Editor and Contributors | p. ix |
Series Editors' Preface | p. xi |
Acknowledgements | p. xii |
Introduction | p. xiii |
Defining key concepts: Aggression, ambivalence and resistance | p. 1 |
What do the terms anger, aggression, hostility and violence actually mean? | |
Understanding aggression and resistance | p. 14 |
Theories of aggression and resistance: A word of warning | |
Theories of aggression related to human biology, instinct and evolution | |
Theories of aggression related to how humans respond to stimuli and experience | |
Theories of aggression related to how we think and learn | |
Avoiding assault and defusing aggression | p. 35 |
Awareness of danger of assault | |
Avoiding harm | |
Defusing escalating aggression | |
Approaches to defusing aggression | |
Legal and ethical aspects of self defence | |
Systems for physically managing violence | |
In the event of assault | |
Coping after an assault | |
Working in situations of domestic violence | p. 51 |
Defining and measuring domestic violence | |
Understanding and responding to domestic violence | |
Risk issues | |
The student's role | |
'I don't want your help': Ambivalence and resistance in adult protection | p. 66 |
A problem of definition | |
Welfare versus wishes | |
Reasons for victim resistance | |
Reasons for carer and perpetrator resistance | |
Good practice in dealing with ambivalence and resistance | |
Inter-agency partnership | |
Working with perpetrators | |
Assessing the risk to children despite parental resistance | p. 79 |
Child protection in context | |
Can parents refuse to co operate; what about legal powers? | |
Assessing risks to children and uncooperative parents | |
Reasons for parental resistance | |
Ask the right questions, but get the wrong answers | |
Future challenges in assessing risk to children despite parental resistance | |
What does research tell us to assist good practice? | |
Working with irrationality and dangerousness in mental health | p. 94 |
Personality characteristics | |
Psychiatric diagnosis | |
Dangerousness | |
Irrationality | |
Assessment of risk | |
Inquiries | |
The skills of working with people with severe mental illness | |
Helping family carers | |
Coping, challenge and conflict in groups | p. 102 |
Reconceptualising conflict | |
Process in groupwork | |
Models of group process | |
Conflict arising from the group itself and its members | |
Responding to individual and whole group situations | |
Consultancy | |
Managing conflict in maintaining standards in social care service provision | p. 114 |
What are quality standards? | |
Why are quality standards important? | |
Multiple service user systems | |
Mental capacity | |
Effective communication | |
Understanding and managing resistance | |
Stages involved in dealing with an allegation or suspicion of abuse | |
Conclusion | p. 131 |
Appendix: Subject Benchmark for Social Work | p. 135 |
Glossary | p. 139 |
References | p. 141 |
Index | p. 151 |
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