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• Human Behavior in the Social Environment
• Contents
• Preface
• Acknowledgments
• About the Editors
• Contributors
• Chapter 1 Human Behavior and the Social Environment: Exploring Conceptual Foundations
• Scholarly and Professional Dilemmas Related to Human Behavior and the Social Environment
• Development of the Social Work Knowledge Base
• The Utility of Middle Range Theory
• Issues Related to Levels of Analysis
• Characterizing the Nature of the Relationship Between Persons and Their Environments
• Development of the Human Behavior and Social Environment Construct
• General Background
• Council on Social Work Education Standards
• Empirical Perspectives
• Debates Around the Human Behavior and the Social Environment Curriculum
• A Selection of Frameworks That Address Linkages Between Human Behavior and the Social Environment
• Life Course Perspectives
• Extensions of Life Course Approaches
• Life Course Approach: An Application
• Highlighting Historical Time and Place: Mid- and Late Adulthood
• Adolescence and Early Adulthood: Timing, Agency, and Opportunity
• Linked Lives: Infants and Young Children
• Cultural Understanding of Human Development
• Opportunity Framework
• Social Capital Theory
• Neighborhood Effects
• Institutional Theory
• The Social Environment: Key Concepts
• Structure and Process
• Elements of Structure
• Elements of Process
• Practitioner–Environment Interaction
• Frameworks for Linking Knowledge to Practice
• Risk and Resilience
• Stress and Coping
• Conclusion
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 2 Respondent Learning Theory
• Respondent Learning Processes
• Unconditioned Stimuli
• Conditioned Stimuli
• Timing Is Everything!
• Respondent Extinction
• Vicarious Conditioning
• Spontaneous Recovery
• Respondent Discrimination
• Sensitization
• Second-Order Conditioning (or Higher-Order Conditioning)
• Naturally Occurring Examples of Respondent Learning in Real Life
• Experimental Examples of Respondent Learning
• Experimentally Induced Pupillary Constriction
• Conditioned Sucking in Newborn Babies
• Respondent Conditioning of Private Events
• Examples of Respondent Learning of Psychosocial Problems
• Learned Social Anxiety
• Anticipatory Nausea Among Cancer Chemotherapy Patients
• Phobic Disorders
• Sexual Paraphilias
• Racism
• Using Respondent Learning in Social Work Practice
• Using Respondent Extinction
• Masturbatory Reconditioning
• Creating Conditioned Reactions
• Lamaze Training for Pregnant Women
• The Bell and Pad Device to Treat Enuresis
• Aversion Therapies
• Philosophical Foundations of Respondent Learning
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 3 Operant Learning Theory
• Historical and Conceptual Origins
• Basic Theoretical Principles
• Reinforcement
• Factors Affecting the Effectiveness of Reinforcement
• Secondary or Conditioned Reinforcement
• Schedules of Reinforcement
• Recent Research on Schedules of Reinforcement With Humans
• Extinction
• Punishment
• Stimulus Control
• Building Behavior by Shaping and Chaining
• Modeling and Imitative Behavior
• Advanced Theoretical Principles
• Rule-Governed Behavior
• Self-Control
• Recent Theoretical Developments
• Functional Analysis of Problem Behaviors
• Matching Law
• Stimulus Equivalence and Relational Frame Theory
• Relevance to Social Work Practice
• Uses in Assessment
• Uses in Intervention
• Critiques of the Operant Learning Approach
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 4 Cognitive-Behavioral Theory
• Relevance to Contemporary Practitioners
• Overview of Cognitive-Behavioral Theory
• Historical and Conceptual Origins
• Basic Theoretical Principles
• Mediational Model
• Information Processing
• Self-Regulation
• The Importance of Environment
• Advanced Theoretical Principles
• Core Beliefs
• Cognitive Errors
• Recent Theoretical Developments
• Relevance to Social Work Practice
• Uses in Assessment
• Uses in Intervention
• Evidence-Based Foundations
• Critiques of This Approach
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 5 Attachment Theory
• Historical and Conceptual Origins
• Advanced Theoretical Principles
• Recent Theoretical Developments
• Relevance to Social Work Practice
• Uses in Assessment
• Uses in Intervention
• Critiques of This Approach
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 6 Psychosocial Theory
• Developmental Theory
• Historical and Conceptual Origins
• Freudian Origins
• Erikson’s Historical View
• Basic Theoretical Principles
• Psychosocial Theory
• Epigenetic Principle
• Psychosocial Crisis
• Ego Qualities Versus Core Pathologies
• Radii of Significant Relationships
• Psychosocial Stage Theory
• Advanced Theoretical Principles
• Recent Theoretical Developments
• Identity Formation
• Critical Life Events
• Relevance to Social Work Practice
• Uses in Assessment
• Uses in Intervention
• Life Review
• Evidence-Based Foundations: Erikson on Erikson
• Critiques of This Approach
• Gilligan on Erikson
• Paradigm Shifts
• A Social Work Context on Development
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 7 Person-Centered Theory
• Historical and Conceptual Origins
• Basic Theoretical Principles
• Human Nature
• The Three Core Conditions Sustaining Person-Centered Theory and the Role of the Therapist
• Personality
• Stages of the Therapeutic Process
• Advanced Theoretical Principles
• Conceptual Constructs
• Personality
• Stages of the Therapeutic Process
• Recent Theoretical Developments
• Relevance to Social Work
• Assessment
• Intervention
• Evidence-Based Foundations
• Theory
• Practice
• Research
• Critiques of This Approach
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 8 Genetic Theory
• The Eukaryotic Cell
• Chromosomes
• Reproduction
• Mitosis
• Mendelian Genetics
• The Process of Meiosis
• Meiosis I
• Meiosis II
• Pedigrees
• DNA and RNA
• The Hereditary Information Molecules
• The Genetics of Gender
• Sex-Linked Genetics
• Genetic Counseling
• Genetic Engineering
• The Human Genome Project
• Conclusion
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 9 Ecosystems Theory
• The Ecosystems Perspective in Social Work
• Origins of the Perspective
• The Rationale for Ecosystems in Social Work
• Systemic Versus Linear Perspectives
• The Conceptual Roots of the Ecosystems Perspective
• Ecosystems: Science or Metaphor?
• Ecological Theory
• General Systems Theory
• Recent Advances in Systems Thought
• Evaluating the Ecosystems Perspective
• Connectedness and the Transactional Focus
• Utility for Assessment
• Returning to the Science
• Mapping Practice
• Conclusion
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 10 Small Group Theory
• Definitions
• History and Conceptual Origins
• Small Group Practice and Professionalization
• Theoretical Underpinnings of Small Group Work
• Basic Theoretical Principles
• Systems Theory
• Psychoanalytic Theory
• Social Learning Theory
• Recent Theoretical Developments
• Cognitive-Behavioral Model
• Mutual Aid Model
• Relevance to Social Work Practice
• Uses in Assessment
• Uses in Intervention
• Multicultural Group Work
• Evidence-Based Foundations
• Critiques of This Approach
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 11 Family Systems Theory
• Historical and Conceptual Origins
• Basic Theoretical Principles
• Advanced Theoretical Principles
• Recent Theoretical Developments
• Relevance to Social Work Practice
• Uses in Assessment
• Uses in Intervention
• Evidence-Based Foundations
• Critiques of This Theory
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 12 Organizational Theory
• Organizational Behavior
• Social Organization
• Social Organizations
• Levels of Social Organization
• Formal Organization
• The Importance of Formal Organizations
• Historical and Conceptual Origins
• Early 20th Century
• 1940s and 1950s
• 1980s and 1990s
• Basic Theoretical Principles
• Principle 1: Organizations Are Social Institutions
• Principle 2: Organizations Have a Structure
• Principle 3: Organizations Have Formal and Informal Systems
• Principle 4: Organizations Have a Culture
• Principle 5: Organizations Have a Life Cycle
• Principle 6: Organizations Require Leadership and Management
• Principle 7: Organizations Are of Different Focal Types
• Principle 8: Organizations Sometimes Produce the Opposite of Their Intended Goal
• Principle 9: Organizations Are Central to Meaning Making for Citizens in Industrial Societies
• Advanced Theoretical Principles
• Interorganizational Theory of Organizational Differentiation
• Organizational Environments
• Issues of Organizational Effectiveness
• Linear (More) Versus Multivariate Concepts of Success and Excellence
• The Problems of Organization Superperformance and Malperformance
• Organizations Can Enhance or Exhaust the Human System
• Positive Organizational Scholarship
• Sick Organizations
• Recent Theoretical Developments
• Emotion Work in the Workplace
• New Approaches to Imagining Organizations
• Organizational Kaleidoscopes: Disciplinary Perspectives
• Executive Derailment and Calamity
• Organizational Decision Making
• Diversity and Organizations
• Relevance to Social Work Practice
• Overall Social Work Demographics
• Nonprofit Sector
• Trends in the Nonprofit Social Service Sector
• Uses in Assessment and Intervention
• Evidence-Based Foundations
• Critiques of This Approach
• Conclusion
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Chapter 13 The Potentially Harmful Effects of Theory in Social Work
• Some Harmful Effects of Bad Theory
• Teaching Bad Theory Wastes Time in Education and Training
• Teaching Bad Theory Detracts From Time Spent Teaching Evidence-Based Content
• Investigating Bad Theory Wastes Researchers’ Time and Resources
• Basing Practice on Bad Theory Can Result in Ineffective or Harmful Practices
• Theory Can Place Intellectual Blinders on Practitioners and Researchers
• Legitimate Research Aimed at Testing Theory May Degenerate Into Attempting to Prove That a Given The
• These authors bluntly concluded:
• Theory Can Promote the Rise of Authority Figures and of Cult-Like Phenomena
• Theory Can Promote Division Between Researchers and Practitioners
• Where Can We Go From Here?
• What Are Alternatives to Basing Education, Practice, and Research Primarily on Theory?
• Alternatives in Social Work Education
• Alternatives in Social Work Practice and Research
• Conclusion
• Key Terms
• Review Questions for Critical Thinking
• Online Resources
• References
• Author Index
• Subject Index