International Clinical Sociology

Sankofa
Contents
About the Contributors
Part I: The Essentials
Chapter 1: Introduction
1.1 Defining Clinical Sociology
1.2 Clinical Sociology in Its Global Context
1.3 The Organization of This Volume
References
Selected Readings and Websites in International Clinical Sociology
Chapter 2: The Basics: From Concepts to Models
2.1 Introduction
2.2 Rights-Based Intervention and Other Basic Concepts
2.2.1 Rights-Based Intervention
2.2.2 Structurally-Conducive Settings
2.2.3 Creativity
2.2.4 Inclusion
2.2.5 Client and Client Systems
2.2.6 Socioeconomic Development
2.3 Intervention and Interventionists
2.3.1 Levels of Intervention
2.3.2 The Intervention Process
2.3.3 Consultation Models
2.3.4 Conducting Interventions
2.4 Research and Intervention
2.5 Theories and Models
2.6 Influences on the Actions of Clients and Client Systems
2.7 Conclusion
References
Part II: Regional Histories
Chapter 3: The History of Clinical Sociology in the United States
3.1 Introduction
3.2 Scholar-Practitioner Profiles
3.2.1 Jane Addams
3.2.2 W.E.B. Du Bois
3.2.3 Charles G. Gomillion
3.2.4 James Laue
3.3 Clinical Sociology in Print
3.4 The First University Courses
3.5 Contemporary Contributions
3.6 Conclusion
References
Chapter 4: Clinical Sociology in Québec: When Europe Meets America
4.1 Introduction
4.2 Clinical Sociology: Foundations
4.3 A Major Development: Human Relations and Psycho-sociology
4.4 Community Development and Social Action
4.5 A Radical Change of Culture
4.6 Clinical Sociology as an Academic and Professional Reference
4.7 Clinical Sociology Redefined in the 1980s and 1990s
4.8 Clinical Sociology 1990-2005: From Life Story to the Workplace
4.8.1 Consciousness Raising Through Life Stories
4.8.2 Healthy Work
4.8.3 The Development of Clinical Sociology in Recent Years
4.9 The Clinical Sociology Approach
4.9.1 A Social Contract
4.9.2 Interdisciplinary Complexity
4.9.3 An Ethical Issue: Democracy
4.10 Conclusion
References
Chapter 5: On the Origins of Clinical Sociology in France: Some Milestones
5.1 Introduction
5.2 Durkheim and Socio-psychic Processes
5.3 From Durkheim to Freud
5.4 Mauss and Psychological Sociology
5.5 The College of Sociology and the Analysis of ``The Vital Elements of Society´´
5.6 Gurvitch and Total Psychic Phenomena
5.7 Wilhelm Reich: Between Marxism and Psychoanalysis
5.8 Freudian Marxism and the Frankfurt School
5.9 Social Psychology, Psychosociology, Socioanalysis, and Sociopsychoanalysis
5.10 Conclusion
References
Chapter 6: Clinical Sociology in Japan
6.1 History of Clinical Sociology in Japan
6.1.1 Background
6.1.2 Before 1998
6.1.3 1998-2010
6.1.4 After 2010
6.2 Theoretical Framework: Narrative Social Constructionist Approach
6.3 Case Presentations
6.3.1 Case 1: Beteru no Ie (Group Home of Psychiatric Ex-patients)
6.3.2 Case 2: Reminiscence Board (for Elderly Patients with Dementia in a Geriatric Hospital)
6.3.3 Case 3: Studies of a Clinical-Sociology-Based Narrative Approach (Recovery from Eating Disorders)
6.4 Clinical Sociologists as Co-constructors of Clinical Reality
References
Chapter 7: The Emergence of Clinical Sociology in South Africa
7.1 Introduction
7.2 The Development of Sociology as a Discipline in South Africa
7.2.1 Main Figures in the Early Development of Sociology
7.2.2 Apartheid and Sociology
7.2.3 Post-apartheid Sociology
7.3 Clinical Sociology in South Africa
7.4 Scholar-Practitioner Contributions Towards Establishing Clinical Sociology as a Field Within South African Sociology
7.5 Institutional Recognition for Clinical Sociology at South African Universities
7.6 Conclusion
References
Part III: Selected Applications
Chapter 8: The Patient´s Personal Experience of Schizophrenia in China: A Clinical Sociology Approach to Mental Health
8.1 Introduction: The Chinese Context and Clinical Sociology
8.1.1 The Immediate Context of This Research Project
8.2 Methodology and Concepts
8.2.1 Implicit Sociology and Experiential Knowledge
8.2.2 The Action/Research Issue
8.3 Three Preliminary Definitions
8.3.1 Person and Experience: A Rogerian Approach
8.3.2 Definition of Society
8.3.3 Definition of Social Rehabilitation
8.3.4 A Heuristic Grid
8.3.5 Critical Incident or Central Experience
8.4 Understanding Schizophrenia in China: An Illustration
8.4.1 Pang Shi
8.4.2 Weng Yan
8.4.3 Li Wan
8.4.4 Lu Hua
8.5 Some Results and Conclusion
8.5.1 Patients Say It in Their Own Words: Experiential and Implicit Knowledge
8.5.2 The Experience of Illness and Rehabilitation as a Collective Construct
8.5.3 Actors Feel and Act According to Their Representation of Normality
8.5.4 An Implicit Definition of Social Rehabilitation
8.5.5 Clinical Sociology: A Tool for Rehabilitation Intervention?
8.6 An Additional Commentary: 30 Years Later
References
Chapter 9: Bridging Social Capital: A Clinical Sociology Approach to Substance Use Intervention
9.1 Introduction
9.2 Conceptual Foundations and Permutations
9.2.1 Clinical Sociology
9.2.2 Social Capital: The Theoretical Foundation
9.2.3 Recovery Capital
9.2.4 Social Recovery
9.3 Developing the Social Recovery Initiative (SRI)
9.3.1 Overview of the SRI Conceptual Model
9.3.2 The SRI: Intervention at the Organizational Level
9.3.2.1 Research Methods
9.3.2.2 Implementation in a Drug Treatment Court
9.3.2.3 Evaluation of the SRI
9.4 Harry, Social Recovery Intervention at the Individual Level
9.5 The Semantics of Recovery: A Rose by Any Other Name
9.6 Conclusion
References
Chapter 10: Children´s Human Rights as a Buffer to Extremism: A Clinical Sociology Framework
10.1 Human Rights, Extremism, and a Clinical Sociology Approach
10.1.1 Defining Extremist Behavior
10.1.2 Defining Rights-Respecting Behavior
10.2 Interventionist Framework
10.2.1 Micro-Level Factors
10.2.2 Meso-Level Factors
10.2.3 Macro-Level Factors
10.3 Example of Rights Respecting Schools
10.4 Conclusion
References
Chapter 11: Clinical Sociological Contributions to the Field of Mediation
11.1 Introduction
11.2 Mediation
11.3 An Example of a Mediated Case
11.4 Five Contributions to the Field of Mediation
11.4.1 Multi-level System Intervention
11.4.2 Cultural Competency
11.4.3 Empowerment
11.4.4 Integrated Theoretical Analysis
11.4.5 Redefinition of the Situation
11.5 Conclusion
References
Chapter 12: The Art of Facilitation
12.1 Introduction
12.2 Defining Facilitation
12.3 Mediation and Facilitation
12.4 Novice, Experienced and Artisan Facilitation
12.5 Types of Groups That Can Benefit from Professional Facilitation
12.6 Steps to a Better Meeting
12.6.1 Before the Meeting
12.6.1.1 Plan the Meeting Carefully
12.6.1.2 Collect Needed Background Information
12.6.1.3 Prepare and Send Out a Tentative Agenda in Advance of the Meeting
12.6.1.4 Arrive Early at the Meeting Site and Set up the Meeting Room
12.6.1.5 Plan and Check All Technical Aspects of the Meeting
12.6.1.6 Have a Troubleshooter Poised and in Position
12.6.2 At the Beginning of the Meeting
12.6.2.1 Greet Those Attending the Meeting
12.6.2.2 Identify the Type of Meeting
12.6.2.3 Establish Ground Rules?
12.6.2.4 Start on Time
12.6.2.5 Have Participants Introduce Themselves and Perhaps State Their Expectations for the Meeting
12.6.2.6 Clearly Define Roles
12.6.2.7 Review, Revise, and Order the Agenda (Including Times)
12.6.2.8 Review Action Items, If Any, from Previous Meetings
12.6.2.9 Explain the Process That Will Be Used
12.6.3 During the Meeting
12.6.3.1 Focus on an Issue (All in the Same Way and the Same Time)
12.6.3.2 Consider Using Small Groups
12.6.3.3 Consider Having One or More Breaks
12.6.4 At the End of the Meeting
12.6.4.1 Review the Group Memory
12.6.4.2 Set the Date, Time and Place of the Next Meeting (If One Is Needed) and Develop a Preliminary Agenda
12.6.4.3 Evaluate the Meeting
12.6.4.4 Close the Meeting on Time: Crisply and Positively
12.6.4.5 Clean Up and Rearrange the Room
12.6.5 After the Meeting
12.6.5.1 Evaluate the Meeting/Write and File a Report
12.6.5.2 Follow-up on Any Action Items and, If There Will Be a Next Meeting, Begin to Plan It
12.6.5.3 Give Praise (as Deserved) for Those Who Helped Develop and Run the Meeting
12.7 Dealing with Facilitation Difficulties: The Well City Experience
12.8 Conclusion
References
Chapter 13: Organizational Consulting for Strategic Change in a Public School in Colombia
13.1 Introduction
13.1.1 The Strategic Management Tool IEP at the INEDIC School
13.1.2 Academic Background of the Consulting
13.1.2.1 The Road Map in Clinical Sociology
13.1.2.2 Socio-clinical Interventions in INEDIC School
13.2 Phase One: The Basis for Change and the Renewal of the IEP
13.2.1 Starting Point
13.2.2 Objectives and Methodology
13.2.3 Development and Results of the First Phase of Consulting
13.2.3.1 First Day of the Intervention
13.2.3.2 Results of the First Day
13.2.3.2.1 General Results of the First Day
13.2.3.2.2 Questionnaire
13.2.3.2.3 SWOT Matrix
13.2.3.3 Second Day of the Intervention
13.2.3.4 Results of the Second Day
13.3 Phase Two: Affirming Change
13.4 Discussion of the Results
13.5 Conclusion
References
Chapter 14: Climate Resilience Initiative in Metro Manila: Participatory Community Risk Assessment and Power in Community Inte...
14.1 Introduction
14.2 Background and Context of the Study
14.3 Approach and Methodology
14.4 Organizing and Conducting the Participatory Community Risk Assessment (PCRA)
14.5 Processing and Analyzing the PCRA Information/Data Bases
14.6 Formulating the Community-Based Risk Reduction and Management Plan (CB-RRMP)
14.7 Lessons Learned from the Participatory Community Risk Assessment and Planning
14.8 Clinical Analysis, Intervention and Intersections of Power
14.9 Concluding Comments
References
Chapter 15: The South African Military and Gender Integration: Bridging Theory and Practice
15.1 Background
15.2 Feminist Views on Gender Integration
15.3 Research, Policy and Practice
15.3.1 The Challenges of Gender Integration
15.3.2 Gender Mainstreaming and Peacekeeping
15.3.3 Regendering the Military
15.4 Public Engagement and Policy Influence
15.5 Concluding Remarks
References
Chapter 16: Focus Groups in the Context of International Development: In Pursuit of the Millennium and Sustainable Development...
16.1 Introduction
16.2 Talking to People Systematically
16.3 Focus Groups in the International Context
16.4 Using Focus Groups to Advance Well-Being
16.4.1 Needs Assessment, Strategic Planning, and Program Development
16.4.2 Monitoring and Evaluation
16.4.3 Program Evaluation and Impact Assessment
16.4.4 Policy Analysis
16.4.5 Conference, Workshop, and Product Evaluation
16.5 Challenges to the Integrity of Focus Group Research
16.5.1 Communication
16.5.2 Recruitment: Obtaining Balanced Stakeholder Viewpoints
16.5.3 Moderation
16.5.4 Cultural Issues
16.6 Strategies for Conducting Focus Groups in a Comparative Mode
16.6.1 The Group Blueprint
16.6.2 The Moderator´s Guide (Protocol)
16.6.3 Framing the Questions Across Cultures
16.6.4 Coordinating Logistics
16.6.5 Recording the Data
16.7 The Importance of Training
16.8 Conclusion
References
Index