{"product_id":"rural-social-work-isbn-9781118445167","title":"Rural Social Work","description":"\u003cp\u003e\u003cb\u003eA thoughtful text integrating strengths, assets, and capacity-building themes with contemporary issues in rural social work practice\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNow in its second edition, \u003ci\u003eRural Social Work\u003c\/i\u003e is a collection of contributed readings from social work scholars, students, and practitioners presenting a framework for resource building based on the strengths, assets, and capacities of people, a tool essential for working with rural communities.\u003c\/p\u003e \u003cp\u003eThis guide considers methods for social workers to participate in the work of sustaining rural communities. Each chapter features a reading integrating the themes of capacity-building and rural social work; discussion questions that facilitate critical thinking around the chapter; and suggested activities and assignments.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eRural Social Work, Second Edition\u003c\/i\u003e explores:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eImportant practice issues in rural communities, including the challenges of working with stigmatized populations such as gay, lesbian, bisexual, and transgendered people, the homeless, and people living with HIV\/AIDS\u003c\/li\u003e \u003cli\u003ePractice models that hold special promise for rural social workers, including evidence-based practice and community partnership models\u003c\/li\u003e \u003cli\u003eNewer research tools such as asset mapping, social network analysis, concept mapping, and Geographic Information Systems (GIS)\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eExploring how social workers can integrate the tremendous resources that exist in rural communities into their practice, \u003ci\u003eRural Social Work, Second Edition\u003c\/i\u003e provides a solid introduction to the complex, challenging, and rewarding work of building and sustaining rural communities.\u003c\/p\u003e  \u003cp\u003ePreface, xv\u003c\/p\u003e \u003cp\u003eAcknowledgments, xxiii\u003c\/p\u003e \u003cp\u003eAbout the Editors xxv\u003c\/p\u003e \u003cp\u003eAbout the Contributors xxvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART ONE CONCEPTUAL AND HISTORICAL FOUNDATIONS OF RURAL SOCIAL WELFARE 1\u003c\/b\u003e\u003cbr\u003e \u003ci\u003ePaul H. Stuart\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Down-Home Social Work: A Strengths-Based Model for Rural Practice 5\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMichael R. Daley and Freddie L. Avant\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDefining Rural 6\u003c\/p\u003e \u003cp\u003eRurality and Social Work Practice 7\u003c\/p\u003e \u003cp\u003eA Multisystem Model for Down-Home (Rural) Social Work 9\u003c\/p\u003e \u003cp\u003eRationale for the Down-Home Model of Rural Social Work 10\u003c\/p\u003e \u003cp\u003eImplications for Rural Social Work 13\u003c\/p\u003e \u003cp\u003eDiscussion Questions 15\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 16\u003c\/p\u003e \u003cp\u003eReferences 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Rural Is Real: History of the National Rural Social Work Caucus and the NASW Professional Policy Statement on Rural Social Work 19\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSamuel A. Hickman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Rural Social Work Caucus and the National Institute on Social Work and Human Services in Rural Areas 21\u003c\/p\u003e \u003cp\u003eActivities of the National Rural Social Work Caucus 22\u003c\/p\u003e \u003cp\u003eAchievements of the National Rural Social Work Caucus 23\u003c\/p\u003e \u003cp\u003eA Generalist Approach 24\u003c\/p\u003e \u003cp\u003eIncluding Rural Social Work in Educational Curricula 24\u003c\/p\u003e \u003cp\u003eA Brief History of the Rural Social Work Professional Policy Statement 25\u003c\/p\u003e \u003cp\u003eThe 2002 and 2011 Rural SocialWork Professional Policy Statements 26\u003c\/p\u003e \u003cp\u003eDiscussion Questions 27\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 27\u003c\/p\u003e \u003cp\u003eInternet Resources 27\u003c\/p\u003e \u003cp\u003eReferences 27\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Social Welfare and Rural People: From the Colonial Era to the Present 29\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePaul H. Stuart\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eColonial Period 30\u003c\/p\u003e \u003cp\u003eEarly National Period 31\u003c\/p\u003e \u003cp\u003eThe Civil War and After 33\u003c\/p\u003e \u003cp\u003eThe Progressive Era 35\u003c\/p\u003e \u003cp\u003eWorld Wars Prosperity Depression and Prosperity Again 37\u003c\/p\u003e \u003cp\u003eRecent Developments 38\u003c\/p\u003e \u003cp\u003eDiscussion Questions 40\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 41\u003c\/p\u003e \u003cp\u003eReferences 41\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Out of Sight Out of Mind: Rural Social Work and African American Women at Efland Home for Girls 1920–1938 45\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eTanya Smith Brice\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFemale Delinquency 46\u003c\/p\u003e \u003cp\u003eGirl-Saving Efforts 47\u003c\/p\u003e \u003cp\u003eEfland Home as an Asset 50\u003c\/p\u003e \u003cp\u003eConclusion 52\u003c\/p\u003e \u003cp\u003eDiscussion Questions 53\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 53\u003c\/p\u003e \u003cp\u003eReferences 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART TWO HUMAN BEHAVIOR AND RURAL ENVIRONMENTS 57\u003c\/b\u003e\u003cbr\u003e \u003ci\u003eFreddie L. Avant\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Accomplishing the Four Essential Tasks for Higher Education Access: The Role of Natural Helping Networks in Rural Virginia 59\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eNathan F. Alleman and L. Neal Holly\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eMaking Sense of Social Networks 60\u003c\/p\u003e \u003cp\u003eUnderstanding College Access: Four Essential Tasks 62\u003c\/p\u003e \u003cp\u003eNatural Helping Networks and School–Community Partnerships 67\u003c\/p\u003e \u003cp\u003eConclusion 70\u003c\/p\u003e \u003cp\u003eDiscussion Questions 71\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 71\u003c\/p\u003e \u003cp\u003eReferences 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 African Americans Living in Rural Community: Building Assets from an Afrocentric Perspective 75\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eFreddie L. Avant\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDiversity and Social Work Practice 76\u003c\/p\u003e \u003cp\u003eAfrocentric Perspective 77\u003c\/p\u003e \u003cp\u003eUsing an Afrocentric Perspective to Build Assets 79\u003c\/p\u003e \u003cp\u003eAfrican Americans in Rural Areas 81\u003c\/p\u003e \u003cp\u003eUnderstanding Human Behavior of African Americans in Rural Environments 82\u003c\/p\u003e \u003cp\u003eConclusion 83\u003c\/p\u003e \u003cp\u003eDiscussion Questions 84\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 84\u003c\/p\u003e \u003cp\u003eReferences 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Latino Populations in Rural America: Using Strengths to Build Capacity 87\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGriselda Villalobos\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eNew Immigration Patterns 87\u003c\/p\u003e \u003cp\u003eNeeds of Latino Populations in Rural America 88\u003c\/p\u003e \u003cp\u003eCultural Characteristics of Latino Populations 88\u003c\/p\u003e \u003cp\u003eAcculturation 89\u003c\/p\u003e \u003cp\u003eStrategies for Building Capacity 92\u003c\/p\u003e \u003cp\u003eConclusion 95\u003c\/p\u003e \u003cp\u003eDiscussion Questions 95\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 95\u003c\/p\u003e \u003cp\u003eReferences 96\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Building Community Among Rural Gay Lesbian Bisexual and Transgendered Persons: Connecting Community Through Families of Choice 99\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAmy C. Russell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChallenges for Rural GLBT Individuals and Communities 100\u003c\/p\u003e \u003cp\u003eThree-Stage Process for Building Community 102\u003c\/p\u003e \u003cp\u003eConclusion 110\u003c\/p\u003e \u003cp\u003eDiscussion Questions 110\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 111\u003c\/p\u003e \u003cp\u003eReferences 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Rural Children and Adolescents: Building Capacities Within Public Schools 113\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLinda Openshaw\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eConsultation and Advocacy 114\u003c\/p\u003e \u003cp\u003eAssessment 115\u003c\/p\u003e \u003cp\u003eDirect Interventions and Program Development 116\u003c\/p\u003e \u003cp\u003eAcademic Help: Alternative Schools 118\u003c\/p\u003e \u003cp\u003eSocial Skills and Independent Living Skills 120\u003c\/p\u003e \u003cp\u003eMentoring 122\u003c\/p\u003e \u003cp\u003eAfter-School Programs 124\u003c\/p\u003e \u003cp\u003eConclusion 125\u003c\/p\u003e \u003cp\u003eDiscussion Questions 125\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 125\u003c\/p\u003e \u003cp\u003eReferences 126\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART THREE PRACTICE ISSUES IN RURAL CONTEXTS 129\u003c\/b\u003e\u003cbr\u003e \u003ci\u003eSusan A. Murty\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Evidence-Based Practice in the Rural Context 131\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDanielle E. Parrish and Kathi R. Trawver\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Evidence-Based Practice? 132\u003c\/p\u003e \u003cp\u003eEvidence-Based Practice and the Rural Social Work Practice Setting 135\u003c\/p\u003e \u003cp\u003eReal-World Example: Implementation of Evidence-Based Practice in a Rural Setting 136\u003c\/p\u003e \u003cp\u003eWhat Are the Challenges and Possibilities for Implementing Evidence-Based Practice in Rural Settings? 137\u003c\/p\u003e \u003cp\u003eConclusion 140\u003c\/p\u003e \u003cp\u003eDiscussion Questions 141\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 141\u003c\/p\u003e \u003cp\u003eReferences 142\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Wraparound in Rural Child and Youth Mental Health: Coalescing Family-Community Capacities 145\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eTamara S. Davis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eMental Health Prevalence and Risk Factors of Rural Children and Youth 146\u003c\/p\u003e \u003cp\u003eMental Health Service Delivery to Children Youth and Families in Rural Communities 147\u003c\/p\u003e \u003cp\u003eWraparound Service Delivery in Systems of Care 150\u003c\/p\u003e \u003cp\u003eConclusion 156\u003c\/p\u003e \u003cp\u003eDiscussion Questions 157\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 157\u003c\/p\u003e \u003cp\u003eReferences 158\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Help-Seeking Pathways to Care: Culturally Competent Practice With Rural Hispanics With High Migratory Traditions to the United States 163\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDennis L. Poole and Alex Espadas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase Illustration 164\u003c\/p\u003e \u003cp\u003eHelp-Seeking Theory 165\u003c\/p\u003e \u003cp\u003eCultural Pathways to Care Model 166\u003c\/p\u003e \u003cp\u003eGuidelines for Interventions Along Cultural Pathways to Care 168\u003c\/p\u003e \u003cp\u003eConclusion 172\u003c\/p\u003e \u003cp\u003eDiscussion Questions 173\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 173\u003c\/p\u003e \u003cp\u003eReferences 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Social Workers and Rural Congregations: Partnering to Build Community Capacity 175\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eT. Laine Scales and Jon E. Singletary\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCharacteristics of Rural Congregations 176\u003c\/p\u003e \u003cp\u003eCommunicating With Rural Congregations 179\u003c\/p\u003e \u003cp\u003eRural Congregations as Community Partners 181\u003c\/p\u003e \u003cp\u003eSocial Workers and Rural Congregations 182\u003c\/p\u003e \u003cp\u003eDiscussion Questions 183\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 183\u003c\/p\u003e \u003cp\u003eReferences 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Working Together to Improve Services for People Living With HIV\/AIDS: An Example of Service Delivery Network Development From Rural Northeast Texas 187\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eH. Stephen Cooper Freddie L. Avant and Wilma Cordova\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eContext for Practice: Northeast Texas 188\u003c\/p\u003e \u003cp\u003eService Delivery Networks 190\u003c\/p\u003e \u003cp\u003eThe SHRT Network Development Project 194\u003c\/p\u003e \u003cp\u003eDiscussion 201\u003c\/p\u003e \u003cp\u003eConclusion 203\u003c\/p\u003e \u003cp\u003eDiscussion Questions 204\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 204\u003c\/p\u003e \u003cp\u003eReferences 204\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Building Capacity to Overcome Challenges in the Delivery of Hospice and Palliative Care in Rural Communities 207\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAmy Z. Boelk and Jessica H. Retrum\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReviewing the Literature: Challenges for Hospice and Palliative Care in Rural Communities 208\u003c\/p\u003e \u003cp\u003eBuilding Capacity: Insights From Rural Hospice SocialWorkers 212\u003c\/p\u003e \u003cp\u003eConclusion 218\u003c\/p\u003e \u003cp\u003eDiscussion Questions 218\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 219\u003c\/p\u003e \u003cp\u003eInternet Resources 220\u003c\/p\u003e \u003cp\u003eReferences 220\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART FOUR POLICY ISSUES AFFECTING RURAL POPULATIONS 223\u003c\/b\u003e\u003cbr\u003e \u003ci\u003eF. Ellen Netting\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Capacity for Conservation: Rural Communities Address Sustainability for Global Impact 227\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKathleen Belanger\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eOverview of Sustainability 228\u003c\/p\u003e \u003cp\u003eImportance of Sustainability to Rural Communities and to Populations at Risk 230\u003c\/p\u003e \u003cp\u003eConclusion 233\u003c\/p\u003e \u003cp\u003eDiscussion Questions 233\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 233\u003c\/p\u003e \u003cp\u003eInternet Resources 234\u003c\/p\u003e \u003cp\u003eReferences 234\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 Living in Limbo: Homeless Families in Rural America 237\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJim Winship\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding Rural Homelessness 238\u003c\/p\u003e \u003cp\u003eReasons for the Growth in Homelessness 240\u003c\/p\u003e \u003cp\u003eRecognizing the Assets of Those Experiencing Homelessness 246\u003c\/p\u003e \u003cp\u003eDiscussion Questions 248\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 248\u003c\/p\u003e \u003cp\u003eReferences 248\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Location Matters: Using GIS Mapping to Address Policy Issues in Rural Areas 251\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDonna M. Aguiniga and Amanda M. Davis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eHistory of GIS 252\u003c\/p\u003e \u003cp\u003eRural Issues 253\u003c\/p\u003e \u003cp\u003eTracking Service Utilization and Changes 257\u003c\/p\u003e \u003cp\u003eGIS and Policy 258\u003c\/p\u003e \u003cp\u003eParticipatory GIS 260\u003c\/p\u003e \u003cp\u003eChallenges with GIS 261\u003c\/p\u003e \u003cp\u003eConclusion 262\u003c\/p\u003e \u003cp\u003eDiscussion Questions 263\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 263\u003c\/p\u003e \u003cp\u003eReferences 264\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART FIVE USING RESEARCH TO EVALUATE PRACTICE IN RURAL SETTINGS 267\u003c\/b\u003e\u003cbr\u003e \u003ci\u003eDennis L. Poole\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Using an Assessment Framework for Research in a Rural Context 269\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSusan A. Murty\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eRural Research Literature 269\u003c\/p\u003e \u003cp\u003eRural Research Methods 271\u003c\/p\u003e \u003cp\u003eMapping the Assets of a Rural Community 273\u003c\/p\u003e \u003cp\u003eExamples of Research Studies 275\u003c\/p\u003e \u003cp\u003eConclusion 277\u003c\/p\u003e \u003cp\u003eDiscussion Questions 277\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 278\u003c\/p\u003e \u003cp\u003eReferences 279\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 Using Concept Mapping for Assessment and Planning in Rural Communities: Identifying Capacities Through Participation 281\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eTamara S. Davis and H. Stephen Cooper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCommunity Assessment and Planning Approaches 281\u003c\/p\u003e \u003cp\u003eOverview of Concept Mapping 282\u003c\/p\u003e \u003cp\u003eRural East Texas Health Network (RETHN) 285\u003c\/p\u003e \u003cp\u003eAssessing Cultural Competence in a Rural System of Care for Children’s Mental Health 292\u003c\/p\u003e \u003cp\u003eConclusion 298\u003c\/p\u003e \u003cp\u003eDiscussion Questions 299\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 299\u003c\/p\u003e \u003cp\u003eReferences 299\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 Rural Networks: Using Social Network Analysis to Understand Communities 303\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eCalvin L. Streeter and H. Stephen Cooper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSocial Network Analysis 304\u003c\/p\u003e \u003cp\u003eThe Safe Schools\/Healthy Student (SS\/HS) Collaboration 308\u003cbr\u003e \u003cbr\u003e Conclusion 314\u003c\/p\u003e \u003cp\u003eDiscussion Questions 315\u003c\/p\u003e \u003cp\u003eClassroom Activities and Assignments 315\u003c\/p\u003e \u003cp\u003eReferences 316\u003cbr\u003e \u003cbr\u003e Appendix A NASW Rural Policy Statement 317\u003c\/p\u003e \u003cp\u003eAppendix B Online Training and Resources on the EBP Process and Practice Issues for Rural Settings 325\u003c\/p\u003e \u003cp\u003eAppendix C Ideas Ratings for Service Providers and Consumers (Mean Scores) 329\u003c\/p\u003e \u003cp\u003eAuthor Index 335\u003c\/p\u003e \u003cp\u003eSubject Index 343\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eT. LAINE SCALES, PhD\u003c\/b\u003e, is Professor of Higher Education and Associate Dean of the Graduate School at Baylor University, Waco, Texas. She taught social work for 17 years and has published in the areas of social welfare history, rural social work, religion in social work, and teaching with decision cases.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCALVIN L. STREETER, PhD\u003c\/b\u003e, is the Meadows Foundation Centennial Professor in the Quality of Life in the Rural Environment and former chair of the Community and Administrative Leadership Concentration in Social Work at The University of Texas at Austin.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eH. STEPHEN COOPER, PhD\u003c\/b\u003e, is Associate Professor of Social Work and Associate Dean, College of Liberal and Applied Arts at Stephen F. Austin State University in Nacogdoches, Texas.\u003c\/p\u003e  \u003cp\u003e\"There are so few texts on rural social work it is exciting to see this excellent update. It fills an important niche for rural practitioners, helping social workers creatively recognize and build on the unique set of assets that can be found in rural communities. It's just what I want for my students. Congratulations to Drs. Scales, Streeter \u0026amp; Cooper on their accomplishment.\"\u003cbr\u003e —\u003cb\u003eLinda Hillemann\u003c\/b\u003e, MSW, LCSW, Coordinator, UM School of Social Work Off-Campus MSW Program\u003c\/p\u003e \u003cp\u003e\"As the social work profession has evolved we have learned the value of identifying social problems while simultaneously refocusing on the qualities that empower people and move them through their hardships. \u003ci\u003eRural Social Work: Building and Sustaining Community Capacity\u003c\/i\u003e, does a masterful job of capturing this professional growth. It demonstrates movement away from our disillusionment about what cannot be done and instead focuses on our sanguine assessment of community possibilities. The editors, Scales, Streeter and Cooper, have selected contributors who understand the myriad qualities inherent to rural communities, embrace possibilities, and skillfully discuss ways and means of rural policy practice.\"\u003cbr\u003e —\u003cb\u003eIris Carlton-LaNey\u003c\/b\u003e, Ph.D., Professor, University of North Carolina at Chapel Hill, School of Social Work\u003c\/p\u003e \u003cp\u003e\"Whether at the individual, family, group, community or organizational levels, rural social work practice requires a specific body of knowledge and a unique skill set. Since much of social work education assumes practice will occur in an resource-rich urban area, social workers are often perplexed when the knowledge, values and skills they have learned do not effectively translate to a rural setting. This book takes the reader from a thorough history of social welfare in rural settings to practice with diverse rural populations rarely covered in the literature (e.g., rural African Americans, Latinos, GBLT populations, rural children and adolescents, the homeless, etc.). Both the beginning and advanced practitioner will learn how to work effectively with rural congregations, formal and informal helping networks, and mapping frameworks to address capacity building in rural mental health services, schools, hospice centers, AIDS services, and community development. The authors have richly added to the body of knowledge on rural social work practice from a \"down home,\" multisystem perspective. Social workers, both urban and rural, must have this practical \"how to\" on their shelves. It will be required reading in our social work practice classes.\"\u003cbr\u003e —\u003cb\u003eBarbara J. Nowak\u003c\/b\u003e, Ph.D., LCSW\/MSW, Program Director, Department of Social Work, Albany State University\u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eRural Social Work: Building and Sustaining Community Capacity\u003c\/i\u003e, Second Edition is a wonderful update to a major text in the rural social work literature. Scales, Streeter, and Cooper, along with the chapter authors, expertly explain and demonstrate a strengths-based, asset and capacity building approach to rural social work practice. Engagingly written, this text includes useful discussion topics and activities. It will continue to be a must read text in rural social work.\"\u003cbr\u003e —\u003cb\u003eBarbara Pierce\u003c\/b\u003e, PHD, LMSW, ACSW, Associate Professor, Indiana University, School of Social Work\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989976137957,"sku":"NP9781118445167","price":54.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118445167.jpg?v=1761786095","url":"https:\/\/k12savings.com\/products\/rural-social-work-isbn-9781118445167","provider":"K12savings","version":"1.0","type":"link"}