This substantially revised, expanded and updated edition of the popular Handbook of Theory for Practice Teachers is a comprehensive summary of the theory, knowledge, research and evidence relating to practice learning in social care. Focussing on knowledge-based practice with a focus on improving outcomes, the five sections of the book cover: * the reasons and circumstances in which people may become social work service users * a holistic consideration of assessment in general and specific contexts, including risk assessment and management * methods of intervention, including cognitive behavioural social work, task centred practice, advocacy, crisis intervention, family therapy and group care * the legal, policy, research and evidence context in which assessment and intervention occur, as well as interdisciplinary work and organisational aspects of social work practice * reflective practice, evaluation and evidence based practice as integral parts of social workers' engagement with the complex needs of individuals outside the existing parameters of policy or research findings. This key text is essential reading for students, practitioners and teachers in social work.

Table of Contents:
Introduction. Joyce Lishman, Robert Gordon University, Aberdeen. Section 1: Understanding. 1. The Social Policy Context of Practice Learning. Steven M. Shardlow, University of Salford. 2. Structural Approaches to Social Work. Anne Davis, University of Birmingham. 3. Towards Social Theory for Social Work. Pauline Hardiker and Mary Barker, formerly University of Leicester. 4. The Placement of Attachment Theory in Social Work with Children and Families. Jane Aldgate, Open University. 5. Erikson’s Life Cycle Approach to Development. Alastair Gibson, Robert Gordon University, Aberdeen. 6. A Psychodynamic Approach to Social Work. Judith Brearley, Scottish Institute of Human Relations, Edinburgh. Section 2: Assessment. 7. Model of Assessment. Daphne Statham, formerly The National Institute for Social Work, and Patricia Kearney, Social Care Institute for Excellence. 8. Assessment and Children. Brigid Daniel, University of Dundee. 9. Assessment: From Reflexivity to Process Knowledge. Michael Sheppard, University of Plymouth. 10. Assessment in Criminal Justice. Gill McIvor, Lancaster University. 11. Risk Assessment and Management: An Overview. Hazel Kemshall, DeMontfort University, Leicester. Section 3: Intervention. 12. Cognitive Behavioural Social Work. Geraldine Macdonald, Queen’s University of Belfast. 13. Task-Centred Practice. Peter Marsh, University of Sheffield. 14. Crisis Intervention. Amy Clark, Robert Gordon University, Aberdeen. 15. Family Therapy and Systematic Practice. Steven Walker, Anglia Ruskin University, Cambridge and Chelmsford. 16. Theory, Concepts, Feelings and Practice: The Contemplation of Bereavement with a Social Work Course. Gerard Rochford, formerly Aberdeen University. 17. Group Care. Colin Keenan, Robert Gordon University, Aberdeen. 18. Empowerment and Advocacy. Rob Mackay, Robert Gordon University, Aberdeen. 19. Social Work and Community Development. Alan Barr OBE, Scottish Community Development Centre, Glasgow. Section 4: The Context of Assessment and Intervention. 20. Social Work with Children and Families: A Case Study of the Integration of Law, Social Policy and Research in the Development of Assessment and Intervention with Children and Families. Robert Buckley, Robert Gordon University, Aberdeen .21. Interdisciplinary Practice. Terry McLean, Robert Gordon University, Aberdeen. 22. Working within the Organizational Context of Dynamic Change. Fiona Feilberg, Robert Gordon University, Aberdeen. Section 5: Reflective and Evidence Based Practice. 23. Reflective Practice and Critical Reflection. Joan Fook, University of Southampton. 24. Research, Evaluation and Evidence Based Practice. Joyce Lishman. The Contributors. Subject index. Author index.