By Nancy Boyd Webb
Now in a revised and accelerated moment variation, this accomplished textual content spells out the fundamentals of social paintings perform with young ones and offers the really expert wisdom that scholars and practitioners want for aiding younger consumers face various tricky lifestyles occasions. up-to-date and generally rewritten to mirror present thought and perform within the box, the second one variation deals extended insurance of chance and resilience elements in review, objective atmosphere, and monitoring growth. fairly worthy positive factors contain in-depth case examples, tables and charts, dialogue questions, role-play workouts, and a number of other reproducible evaluation kinds.
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Extra resources for Social Work Practice with Children, Second Edition (Social Work Practice with Children and Families)
Example text
It is also important for practitioners to be able to identify not only the child's problematic behaviors but also his or her areas of strength and positive adaptation. W e know that different children respond differently even in the same families. For example, all children in a multiproblem family could be considered "at risk" of developing problems themselves. This is not a simple equation, however, as a significant proportion of children w h o are at risk do not develop later problems (Mash & Dozois, 2003).
Necessary Background for Helping Children 25 learning in social work courses and in the field practicum and should continue as the m a r k of professional behavior as long as a social worker engages in practice. Tools for Self-Assessment and Improved Understanding of Cultural Differences Some specific tools and references that can assist students and practitioners in examining their o w n cultural beliefs include Ho's (1992) "ethnic competence-skill" model, Coumoyer's (1991) overview of a variety of selfassessment measures related to cultural diversity, Chadiha, Miller-Cribbs, and Wilson-Klar's (1997) questiormaire of similarities and differences, and Paniagua's (1998) 10-item Self-Evaluation of Biases and Prejudices Scale.
At what age can a child decide? Anyone w h o works with children knows that almost all children begin as involuntary clients. They m a y realize that they are unhappy, but in most cases they have no idea that there are people w h o can help them with their worries and troubles; furthermore, they are wary of adult strangers and uncomfortable about talking with them. W h e n the social worker introduces him-or herself to the child as a "worry person" or "helper" w h o knows h o w to help children with their troubles and worries, the child m a y begin to comprehend the nature and purpose of the helping process.
