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Practice research partnerships in social work can make a significant difference to social work service delivery. This comprehensive, accessibly written resource, is designed to help students and practitioners to actively engage with research through their frontline work. Through clear practice scenarios, critical questions and examples from research the text guides researchers, students, educators, practice managers, funders and practitioners to creatively explore partnerships in creating, contributing, consuming, commissioning or critiquing evidence in and for social work practice. The text encourages collaborative practice by demonstrating the transformative nature of knowledge networks to 'make a difference' in social work practice. An essential text for students undertaking professional training at all levels as well as meeting the needs of qualified staff for continued professional development

The Group for the Advancement of Doctoral Educationin Social Work (GADE) adopted a new version of quality guidelines for PhD social work programs at its annual meeting in April 2013. These guidelines are reprinted in this article, together with a discussion of the context in which they were developed and approved. They are offered with the aim of advancing excellence in research-focused doctoral education and continuing the decades-long conversation about what constitutes excellence in those programs.

It has long been recognised that clients with addiction problems need a skilled and thoughtful response when they come into contact with social services. This fully-revised edition will help students to cultivate these skills with sections on anti-oppressive practice and a focus on service user empowerment. Case studies and reflective exercise will focus the student on this holistic approach while underpinning key learning objectives. With a new focus on social work practice with alcohol misusers, this third edition provides a firm foundation for the skills required when working with people with drug and substance addictions

Western cultural assumptions underpin the working definition of social work and contemporary social work theory. Four themes that affect the working definition of social work are highlighted from comparative research carried out in the People's Republic of China and Malaysia. Working hypotheses are offered about how each comparative theme might affect how well the working definition of social work works.

We report the results of a telephone survey conducted in 2008 inHongKong, which aimed to identifyChinese parents' parental warmth and parental control (guan) and to explore their relationship with the sociodemographic characteristics of the parents. The respondents perceived themselves to be warm (mean = 3.44) and educating their child (mean = 3.46). The results of multiple regression analysis showed that the five sociodemographic characteristics explained 15.8% and 8.2% of the variance in parental warmth andguanrespectively. The mothers were warmer than the fathers; parents with higher monthly household income, higher educational attainment and with their smallest child young in age were warmer than parents of lower household income, lower educational attainment and with their smallest child older in age. However, parentalguandid not vary among the five sociodemographic characteristics except educational attainment. Implications of the study for social work practice are discussed.

Purpose: Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students' affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented.

Clinical Work and Social Action: An Integrative Approach develops a paradigm for social work and human services practice that integrates clinical work and social action. Social workers, clinicians, activists, and educators will explore ways to create harmony in the divisions that currently exist between values, theory, and practice, thereby reducing conflicts in their work. This book identifies central values and selected theoretical ideas for a new model of work that you can adapt to your practice setting. Separate chapters include case material related to work with people