Short Description:
As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author's practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter. As an open textbook, users are free to retain copies, redistribute copies (non-commercially), revise the contents, remix it with other works, and reuse for any purpose.

Long Description:
Based on my years teaching research methods, this is the book I’ve wanted to write and use. It builds on the work of educators in other disciplines by including greater detail on multi-paradigmatic research methods and new content specific to the social work discipline. It is the first textbook produced by Open Social Work Education (http://www.opensocialworkeducation.com)

Word Count: 137884

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author's practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter. As an open textbook, users are free to retain copies, redistribute copies (non-commercially), revise the contents, remix it with other works, and reuse for any purpose.

Long Description:
Based on my years teaching research methods, this is the book I’ve wanted to write and use. It builds on the work of educators in other disciplines by including greater detail on multi-paradigmatic research methods and new content specific to the social work discipline. It is the first textbook produced by Open Social Work Education (http://www.opensocialworkeducation.com)

Word Count: 137932

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author's practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter. As an open textbook, users are free to retain copies, redistribute copies (non-commercially), revise the contents, remix it with other works, and reuse for any purpose.

Long Description:
Based on my years teaching research methods, this is the book I’ve wanted to write and use. It builds on the work of educators in other disciplines by including greater detail on multi-paradigmatic research methods and new content specific to the social work discipline. It is the first textbook produced by Open Social Work Education (http://www.opensocialworkeducation.com)

Word Count: 135856

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author's practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter. As an open textbook, users are free to retain copies, redistribute copies (non-commercially), revise the contents, remix it with other works, and reuse for any purpose.

Long Description:
Based on my years teaching research methods, this is the book I’ve wanted to write and use. It builds on the work of educators in other disciplines by including greater detail on multi-paradigmatic research methods and new content specific to the social work discipline. It is the first textbook produced by Open Social Work Education (http://www.opensocialworkeducation.com)

Word Count: 137954

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

There are materials that we are asking the participants to copy and bring with them to the class. There are materials that the Resource Center will provide for participants and there are materials that we are providing to participants that we ask for them to review prior to the class that does not need to be printed.

There are materials that we are asking the participants to copy and bring with them to the class. There are materials that the Resource Center will provide for participants and there are materials that we are providing to participants that we ask for them to review prior to the class that do not need to be printed. Thank you.

This text is intended for use in introductory social work classes at the college level. Chapter topics include the foundations and history of social work and social welfare; generalist social work; ethics and values; social policy; race & ethnicity; sex, sexism, & gender; LGBTQ+ clients; poverty and financial assistance; school social work; families and children; healthcare and disabilities; substance use; mental health; criminal justice; and older clients. Mick Cullen, LCSW, CADC, MA, is a professor and chair of the social work/human services department at College of Lake County in Grayslake, Illinois. Matthew Cullen, LICSW, LCSW, M.Ed., is a counselor at Green River College in Auburn, Washington.

These materials, created by Justine Terzinski in Spring 2024, feature a syllabus, lecture materials (PowerPoints), bibliographic references, assignment prompts, discussion questions, and links to library resources.

The topics covered in this course include: Family theory; Defining family; Children; Parenting; Culture; Gender influences; Trauma and families; Addiction and families; Building relationships; Supporting families; Resilience; Engagement and outcomes

In this syllabus from Fall 2022, Dr. Joan Groessl provides bibliographic citations and annotations for resources used in place of a traditional textbook. These resources include a combination of freely available resources; research, articles, and chapters supplied by the UWGB Libraries; and fair use of traditionally copyrighted materials.

Course topics include: Defining Social Welfare & Its Orientation; Defining Social Policy; Social Welfare Policy in the US ; Social Policy & Social Justice; US Legislative Structure; Race, Discrimination & Oppression in Policy; Understanding Approaches to Poverty; Focus on Women, Children, & Families; Focus on Health Care; Focus on Mental Health & Substance Abuse; Policy Directions: Criminal Justice, Child Welfare, Housing & Accessibility, Food Insecurity, Climate, Aging; International Connections

In this syllabus from Fall 2023, Dr. Jolanda Sallmann provides bibliographic citations and annotations for resources used in place of a traditional textbook. These resources include a combination of freely available resources; research, articles, and chapters supplied by the UWGB Libraries; and fair use of traditionally copyrighted materials.

Course topics include: An Overview of the Course, the Social Work Curriculum, and the Profession; Basic Themes of the Social Work Program ; Social Work as a Helping Profession; Writing Workshop; History of the Social Work Profession; Introduction to CSWE Competencies & the BSW Program; Mini Writing Workshop: Pronouns; Orientation to Social Work: Code of Ethics and Student Handbook; The Social Work Profession: Purpose, Sanction, Knowledge, and Values; Generalist Practice; Social Work Roles; Ecomaps & Genograms; Writing Workshop: Cohesive and Coherent Paragraphs; Social Policy & Social Justice; Cultural Humility; Sexism; Gender, Gender Identity, & Sexual Orientation; Cultivating Inclusive Communities & Courageous Conversations; Boundaries, Ethics, and Ethical Decision-Making; Personal and Professional Values/Relationships; Professional Boundaries; Ethical Decision-Making Models; Simulated Cases/Exercises: Values, Ethics, and Boundaries; Professional Organizations & Certifications: National Association of Social Workers (NASW), Council on Social Work Education (CSWE), Wisconsin Dept. of Regulation and Licensing, Tarasoff

These materials, created by Jennifer Schanen-Materi in Spring 2024, feature a syllabus, video lectures, bibliographic references, assignment prompts, discussion questions, and links to library resources.

The topics covered in this course include: Trauma and the Philosophy of Trauma-Informed Care (TIC); Trauma-Informed Practice at the Micro Level; Trauma-Informed Practice at the Systems Level; Secondary Trauma & Self-Care

Given the high prevalence of disability worldwide, the status of disabled people remains an area of concern for practitioners who seek to respectfully engage with a stigmatized and often oppressed population. The book encourages practitioners to draw on intersectionality theory, the critical cultural competence framework and anti-oppressive practice approaches to contend with the concerns facing disabled people today. These issues include parenting, mass incarceration, ableism, aging and employment, among others. This title acknowledges difference and multisystemic privilege and oppression while also drawing readers’ attention to the importance of solidarity and allyship when it comes to meaningful social work practice with and social change for disabled people.

This text is intended for use in introductory social work classes at the college level. Chapter topics include the foundations and history of social work and social welfare; generalist social work; ethics and values; social policy; race & ethnicity; sex, sexism, & gender; LGBTQ+ clients; poverty and financial assistance; school social work; families and children; healthcare and disabilities; substance use; mental health; criminal justice; and older clients. Mick Cullen, LCSW, CADC, MA, is a professor and chair of the social work/human services department at College of Lake County in Grayslake, Illinois. Matthew Cullen, LICSW, LCSW, M.Ed., is a counselor at Green River College in Auburn, Washington.

The goal is to create a process for students to learn about the decolonization movement in Social Work and apply these concepts to reimage group work. They will do this by choosing a “problem” to address using group work,
they will then research evidence based practices (EBP) or best practices (BP) for addressing their problem, then
they will explore and propose ways to decolonize the EBP or BP and complete a group proposal.

This course focuses on families with members who are substance abusers, and the ways in which these families function. The course explores the methods and resources available for helping such families.

Word Count: 45449

Included H5P activities: 39

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Theories and Biological Basis of Substance Misuse Part 1 (2019) is an OER coursebook applying a biopsychosocial lens for educating an interdisciplinary professional workforce to identify, understand, and address problems related to substance use, substance misuse, and substance use disorders. These materials were developed using a variety of published sources and online materials (NIH, NIAAA, NIDA, SAMHSA, WHO) and the Routledge Handbook of Social Work and Addictive Behavior (2020), edited by A.L. Begun and M.M. Murray. A total of 6 modules are presented in this Part 1 coursebook; an additional 7 modules specific to different types of substances, co-occurring problems, prescription and over-the-counter substance misuse, and pharmacotherapy strategies appear in Theories and Biological Basis of Substance Misuse Part 2 (2020). Each module begins with a brief introduction of the topic and list of reading objectives and concludes with a Module Summary, a linked “Key Terms” section, and full reference citations list. Content for each module is organized into a set of chapters, some of which involve linking to outside reading resources, and various “Stop and Think” interactive activities. The coursebook can be used interactively in the online environment, or can be downloaded as pdf files but the learning activities will no longer be interactive. The coursebook contents are relevant for social work, psychology, sociology, criminal justice, medicine/nursing/allied health, education, and other professional or disciplinary education purposes. An example course syllabus for use in social work education is presented as an Appendix. Modules presented in Theories and Biological Basis of Substance Misuse Part 1 include: Module 1—Introduction; Module 2—Key Definitions, Diagnostic Criteria, Classification of Substances, & Trending Topics; Module 3—Biological Models and Substance Misuse, Pharmacokinetics & Psychopharmacology Principles; Module 4—Psychological Models of Substance Misuse; Module 5—Social Context & Physical Environment Models of Substance Misuse; Module 6—Theory Integration, Transtheoretical Model, and Vulnerability/Risk/Resilience/Protective Factors in Substance Misuse.

Long Description:
Theories and Biological Basis of Substance Misuse Part 1 (2019) is an OER coursebook applying a biopsychosocial lens for educating an interdisciplinary professional workforce to identify, understand, and address problems related to substance use, substance misuse, and substance use disorders. These materials were developed using a variety of published sources and online materials, including resources produced by U.S. National Institutes of Health (NIH), National Institute on Alcoholism and Alcohol Abuse (NIAAA), National Institute on Drug Abuse (NIDA), and Substance Abuse and Mental Health Services Administration (SAMHSA), as well as the World Health Organization (WHO) and the Routledge Handbook of Social Work and Addictive Behavior (2020), edited by A.L. Begun and M.M. Murray. A total of 6 modules are presented in this Part 1 coursebook; an additional 7 modules specific to different types of substances, co-occurring problems, prescription and over-the-counter substance misuse, and pharmacotherapy strategies appear in Theories and Biological Basis of Substance Misuse Part 2 (2020).

Each module begins with a brief introduction of the topic and list of reading objectives and concludes with a Module Summary, a linked “Key Terms” section, and full reference citations list. Content for each module is organized into a set of chapters, some of which involve linking to outside reading resources, and various “Stop and Think” interactive activities. The coursebook can be used interactively in the online environment or can be downloaded as pdf files but the learning activities will no longer be interactive. The coursebook contents are relevant for social work, psychology, sociology, criminal justice, medicine/nursing/allied health, education, and other professional or disciplinary education purposes. An example course syllabus for use in social work education is presented as an Appendix.

The modules presented in Theories and Biological Basis of Substance Misuse Part 1 include:

Module 1—Introduction Ch. 1: Background Facts & Figures Ch. 2: Brief History of Substance Use & Policy Responses in the U.S. Ch. 3: Considering the Language We Use

Module 2—Key Definitions, Diagnostic Criteria, Classification of Substances, & Trending Topics Ch. 1: Key Definitions & Diagnostic Criteria Ch. 2: Classification Systems for Different Types of Substances Ch. 3: Trending Topics

Module 3—Biological Models and Substance Misuse, Pharmacokinetics & Psychopharmacology Principles Ch. 1: Genetic Influences Ch. 2: Neurobiology & Substance Use Ch. 3: Basic Pharmacokinetic and Psychopharmacology Principles

Module 4—Psychological Models of Substance Misuse Ch. 1: Cognitive & Learning Theories Ch. 2: Developmental Theories Ch. 3: Theories of the Psyche Ch. 4: Expectancies & Cravings

Module 5—Social Context & Physical Environment Models of Substance Misuse Ch. 1: Social Contexts & Physical Environments Ch. 2: Family as a Social Context Ch. 3: Peer Groups as Social Context

Module 6—Theory Integration, Transtheoretical Model, and Vulnerability/Risk/Resilience/Protective Factors in Substance Misuse Ch. 1: Theory Integration and Prevention Ch. 2: Prevention & the Continuum of Care Ch. 3: Theory Integration in the Transtheoretical Model of Behavioral Change

Word Count: 60656

Included H5P activities: 11

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This guide serves as a tool for anyone seeking to deepen their understanding of therapeutic approaches, whether you're preparing for licensing exams or refreshing your professional practice. Each section has been thoughtfully curated by Master of Social Work (MSW) students at the University of Texas at Arlington, who have distilled complex concepts into clear, accessible content geared for the visual learner. This resource provides a practical and engaging way to review various therapeutic modalities essential for effective clinical practice.

This is a remix from Dr. Jennifer Burns -- Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge.The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks and group activities. 

Overview: Title IV-E Waiver Wraparound Collaborative
Summary: This site contains the materials for the Title IV-E Waiver Wraparound Collaborative course. There are materials that we are asking the participants to copy and bring with them to the class. There are materials that the Resource Center will provide for participants and there are materials that we are providing to participants that we ask for them to review prior to the class that do not need to be printed.