This article explores the congruence between poetry therapy and the
strengths perspective of social work. It demonstrates the ways in which poetry therapy
is consistent with the strengths perspective and discusses methods for its utilization
in direct practice settings. Case examples are provided to help the practitioner
learn how to utilize poetry therapy with clients from diverse backgrounds. As a tool
in strengths-based practice, poetry and poetry therapy can help empower clients and
help to focus practitioners on clients’ capacities and resilencies. This article seeks to
expand upon the growing literature of strengths-based social work, addressing how
the theory can be applied to clinical practice situations.
This article explores the ethics of current treatments for depression through the lenses of social work values and ethics. As a vehicle for analysis, the approach associated with ethics of care will be utilized. Particular attention is paid to ethical dilemmas in the treatment of depression under the auspices of managed care companies. A case example is presented to help social workers understand these dilemmas in the context of practice. Adopting an ethics of care perspective would mandate that social workers become more politically active, and work toward integrating direct and indirect practice approaches in treating people who suffer from depression and similar problems.
An introductory-level practice course for undergraduate social work students that focused on interviewing and professional relationship-building skills made use of its existing course structure and content to incorporate and infuse increasingly more gerontology content over the last several years. Based on an experiential learning and constructivist educational model, social work students develop an appreciation for and acquire knowledge about older members of society through one-on-one relationships. The course provides isolated individuals with support and companionship and the opportunity to contribute to the growth and development of the next generation of social workers. The article will discuss the course structure and content, theoretical learning model, and reactions of students who have completed the course over the last five years.
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