(A) resilience-enhancing stress model : a social work multisystemic practice approach

목차 (Table of Contents)

• CONTENTS
• Part I. RESM Research and Theoretical Background
• 1 Developing Research-Informed Social Work Practice = 3
• 1.1 Theoretical Background = 4
• 1.1.1 Risk and Resilience Theory = 4
• 1.2 Methodology = 4
• 1.2.1 Open-Ended Questionnaire = 6
• 1.2.2 Diverse Sample = 6
• 1.2.3 Demographics of Participants = 6
• 1.2.4 Data Analysis = 7
• 1.3 Findings : Themes by Ecological Level = 7
• 1.3.1 Societal Level : Oppression and Reconciliation = 7
• 1.3.2 Sociocultural Level = 8
• 1.3.3 Interpersonal Level = 9
• 1.3.4 Personal Level = 9
• 1.4 Conclusion = 10
• Glossary = 11
• References = 11
• 2 An Evolving Resilience-Enhancing Stress Model = 13
• 2.1 Theoretical Background on Resilience = 14
• 2.1.1 A Person–Environment Perspective = 14
• 2.1.2 Theory in an Age of Uncertainty = 14
• 2.1.3 Resilience in an Age of Technology = 15
• 2.1.4 Resilience in an Age of Social Division = 15
• 2.2 Theory and Model Development = 16
• 2.2.1 Theory = 16
• 2.2.2 Metatheory = 16
• 2.3 Risk and Resilience Theory = 17
• 2.3.1 Philosophical Roots = 17
• 2.3.2 Concepts and Terms = 17
• 2.3.3 Theoretical Assumptions = 18
• 2.3.4 Implications for Practice = 18
• 2.4 Ecological Theory = 19
• 2.4.1 Philosophical Roots = 19
• 2.4.2 Concepts and Terms = 19
• 2.4.3 Theoretical Assumptions = 20
• 2.4.4 Implications for Practice = 20
• 2.5 Systems Theory = 20
• 2.5.1 Philosophical Roots = 20
• 2.5.2 Concepts and Terms = 20
• 2.5.3 Theoretical Assumptions = 21
• 2.5.4 Implications for Practice = 21
• 2.6 Narrative Theory = 21
• 2.6.1 Philosophical Roots = 21
• 2.6.2 Concepts and Terms = 22
• 2.6.3 Theoretical Assumptions = 22
• 2.6.4 Implications for Practice = 23
• 2.7 The RESM = 23
• 2.8 Conclusion = 24
• Glossary = 25
• References = 25
• Part II. The RESM Method : Narrative Interviewing
• 3 Interviewing : The Four Phases of the Resilience-Enhancing Stress Model = 31
• 3.1 Developing Practitioner Readiness = 32
• 3.1.1 Self-Awareness = 32
• 3.1.2 Exercising Refection = 33
• 3.1.3 Not Knowing = 33
• 3.1.4 Knowing-in-Action = 33
• 3.1.5 Self-Management = 33
• 3.2 Forms of Interviews = 34
• 3.2.1 Incorporating Traditional Social Work Interview Skills = 35
• 3.3 The RESM : A Client-Centered Interview = 35
• 3.3.1 Augmenting the Narrative Interview = 36
• 3.3.2 Conducting Culturally Sound Narrative Interviews = 36
• 3.4 A Summary of an Interactive Four-Stage Process = 37
• 3.5 Engagement : An Interview in the Third Space = 38
• 3.5.1 Displaying Transparency and Anchored Understanding = 38
• 3.6 Assessment : Cocreating a Narrative = 39
• 3.6.1 Defning Traditional Assessment = 39
• 3.6.2 RESM Assessment = 39
• 3.7 Intervention : Narratives as a Preferred Story = 40
• 3.7.1 Incorporating Traditional Social Work Intervention = 40
• 3.7.2 Applying RESM Interventions = 40
• 3.7.3 Adopting Skills for Narrative Recreation = 41
• 3.8 Evaluation = 42
• 3.9 Conclusion = 42
• Glossary = 43
• References = 43
• 4 Interviewing to Promote Resilience Among Marginalized Populations = 45
• 4.1 Practitioner Readiness = 46
• 4.1.1 Addressing Difference, Stigma, Marginalization, and Power Differentials = 47
• 4.2 Engagement = 48
• 4.2.1 Cultivating Linguistic Skills = 48
• 4.2.2 Establishing a Dialogue Through Language = 49
• 4.2.3 Forming a Third-Space Relationship = 49
• 4.2.4 Reaching an Anchored Understanding = 49
• 4.3 Assessment = 49
• 4.3.1 Defning Culture = 49
• 4.3.2 Seeking Help = 50
• 4.4 RESM Assessment : Risk and Protective Factors = 51
• 4.5 Intervention = 51
• 4.5.1 Intervening During the Four Phases of the RESM = 51
• 4.5.2 Encouraging Youth Activism = 51
• 4.6 Evaluation = 52
• 4.6.1 Making Choices = 52
• 4.6.2 Evaluating Client’s Resilient Behavioral Outcomes = 53
• 4.7 Conclusion = 53
• Glossary = 54
• References = 54
• 5 Using the RESM Narrative Method to Map Assessment Content = 57
• 5.1 Practitioner Readiness : Forming a Personal RESM Practice Approach = 58
• 5.1.1 Choosing an Assessment Framework = 58
• 5.1.2 Developing an Assessment Plan = 58
• 5.2 Assessment : Frameworks and Tools for Organizing the Life Story = 59
• 5.2.1 Exploring White’s Mapping of Narrative Practice = 59
• 5.2.2 Applying Bronfenbrenner’s Model of Development = 60
• 5.2.3 Exploring Greene’s Developmental Resilient Path = 60
• 5.2.4 Applying Greene’s Risk-Protection and Resiliency Questionnaire = 60
• 5.2.5 Charting Greene’s P–E Dimensions : Questions and Prompts = 62
• 5.2.6 Alexander’s P–E Assessment Chart = 65
• 5.2.7 Alexander’s Risk and Protection Assessment Profle = 66
• 5.3 Intervention = 67
• 5.3.1 Core Intervention Strategies = 67
• 5.4 Evaluation : Engaging in Self-Evaluation = 68
• 5.5 Conclusion = 68
• Glossary = 70
• References = 70
• Part III. RESM Multisystemic Applications
• 6 Cocreating a Grand Narrative : The Intersection of Individual, Family, and Community Practice = 75
• 6.1 Practitioner Readiness = 77
• 6.2 Katie Referred = 77
• 6.2.1 Engagement = 77
• 6.2.2 RESM Assessment = 79
• 6.3 A Meeting with Katie’s Family = 81
• 6.3.1 Defning Family Practice = 81
• 6.3.2 The Family as a System = 82
• 6.3.3 Understanding System Change = 82
• 6.3.4 An Interview with Katie’s Family = 83
• 6.3.5 Practice Example Analysis : Steps Taken = 84
• 6.4 Community Decline = 84
• 6.4.1 Connecting Human Rights Violations to Chester Residents = 84
• 6.4.2 Practice Example Analysis : Steps Taken = 85
• 6.4.3 Grand Narrative Assessment Chart and Highlights = 85
• 6.4.4 Risk and Protection Assessment Profle = 88
• 6.4.5 Interventions with Katie = 88
• 6.4.6 Larger-Scale Interventions with the Hill Family and Chester Community = 89
• 6.5 Conclusion = 90
• Glossary = 90
• References = 91
• 7 Enhancing Resilience and Functioning Among Older Adults and Their Caregivers = 93
• 7.1 Traditional Caregiving as Care Sharing = 94
• 7.2 John’s Competence as Functional Age = 95
• 7.2.1 Engagement = 95
• 7.2.2 Assessment = 96
• 7.3 A Meeting with John’s Family = 98
• 7.3.1 Understanding the Family as a System = 98
• 7.3.2 Exploring Family Development = 98
• 7.3.3 Appraising Family Meaning = 99
• 7.3.4 Family Engagement = 99
• 7.3.5 Assessing the Lewis Family’s Response to Adversity = 100
• 7.4 Community Social Supports = 100
• 7.4.1 Practice Example Analysis : Steps Taken = 101
• 7.4.2 Grand Narrative Assessment Chart and Highlights = 101
• 7.4.3 Risk and Protection Assessment Profle = 102
• 7.4.4 Traditional Interventions = 103
• 7.4.5 Intervention = 104
• 7.4.6 Evaluation = 104
• 7.5 Conclusion = 104
• Glossary = 105
• References = 105
• 8 Fostering Resilience Among Returning Military Personnel and Their Families = 107
• 8.1 Family Adjustment = 108
• 8.1.1 Practitioner Readiness = 108
• 8.1.2 Engagement = 110
• 8.1.3 Assessment : Mapping Family Concerns = 111
• 8.1.4 A Military Family’s Developmental Path = 112
• 8.1.5 Assessment Risk and Protection Profle = 113
• 8.1.6 Family Intervention = 113
• 8.2 Group Processes = 113
• 8.2.1 Practitioner Readiness = 115
• 8.2.2 Engagement = 115
• 8.2.3 Assessment = 117
• 8.2.4 Group Intervention = 118
• 8.2.5 Evaluation = 119
• 8.3 Conclusion = 119
• Glossary = 119
• References = 120
• 9 Resilience Practice Strategies for Urbanized Societies = 123
• 9.1 Practitioner Readiness = 124
• 9.1.1 Defning Urban Resilience = 125
• 9.1.2 Outlining the Development Field = 125
• 9.1.3 Distinguishing Cities, Communities, and Neighborhoods = 125
• 9.2 Engagement : Making Contacts = 126
• 9.2.1 Identifying and Recruiting Stakeholders = 127
• 9.2.2 Developing Trust, Transparency, and a Community Vision = 127
• 9.2.3 Practice Example Analysis : Steps Taken = 129
• 9.3 Assessment = 129
• 9.3.1 Beginning a Community Assessment = 129
• 9.3.2 Achieving an RESM Community Assessment = 130
• 9.3.3 Assessment Profle = 130
• 9.3.4 Miami-Dade Community Person–Environment Chart = 131
• 9.3.5 Risk and Protection Assessment Profle = 131
• 9.4 Intervention = 132
• 9.4.1 Exploring Global Resilience Initiatives = 132
• 9.4.2 Examining an RESM Community Practice Intervention = 132
• 9.4.3 Reconstructing a Community Grand Narrative = 133
• 9.5 Evaluation = 134
• 9.6 Conclusion = 134
• Glossary = 135
• References = 135
• 10 Connecting Communal Living, Ecology, and Resilience = 137
• 10.1 Practitioner Readiness = 139
• 10.1.1 Acquiring Assumptions and Terms = 139
• 10.1.2 Sustainability = 139
• 10.2 Engagement = 139
• 10.2.1 Practice Example Analysis : Steps Taken = 141
• 10.3 Assessment = 141
• 10.3.1 Lake Hula and Bronfenbrenner’s Human Development Framework = 141
• 10.3.2 Lake Hula and Greene’s Developmental Resilient Path = 142
• 10.3.3 Grand Narrative Assessment Chart and Highlights = 144
• 10.3.4 Risk and Protection Assessment Profle = 146
• 10.4 Intervention = 146
• 10.4.1 Environmental Activism = 146
• 10.4.2 Work in International Organizations = 147
• 10.5 Evaluation = 147
• 10.6 Conclusion : Combating Ecological Systems Risks = 147
• Glossary = 148
• References = 148
• 11 Using the RESM in Work with Forced Migrants = 151
• 11.1 Forced Migration = 151
• 11.2 Practitioner Readiness : Forming a Personal RESM Practice Approach = 152
• 11.3 Engagement = 153
• 11.3.1 Achieving Anchored Client Understanding = 153
• 11.4 Assessment = 153
• 11.4.1 Examining the Developmental Resilient Path = 153
• 11.4.2 Applying Bronfenbrenner’s Model of Development = 154
• 11.4.3 Grand Narrative Assessment Chart and Highlights = 155
• 11.4.4 Risk and Protection Assessment Profle = 157
• 11.5 Intervention = 157
• 11.5.1 Constructing Meaning-Making = 158
• 11.5.2 Externalizing Problems = 158
• 11.5.3 Deconstructing and Reconstructing the Story = 158
• 11.6 Evaluation : Engaging in Self-Management = 158
• 11.7 Conclusion = 158
• Glossary = 159
• References = 160
• Epilogue : An Assessment by a Master Practitioner at an Inordinately
• Stressful Critical Event = 161
• Practitioner Readiness for Acute Critical Events = 161
• Increasing Client Agency = 161
• Practice Example Analysis : Steps Taken = 162
• References = 163
• Index = 165