By Craig W. LeCroy
A certain examine easy methods to observe scientific theories to social paintings practice
Thinking via real-life circumstances to make connections among idea and perform is a vital part of social paintings schooling. Now in its Second Edition, Case stories in baby, Adolescent, and kin Treatment encompasses a wide selection of circumstances defined in wealthy element through practitioners, students, and researchers. Chapters symbolize contexts and ways around the social paintings spectrum, so scholars gets to glimpse into the medical event of an entire diversity of professionals.
With bankruptcy overviews, case sketches, examine questions, and references for extra research, this publication makes a useful reference for social paintings scholars. studying by means of instance is tips on how to boost the ability of medical reasoning. Editors Craig W. LeCroy and Elizabeth ok. Anthony—two special students within the box of social work—have introduced jointly a powerful roster of participants who upload their distinctive voices and scientific views into their insightful case descriptions. prepared into 5 thematic sections, Case reviews in baby, Adolescent, and kin therapy, moment Edition covers crucial components in social paintings perform, including:
- Child welfare and adoption
- Individual and workforce treatment
- School and neighborhood settings
- Family remedy and mother or father training
With the updates within the Second Edition, scholars will examine the most up-tp-date classes in social paintings perform from a various variety of students, researchers, and practitioners within the box. In contexts starting from baby welfare to homelessness, this booklet offers the severe considering abilities scholars have to know how social paintings concept applies in scientific environments.
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Additional resources for Case Studies in Child, Adolescent, and Family Treatment
2. Why is it important for the parents to provide tight external controls for the client in this case study? 3. What is the length of the therapeutic relationship in this case study? Why? Could or should it be any different? 4. Why does the practitioner explore each parent’s childhood with them? How does that knowledge contribute to the treatment? 5. What is the important factor in finding a treatment team to work with a child with ADHD? 6. What was important about Nate’s parents coming to view art as “elemental to who Nate was”?
He had complained about taking the medication in elementary school (“it takes away my funny”), but now, squarely in adolescence, he decided he was “finished with meds,” that he hated them and the way they made him feel (“like an automaton”). His parents agreed, but said that if his grades began to fall, they would insist he take medication again. They backed him up with tutors, many tutors, and an especially strong one for math. Ellen also asked the tutors to work with Nate on study skills and project management in addition to subject content, because he would no longer accept this kind of help from his mother!
Punishment and resulting negative consequences did nothing to improve the situation, so Ellen and Ron, in the spirit of “we need to help this boy just get through high school,” decided to become more proactive and more positive in their approach to helping Nate. When he left homework (or his viola or soccer gear) at home, they took turns getting things to school; at home, they worked together on problem‐solving strategies with Nate, rather than letting him struggle and fail. They wanted Nate to feel that they were all on the same side of the table, solving problems together rather than being adversaries.