This clear and accessible guide-written by social workers for social workers-describes the most current developments in neuroscience and their practical applications for social work in education, child welfare, health, mental health, and criminal justice settings. The contributions of social work experts in these key areas of practice make this vast and ever-expanding body of neuroscientific knowledge easily understandable, with specific relevance to understanding the impact of the environment on neural mechanisms and human life course trajectories. The text examines how neuroimaging can be used to examine psychosocial treatment efficacy, discusses cross-system programmatic and policy implications that respond to the way in which toxic environments and early disrupted attachment affect brain and behavior, and addresses the importance of bioethics to inform the integration of neuroscience into social work practice. This is the only text on this topic with chapters organized around five practice settings and embedded with application skills across micro, mezzo, and macro levels. Each chapter includes an overview of the latest scientific research pertaining to the topic and discusses implications for assessment, prevention, intervention, policy, research, and ethics. Real-world case studies in each chapter enhance practice applications. --- from the publisher Key Features: • Describes the latest applications of neuroscience across social work settings in education, child welfare, health, mental health, and criminal justice • Examines latest neuroscientific research for each topic and its implications for assessment, prevention, intervention, policy issues, research, and ethical/legal issues • Draws clear practical implications in each chapter • Written by social workers for social workers • Includes the contributions of noted social work researchers, faculty, and practitioners Contents: Contents Contributors ix Foreword Julie Cooper Altman and Richard A. Altman xiii Preface xxv SECTION A: NEUROSCIENTIFIC IMPLICATIONS FOR GENERALIST SOCIAL WORK PRACTICE Chapter 1. Introduction 1 Holly C. Matto, Jessica Strolin-Goltzman, and Michelle S. Ballan Chapter 2. Your Brain on Empathy: Implications for Social Work Practice 9 Karen E. Gerdes, Elizabeth A. Segal, and Jordan K. Harmon Chapter 3. Mirror Neurons 37 Rosemary L. Farmer Chapter 4. Use of Meditative Dialogue to Cultivate Compassion and Empathy With Survivors of Complex Childhood Trauma 57 Susan A. Lord Chapter 5. Traumatic Stress Response Transactions on Development 69 Jose Carbajal and Regina T. P. Aguirre Chapter 6. F.I.T. Camp: A Biopsychosocial Model of Positive Youth Development for At-Risk Adolescents 87 Raquel Warley, De'Shay Thomas, and Monica Harris SECTION B: NEUROSCIENTIFIC IMPLICATIONS FOR SOCIAL WORK PRACTICE IN CHILD WELFARE AND EDUCATION Chapter 7. Effects of Child Maltreatment on Brain Development 111 Kya Fawley-King and Emily C. Merz Chapter 8. The Role of Neurobiology in Social Work PracWith Youth Transitioning From Foster Care Wendy B. Smith tice 141 Chapter 9. How Neuroscience Can Inform Educational Practices for Youth Involved in the Child Welf are System 161 Haley Woodside-Jiron, Jessica Strolin-Goltzman, and Jesse C. Suter Chapter 10. Using Neuroscience to Inform Social Work Practices in Schools for Children With Disabilities 177 Cristina Mogro-Wilson Chapter 11. Management of Violence and Aggression in Schools 203 Alexa Smith-Osborne SECTION C: NEUROSCIENTIFIC IMPLICATIONS FOR SOCIAL WORK PRACTICE IN HEALTH AND MENTAL HEALTH Chapter 12. Substance Abuse 217 Holly C. Matto, Suzanne Brown, and Michelle S. Ballan Chapter 13. Targeting Transdiagnostic Processes in Clinical Practice Through Mindfulness: Cognitive, Affective, and Neurobiological Perspectives 235 Eric L. Garland, Jaclyn Williams, Hillary Gale, Amber Kelly, and Matthew O. Howard Chapter 14. Toxic Stress and Brain Development in Young Homeless Children 263 Nathan Hutto and Julianne Viola Chapter 15. Traumatic Brain Injury and Military Families 279 Alexa Smith-Osborne Chapter 16. Major Depression Is Systemic Inflammation 293 Jill Littrell SECTION D: NEUROSCIENTIFIC IMPLICATIONS FOR SOCIAL WORK PRACTICE IN CRIMINAL JUSTICE Chapter 17. Neuroscience of Risk-Taking in Adolescence 313 Michelle Evans-Chase Chapter 18. Neurodevelopmental Approaches to Understanding and Working With Adolescents in the Juvenile Justice System 335 George S. Leibowitz Chapter 19. Adult Criminal Justice System 355 Elizabeth D. Hutchison Index 379 About the Editors: Holly C. Matto, PhD, LCSW-C, has over 15 years of research and practice experience in the field of addiction science. Her research focuses on both assessment practices and interdisciplinary treatment interventions with diverse substance abuse populations. Specifically, in the area of behavioral health risk assessment, Dr. Matto has used the Theory of Reasoned Action and Theory of Planned Behavior in substance abuse assessment with young adult populations. She has conducted treatment intervention studies with substance abuse populations at three mental health and substance abuse treatment facilities, and has recently completed a clinical trial that examined brain structure and function change related to participation in two different relapse prevention treatment protocols, a study conducted in collaboration with Georgetown University's Center for Functional and Molecular Imaging and Inova Fairfax Hospital's substance abuse program. Jessica Strolin-Goltzman, PhD, LMSW, is on the faculty of Social Work at the University of Vermont. She conducts trans-disciplinary evaluation and implementation research in child welfare, substance abuse, and school-based services. She has served as Principal Investigator or Co-PI on several externally funded comprehensive intervention research grants. Dr. Strolin-Goltzman teaches courses in practice, research, assessment, and child and family welfare. Her clinical practice experience includes child welfare, adolescent substance abuse treatment, adventure based/wilderness therapy, and expressive arts modalities. Michelle S. Ballan, PhD, conducts research, teaching and service that is dedicated to prevention and treatment interventions for individuals with intellectual and developmental disabilities and their families. She is the director of the Columbia University Disability Research Group and is an investigator on several grants focused on sexuality and interpersonal violence among individuals with disabilities. Dr. Ballan is the recipient of numerous awards including the 2010 Columbia University Presidential Teaching Award and the 2011 Early Career Award from the American Association on Intellectual and Developmental Disabilities. Dr. Ballan is a mentor for international human rights disability advocates affiliated with the Institute for the Study of Human Rights and convenes the Columbia University Seminar on Disability Studies. She is a board member for Services for the Underserved and has held positions on the Council on Disability and Persons with Disabilities through the Council of Social Work Education. Dr. Ballan has worked as a practitioner in various community settings with individuals with disabilities including the New Jersey Brain Injury Association, Women Helping Women, Safeplace and schools. She is currently completing a Masters in Bioethics at Columbia University. |