Social work practice has evolved to meet the needs of the time, the problems that are present, and the knowledge and skills available. Given the more recent rapidly changing stressful environments, political, economic, demographic, sociocultural, and ideological change has affected how practice is defined. Now it is even more essential for there to be innovative theoretical concepts and intervention strategies to support current practice. This textbook addresses today’s context of social work practice that needs to deal with the complexity of personal and social relationships, the continuing historical flux of the times, and the constant anxiety or "threats and pulls" of daily life.
The text is based on the idea that social work practice requires a research and theoretical base that allows practitioners to build on a client's ability to persist in the face of life's challenges and to proceed positively with life events. The Resilience-Enhancing Stress Model (RESM) is an outgrowth of the profession’s interest in strength-based person-environment approaches ― grounded in generalist social work practice that offers a range of intervention practice methods with diverse individuals, families, groups, organizations, and communities. RESM was developed to provide the skill set for working with clients and constituencies across the individual-family-community configuration during times of distress. It also can be a welcomed addition to social work practice with people undertaking life transitions and overcoming disruption to individual, family, and community function.
Topics explored include:- An Evolving Resilience-Enhancing Stress Model
- Interviewing to Promote Resilience Among Marginalized Populations
- Co-creating a Grand Narrative: The Intersection of Individual, Family, and Community Practice
- Connecting Communal Living, Ecology, and Resilience
A Resilience-Enhancing Stress Model: A Social Work Multisystemic Practice Approach is a timely text for human behavior and practice methods at the generalist or advanced generalist levels in social work. It can also be used at the doctoral level of social work education depending on the professor’s attention to the depth of theoretical concepts. Practitioners in the field may find the contents useful to their professional enrichment.
Author(s): Roberta Greene, Nicole Dubus, Nancy Greene
Publisher: Springer
Year: 2022
Language: English
Pages: 175
City: Cham
Foreword
Preface
Acknowledgments
Contents
About the Authors
Abbreviations
Part I: RESM Research and Theoretical Background
Chapter 1: Developing Research-Informed Social Work Practice
1.1 Theoretical Background
1.1.1 Risk and Resilience Theory
1.2 Methodology
1.2.1 Open-Ended Questionnaire
1.2.2 Diverse Sample
1.2.3 Demographics of Participants
1.2.4 Data Analysis
1.3 Findings: Themes by Ecological Level
1.3.1 Societal Level: Oppression and Reconciliation
1.3.2 Sociocultural Level
1.3.3 Interpersonal Level
1.3.4 Personal Level
1.4 Conclusion
References
*Asterisks indicate articles in the metasynthesis
Glossary
Chapter 2: An Evolving Resilience-Enhancing Stress Model
2.1 Theoretical Background on Resilience
2.1.1 A Person–Environment Perspective
2.1.2 Theory in an Age of Uncertainty
2.1.3 Resilience in an Age of Technology
2.1.4 Resilience in an Age of Social Division
2.2 Theory and Model Development
2.2.1 Theory
2.2.2 Metatheory
2.3 Risk and Resilience Theory
2.3.1 Philosophical Roots
2.3.2 Concepts and Terms
2.3.3 Theoretical Assumptions
2.3.4 Implications for Practice
2.4 Ecological Theory
2.4.1 Philosophical Roots
2.4.2 Concepts and Terms
2.4.3 Theoretical Assumptions
2.4.4 Implications for Practice
2.5 Systems Theory
2.5.1 Philosophical Roots
2.5.2 Concepts and Terms
2.5.3 Theoretical Assumptions
2.5.4 Implications for Practice
2.6 Narrative Theory
2.6.1 Philosophical Roots
2.6.2 Concepts and Terms
2.6.3 Theoretical Assumptions
2.6.4 Implications for Practice
2.7 The RESM
2.8 Conclusion
Glossary
References
Part II: The RESM Method: Narrative Interviewing
Chapter 3: Interviewing: The Four Phases of the Resilience-Enhancing Stress Model
3.1 Developing Practitioner Readiness
3.1.1 Self-Awareness
3.1.2 Exercising Reflection
3.1.3 Not Knowing
3.1.4 Knowing-in-Action
3.1.5 Self-Management
3.2 Forms of Interviews
3.2.1 Incorporating Traditional Social Work Interview Skills
3.3 The RESM: A Client-Centered Interview
3.3.1 Augmenting the Narrative Interview
3.3.2 Conducting Culturally Sound Narrative Interviews
3.4 A Summary of an Interactive Four-Stage Process
3.5 Engagement: An Interview in the Third Space
3.5.1 Displaying Transparency and Anchored Understanding
3.6 Assessment: Cocreating a Narrative
3.6.1 Defining Traditional Assessment
3.6.2 RESM Assessment
3.7 Intervention: Narratives as a Preferred Story
3.7.1 Incorporating Traditional Social Work Intervention
3.7.2 Applying RESM Interventions
3.7.3 Adopting Skills for Narrative Recreation
3.8 Evaluation
3.9 Conclusion
Glossary
References
Chapter 4: Interviewing to Promote Resilience Among Marginalized Populations
4.1 Practitioner Readiness
4.1.1 Addressing Difference, Stigma, Marginalization, and Power Differentials
4.2 Engagement
4.2.1 Cultivating Linguistic Skills
4.2.2 Establishing a Dialogue Through Language
4.2.3 Forming a Third-Space Relationship
4.2.4 Reaching an Anchored Understanding
4.3 Assessment
4.3.1 Defining Culture
4.3.2 Seeking Help
4.4 RESM Assessment: Risk and Protective Factors
4.5 Intervention
4.5.1 Intervening During the Four Phases of the RESM
4.5.2 Encouraging Youth Activism
4.6 Evaluation
4.6.1 Making Choices
4.6.2 Evaluating Client’s Resilient Behavioral Outcomes
4.7 Conclusion
Glossary
References
Chapter 5: Using the RESM Narrative Method to Map Assessment Content
5.1 Practitioner Readiness: Forming a Personal RESM Practice Approach
5.1.1 Choosing an Assessment Framework
5.1.2 Developing an Assessment Plan
5.2 Assessment: Frameworks and Tools for Organizing the Life Story
5.2.1 Exploring White’s Mapping of Narrative Practice
5.2.2 Applying Bronfenbrenner’s Model of Development
5.2.3 Exploring Greene’s Developmental Resilient Path
5.2.4 Applying Greene’s Risk-Protection and Resiliency Questionnaire
5.2.5 Charting Greene’s P–E Dimensions: Questions and Prompts
5.2.6 Alexander’s P–E Assessment Chart
5.2.7 Alexander’s Risk and Protection Assessment Profile
5.3 Intervention
5.3.1 Core Intervention Strategies
5.3.1.1 Constructing Meaning-Making
5.3.1.2 Externalizing Problems
5.3.1.3 Deconstructing the Story
5.3.1.4 Reconstructing the Story
5.4 Evaluation: Engaging in Self-Evaluation
5.5 Conclusion
References
Glossary
Part III: RESM Multisystemic Applications
Chapter 6: Cocreating a Grand Narrative: The Intersection of Individual, Family, and Community Practice
6.1 Practitioner Readiness
6.2 Katie Referred
6.2.1 Engagement
6.2.1.1 Achieving Anchored Understanding
6.2.1.2 Realizing Transparency
6.2.1.3 Facilitating Critical Self-Talk
6.2.1.4 Practice Example Analysis: Steps Taken
6.2.2 RESM Assessment
6.2.2.1 Starting to Map the Client’s Person–Environment Influences
6.2.2.2 Practice Example Analysis: Steps Taken
6.2.2.3 Practice Example Analysis: Steps Taken
6.3 A Meeting with Katie’s Family
6.3.1 Defining Family Practice
6.3.2 The Family as a System
6.3.3 Understanding System Change
6.3.4 An Interview with Katie’s Family
6.3.5 Practice Example Analysis: Steps Taken
6.4 Community Decline
6.4.1 Connecting Human Rights Violations to Chester Residents
6.4.2 Practice Example Analysis: Steps Taken
6.4.3 Grand Narrative Assessment Chart and Highlights
6.4.3.1 Katie’s Reaction to the Disruption of Biopsychosocial and Spiritual Processes
6.4.3.2 The Hill Family’s Response to Adversity
6.4.3.3 Effects on the Chester Community of Human Rights Violations
6.4.4 Risk and Protection Assessment Profile
6.4.5 Interventions with Katie
6.4.5.1 Meaning-Making
6.4.5.2 Externalization
6.4.5.3 Self-Care
6.4.5.4 Deconstruction and Reconstruction
6.4.5.5 Rehearsal
6.4.6 Larger-Scale Interventions with the Hill Family and Chester Community
6.5 Conclusion
References
Glossary
Chapter 7: Enhancing Resilience and Functioning Among Older Adults and Their Caregivers
7.1 Traditional Caregiving as Care Sharing
7.2 John’s Competence as Functional Age
7.2.1 Engagement
7.2.1.1 Practice Example Analysis: Steps Taken
7.2.2 Assessment
7.2.2.1 Gathering Information
7.2.2.2 Individualizing Client Competence
7.2.2.3 Gauging Competence
7.2.2.4 Assessing John’s Biopsychosocial and Spiritual Functional Age
7.3 A Meeting with John’s Family
7.3.1 Understanding the Family as a System
7.3.2 Exploring Family Development
7.3.3 Appraising Family Meaning
7.3.4 Family Engagement
7.3.4.1 Practice Example Analysis: Steps Taken
7.3.5 Assessing the Lewis Family’s Response to Adversity
7.4 Community Social Supports
7.4.1 Practice Example Analysis: Steps Taken
7.4.2 Grand Narrative Assessment Chart and Highlights
7.4.2.1 John’s Reaction to the Disruption of Biopsychosocial and Spiritual Processes
7.4.2.2 The Lewis Family’s Response to Adversity
7.4.2.3 The Blackwater Community’s Social Supports
7.4.3 Risk and Protection Assessment Profile
7.4.4 Traditional Interventions
7.4.4.1 Hospital at Home
7.4.4.2 Family Care Management
7.4.5 Intervention
7.4.5.1 Grand Narrative Deconstruction and Reconstruction
7.4.6 Evaluation
7.5 Conclusion
References
Glossary
Chapter 8: Fostering Resilience Among Returning Military Personnel and Their Families
8.1 Family Adjustment
8.1.1 Practitioner Readiness
8.1.1.1 Learning About Military Culture
8.1.1.2 Exploring Resilient Family Functioning
8.1.2 Engagement
8.1.2.1 Anchored Understanding
8.1.2.2 Practice Example Analysis: Steps Taken
8.1.3 Assessment: Mapping Family Concerns
8.1.3.1 Family Response to Adversity
8.1.3.2 Consequences of Social Support
8.1.3.3 Practice Example Analysis: Steps Taken
8.1.4 A Military Family’s Developmental Path
8.1.4.1 Journaling by the Client Family and Social Worker
8.1.4.2 Identifying a Different Time and Place
8.1.5 Assessment Risk and Protection Profile
8.1.6 Family Intervention
8.2 Group Processes
8.2.1 Practitioner Readiness
8.2.1.1 Developing Membership Criteria and a Group Purpose
8.2.1.2 Gaining Psychoeducational Information
8.2.2 Engagement
8.2.2.1 Combating Stigma
8.2.2.2 Developing a Third Space
8.2.2.3 Practice Example Analysis: Steps Taken
8.2.3 Assessment
8.2.3.1 Practice Example Analysis: Steps Taken
8.2.3.2 Risk and Protection Assessment Profile
8.2.4 Group Intervention
8.2.5 Evaluation
8.3 Conclusion
References
Glossary
Chapter 9: Resilience Practice Strategies for Urbanized Societies
9.1 Practitioner Readiness
9.1.1 Defining Urban Resilience
9.1.2 Outlining the Development Field
9.1.3 Distinguishing Cities, Communities, and Neighborhoods
9.2 Engagement: Making Contacts
9.2.1 Identifying and Recruiting Stakeholders
9.2.2 Developing Trust, Transparency, and a Community Vision
9.2.3 Practice Example Analysis: Steps Taken
9.3 Assessment
9.3.1 Beginning a Community Assessment
9.3.2 Achieving an RESM Community Assessment
9.3.3 Assessment Profile
9.3.3.1 Cocreating a Micro- to Macrolevel Narrative
9.3.3.2 Mapping Environmental Influences
9.3.4 Miami-Dade Community Person–Environment Chart
9.3.5 Risk and Protection Assessment Profile
9.4 Intervention
9.4.1 Exploring Global Resilience Initiatives
9.4.2 Examining an RESM Community Practice Intervention
9.4.3 Reconstructing a Community Grand Narrative
9.5 Evaluation
9.6 Conclusion
Glossary
References
Chapter 10: Connecting Communal Living, Ecology, and Resilience
10.1 Practitioner Readiness
10.1.1 Acquiring Assumptions and Terms
10.1.2 Sustainability
10.2 Engagement
10.2.1 Practice Example Analysis: Steps Taken
10.3 Assessment
10.3.1 Lake Hula and Bronfenbrenner’s Human Development Framework
10.3.2 Lake Hula and Greene’s Developmental Resilient Path
10.3.2.1 Practice Example Analysis: Steps Taken
10.3.3 Grand Narrative Assessment Chart and Highlights
10.3.3.1 Response to the Degradation of the Ecosystem
10.3.3.2 Effects of Strong Cultural Identity
10.3.4 Risk and Protection Assessment Profile
10.4 Intervention
10.4.1 Environmental Activism
10.4.2 Work in International Organizations
10.5 Evaluation
10.6 Conclusion: Combating Ecological Systems Risks
References
Glossary
Chapter 11: Using the RESM in Work with Forced Migrants
11.1 Forced Migration
11.2 Practitioner Readiness: Forming a Personal RESM Practice Approach
11.3 Engagement
11.3.1 Achieving Anchored Client Understanding
11.4 Assessment
11.4.1 Examining the Developmental Resilient Path
11.4.2 Applying Bronfenbrenner’s Model of Development
11.4.3 Grand Narrative Assessment Chart and Highlights
11.4.3.1 Consequences of Time and Place
11.4.3.2 Effects of Human Rights Violations
11.4.3.3 Family Response to Adversity or Change
11.4.4 Risk and Protection Assessment Profile
11.5 Intervention
11.5.1 Constructing Meaning-Making
11.5.2 Externalizing Problems
11.5.3 Deconstructing and Reconstructing the Story
11.6 Evaluation: Engaging in Self-Management
11.7 Conclusion
References
Glossary
Epilogue: An Assessment by a Master Practitioner at an Inordinately Stressful Critical Event
Practitioner Readiness for Acute Critical Events
Increasing Client Agency
Practice Example Analysis: Steps Taken
References
Index
