Introduction to Social Work and Social

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 Council on Social Work Education Educational Policy
and Accreditation Standards by Chapter
The Council on Social Work Education’s Educational Policy and Accreditation Standards
­requires all social work students to develop nine competencies and recommends teaching and
assessing 31 related component behaviors, listed as Educational Policy (EP) Competencies
1–9 below. The multicolor icons (see figure at right) and end of chapter “Competency Notes”
connect these important standards to class work in the chapters identified below with bold
blue type.

The 9 Competencies and 31 Component Behaviors Chapter(s) Where

(EPAS, 2015) Referenced
Competency 1—Demonstrate Ethical and Professional Behavior: 3
a. Make ethical decisions by applying the standards of the NASW Code of Ethics, 3
relevant laws and regulations, models for ethical decision-making, ethical conduct of
research, and additional codes of ethics as appropriate to context
b. Use reflection and self-regulation to manage personal values and maintain 3
professionalism in practice situations
c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and 3
electronic communication
d. Use technology ethically and appropriately to facilitate practice outcomes 3
e. Use supervision and consultation to guide professional judgment and behavior 3
Competency 2—Engage Diversity and Difference in Practice: 3, 7, 12, 13, 14, 16
a. Apply and communicate understanding of the importance of diversity and difference 3, 7, 12, 13, 14, 16
in shaping life experiences in practice at the micro, mezzo, and macro levels
b. Present themselves as learners and engage clients and constituencies as experts of 3
their own experiences
c. Apply self-awareness and self-regulation to manage the influence of personal biases 3, 7, 12, 13, 14, 16
and values in working with diverse clients and constituencies
Competency 3—Advance Human Rights and Social, Economic, and Environmental 3, 7, 12, 13, 14, 16
Justice:
a. Apply their understanding of social, economic, and environmental justice to 3, 7, 12, 13, 14, 16
advocate for human rights at the individual and system levels
b. Engage in practices that advance social, economic, and environmental justice 3, 7, 12, 13, 14, 16
Competency 4—Engage in Practice-informed Research and Research-informed 3, 7, 12, 13, 14, 16
Practice:
a. Use practice experience and theory to inform scientific inquiry and research 3
b. Apply critical thinking to engage in analysis of quantitative and qualitative research 3, 7, 12, 13, 14, 16
methods and research findings
c. Use and translate research evidence to inform and improve practice, policy, and 3, 7
service delivery
Competency 5—Engage in Policy Practice: 1, 3, 6, 7, 12, 13, 14, 16
a. Identify social policy at the local, state, and federal level that impacts well-being, 1, 3, 6, 7, 12, 13, 14, 16
service delivery, and access to social services
b. Assess how social welfare and economic policies impact the delivery of and access to 3
social services
c. Apply critical thinking to analyze, formulate, and advocate for policies that advance 3, 7, 12, 13, 14, 16
human rights and social, economic, and environmental justice

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
The 9 Competencies and 31 Component Behaviors Chapter(s) Where
(EPAS, 2015) Referenced
Competency 6—Engage with Individuals, Families, Groups, Organizations, 2, 3, 5, 6, 7, 8, 9, 10,
and Communities: 11, 12, 13, 14, 15, 16,
17
a. Apply knowledge of human behavior and the social environment, person-in- 2, 3, 5, 6, 7, 8, 9, 10,
environment, and other multidisciplinary theoretical frameworks to engage 11, 12, 13, 14, 15, 16,
with clients and constituencies 17
b. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients 3
and constituencies
Competency 7—Assess Individuals, Families, Groups, Organizations, 3
and Communities:
a. Collect and organize data, and apply critical thinking to interpret information from 3
clients and constituencies
b. Apply knowledge of human behavior and the social environment, person-in- 3
environment, and other multidisciplinary theoretical frameworks in the analysis of
assessment data from clients and constituencies
c. Develop mutually agreed-on intervention goals and objectives based on the critical 3
assessment of strengths, needs, and challenges within clients and constituencies
d. Select appropriate intervention strategies based on the assessment, research 3
knowledge, and values and preferences of clients and constituencies
Competency 8—Intervene with Individuals, Families, Groups, Organizations, 3, 4, 5, 7, 8, 10, 13
and Communities:
a. Critically choose and implement interventions to achieve practice goals and enhance 3, 4, 5, 7, 8, 10, 13
capacities of clients and constituencies
b. Apply knowledge of human behavior and the social environment, person-in- 3, 4, 5, 7, 8, 10, 13
environment, and other multidisciplinary theoretical frameworks in interventions
with clients and constituencies
c. Use inter-professional collaboration as appropriate to achieve beneficial practice 3
outcomes
d. Negotiate, mediate, and advocate with and on behalf of diverse clients and 3
constituencies
e. Facilitate effective transitions and endings that advance mutually agreed-on goals 3
Competency 9—Evaluate Practice with Individuals, Families, Groups, Organizations, 3
and Communities:
a. Select and use appropriate methods for evaluation of outcomes 3
b. Apply knowledge of human behavior and the social environment, person-in- 3
environment, and other multidisciplinary theoretical frameworks in the evaluation
of outcomes
c. Critically analyze, monitor, and evaluate intervention and program processes 3
and outcomes
d. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and 3
macro levels

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 TWELFTH
EDITION

Introduction to
SOCIAL WORK and
SOCIAL WELFARE
Empowering People
CHARLES ZASTROW
George Williams College of Aurora University

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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 Introduction to Social Work and Social © 2017, 2014 Cengage Learning
Welfare: Empowering People, Twelfth
Edition WCN: 02-200-203
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 About the Author

Charles Zastrow, MSW and PhD is Assistant Director and Professor in the Social Work Program at George
Williams College of Aurora University at Williams Bay, Wisconsin. He has worked as a practitioner in a variety
of public and private social welfare agencies and has chaired 23 social work accreditation site visit teams for
the Council on Social Work Education (CSWE). He has served two terms as a Commissioner on the Commission
on Accreditation of CSWE. He has been a Board Member of the Association of Baccalaureate Social Work Pro-
gram Directors, Inc. (BPD). Dr. Zastrow is a licensed Clinical Social Worker in the State of Wisconsin. In addition
to Introduction to Social Work and Social Welfare, Dr. Zastrow has written three other social work textbooks:
The Practice of Social Work (10th ed.), Social Work with Groups (8th ed.), Understanding Human Behavior and the
Social Environment (9th ed.) (with Dr. Karen Kirst-Ashman).

Contributing Authors
DEBRA BORQUIST-CONLON, MSSW, APSW
Child Protection Team Social Worker
University of Wisconsin Health/American Family Children’s Hospital

KATHERINE DRECHSLER, MSW

Adjunct Faculty Member
University of Wisconsin–Whitewater
Doctoral Student in Social Work
Aurora University

RACHEL DUNN, MSW, CAPSW

Field Coordinator
George Williams College of Aurora University

DON NOLAN, MSSW, BCD

Social Worker
Jefferson County Public School System, Wisconsin

MICHAEL WALLACE, MSSW, LCSW

Clinical Social Worker and Lecturer
Social Work Department
University of Wisconsin–Whitewater

MARY R. WEEDEN, MSW, LCSW

Doctoral Candidate, Loyola University
Clinical Therapist for Eating Disorders
Assistant Professor, Concordia University, Wisconsin

iii

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 To Kathy,
my wife,
who has invigorated my life!

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Brief Contents

PART I Introduction: Social Welfare and Social Work

1 Social Welfare: Its Business, History, and Future 1

2 Social Work as a Profession and a Career 37

3 Generalist Social Work Practice 65

PART II Social Problems and Social Services

4 Poverty and Public Welfare 107

5 Emotional/Behavioral Problems and Counseling 130

6 Family Problems and Services to Families 168

7 Sexual Orientation, Gender Identity, and Services to Lesbian, Gay, Bisexual,

Transgender, and Questioning (LGBTQ) Individuals 215

8 Drug Abuse and Drug Treatment Programs 250

9 Crime, Juvenile Delinquency, and Correctional Services 289

10 Problems in Education and School Social Work 330

11 Work-Related Problems and Social Work in the Workplace 362

12 Racism, Ethnocentrism, and Strategies for Advancing Social and Economic Justice 385

13 Sexism and Efforts for Achieving Equality 422

14 Aging and Gerontological Services 451

15 Health Problems and Medical Social Services 482

16 Physical and Mental Disabilities and Rehabilitation 512

17 Overpopulation, Misuse of the Environment, and Family Planning 534

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 Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Contents

Empowering People xv The Industrial Revolution 10

Values and Ethics xvi Turn of the 20th Century 11
The Great Depression and the Social Security Act 12
Preface xvii
The Great Society and War on Poverty 15
Compassionate Conservatism 17
Barack Obama—A Time for Change 17
Where Do We Stand Today? 17
PART I
The Future 19
INTRODUCTION: SOCIAL WELFARE
Dramatic Changes Foreseen in the American Family 19
AND SOCIAL WORK Biomedical Technology 20
New Family Forms 27
Concluding Comments 33
Summary 34
Competency Notes 34
Myrleen Pearson/Alamy

Mary Kate Denny/PhotoEdit

CHAPTER 1
Social Welfare: Its Business, History, and
Future 1 CHAPTER 2
Goal of Social Welfare 2 Social Work as a Profession and a
Social Welfare as an Institution and as a Discipline 2 Career 37
Social Welfare’s Relationship to Sociology and to Other A Brief History of Social Work 38
Academic Disciplines 3 A Multiskilled Profession 40
A Problem-Solving Approach 42
Social Welfare’s Relationship to Social Work 4
Generalist Social Work Practice 42
Social Welfare’s Relationship to Other Institutions 5
Micro-, Mezzo-, and Macropractice 42
Social Welfare’s Relationship to Human Services 5 Social Casework 42
Residual View versus Institutional View of Social Welfare 6 Case Management 43
Group Work 43
Liberalism versus Conservatism 6 Group Therapy 43
Developmental View of Social Welfare 8 Family Therapy 43
Community Organization 44
History of Social Welfare 10
Administration 44
Early European History 10
Other Areas of Professional Activity 45
The Elizabethan Poor Law 10
vii

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 viii Contents

A Medical versus a Systems Model of Human Social Work with Families 69

Behavior 46 Family Problems 69
An Ecological Model of Human Behavior 47 Social Work with Groups 70
Therapy Groups 72
Goals of Social Work Practice 48
Goal 1: Enhance the Problem-Solving, Coping, and Social Work with Organizations 74
Developmental Capacities of People 48 Social Work with the Community 81
Goal 2: Link People with Systems That Provide Them with A Brief History of Community Practice 82
Resources, Services, and Opportunities 48 Models of Community Practice 82
Goal 3: Promote the Effectiveness and Humane Operation
of Systems That Provide People with Resources Knowledge, Skills, and Values for Social Work Practice 86
and Services 48 Social Work Values 86
Goal 4: Develop and Improve Social Policy 48 Respect for the Dignity and Uniqueness of the
Goal 5: Promote Human and Community Well-Being 49 Individual 91
The Strengths Perspective and Empowerment 50 Clients’ Right to Self-Determination 91
Confidentiality 92
Social Work Stereotypes 51 Advocacy and Social Action for the Oppressed 95
Future Employment Opportunities in Social Work Accountability 95
Are Excellent 52 The Institutional Orientation 96
Respect for the Spiritual and Religious Beliefs of Others 96
Private Practice of Social Work 57 Promoting Social and Economic Justice, and Safeguarding
International Social Work 57 Human Rights 97
Self-Awareness and Identity Development 60 Social Work Education 102
Identity Formation 60 Two-Year Associate Programs 102
Questions for Arriving at a Sense of Identity 61 Undergraduate and Graduate Education 102
Summary 62 Summary 104
Competency Notes 63 Competency Notes 105

PART II
SOCIAL PROBLEMS AND SOCIAL
Monkey Business Images/

SERVICES
Shutterstock.com

CHAPTER 3
Generalist Social Work Practice 65
Generalist Social Work Practice Defined 66
A Variety of Roles 66
Enabler 67
Broker 67
Steve Hamblin/Alamy

Advocate 67
Activist 67
Mediator 67
Negotiator 67
Educator 68
Initiator 68
Empowerer 68 CHAPTER 4
Coordinator 68 Poverty and Public Welfare 107
Researcher 68
Group Facilitator 68 The Problem of Poverty 108
Public Speaker 68 A Brief History of Our Response to the Poor 108
Social Work with Individuals 68 The Rich and the Poor 111

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 Contents ix

Defining Poverty Is a Policy Problem 114 Managed Mental Health Care 145
Who Are the Poor? 115 Managed Care and Evidence-Based Practice 146
Causes of Poverty 115 Treatment 148
Brief History 148
The Culture of Poverty 116 Current Trends 149
Functions of Poverty 117 Treatment Facilities: Community Mental Health
Social Insurance Programs 118 Centers 150
Old Age, Survivors, Disability, and Health Insurance Social Work and Mental Health 151
(OASDHI) 118
Medicare 119 Counseling 152
Unemployment Insurance 119 How to Counsel 153
Workers’ Compensation Insurance 119 Comprehensive and Specialized Counseling
Approaches 157
Public Assistance Programs 119
Supplemental Security Income 121 Changing Unwanted Emotions 159
General Assistance 121 Meaningful Activity 159
Medicaid 121 Changing Self-Talk 159
Supplemental Nutrition Program (SNAP) 122 Changing the Distressing Event 160
Housing Assistance 122 Destructive Ways of Dealing with Unwanted
Temporary Assistance to Needy Families 123 Emotions 161
Family Allowance Program 125 Counseling versus Therapy/Psychotherapy 161
Social Work and Public Welfare 126 Why Is Counseling/Psychotherapy Therapeutic? 164
Working with Discouraged People 126
Summary 165
Summary 127
Competency Notes 166
Competency Notes 128
Michael Newman/PhotoEdit

E Teister/Blickwinkel/Age Fotostock

CHAPTER 5
Emotional/Behavioral Problems and
Counseling 130
A Perspective on Emotional and Behavioral
CHAPTER 6
Problems 131 Family Problems and Services to
Nature and Extent of Emotional and Behavioral Families 168
Problems 131 Diverse Family Forms 169
What Is Mental Illness? 132 The American Family: Past and Present 169
Medical Model 132 The Family in Preindustrial Society 169
Interactional Model 135 The Family in Industrial Society 171
Labeling as the Cause of Chronic “Mental Illness” 141 Divorce 172
The Homeless 142 Reasons for Marital Happiness 173
Divorce Laws 175
Civil Rights 143
Empty-Shell Marriages 177
Plea of Innocent by Reason of Insanity 144 Marriage Counseling 178
Use of Psychotropic Drugs 145 Additional Marriage-Related Services 178

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 x Contents

Family Violence 179 Unveiling of Gay Identity 227

Spouse Abuse 180 Postmodern Approaches to Coming Out 228
Child Abuse and Neglect 182 Practice Considerations for LGBTQ Persons 229
Protective Services 186 Lesbians 230
Multidisciplinary Teams and Child Advocacy Gay Men 233
Centers 189 Bisexuals 236
Sexual Abuse of Children 193 Transgender Persons 238
Child Molestation 193 Questioning Persons 242
Incest 195 How You, as a Social Work Student, Can
Births Outside of Marriage 197 Help 243
Single-Parent Services 200 Start with Yourself 243
Foster Care and Adoption 202 Make Social Work Organizations Welcoming 243
Rape 203 Work for Social Justice 244
Date Rape 207 Summary 244
Effects on Victims 209 Competency Notes 245
Summary 211
Competency Notes 212

Bettmann/Corbis
iStockphoto.com/Chris Schmidt

CHAPTER 8
Drug Abuse and Drug Treatment
Programs 250
Drugs and Drug Abuse 251
CHAPTER 7 A Brief History of Our Drug-Taking Society 252
Sexual Orientation, Gender Identity, Sociological Theories of Drug Abuse 253
and Services to Lesbian, Gay, Bisexual, Anomie Theory 253
Transgender, and Questioning (LGBTQ) Labeling Theory 253
Differential Association 254
Individuals 215
Drug Subcultures 254
Dimensions of Sexuality 216
Biological Dimension 216 Facts about, and Effects of, Commonly Used
Gender Dimension 216 Drugs 255
Sexual Orientation Dimension 216 Depressants 255
Not a Problem but the Result of a Social Problem 216 Stimulants 264
A History of Oppression 219 Hallucinogens 267
Early Western Concepts of Homosexuality 219 Tobacco 268
Freudian Theories Regarding the Nature of Marijuana 269
Homosexuality 220 Anabolic Steroids 270
The Emergence of a Homosexual Identity and Rehabilitation Programs 271
Community 221 Alcohol Treatment Programs 271
World War II 221 Other Drug Treatment Programs 279
The Gay Liberation Movement 223 Understanding and Treating Codependency 281
Intersectionality of Oppression 226 Suggestions for Curbing Drug Abuse in the
The Coming Out Process 226 Future 281
Being Out 227 Educational Programs 282

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Prevention of Illegal Drug Trafficking across
Borders 283
Employee Drug-Testing Programs 283
Stricter Laws and Enforcement 284
Decriminalization of Drug Use 284
Summary 285
Competency Notes 286
AP Images/Sasa Kralj
CHAPTER 9
Crime, Juvenile Delinquency,
and Correctional Services 289
Nature and Extent of Crime
What Is Crime? 290
How Extensive Is Crime? 290
Who Is Arrested? 291
How Accurate Are Official Crime Statistics?
Crime Causation Theories 293
Early Theories 293
Physical and Mental Trait Theories
Psychological Theories 295
Sociological Theories 297
Usefulness of Theories 300
Types of Crime 300
Organized Crime 301
White-Collar Crime 302
Computer Crime 304
Hate Crime 305
Public-Order Crimes 305
Sex Offenses 306
Human Trafficking 306
Homicide and Assault 307
Theft 307
Juvenile Delinquency 309
The Criminal Justice System 311
The Police 311
The Courts 312
Correctional Systems 313
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Contents xi
How to Reduce Crime and Delinquency 318
Increasing or Decreasing Sentences 318
Reforming the Correctional System 320
Preventing Crime 322
Social Work and the Criminal Justice System 323
Role of Social Work 323
Factors Influencing Treatment 323
Summary 326
Competency Notes 327
AP Images/Kelley McCall
CHAPTER 10
290 Problems in Education and School Social
Work 330
Problematic Areas in Education 331
The Question of Quality 331
292 Equal Access to Quality Education 331
Confusion about the Goals of Education 334
Intolerable Working Conditions for Some
295 Teachers 336
Strategies to Improve Education 339
Increase Incentives for Teachers 339
Improve the Curriculum 339
Allow Parental Choice of Schools 340
Expand Preschool Programs 344
Toward Equal Educational Opportunity 344
Reform of School Financing 345
Compensatory Education 346
Effective Integration 347
Curbing Bullying and Cyberbullying 347
School Social Workers: A Response to
Crisis 348
The Nature of Behavior 349
Traditional School Social Work Roles 350
Summary 359
Competency Notes 360
 xii Contents

Prejudice, Discrimination, and Oppression 386

Racial and Ethnic Stereotypes 388
Racial and Ethnic Discrimination 389
Race as a Social Concept 389
Institutional Racism and Institutional Discrimination 391
White Privilege 393
AP Images

Causes of Racial Discrimination and Oppression 393

Projection 393
Frustration–Aggression 394
Insecurity and Inferiority 394
CHAPTER 11 Authoritarianism 394
Work-Related Problems and Social Work History 394
Competition and Exploitation 394
in the Workplace 362
Socialization Patterns 395
A Brief History of Work 363 Belief in “The One True Religion” 395
Trends in the American Workforce 363 The Eye of the Beholder 395
Increase in White-Collar Workers 364 The Effects and Costs of Discrimination and
Emergence of an Employee Society 365 Oppression 396
Specialization 365
Increase in Women in the Workforce 365 Intersectionality of Multiple Factors 397
Emphasis on Intrinsic Rewards 365 Stereotyping and Multiculturalism: A Perspective 397
Emphasis on High Technology 365
Background of Racial Groups 398
The Growth of Low-Paying Jobs 367
African Americans 398
Outsourcing in a Global Factory 367
Latinos 402
Problems in the Work Setting 367 Mexican Americans 402
Alienation 367 Native Americans 404
Unemployment 371 Asian Americans 406
Occupational Health Hazards 377
Strategies for Advancing Social and Economic Justice 408
Social Work in the Workplace 378 Mass Media Appeals 408
A Brief History 379 Greater Interaction among the Races 408
The Status of Social Work in the Workplace 379 Civil Rights Laws 408
Employee Assistance Programs 380 Activism 408
Summary 383 Affirmative Action Programs 410
Confrontation of Racist and Ethnic Remarks and
Competency Notes 384 Actions 412
Minority-Owned Businesses 412
Asset-Based Community Development 412
Ethnic-Sensitive Social Work Practice 414
Empowerment 414
AP Images/Nell Redmond

Strengths Perspective 415

Culturally Competent Practice 415
The Future of American Race and Ethnic Relations 416
Summary 418
Competency Notes 419

CHAPTER 12
Racism, Ethnocentrism, and Strategies
for Advancing Social and Economic
Justice 385
Ethnic Groups and Ethnocentrism 386
Race and Racism 386

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 Contents xiii

Early Retirement 458

Societal Emphasis on Youth 459
Health Problems and Costs of Health Care 460
Hulton-Deutsch Collection/

Financial Problems 461

Loss of Family and Friends 463
Historical/Corbis

Substandard Housing 465

Transportation 465
Crime Victimization 465
Sexuality in Later Adulthood 465
Malnutrition 466
CHAPTER 13 Depression and Other Emotional Problems 467
Death 468
Sexism and Efforts for Achieving Elder Abuse 470
Equality 422
Current Services 470
History of Sex Roles and Sexism 423 Older Americans Act of 1965 470
Sexual Harassment 427 Nursing Homes 472
Traditional Sex-Role Expectations 429 Social Work and Older Adults 474
Is There a Biological Basis for Sexism? 430 The Emergence of Older Adults as a Powerful Political
Force 475
Sex-Role Socialization 432
Development of Social Roles for Older Adults 476
Consequences of Sexism 434
Effects on Occupation and Income 434 Preparation for Later Adulthood 477
Effects on Human Interactions 435 Summary 479
Maternal Wall 438 Competency Notes 480
Recent Developments and a Look to the Future 438
Sexism and Social Work 438
Social Work’s Response to Women’s Issues 438
The Feminist Perspective on Therapy 440
iStockphoto.com/Syldavia

Future Directions of the Women’s Movement 442

Summary 446
Competency Notes 448

CHAPTER 15
Cleo Photography/PhotoEdit

Health Problems and Medical Social

Services 482
Physical Illnesses and the Health-Care System 483
Problems in Health Care 484
Service Orientation versus Profit Orientation 484
Emphasis on Treatment Rather Than on Prevention 484
CHAPTER 14 Unequal Access to Health Services 486
Low-Quality Health Care for Older Adults 488
Aging and Gerontological Services 451 AIDS 488
An Overview 452 Controversy over the Use of Life-Sustaining
Equipment 497
A Recently Discovered Minority Group 452 The High Cost of Medical Care 498
A New View of Aging 452 Financing Medical Care 500
Definitions of Later Adulthood 453 Medicaid 500
An Increasing Older Adult Population 455 State Children’s Health Insurance Program (SCHIP) 500
The “Old-Old”—The Fastest-Growing Age Group 455 Medicare 500
Private Insurance 501
Problems Faced by Older Adults 456
Low Status 456 The Affordable Care Act 501

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 xiv Contents

Medical Social Work 502

Dibyangshu Sarkar/Afp/Getty Images

Counseling the Terminally III 505
Summary 509
Competency Notes 510

CHAPTER 17
AP Images/Glen Mayne

Overpopulation, Misuse of the

Environment, and Family Planning 534
The Population Crisis 535
Doubling Time and Population Growth 535
Doubling Time and Developing Countries 535
CHAPTER 16 An Optimal Population Size 536
Physical and Mental Disabilities and Problems of Overpopulation 537
Problem Attitudes and Values 549
Rehabilitation 512 Two Countries with Severe Population Problems 550
History of Rehabilitation Practices 513 Environmental Problems 552
Developmental Disabilities 515 Despoilment of the Land 552
Autism 515 Waste Disposal 553
Cognitive Disability 516 Global Warming 554
Society’s Reactions to Disabilities 520 Air Pollution 555
Radioactive Leaks from Nuclear Power Plants 556
Current Services 522 Nuclear War 556
Rehabilitation Centers 522 Water Pollution 558
Residential Programs 524 Acid Rain 558
Day-Care Centers 524 General Pollutants 558
Hospital Services 524
Home Services 524 What Needs to Be Done 559
Confronting Overpopulation 560
Federal and State Assistance Programs 524
The Abortion Controversy 561
Roles of Social Workers 525 Providing Family Planning Services 564
Counseling Clients 526 Confronting Environmental Problems 567
Counseling Families 526
Taking Social Histories 526
Social Work and Family Planning 572
Serving as Case Manager 526 Summary 572
Serving as Liaison between the Family and Competency Notes 574
the Agency 526
Being a Broker 529
Doing Discharge Planning 529 Epilogue 577
Empowering Consumers of Services 529 Glossary 579
Name Index 591
Summary 531
Subject Index 597
Competency Notes 532

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 EMPOWERING PEOPLE
Empowering people is a theme of this text. Content on empowerment of self and clients is
provided in the following chapters:

CHAPTER 1 Role of school social worker: Counselor and parent

Social Welfare: Its Business, History, and Future liaison.
The business of social welfare is to empower individuals, Role of school social worker: Advocate.
groups, families, organizations, and communities to Role of school social worker: Mental health consultant.
improve their circumstances. Role of school social worker: Systems change specialist.

CHAPTER 2 CHAPTER 11
Social Work as a Profession and a Career Work-Related Problems and Social Work in the
Playing a poor hand well: Empowering at-risk children. Workplace
A goal of social work: Enhance the problem-solving, Theory Y: Improving productivity and job satisfaction.
coping, and developmental capacities of people. Social work in the workplace.
A goal of social work: Enhance human well-being and Employee assistance programs.
eliminate poverty, oppression, and other forms of social
injustice. CHAPTER 12
The strengths perspective and empowerment. Racism, Ethnocentrism, and Strategies for Advancing
Self-awareness and identity formation. Social and Economic Justice
Cochran Gardens: A grassroots organization that used a
CHAPTER 3 strengths perspective.
Generalist Social Work Practice Empowerment.
Role of generalist social worker: Empowerer. Strengths perspective: Strategies for advancing social
A therapy group that utilized a strengths perspective. and economic justice.

CHAPTER 4 CHAPTER 13
Poverty and Public Welfare Sexism and Efforts for Achieving Equality
Working with discouraged people. Strategies for achieving sexual equality.
The feminist perspective on therapy.
CHAPTER 5 Assertiveness training.
Emotional/Behavioral Problems and Counseling
Counseling. CHAPTER 14
Aging and Gerontological Services
CHAPTER 6 Social work and older adults.
Family Problems and Services to Families Development of social roles for older adults.
Treatment of incest. Preparation for later adulthood.

CHAPTER 7 CHAPTER 15
Sexual Orientation, Gender Identity, and Services Health Problems and Medical Social Services
to Lesbian, Gay, Bisexual, Transgender, and Understanding and reducing stress.
Questioning (LGBTQ) Individuals Medical social work.
Counseling the terminally ill.
Social work with LGBT individuals.
Sex counseling and sex therapy.
CHAPTER 16
CHAPTER 9 Physical and Mental Disabilities and Rehabilitation
Crime, Juvenile Delinquency, and Correctional Services Roles of social workers.
Empowering consumers of services.
The treatment approach.
Reforming the correctional system.
CHAPTER 17
CHAPTER 10 Overpopulation, Misuse of the Environment, and Family
Problems in Education and School Social Work Planning
Becoming a creative, critical thinker is the essence of Confronting environmental problems.
education. Social work and family planning.
Expand preschool programs.

xv

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 VALUES AND ETHICS
Content on social work values and ethics is infused throughout the text. Our society is increasingly
becoming aware that values and ethics are key determinants of human behavior. Content on social
work values and ethics provided in the following chapters:

CHAPTER 1 CHAPTER 10
Social Welfare: Its Business, History, and Future Problems in Education and School Social Work
Institutional view of social welfare. Equal access to quality education.
Developmental view of social welfare. Traditional school social work roles.
Newer social work roles.
CHAPTER 2
Social Work as a Profession and a Career CHAPTER 11
The strengths perspective and empowerment. Work-Related Problems and Social Work in the
Workplace
CHAPTER 3 Social work in the workplace.
Generalist Social Work Practice
CHAPTER 12
bureaucracies. Racism, Ethnocentrism, and Strategies for Advancing
Knowledge, skills, and values for social work practice. Social and Economic Justice
Respect for the dignity and uniqueness of the individual. Institutional racism and institutional discrimination.
Client’s right to self-determination. Strategies for advancing social and economic justice.
Ethnic-sensitive social work practice.
Advocacy and social action for the oppressed. Strengths perspective.
Accountability. Culturally competent practice.
The institutional orientation.
Respect for the spiritual and religious beliefs of others. CHAPTER 13
Promoting social and economic justice, and safeguarding Sexism and Efforts for Achieving Equality
human rights. Sexism and social work.
The feminist perspective on therapy.
CHAPTER 4
Poverty and Public Welfare CHAPTER 14
Social work and public welfare: Social work’s Aging and Gerontological Services
commitment to the needs and empowerment of people Ethical issue: Should assisted suicide be legalized?
who are vulnerable, oppressed, and living in poverty. Social work and older adults.
Development of social roles for older adults.
CHAPTER 5
Emotional/Behavioral Problems and Counseling CHAPTER 15
Ethical dilemmas of social workers in regards to Health Problems and Medical Social Services
managed mental health care. Unequal access to health services.
Low-quality health care for older adults.
CHAPTER 6 Establishing a national health insurance program in the
Family Problems and Services to Families United States.
Rights of children versus rights of parents.
CHAPTER 16
CHAPTER 7 Physical and Mental Disabilities and Rehabilitation
Sexual Orientation, Gender Identity, and Services Roles of social workers.
to Lesbian, Gay, Bisexual, Transgender, and Questioning Empowering consumers of services.
(LGBTQ) Individuals
Does conversion therapy for gays and lesbians work? CHAPTER 17
Social work with LGBT individuals. Overpopulation, Misuse of the Environment,
and Family Planning
CHAPTER 9 The abortion controversy.
Crime, Juvenile Delinquency, and Correctional Services Providing family planning services.
Social work and family planning.

xvi

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 Preface

In social work, empowering people is the process of welfare. I believe developing the student’s criti-
helping individuals, families, groups, organizations, cal thinking capacities is much more important
and communities increase their personal, interper- than teaching unimportant facts to be recited on
sonal, socioeconomic, and political strength and exams.
influence through improving their circumstances. ■ Convey material on social work intervention ap-
Social workers seek to develop the capacity of cli- proaches that the reader can use in working with
ents to understand their environment, make choices, people to facilitate positive changes.
take responsibility for their choices, and influence ■ Present material on both sides of major social is-
their life situations through organizations and advo- sues confronting our society that the reader can
cacy. Social workers also seek to gain a more equi- use in arriving at informed positions.
table distribution of resources and power among ■ Provide case examples of the functions, roles, re-
different groups in society. This focus on equity sponsibilities, gratifications, and frustrations of
and social justice has been a hallmark of the social social workers that will help the student who is
work profession. In recent years, social work educa- considering a social work major to make an in-
tion has had an increased emphasis on the concept formed career decision.
of human rights—which will be discussed in this ■ Provide a brief historical review of the develop-
edition. ment of social welfare, social work, and various
This book is designed to stimulate student inter- social services.
est in social work and to provide an experiential “fla- ■ Facilitate the reader in acquiring an international
vor” of what the fields of social welfare and social perspective by presenting, in practically every
work are really like. Using a social problems ap- chapter, information on social problems and
proach, the book describes how people are affected social services not only in the United States but
by poverty, child abuse, emotional difficulties, sexism, also in other countries.
alcoholism, crime, AIDS, physical and mental disabil- ■ Inform the reader of the Council on Social Work
ities, racism, overpopulation, sexual assault, and other Education’s (CSWE) conceptualization of social
problems. Information on the nature, extent, and work education at the baccalaureate and master’s
causes of such problems is also presented. In teaching levels as delineated in CSWE’s Educational Policy
introductory courses in social work, a number of my and Accreditation Standards (EPAS).
colleagues and I have found that students tend to be ■ Help the reader “sort out” his or her value struc-
more interested when they come face to face with the ture in relation to welfare recipients, single par-
tragic social conditions that people experience. This ents, ex-convicts, the mentally ill, the divorced,
book also includes case examples through which the persons with AIDS, abusive parents, minority
reader is able to identify with people in need of help. groups, those who are prejudiced, and so on.
In addition, Introduction to Social Work and Social The aim is not to sell any particular set of values
Welfare: Empowering People is designed to: but to help the reader arrive at a value system
that she or he will be comfortable with and find
■ Provoke the reader’s thinking about some of
functional in interacting with others.
the controversial contemporary issues in social

xvii

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Another random document with
no related content on Scribd:
 CHANT XXI

[14] Page 200, ligne 30. — Mais l’Acrocéron au nom maudit. —

Promontoire d’Épire qui s’avançait dans la mer Ionienne, et
renommé pour la fréquence des naufrages qui avaient lieu dans ses
parages. C’est aujourd’hui le cap de Chimera.

CHANT XXII

[15] Page 215, ligne 15. — La renommée d’Hypermnestre n’est

pas moins belle parce qu’elle a eu des sœurs iniques : —
Hypermnestre fut la seule parmi les Danaïdes qui épargna son
époux.

CHANT XXV

[16] Page 306, lignes 2 et 3. — La foudre seule pouvait l’égaler,

ou bien le grand diable. — Nom donné à un canon de calibre
extraordinaire, appartenant au duc Alphonse d’Este.
[17] Page 306, lignes 12 et 13. — Falérine avait forgé la cruelle
épée. — Voir dans Boïardo l’épisode de la fabrication de Balisarde.
[18] Page 310, lignes 16, 17 et 18. — Elle lui dit qu’elle était née
en Afrique, sur le bord de la mer, dans la cité d’Arzille. — C’est la
Zilia de Pline ; aujourd’hui Arxilla, dans le Maroc.
[19] Page 327, ligne 16. — Le bel oiseau qui vit plus d’un siècle.
— Le phénix.

FIN DES NOTES DU TOME DEUXIÈME

 TABLE DES MATIÈRES DU TOME
DEUXIÈME

Pages.

ROLAND FURIEUX

Chant XV. — Pendant le tumulte de l’assaut donné à

Paris, Rodomont pénètre dans les murs de la ville. —
Astolphe, qui a reçu de Logistilla un livre mystérieux et
un cor doué d’une vertu singulière, prend congé d’elle
et débarque dans le golfe de Perse. Il passe en Égypte
et y fait prisonnier le féroce Caligorant. Puis il va à
Damiette, où il voit Orrile, voleur et magicien, qu’il
trouve aux prises avec Aquilant et Griffon. Il va avec
ces derniers à Jérusalem, gouvernée par Sansonnet
au nom de Charles. Griffon y apprend des nouvelles
déplaisantes de sa maîtresse Origile, et va en secret la
trouver. 1
Chant XVI. — Griffon rencontre près de Damas Origile et 27
son nouvel amant ; il croit à leurs paroles
mensongères. — Renaud arrive sous les murs de
Paris avec le secours de l’armée anglaise. De part et
d’autre se produisent des preuves d’une grande valeur.
 Grand carnage et graves incendies dans Paris, du fait
de Rodomont ; Charles y court avec une troupe d’élite.
Chant XVII. — Charles exhorte ses paladins, et attaque
avec eux les ennemis. — Griffon, Origile et Martan
arrivent à Damas, à la fête donnée par Norandin.
Griffon est vainqueur du tournoi ; Martan y montre une
grande couardise, mais il usurpe l’honneur de la
victoire, tandis que Griffon ne reçoit que honte et
outrages. 50
Chant XVIII. — Griffon recouvre l’honneur que lui avait
enlevé Martan, et ce dernier est puni par Norandin. —
Sansonnet et Astolphe rencontrent Marphise, et tous
les trois vont à Damas pour assister à un tournoi
donné en l’honneur de Griffon. Marphise reconnaît
comme étant la sienne l’armure destinée à être
donnée en prix au vainqueur, et la réclame. Cette
réclamation trouble la fête, mais le calme ne tarde pas
à renaître. L’armure est donnée d’un commun accord à
Marphise, et les trois guerriers partent pour la France.
— Rodomont, ayant été avisé que Doralice lui a été
enlevée par Mandricard, sort de Paris pour se venger
sur le ravisseur. — Les Maures cèdent à la valeur de
Renaud, qui tue Dardinel. Cloridan et Médor
transportent le cadavre de leur maître. 85
Chant XIX. — Cloridan et Médor, surpris par les ennemis
dans leur pieux office, sont, l’un tué, l’autre blessé
mortellement. Survient Angélique ; elle prend soin de
Médor, le guérit et en devient amoureuse. — Marphise
et ses compagnons font naufrage dans le golfe de
Laias, près d’une ville gouvernée par les femmes ; là
ils apprennent une étrange coutume établie par ce
gouvernement féminin. Marphise tue neuf guerriers et
lutte jusqu’au soir contre le dixième. 133
Chant XX. — Le dixième guerrier contre lequel Marphise 165
a combattu jusqu’à la nuit se fait connaître à elle
comme étant Guidon le Sauvage, de la famille de
 Clermont, et lui raconte l’origine de la cruelle coutume
maintenue dans la ville. Marphise et ses compagnons
se décident à s’échapper par la force des armes.
Astolphe donne du cor, et tous s’enfuient épouvantés.
Marphise arrive en France et rencontre la vieille
Gabrine, l’ancienne gardienne d’Isabelle. Elle fait route
avec elle et renverse Pinabel de cheval. Elle rencontre
Zerbin, lui fait vider les arçons et lui donne Gabrine en
garde.
Chant XXI. — Zerbin, pour défendre Gabrine, en vient
aux mains avec Hermonides et le frappe d’un coup
mortel. Le vaincu raconte à Zerbin les scélératesses
de la vieille ; mais ne pouvant continuer jusqu’au bout,
à cause de ses blessures, il se fait transporter ailleurs.
Zerbin et la vieille, poursuivant leur chemin, entendent
un bruit de combat et s’avancent pour voir ce que
c’est. 194
Chant XXII. — Astolphe détruit le palais d’Atlante et
reprend l’hippogriffe. — Bradamante et Roger s’étant
reconnus, et s’en allant délivrer un jeune homme
condamné au bûcher, arrivent à un château des
comtes de Ponthieu, où quatre guerriers sont chargés
de dépouiller tout chevalier qui passe. Pendant que
Roger en vient aux prises avec eux, Bradamante
reconnaît Pinabel et le suit. Pendant le combat, le voile
qui recouvre l’écu de Roger vient par hasard à se
déchirer et les quatre guerriers tombent comme morts.
Roger, tout honteux de son facile triomphe, jette l’écu
dans un puits. Pendant ce temps, Bradamante, qui a
rejoint et occis le perfide Mayençais, perd les traces de
Roger. 210
Chant XXIII. — Bradamante fait la rencontre d’Astolphe 240
qui lui confie Rabican et part sur l’hippogriffe.
Bradamante va à Montauban, et croyant que Roger est
à Vallombreuse, elle lui envoie, par une de ses
damoiselles, Frontin richement harnaché. En chemin,
la damoiselle trouve Rodomont qui lui enlève le cheval.
 — Zerbin et Gabrine arrivent à Hauterive, château des
comtes de Poitiers, où la méchante vieille accuse
Zerbin du meurtre de Pinabel. L’innocent chevalier est
condamné à mourir. Arrive Roland avec Isabelle ; il
délivre Zerbin et lui rend son amante. Survient
Mandricard avec Doralice. Le paladin combat contre le
païen ; le combat est interrompu par un accident.
Mandricard est emporté loin de là par son cheval, et
Roland arrive à l’endroit où ont demeuré Angélique et
Médor ; c’est là qu’il commence à perdre la raison.
Chant XXIV. — Roland donne des preuves de folie
furieuse. — Zerbin rencontre Odoric, qui avait trahi
Isabelle. Il lui fait grâce de la vie, mais, en punition de
sa faute, il lui donne Gabrine à garder. Il va à la
recherche de Roland, suit ses traces et ramasse ses
armes éparses sur le sol. Survient Mandricard,
accompagné de Doralice. Il en vient aux mains avec
Zerbin, pour avoir l’épée du paladin. Zerbin est blessé
à mort, et Isabelle se réfugie auprès d’un ermite. Arrive
ensuite Rodomont, qui s’attaque à Mandricard ; mais le
combat est arrêté par l’arrivée d’un messager
d’Agramant qui rappelle les deux guerriers sous les
murs de Paris. 273
Chant XXV. — Roger, après avoir jeté dans le puits l’écu
enchanté, délivre Richardet, frère de Bradamante, du
supplice auquel il avait été condamné, et apprend de
lui la cause de sa condamnation. Tous les deux
passent au château d’Aigremont, où Roger donne de
ses nouvelles à Bradamante par une lettre. Puis, en
compagnie de Richardet et d’Aldigier, il se met en
chemin pour empêcher que Maugis et Vivian soient
livrés aux Mayençais. Il rencontre un chevalier sur le
lieu même où devait se faire la livraison des deux
guerriers de la maison de Clermont. 302
Notes 329
FIN DE LA TABLE DU TOME DEUXIÈME.
 IMPRIMÉ PAR A. QUANTIN
ancienne maison J. Claye
POUR
ALPHONSE LEMERRE, ÉDITEUR
PARIS
 *** END OF THE PROJECT GUTENBERG EBOOK ROLAND
FURIEUX, TOME 2 ***

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