Modern social work practice : (Record no. 43829)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 10271cam a22004094a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | CUTN |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241105143641.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 040908s2005 enka b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0754641201 (hardback) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 075464121X (pbk.) |
| 041 ## - LANGUAGE CODE | |
| Language | English |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 361.320 |
| Edition number | 22 |
| Item number | DOE |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Doel, Mark, |
| 245 10 - TITLE STATEMENT | |
| Title | Modern social work practice : |
| Remainder of title | teaching and learning in practice settings / |
| Statement of responsibility, etc | by Mark Doel and Steven M. Shardlow. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | Aldershot, Hampshire, England ; |
| -- | Burlington, Vt. : |
| Name of publisher, distributor, etc | Ashgate, |
| Date of publication, distribution, etc | c2005. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxvi, 302 p. : |
| Other physical details | ill. ; |
| Dimensions | 25 cm. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Title | Cover<br/>Title Page<br/>Copyright<br/>Contents<br/>List of figures and tables<br/>Acknowledgements<br/>Introduction<br/>Modern social work practice: the more things change . . . ?<br/>Modern practice learning<br/>The content, structure and purpose of the book<br/>Learning<br/>In conclusion<br/>Visit our website<br/>PART I Foundations of Practice<br/>CONTEXT: New opportunities for practice learning<br/>Where does social work take place?<br/>Teaching and supervising the student’s practice learning<br/>Benefits of supervising students<br/>The Learning Agreement<br/>Support for practice learning<br/>The tide<br/>Chapter 1 Knowing the service user and carer<br/>About Activity 1 Licensed to learn<br/>Activity 1 Licensed to learn<br/>Teaching notes: Knowing the service user and carer<br/>Opportunities<br/>Learning notes: Knowing the service user and carer<br/>Who is the ‘client’?<br/>The individuality of service users and carers<br/>The strengths model<br/>The relationship between social workers, services users and carers<br/>Service user and carer control<br/>Assessment notes: Knowing the service user and carer<br/>Further reading<br/>Chapter 2 Knowing your self<br/>About Activity 2 Viewpoint<br/>Activity 2 Viewpoint<br/>Teaching notes: Knowing your self<br/>Opportunities<br/>Examples<br/>Learning notes: Knowing your self<br/>Use of self<br/>World-views<br/>World-views of service users, carers and other professionals<br/>Assessment notes: Knowing your self<br/>Further reading<br/>Chapter 3 Knowing the role<br/>About Activity 3 Boundaries<br/>Activity 3 Boundaries<br/>Teaching notes: Knowing the role<br/>Opportunities<br/>Different expectations<br/>Example<br/>Developing a style<br/>Learning notes: Knowing the role<br/>Process and outcome<br/>Occupational control and status<br/>Metaphors for the social work role<br/>The student role<br/>Assessment notes: Knowing the role<br/>Further reading<br/>PART II Direct Practice<br/>CONTEXT: Interprofessional learning and practice<br/>Terminology<br/>Issues concerning interprofessional practice<br/>Power and status differentials<br/>Interprofessional collusion<br/>Issues around interprofessional learning<br/>The social work contribution in multidisciplinary teams<br/>Chapter 4 Preparation<br/>About Activity 4 Starting out<br/>Activity 4 Starting out<br/>Teaching notes: Preparation<br/>Opportunities<br/>Expectations<br/>Existing networks<br/>Induction<br/>Learning notes: Preparation<br/>First impressions<br/>First contacts<br/>Attitude<br/>Taboo topics<br/>Ad hoc contacts<br/>Preparing your learning<br/>Making your learning explicit<br/>Assessment notes: Preparation and the portfolio<br/>Further reading<br/>Chapter 5 Generating options<br/>About Activity 5 Open ends<br/>Activity 5 Open ends<br/>Teaching notes: Generating options<br/>Opportunities<br/>Recognizing and interrupting patterns<br/>Learning notes: Generating options<br/>Spirit of enquiry<br/>Positive reframing<br/>Non-verbal and symbolic communication<br/>Action techniques<br/>Assessment notes: Generating options<br/>Further reading<br/>Chapter 6 Making assessments in partnership<br/>About Activity 6 Hold the front page<br/>Activity 6 Hold the front page<br/>Teaching notes: Making assessments in partnership<br/>Opportunities<br/>Your role in teaching about assessment<br/>Assessment and intervention<br/>Learning notes: Making assessments in partnership<br/>Assessment: a note of caution<br/>Feedback from Hold the front page<br/>A wide range of assessments<br/>Assessment and government guidance<br/>Working in partnership with people<br/>Holistic assessments<br/>Assessments and interventions<br/>Assessment notes: Making assessments in partnership<br/>Further reading<br/>Chapter 7 Working in and with groups<br/>About Activity 7 No-one is an island<br/>Activity 7 No-one is an island<br/>Teaching notes: Working in and with groups<br/>Opportunities<br/>Balancing various needs<br/>Fears about groupwork<br/>Other opportunities<br/>Teamwork<br/>Learning notes: Working in and with groups<br/>Social action<br/>Links between groups and teams<br/>Meetings and sessions<br/>Learning from groups and teams<br/>Making the work more visible<br/>Assessment notes: Working in and with groups<br/>Further reading<br/>Chapter 8 Working in difficult situations<br/>About Activity 8 Difficult behaviour in groups<br/>Activity 8 Difficult behaviour in groups<br/>The article – Difficult behaviour in groups<br/>Further reading<br/>PART III Agency Practice<br/>CONTEXT: Creative practice and procedural requirements<br/>Principles underpinning procedures<br/>Problems with procedures<br/>The retreat from professionalism?<br/>Creative practice<br/>Procedural and creative practice<br/>Chapter 9 Making priorities<br/>About Activity 9 Home truths<br/>Activity 9 Home truths<br/>Teaching notes: Making priorities<br/>Ranking criteria<br/>Opportunities<br/>Learning notes: Making priorities<br/>Live and let live<br/>Rationing<br/>Assessment notes: Making priorities<br/>Further reading<br/>Chapter 10 Managing resources<br/>About Activity 10 Travel agent<br/>Activity 10 Travel agent<br/>Teaching notes: Managing resources<br/>Opportunities<br/>Key influences on holiday choice<br/>Learning notes: Managing resources<br/>Care management<br/>Resources and change<br/>Managing your time<br/>Assessment notes: Managing resources<br/>Further reading<br/>Chapter 11 Accountability<br/>About Activity 11 Held to account<br/>Activity 11 Held to account<br/>Teaching notes: Accountability<br/>Opportunities<br/>Learning notes: Accountability<br/>Personal accountability<br/>Accountability to the employer<br/>Accountability to other organizations<br/>Public accountability<br/>Accountability to service users and carers<br/>Professional accountability<br/>Legal accountability<br/>Assessment notes: Accountability<br/>Further reading<br/>Chapter 12 Whistleblowing<br/>About Activity 12 The myth of Sisyphus<br/>Activity 12 The myth of Sisyphus<br/>Teaching notes: Whistleblowing<br/>Opportunities<br/>Learning notes: Whistleblowing<br/>The legal position<br/>The good, the bad and the ugly<br/>Whistleblowing in social work<br/>Assessment notes: Whistleblowing<br/>Further reading<br/>PART IV Themes of Practice<br/>CONTEXT: Evidence-based practice<br/>Putting evidence-based practice into effect<br/>The empirical orientation<br/>The pragmatic orientation<br/>The research-minded/research-aware orientation<br/>Critical appraisal: using evidence from research in practice<br/>Chapter 13 Working with risk<br/>About Activity 13 Dial ‘D’ for Danger<br/>Activity 13 Dial ‘D’ for Danger<br/>Teaching notes: Working with risk<br/>Opportunities<br/>Learning notes: Working with risk<br/>Risk assessment<br/>Typology of risks<br/>Risk management<br/>Risk avoidance<br/>Assessment notes: Working with risk<br/>Further reading<br/>Chapter 14 Anti-oppressive practice<br/>About Activity 14 The drawbridge<br/>Activity 14 The drawbridge<br/>Teaching notes: Anti-oppressive practice<br/>Helping the student to learn from The drawbridge<br/>Opportunities<br/>Anti-oppressive practice teaching<br/>Learning notes: Anti-oppressive practice<br/>Language<br/>Using your learning from The drawbridge<br/>Power and empowerment<br/>Diversity and difference<br/>Assessment notes: Anti-oppressive practice<br/>Further reading<br/>Chapter 15 Law-informed practice<br/>About Activity 15 A–Z of the law – spirit and letter<br/>Activity 15 A–Z of the law – spirit and letter<br/>Teaching notes: Law-informed practice<br/>Linking social work and the law<br/>The growing importance of the law for professional education<br/>Opportunities<br/>Seeking legal expertise<br/>Learning notes: Law-informed practice<br/>The approval–disapproval continuum<br/>Assessment notes: Law-informed practice<br/>Further reading<br/>Chapter 16 Generalist and specialist practice<br/>About Activity 16 Essence of social work<br/>Activity 16 Essence of social work<br/>Teaching notes: Generalist and specialist practice<br/>What is generalist practice?<br/>Generic social work practice<br/>The significance of the generalist–specialist debate<br/>Opportunities<br/>Learning notes: Generalist and specialist practice<br/>The common base of social work practice<br/>What is a specialism?<br/>Forms of specialism<br/>Generalism and specialism – the future<br/>Assessment notes: Generalist and specialist practice<br/>Further reading<br/>Chapter 17 Comparative practice<br/>About Activity 17 View from another place . . . another time<br/>Activity 17 View from another place . . . another time<br/>Teaching notes: Comparative practice<br/>Opportunities<br/>Learning notes: Comparative practice<br/>Dimensions of comparison<br/>Assessment notes: Comparative practice<br/>Further reading<br/>Appendix: National Occupational Standards<br/>Glossary of acronyms<br/>Glossary of terms<br/>Bibliography<br/>Index |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Modern Social Work Practice is an interactive book designed to provide readers with an opportunity to engage with key aspects of current social work practice. It also provides an excellent digest of the significant literature. Each chapter is introduced with an activity or exercise designed to aid student learning in discrete aspects of practice, building up to a complete curriculum for practice learning. The book builds upon the success and style of Social Work Practice (1993) and The New Social Work Practice (1998). Mark Doel and Steven M. Shardlow have shaped the book to take account of the National Occupational Standards for Social Work, aiming to provide a creative, practical and up-to-date resource for teaching and learning in line with current practices. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Social work education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Social service |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Social case work |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Social workers |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Shardlow, Steven, |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="http://www.loc.gov/catdir/toc/ecip0422/2004021202.html">http://www.loc.gov/catdir/toc/ecip0422/2004021202.html</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | General Books |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Dates associated with a name | 1950- |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references p. (275-292) and index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Form subdivision | Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Form subdivision | Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| General subdivision | In-service training. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Dates associated with a name | 1952- |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Materials specified | Table of contents |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Location | Shelving location | Date of Cataloging | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Non-fiction | CUTN Central Library | CUTN Central Library | Social Sciences | 05/11/2024 | 361.320 DOE | 49437 | 05/11/2024 | 05/11/2024 | General Books |