A Resilience-Enhancing Stress Model: A Social Work Multisystemic Practice Approach

Description

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 ModelInterviewing to Promote Resilience Among Marginalized PopulationsCo-creating a Grand Narrative: The Intersection of Individual, Family, and Community PracticeConnecting Communal Living, Ecology, and ResilienceA 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. 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