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Washing my life away: surviving obsessive-compulsive disorder
- Author:
- DEANE Ruth
- Publisher:
- Jessica Kingsley
- Publication year:
- 2005
- Pagination:
- 95p.
- Place of publication:
- London
Obsessive-Compulsive Disorder (OCD) affects one in fifty people. In this personal account the author shares her own experience as an OCD sufferer, from the first innocuous signs of onset to the devastating effect of the condition on her relationships with her family and friends, her self-esteem and her marriage. The author takes the reader on a moving, honest and at times light-hearted journey, from washing her hands until they cracked and bled, to hospital admission and eventual management and recovery from OCD.
A narrative approach to groups
- Author:
- DEAN Ruth Grossman
- Journal article citation:
- Clinical Social Work Journal, 26(1), Spring 1998, pp.23-37.
- Publisher:
- Springer
- Place of publication:
- New York
Considers the ways that narratives can be used in groups to create meaning, organise the past, explain the present and consider alternatives for the future. Already familiar in self-help groups and reminiscence groups for the elderly, narrative approaches can be useful in many other formats. This article discusses ways of eliciting narratives, understanding their meaning from many perspectives and using them to promote growth and healing in groups. The groups leader's role is reconfigured into that of participants observer and manager of the group process. Explains that it is up to the leader to provide a context in which multiple accounts can emerge for consideration.
Teaching a constructivist approach to clinical practice
- Author:
- DEAN Ruth Grossman
- Journal article citation:
- Journal of Teaching in Social Work, 8(1/2), 1993, pp.55-75.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Constructivism and social constructionism provide the philosophical underpinnings of an approach to practice teaching that emphasizes the ways knowledge derives from individual and socially constructed experience. Constructivist practices such as generating multiple ideas through questioning or collaborating with clients in the co-construction of meaning and the creation of alternative narratives are taught through an experiential format. The exercises presented provide students with firsthand experiences of seeing how they shape their own learning. While the conceptual challenges inherent in teaching from this position are many, a constructivist approach is ideally suited to practice in a multicultural society.
Assessment and formulation: a contemporary social work perspective
- Authors:
- DEAN Ruth G., POORVU Nancy Levitan
- Journal article citation:
- Families in Society, 89(4), October 2008, pp.596-604.
- Publisher:
- The Alliance for Children and Families
Assessment and formulation, the gathering of information about a client, and the conceptualization of the client or situation are the essential elements that mark a thoughtful approach to client care. This process has been shaped over time by changes in orientations to knowledge, new theories, new practices, and political and institutional pressures. Currently, there is an intense debate concerning the nature of social work practice, especially the assessment and formulation process. In this context, we review traditional approaches to formulation in light of contemporary understandings and trends. A model for formulation that highlights multiple ways of knowing and includes ecological, cross-cultural, psychodynamic, systemic, biological, and spiritual components is presented. Social justice is the value that is foundational to the process.
The power dynamics of supervision: ethical dilemmas
- Authors:
- COPELAND Phillipe, DEAN Ruth G., WLADKOWSKI Stephanie P.
- Journal article citation:
- Smith College Studies in Social Work, 81(1), 2011, pp.26-40.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Supervision, referring to an ongoing relationship, usually between an experienced supervisor and a less experienced supervisee, in which the supervisor has responsibility for teaching and overseeing work, is an activity which involves ethical dilemmas related to the power held by the supervisor. This article explores some of the ethical dilemmas, including possible uses and abuses of power by supervisors, from the perspective of social constructionism and the insights of the postmodern social theorist Michel Foucault. It discusses ethics, knowledge and power in supervision, a supervisor's explicit power, the learning environment, and a supervisor's implicit power, and analyses supervision vignettes as examples. It concludes by presenting recommendations that might be helpful in dealing with the responsibilities and power dynamics inherent in supervision in order to exercise supervisory power ethically.