Direct Social Work Practice, 9h edition
Rooney, Dewberry Rooney, & Strom-Gottfried
Chapter 15
Enhancing Family Functioning
Relationships
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Empowerment Series: Overview
Empowering Programs with
Resources that Enhance Social
Work Education
Copyright (c) 2012
Brooks/Cole, a division of
Thomson Learning, Inc.
Copyright (c) 2012
Brooks/Cole, a division of
Thomson Learning, Inc.
Social Work: A Competency-Oriented
Education
• Council on Social Work Education (CSWE)
▫ Defines Educational Policy and Accreditation
Standards (EPAS)
▫ Developed Ten “Core Competencies” and 41
Related “Practice Behaviors”
• Every student should master the Practice
Behaviors and Core Competencies before
completing the program
Copyright (c) 2012
Brooks/Cole, a division of
Thomson Learning, Inc.
Resources Aligned to EPAS 2008
• The Textbook
▫ “Helping Hands” icons call attention to content
that relates to Practice Behaviors and
Competencies
 (insert icon)
▫ “Competency Notes” at the end of the chapter help
put the Practice Behaviors and Competencies in
practical context
Copyright (c) 2012
Brooks/Cole, a division of
Thomson Learning, Inc.
Resources Aligned to EPAS (cont)
• The Practice Behaviors Workbook developed
with the text provides assignable exercises that
assist in mastering the Practice Behaviors and
Competencies
• Additional online resources can be found at
www.cengage.com/socialwork
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Initial Contacts
• Managing initial contacts with couples and families
• Initial contacts in the home
▫ Safety concerns
• Managing initial contacts with parents
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▫
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▫
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Establishing rapport with parents
Coaching parents
Establish concerns as a family problem
Creating a safe place for the child
Allowing child to tell their story
EPAS 2.1.10a
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Table 15-1: Orchestrating the Initial Family
Session

Establish a personal relationship with individual members and an alliance with the
family as a group

Clarify expectations and explore reservations about the helping process, including
potential dynamics of minority status and culture

Clarify roles and the nature of the helping process

Clarify choices about participation

Elicit the family’s perception of the problem

Identify wants and needs of family members

Define the problem as a family problem
EPAS 2.1.10d
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Table 15-1: Orchestrating the Initial Family
Session (continued)

Emphasize family strengths

Ask questions to elicit information about patterned behaviours of the family

Draw family’s members attention to repetitive communications and discuss whether
they want to change patterns

Begin to assist family members to relate to one another in more positive ways

Establish individual and family goals or solutions

Gauge the motivation of family members to have future session and negotiate contract

Negotiate tasks to be accomplished during the week

End the session by summarizing points discussed and solutions and progress achieved
EPAS 2.1.10d
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Intervening with Families: Cultural and
Ecological Considerations
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•
•
•
•
Differences in communication styles
Hierarchical considerations
Authority of the social worker
Engaging the family
Understanding families using an ecological approach
EPAS 2.1.7b, 2.1.10a
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Brooks/Cole, a division
of Thomson Learning,
Inc.
Intervening with Families:
Focusing on the Future
• Using solution-focused techniques
▫ Scaling questions
▫ Miracle questions
• Focusing on “exceptional times” to determine what
works and why
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Brooks/Cole, a division
of Thomson Learning,
Inc.
Communication Patterns and Styles
• Giving and receiving feedback
• Engaging clients in assessing how well they give and
receive positive feedback
• Educating clients as to the vital role of positive feedback
• Cultivating positive cognitive sets
• Sensitizing couples to positive cognitive sets
• Reviewing progress and accrediting incremental growth
• Employing tasks to enhance positive cognitive sets
• Enabling clients to give and to receive positive feedback
EPAS 2.1.10a
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Intervening with Families: Strategies to
Modify Interactions
• Metacommunication
• Modifying family rules
• On-the-spot interventions
▫ Guidelines for making on-the-spot interventions
 Focus on process rather than content
 Give descriptive and neutral feedback, not general or evaluative
 Balance interventions to divide responsibility
• Assisting families to disengage from conflict
• Modifying complementary interactions
• Negotiating agreements for reciprocal changes
EPAS 2.1.10a, 2.1.10j, 2.1.10c
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Intervening with Families: Modifying
Misconceptions and Distorted Perceptions
• The impact of unrealistic expectations and myths
• Bringing misconceptions into the open
• Use of empathy to address ambiguity and fear of
changing misconceptions and distorted perceptions
• Focus on the process, not the client
EPAS 2.1.10a, 2.1.4a
Copyright (c) 2012
Brooks/Cole, a division
of Thomson Learning,
Inc.
Intervening with Families: Modifying Family
Alignments
• Develop alliances, cultivate new alliances, or strengthen
underdeveloped relationships
• Reinforce an alliance
• Differentiate individuals and subsystems
• Increase family interactions
• Help family members accommodate changing
circumstances or transitions
EPAS 2.1.10a
Copyright (c) 2012
Brooks/Cole, a division of
Thomson Learning, Inc.
• Summary
• Internet Resources
The Multicultural Family Institute
http://www.multiculturalfamily.org/
Synagogue Services
http://www.ou.org/synagogue_services/parentlec.htm
Psychotherapy Networker
http://www.psychotherapynetworker.org/
Families in Society
http://www.familiesinsociety.org/
NASW: National Committee on LGBT Issues
http://www.socialworkers.org/governance/cmtes/nclgbi.asp
• Notes