for further research.

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Integrative field seminars can help students with the difficult task of integrating learning between field and class. Are the seminars effective? We compared one cohort of MSW students who were required to attend an integrative field seminar (n=101) to another cohort who were not offered a seminar (n=147). We questioned each cohort at the end of their generalist practicum about skills and attitudes we thought the seminar would enhance. Those students who had a seminar reported better critical thinking, more identification with the profession and more satisfaction with their field education. However, they were similar to students without a seminar on 10 other skills, including evaluations by their field instructors.

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We tested an underlying assumption of social work field education, that more frequent practice of professional skills is associated with better student outcomes. One hundred eighty-eight students from four social work programs rated their skills and satisfaction and answered questions about frequency of practicing professional skills in field practi- cum. In addition, we had performance evaluations by their field instruc- tors for 120 students. More frequent practice of nearly all 38 skills was associated with greater satisfaction with field education and greater self- evaluation of performance. Frequency of practicing about one-third of

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In an attempt to facilitate productive relationships between students and field instructors a series of educational workshops were offered to provide the knowledge and interpersonal skills associated with satisfactory learning partnerships. This paper presents the content and format of these workshops that aimed to address crucial topics identified as challenges for students and field instructors. These topics are (a) improving

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In this article, we look at two intersecting imperatives in social work and university education and how they shape our thinking about quality in field education. We will explore how practices of new managerialism and the desire for diversity come into conflict when trying to assess the quality of field-based learning. Drawing on findings from a pilot research project we completed at Carleton University in Ottawa, Canada, we propose that it would be beneficial for Canadian schools of social work to rely less on assessing quality in terms of standards and specifications and more on a transformative notion of quality that speaks more clearly to empowering students and enhancing their knowledge and skills.

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Real Case Studies in Social Work Education

The central elements of the Real Cases Project curriculum integration effort are three case studies, drawn from the ChildStat Initiative—an innovative, agency-wide case review process of New York City’s Administration for Children’s Services. As documented in Brenda McGowan’s introduction to the case studies and their development, we went through a rigorous selection process to insure that the cases would be diverse, engaging, and useful in meeting the objectives of the Real Cases Project . The overview of the case studies, by Tatyana Gimein, (Co-Chair of the Project before her retirement from ACS), highlights key elements of each case study, and the profound challenges facing the families, staff and communities involved.

The decision to use real case studies in a curriculum integration effort was adopted after an extensive assessment phase. In 2004, the Planning Committee initially began the case selection process, focusing on cases drawn from the ACS Accountability Review Process. An expert panel convened by the Committee narrowed the selection to one case. After recruitment and preliminary work by faculty on individual teaching guides, this case became unavailable. The ChildStat approach was then proposed and access to cases was granted, resulting in the selection of the three cases in this document. Faculty authors adopted these three cases as framing elements in their teaching guides. The three case studies collectively raise critical issues in public child welfare practice today, show a diverse range of practices, family issues, and populations, as well as showcase the ChildStat Initiative.

The Real Cases Project is part of the social work tradition of case study education. During our profession’s history, social work educators have used case studies in the classroom to teach particular course content (Richmond, 1897; Towle, 1954), drawing vignettes from students’ work in the field (Reynolds, 1965; Wolfer & Gray, 2007), published case studies and cases from their own practice (Cohen, 1995). The case study approach appears to be experiencing resurgence, as indicated by the number of published books of cases and suggestions for their use in the classroom (Fauri, Wernet & Netting, 2007; Haulotte & Kretzschmar, 2001; Hull & Mokuau, 1994; LeCroy, 1999; Rivas & Hull, 2000; Stromm-Gottfried, 1998; Wolfer & Scales, 2006). Even with its widespread use, the efficacy of the case study approach for learning specific content or integrating multiple content areas has not been extensively tested and remains a fruitful area for inquiry.

Case studies are especially useful for training professionals in disciplines as social work, where critical thinking and problem solving skills are necessities (Ross & Wright, 2001). Case studies are often utilized in professional social work education in order to provide students with a real life example on which to practice their skills of critical analysis and assessment. In addition to practicing a particular skill set, case studies also allow faculty to assist students in their application of theory into practice. In addition, when used properly, case studies can provide students an opportunity to accept responsibility for their own learning (Armisted, 1984).

This Project contributes to the growing literature on using child welfare case studies in social work education (Brown, 2002; Johnson & Grant, 2005). We advance this effort, especially considering that the cases are drawn from a public child welfare agency and are accompanied by teaching guides that demonstrate how the cases can be used successfully in different courses across the curriculum. The Real Cases Project does not suggest that the cases supplant the content of a particular course. Rather, the cases can be used to illuminate and expand course content. While students may become familiar with the cases in more than one class, the teaching guides will insure that the use of the cases is not redundant, and is appropriate to each course in the curriculum. Thus, both the individual courses and the understanding of child welfare as a part of social work are enriched.

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Integrative Clinical Social Work Practice

A Contemporary Perspective

• © 2014
• F. Diane Barth 0

New York, USA

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• Provides a unifying theory of social work practice
• Reviews existing clinical and research literature on integrated approaches
• Offers practical guidelines to inform treatment, supervision and training of clinicians
• Includes supplementary material: sn.pub/extras

Part of the book series: Essential Clinical Social Work Series (ECSWS)

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Table of contents (10 chapters)

Front matter, integration or eclecticism: rationale for an integrative theory.

F. Diane Barth

Contemporary Psychodynamic Models

Developmental models, cognitive and behavioral models, the body-mind connection, making assessments and choosing interventions, an integrative approach to therapeutic relationships, small steps and manageable goals, building and working with an integrative team, working on and working through, back matter.

• CBT in social work practice
• cognitive behavioral therapy
• psychodynamic theory in social work practice
• social work interventions
• supervision in social work
• therapeutic alliance

About this book

In recent history the practice of medicine and mental health has been increasingly eclectic as more and more practitioners harness seemingly disparate therapies and techniques to arrive at clinical breakthroughs. But while social work professionals have been involved in integrative practice informally and intuitively for years, resources to bring structure to this therapeutic concept have been few and far between.

In response, Integrative Social Work Practice offers innovative ways of conceptualizing cases, communicating with clients and making better therapeutic use of client individuality. Rich in research, evidence-based and clinical material from a variety of settings, the book begins with the basic organizing principles behind effective integrative practice. Real-world examples flesh out the theoretical rationales and psychodynamic, cognitive, behavioral and developmental methods are shown in practical context. The author also demonstrates how to balance flexibility and boundaries and manage diverse and even conflicting theories, while providing clear guidelines on:

• Integrating key psychotherapeutic approaches into social work.
• Using somatic knowledge to enhance therapy.
• Making assessments and choosing interventions.
• Applying an integrative approach to therapeutic relationships.
• Creating manageable goals based on small steps.
• Building and working with an integrative team.

An important step forward in both professional development and the larger therapeutic picture, Integrative Social Work Practice benefits researchers and practitioners as well as supervisors and students in social work and counseling.

Authors and Affiliations

Bibliographic information.

Book Title : Integrative Clinical Social Work Practice

Book Subtitle : A Contemporary Perspective

Authors : F. Diane Barth

Series Title : Essential Clinical Social Work Series

DOI : https://doi.org/10.1007/978-1-4939-0351-1

Publisher : Springer New York, NY

eBook Packages : Humanities, Social Sciences and Law , Social Sciences (R0)

Copyright Information : Springer Science+Business Media New York 2014

Hardcover ISBN : 978-1-4939-0350-4 Published: 18 February 2014

Softcover ISBN : 978-1-4939-2015-0 Published: 21 August 2014

eBook ISBN : 978-1-4939-0351-1 Published: 18 February 2014

Series ISSN : 2520-162X

Series E-ISSN : 2520-1611

Edition Number : 1

Number of Pages : XVII, 166

Number of Illustrations : 1 b/w illustrations

Topics : Social Work , Psychotherapy and Counseling , Psychotherapy

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ORIGINAL RESEARCH article

Measuring and improving public space resilience to the covid-19 pandemic: chongqing-china as a case study provisionally accepted.

• 1 Chongqing University, China

The final, formatted version of the article will be published soon.

The COVID-19 pandemic emphasized the importance of public spaces. Accessing public spaces during the pandemic improves physical health, reduces feelings of loneliness, and lessens depression. However, not all public spaces can provide an effective response during the pandemic. The public spaces' ability to respond to the pandemic varies depending on their resilience level, which refers to the capability of those spaces to adapt to the challenges posed by the COVID-19 pandemic and maintain functionality to meet users' needs during this crisis. By investigating the response of existing public spaces to the COVID-19 pandemic and identifying and examining the criteria of pandemic resilience, this study aims to explore and improve public spaces' capability to respond effectively during the pandemic. 169 public spaces in three regions in Chongqing City in China are studied. Four main criteria involving 9 sub-criteria of pandemic resilience that can be integrated into public spaces' planning and design are studied. Three questionnaire surveys are used in this study to examine how public spaces adapt to the pandemic and evaluate the pandemic resilience criteria. The questionnaire data is analyzed using the Statistical Package for Social Sciences (SPSS) software. The pandemic resilience criteria are assessed and analyzed using a Geographic Information System (GIS). The study utilized the analytic hierarchy process (AHP) to assign weights to the criteria of pandemic resilience. Weighted overlay analysis (WOA) is applied to assess the pandemic resilience level in public spaces. Results indicate various possibilities for pandemic resilience depending on the characteristics of the area. However, these resilience levels are inadequate to respond effectively to the pandemic, resulting in diminished utilization of public spaces during the COVID-19 pandemic across all studied regions compared to the periods preceding the pandemic and after the complete reopening. This study presents a remarkable source for strengthening the resilience of cities against pandemic emergencies.

Keywords: Chongqing, COVID-19 pandemic, Planning and design, preparedness, public space, resilience, response, Sustainable cities

Received: 08 Feb 2024; Accepted: 13 May 2024.

Copyright: © 2024 ALAWI, Chu and Rui. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Prof. Dongzhu Chu, Chongqing University, Chongqing, 400030, China

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