The Social Work Podcast

Episode 61: We've all heard the Serenity prayer. Even if you don't know what it is called, you'll recognize it by the first few words... "God grant me the serenity..." The serenity prayer is synonymous with Alcoholics Anonymous and 12-step programs. Hundreds of millions of people have used the serenity prayer to fight and beat addiction. And it is only three lines and 25 words. Most episodes of the social work podcast take huge topics - like stigma, suicide, and cognitive-behavior therapy, and try to distill them into 30-minute overviews. Today's podcast flips that on its head. Today we're spending over thirty minutes to unpack 25 words. My hope is that listeners learn something about the Serenity prayer - something that they can incorporate into their social work education or practice. In today's social work podcast, I spoke with Eileen Flanagan, author of the award winning book, "The Wisdom to know the difference: When to make a change - and when to let go." Her book was endorsed by His Holiness the Dalai Lama. She holds a B.A. from Duke and an M.A. from Yale and teaches at the University of the Arts in Philadelphia, Pennsylvania. You can read more about her work at her website, http://www.eileenflanagan.com. To read more about this episode, or the Social Work Podcast, please visit https://www.socialworkpodcast.com.

Episode 60: Today's Social Work Podcast is on social skills training with children and adolescents. My guest, Craig Winston LeCroy defines social skills as "a complex set of skills that facilitate the successful interactions between peers, parents, teachers, and other adults" (LeCroy, 2009, 653). Social skills include everything from dress and behavior codes, to rules about what, when, and how to say or not to say something. Social skills training is a form of behavior therapy, and as such focuses on behaviors, rather than thoughts or feelings, as the targets for change. Traditional behavior modification is often thought of in terms of task completion, for example, using star charts to get kids to clean their rooms or do homework. But in social skills training, behavior modification principles are used to teach people skills that help them to be successful in social situations. I encountered an example of social skills training last week with my 2 1/2 year old daughter. My daughter's daycare is really good about letting us know what the kids did during the day. My wife and I often use that information as the basis for conversations with our daughter. During dinner, we'll ask questions like, "Did anyone plant flowers today?" to which my daughter has typically has yelled out an enthusiastic, "me!" Last week we were playing this game and I asked, "Did anyone pretend to be a train today?" For the first time since she could talk, my daughter sat there in silence. Was she ignoring my question? No. She was answering my question non-verbally. She was raising her hand. My wife and I were shocked. You're probably not shocked to learn that at home, my wife and I don't raise our hands in response to questions. So, who is teaching her to raise her hand? The next day, I went to pick her up from preschool, a classroom that she transitioned into about three weeks ago. The class was sitting in a circle and her teacher was asking the class questions. My daughter and her little friends were all answering by raising their hands. Clearly this is where she had learned this very specific social skill – that you answer questions by raising your hand, not by shouting. I don't know how her teacher did it, but I suspect that she used basic behavior modification strategies such as explaining the new behavior, modeling it, and consistently reinforcing it by rewarding those who did it, and punishing (either by calling out or ignoring) those who did not. I also suspect that my daughter learned by watching her older classmates do it. While part of me was sad to see that my daughter's enthusiastic "me" had been converted into a very calm, silent, and socially acceptable raised hand, another part of me understood that becoming Horshack from Welcome Back Kotter was not in her best interest. Now, I can tell you that when I was working with kids who were getting expelled for talking back to their teachers, arrested for provoking the cops, or getting beaten up because they managed to say exactly the wrong thing to the wrong person, hearing a parental anecdote about a toddler raising her hand would have left me wanting just a little bit more. So I asked one of social work's leading experts, Craig Winston LeCroy, professor of social work at Arizona State University, to talk with us about social skills training for children and adolescents. Professor LeCroy has developed and tested social skills prevention and intervention programs, including a social skills-based prevention program for adolescent girls (LeCroy, 2001), a social skills program for training home visitors (LeCroy & Whitaker, 2005), and an empirically based treatment manual outlining a social skills program for middle school students (LeCroy, 2008). In today's interview, Craig defines social skills training and emphasizes fit between social skills training and the ecological and strengths orientation of social work. He talks about the how social workers can effectively train youth in social skills, giving particular emphasis to the concepts of overlearning, role playing and modeling. He talks about providing skills training in groups, as well as an alternative to traditional expressive play therapy - individual child skill therapy. Craig emphasizes that successful social skills training requires knowledge of specific situations and can therefore be very culturally responsive. He talks about how early social skills training programs focused on juvenile delinquency, and discusses some of the existing evidence, particularly around modeling, to support social skills training as an effective intervention. Craig talks about his current research on using social skills in a universal prevention program with adolescent girls called "Empowering Adolescent Girls." We finish our conversation with a discussion of resources around social skills training. One quick word about today's social work podcast: I recorded it using a Zoom H2 recorder on location at the Society for Social Work and Research (SSWR) annual conference. If you listen closely you can hear the sounds of San Francisco in the background: a clock chiming, busses loading and unloading passengers, and even some pigeons congregating outside of the interview room. They don't detract from the interview, but I wanted to give fair warning in case you were listening to this podcast anywhere were those sounds might be cause for alarm. So, without further ado, on to Episode 60 of the Social Work Podcast, Social Skills Training with Children and Adolescents: Interview with Craig LeCroy, Ph.D.

Episode 59: Today's Social Work Podcast is on incorporating religion and spirituality into social work practice with African Americans. Or at least that's the official title. The unofficial title is, "If my client brings God into the conversation, what should I do?" I spoke with Nancy Boyd-Franklin, best-selling author, multicultural researcher, family therapist and clinical trainer, and recipient of awards from the American Psychological Association, Association of Black Psychologists, and the American Family Therapy academy. When I was a social work intern, I worked with an African American mother who had AIDS and whose 6 children were HIV+. The father of her children had been an IV drug user who had died of AIDS. The mother was in poor health, and rarely sought her own treatment. I had a hard time tracking her down because she spent most of the day, every day, on public transportation with one child or another taking them to and from medical appointments. I remember being on the bus with her one day (because that was only place I could meet with her), listening to her talk about how she had successfully fought hospital administration to get treatment for one of her kids. Being the eager social work student that I was, fully prepared to acknowledge my clients strengths and resources, I told her that I was in awe of her strength. "How do you do it?" I asked her. Her response totally caught me off guard. She said, "The good lord will give me only as much as I can handle." I had no idea how to respond. See, I was expecting her to say something like, "a parent will do what a parent has to do," or maybe, "I don't know either; I sure could use a vacation." I expected her response to be much more... textbook? You know, the kind of response that I had read about in my textbooks so that I could follow up with, "and so if you took a vacation, what would be different?" Which really makes no sense at all since she was obviously not about to zip off to the Dominican Republic for a week at the beach. Not so textbook. In that moment, on the bus, I found myself completely at a loss for words. Not that I didn't have a million things running through my head, I did. I just thought they all sounded stupid. On one level I was trying to figure out what she meant: "ok. She said that the good lord will give her only as much as she can handle... does that mean that when she can't handle any more, she'll die? or that the good lord knows exactly how much she can handle and then when she can't handle any more the good lord will stop giving her things to handle, or is there a third option I'm just not thinking about. I mean, I'm just a social work intern, I'm not sure what I can offer above and beyond what the "good lord" can offer her, so what now?" Ok, so in case you got lost in all of my self-talk here's a quick recap. I asked my client a question. She responded. That's it. What should have come next was me saying something intelligent. Instead, what I said was, "Wow." So why did I have such a hard time coming up with an appropriate response? Well, for one, I thought that as a social worker I should know what my client meant, and I should understand what she meant... Another things was that I had a different belief system from my client and it didn't seem right to disagree with her, nor did it seem right to agree with her, because that wouldn't be genuine. My social work education did not prepare me to deal with issues of religion and spirituality. My textbooks didn't provide me with templates for how to respond when my clients brought up the issue of God. Prior to 2001, accreditation guidelines from the Council on Social Work Education didn't require schools to include spiritual assessment in the biopsychosocial assessment, which I talk about in more detail in Episode 2, Biopsychosocial-spiritual Assessment and Mental Status Exam. Another reason is that there has been a long and contentious relationship between religion and the helping professions. Religion was either the answer or the problem. On one hand, the social work profession is in part rooted in the Friendly Visitor movement which believed that the right version of religion was the answer to poverty. On the other hand, you have Freud's legacy of religion being considered an obsessional neurosis. So for many providers, the only safe middle ground was "Religion is not within my scope of practice and therefore I'm not going to deal with it at all." Well, today's guest, Nancy Boyd Franklin, would say that when religion or spirituality is part of a client's life, the effective provider has to be able to deal with and be willing to engage in conversations about it. "Wow" just won't cut it. She would see this mother's belief in the power of the good lord as a sign of strength and resilience, not weakness or pathology. She would also say that I could have simply responded to the mother's statement by saying, "tell me more." In today's interview, Nancy spoke about the heterogeneity of beliefs among Black Americans. She and I talked about the difference between religion and spirituality, what a church family is and why it is so important, whether or not social workers should ask about religion and spirituality if clients don't bring it up, and what the role of religion and spirituality is in traditional African American families. I interviewed Nancy at Temple University's School of Social Work. She was the invited speaker for the school's lecture series on social work research. For more information about Temple's School of Social Work, or the research lecture series, please visit their website at www.temple.edu/ssa.org. And now, without further ado, on to episode 59 of the Social Work Podcast. Incorporating religion and spirituality into social work practice with African Americans: Interview with Nancy Boyd-Franklin, Ph.D. For links to resources mentioned in this episode, or other episodes on social work topics, please visit our website at https://socialworkpodcast.com

Episode 58: Let's be honest. You didn't become a social worker because you wanted to travel the world. Even if you're someone who has the travel bug - You're a social worker. You're not making a whole lot of money? How are you going to finance it? Today's Social Work Podcast is about how social workers can work abroad. So, if you're interested in learning more about working abroad means, if you're really interested in traveling to the U.K., or Australia. If you have questions about, "Can I bring my cat?", "Do I need a license," "Do I have to be a community organizer, do I have to be a policy person, can I do direct practice?" this podcast is for you - all of these questions will be answered. In today's Social Work Podcast I speak with David Dininio, Recruitment Manager for HCL Social Care International. David and his team of consultants are responsible for collaborating with US and Canadian Social Workers to help them achieve their dream of working abroad in the UK and Australia. To read more about working abroad, and to hear other podcasts, please visit the Social Work Podcast website at https://socialworkpodcast.com.

Episode 57: Today's Social Work Podcast is on community-based prevention services for children and adolescents. I spoke with Dr. Richard Catalano, who along with David Hawkins, developed Communities That Care, a prevention-planning system that promotes the positive development of children and youth and prevents problem behaviors, including substance use, delinquency, teen pregnancy, school drop-out and violence. It is a system for identifying community needs, matching those needs to evidence-based prevention programs, and evaluating the outcomes. The system has been used in dozens of communities around the United States, and has demonstrated effectiveness in reducing problem behaviors and promoting positive youth development. But before we get to the interview, I want you to imagine for a moment how you would work with a pregnant 16-year old sexual abuse survivor who was addicted to crack, semi-illiterate, suicidal, diagnosed with bipolar disorder, and whose baby daddy was prostituting her in exchange for drugs. Ok, got your treatment plan figured out? If you’re thinking, "I know I need to address her suicidality first, but after that, I’m not really sure," then you’d be right, and you’re probably not alone. Most social workers, most service providers, treat individual or family problems once they’ve occurred. And this young woman has a lot of problems. So, what if I suggested that the best place to start with this client was 17 years ago, before she was born, before she was raped, before she turned to drugs to dull her pain or perhaps used drugs to make herself look cooler to her father-figure boyfriend pimp? What if I suggested that the best use of time and money was in preventing these problems from occurring in the first place? If you’re with me on this one, you’re not alone. In 2006, the New Yorker published an article by Katherine Boo (2006, Feb 6) called "Swamp Nurse." The story takes place about an hour southwest of New Orleans, Louisiana, a place where infant mortality, illiteracy rates, and child poverty are among the highest in the country. The title, Swamp Nurse, refers to a group of nurses who do home visits with low-income women during pregnancy and work with them until their child turns two. These nurses are expected to, and I’m not making this up, reduce infant mortality, illiteracy rates and child poverty, and in turn improve the overall health, education, and economic self-sufficiency of these families and consequently the community as a whole. Uh huh. All through home visits. I know. And the most remarkable part? They did it, more or less. How? They were part of a decades-old prevention program called the Nurse-Family Partnership (www.nursefamilypartnership.org/About/What-we-do). These nurses promoted the use of prenatal care, healthy eating, not using cigarettes, alcohol or illegal drugs. They worked with parents to provide responsible and competent care – and to a 16 year old that might include getting them to understand that it is their job to make their baby feel loved, not the other way around. And they helped the parents plan for their future, including future pregnancies, education, and jobs. This program works because it prevents certain behaviors by promoting others. That is the essence of prevention programs. And, according to Dr. Catalano, there are tons of effective prevention programs out there. The trick is to figure which ones are right for your community. Benjamin Franklin famously said, "an ounce of prevention is worth a pound of cure." This idea, that prevention is a better value for the money that cure, is at the core of public health policy and one of the most compelling arguments for investing in prevention services. Steve Aos, associate director of the Washington State Institute for Public Policy has done cost-benefit analyses on dozens of prevention programs, and found that while most programs do not have a 16:1 return ratio, there are many programs out there that return $3 and $4 dollars per dollar invested. Oh, and the Nurse-Family Partnership? $2.88 per dollar. Steve and his colleagues calculated that by spending $9100 per mother, the Nurse-Family Partnership produced over $26,000 in benefit (www.wa.gov/wsipp). Let’s come back to our 16-year old crack addicted suicidal prostitute for a minute. If she had been involved with a program, or a series of programs that promoted parent-child bonding, emotional, cognitive, behavioral and moral competence, self-determination, belief in the future, and half a dozen other concepts that are included under in the broad heading of positive development, it is likely that she would have never become my client. In order to learn more about how this might happen at a community level, I spoke with Dr. Richard Catalano, or "Rico" as he asked me to call him. Rico is the Bartley Dobb Professor for the Study and Prevention of Violence and the Director of the Social Development Research Group in the School of Social Work at the University of Washington. He has published over 225 articles and book chapters, and his work has been recognized by practitioners; criminologists; and prevention scientists. I asked Rico to talk about some of the persistent problems that youth in America face and why we haven’t been able to overcome them. He talked about why he went from being a treatment researcher to a prevention researcher. We talked about the benefits of taking a community-based approach to prevention. Rico described the Communities That Care prevention system, and talked about what makes it an effective approach to preventing adolescent behavior problems and promoting positive development of children and youth. I interviewed Rico at Temple University’s School of Social Work. He was the invited speaker for the school’s lecture series on social work research. For more information about Temple’s School of Social Work, or the research lecture series, please visit their website at www.temple.edu/ssa.org To read more about Communities That Care, and to hear other podcasts, please visit the Social Work Podcast website at https://socialworkpodcast.com.

Episode 56: Today's podcast is on Suicide and Black American Males. Why suicide and Black Americans? Well, there is a belief among most Americans, and particularly among African American adults, that Black Americans do not kill themselves (Joe, 2006). When we think of violent death among Black Americans we think of homicide. Suicide is thought of as a “White” problem. While it is true that suicide was not a leading cause of death for African Americans 40 years ago, today it is the third leading cause of deaths among African Americans 15 – 24 years of age. So why Black American Males specifically? Well, among all racial and ethnic groups, the suicide rate is lowest among Black American females. Given that Black American males, particularly youth, are over-represented in social services, social workers need to be aware of the risk for suicide, and prepared to provide potentially life-saving services. One thing that makes social workers professionals is that we are trained to see things that others do not. Most of us have not been trained to see suicide as an important issue in the Black American community. It is my hope that after hearing today's guest, Dr. Sean Joe from the University of Michigan, you will be more likely to see suicide among Black American males as an important clinical and programmatic issue. Dr. Joe holds a joint position as associate professor in the School of Social Work and the Department of Psychiatry at the University of Michigan's School of Medicine. He is also a faculty associate with the Program for Research on Black Americans at the Institute for Social Research, University of Michigan. Dr. Joe is a nationally recognized authority on suicidal behavior among African Americans. He is the 2009 recipient of the Edwin Shneidman Award from the American Association of Suicidology for outstanding contributions in research to the field of suicide studies and the 2008 recipient of the Early Career Achievement Award from the Society for Social Work and Research. He serves on the board of the Suicide Prevention Action Network (SPAN USA), the scientific advisory board of the National Organization of People of Color Against Suicide, and the editorial board of Advancing Suicide Prevention, a policy magazine. He is co-chair of the Emerging Scholars Interdisciplinary Network (ESIN) Research Study Group on African American Suicide, a national interdisciplinary group of researchers committed to advancing research in this area. He has published extensively in the areas of suicide, violence, and firearm-related violence. In today's podcast, Sean talks why it is important to look at the suicide rate among Black American males, specifically adolescent males. He talks about how recent research has started to put together a profile for Black American Males most at risk for suicide, and the factors that seem to protect against suicide. He talks about some of the social and historical factors associated with the increase in suicide rates among Black Americans. Sean gives an example of how he talks with Black Americans about suicide and stigma. We talked about recommendations for social workers who are working with Black American males who might be suicidal, including talking about faith, valuing that child, having a vision of that child as an adult, and healthy masculinity. Sean discussed some resources for social workers interested in learning more about this topic. We ended the interview with Sean extending an invitation to social work clinicians and researchers to join him to better understand suicide and suicidal behaviors in Black Americans. One quick word about today's podcast: I recorded today's podcast using a Zoom H2 recorder on location at the Society for Social Work Research annual conference. If you listen closely you can hear the sounds of San Francisco in the background: a clock chiming, busses loading and unloading passengers, and even some pigeons congregating outside of the interview room. They don't detract from the interview, but I wanted to give fair warning in case you were listening to this podcast anywhere were those sounds might be cause for alarm. To read more about theories for clinical social work practice, and to hear other podcasts, please visit the Social Work Podcast website at https://socialworkpodcast.com.

Episode 55: Today's podcast is about social work with children who have cancer, also referred to as pediatric oncology social work. Although pediatric cancer is relatively rare event, making up less than 1% of the cases diagnosed annually, that single case affects the lives of countless others. From a treatment perspective, when a child is diagnosed with cancer, the whole family is diagnosed with cancer. Children are most likely to get cancer in their first year of life, and least likely between the ages of 5 and 14. If you are white kid in the United States you are nearly two times more likely to get cancer than if you are black. One in 300 boys and one in 330 girls will develop cancer before the age of 20. Every year 2500 children die from cancers with names like Acute Lymphoblastic Lukemia (cancer of the bone marrow - the most common childhood cancer), Hepatoblastoma (cancer of the kidney), neuroblastoma (cancer of the central nervous system), Ewings sarcoma (bone cancer), Hodgin’s Lymphoma (cancer of the lymph nodes), and Wilms tumor (cancer of the kidney). Notice that the most common forms of adult cancer such as lung, breast and colon are not included on this list. And it is not just that children get some cancers and adults get others. Among children, the cancers most often found in infants and toddlers are not the same as the cancers most often found in teenagers. For children today, getting a diagnosis of cancer is not the death sentence it once was. Before 1970 most children who got cancer died. Today, survival rates are nearly 80%. Currently there are about 270,000 survivors of childhood cancer. Consequently pediatric oncology social workers need to know as much about working with survivors of cancer as they do about issues of death and dying. To help me get a better idea of what being a pediatric oncology entails, I spoke with Dr. Barbara Jones, social worker and faculty member at the school of social work at the University of Texas at Austin. Dr. Jones is the immediate past president of the Association of Pediatric Oncology Social Workers, on the editorial board for the Journal of Social Work in End-of-Life and Palliative Care , and the co-director of the Institute for Grief, Loss and Family Survival at UT-Austin. Dr. Jones recently designed and taught the first social work course in the United States on psychosocial oncology. In today's podcast, Barbara and I talked about the role of a pediatric oncology social worker in a multidisciplinary team, with the child, with the family, in a hospital setting and in the community. We talked about best practices for working with kids with cancer and the role of research in pediatric oncology social work. She talked about practical and ethical issues in pediatric oncology social work such as consent and assent, how to accurately assess a child's pain, and how social workers can take care of themselves. Barbara told some powerful and moving stories about the work she's done with children who have died and children who have survived cancer. We ended our conversation with a discussion about how social workers get training in pediatric oncology social work, and what some resources are for social workers who would like to know more about working with children with cancer. One quick word about today's podcast: I recorded today's podcast using a Zoom H2 recorder on location at the Society for Social Work Research annual conference. If you listen closely you can hear the sounds of San Francisco in the background: a clock chiming, busses loading and unloading passengers, and even some pigeons congregating outside of the interview room. They don’t detract from the interview, but I wanted to give fair warning in case you were listening to this podcast anywhere were those sounds might be cause for alarm.

Episode 54: Today's podcast, Psychoanalytic Treatment in Contemporary Social Work Practice: An Interview with Dr. Carol Tosone, addresses two questions: First, is psychodynamic treatment relevant in contemporary social work practice? In other words, does it meet the needs of the clients, the agencies, and the funding sources? Second, has clinical social work abandoned social work's historical commitment to advocating for social change? I think they are questions worth thinking about. Ask any social work student today what the organizing framework for social work practice is, they won't say, "psychodynamic theory." They'll likely say "the strengths perspective," or "ecological systems theory." When my students do research papers on the best approaches to addressing mental health problems, they usually write about cognitive and behavioral treatments, perhaps because the evidence-base is dominated by studies of cognitive and behavioral approaches. When I ask my students what theoretical perspectives seem to be most consistent with their values and perspectives, they usually say "CBT" or "solution-focused." I usually only have one or two students who take a psychodynamic perspective. My students are usually surprised to hear that in the early 20th century, the social work profession adopted Freudian psychoanalysis as the organizing framework for providing direct services to clients. Social work pioneers such as Mary Richmond were psychoanalytic social workers. The dominance of psychodynamic treatment continued for decades. Even during the 1960s and 70s, when social work returned to its community organizing roots and mezzo and macro level changes were seen as the best way to improve clients' lives, most direct practice social workers identified as psychodynamic. For example, in 1982, a national study reported that even though most clinical social workers were eclectic in their practice, their preferred theoretical orientation was psychoanalytic (Jayaratne, 1982). Fast forward to 2009. Psychoanalytic treatment is widely dismissed as being patriarchal, oppressive, and out-of-touch with the needs and realities of social work clients. Insurance companies are requiring that clinicians use treatments that are short-term, empirically validated, and cost-effective. Agencies are increasingly requiring clinical staff to use prescribed treatments. Clinical social work education has moved towards teaching evidence-based practice, and learning about treatments with a cognitive behavioral, rather than psychodynamic basis. So, if students seem to prefer non-psychodynamic theories, agencies and insurance companies are mandating the use of non-psychodynamic treatments, and an increasing number of schools of social work are teaching cognitive and behavior-based evidence-based treatments, what place does psychodynamic treatment have in contemporary social work practice? Well, in order to answer some of these questions, I spoke with Dr. Carol Tosone about contemporary psychoanalytic treatment. Dr. Tosone completed her psychoanalytic training at the Postgraduate Center for Mental Health, where she was the recipient of the Postgraduate Memorial Award. She is an Associate Professor at the Silver School of Social Work at New York University, the recipient of the NYU Distinguished Teaching Award and is a Distinguished Scholar in Social Work in the National Academies of Practice in Washington, D.C. In 2007, Dr. Tosone was selected for a Fulbright Senior Specialist Award for teaching and research at the Hanoi University of Education in Vietnam. She is the editor-in-chief of the Clinical Social Work Journal, and the executive producer and writer of four social work education videos. And she is an expert in shared trauma, which is when a client and therapist experience the same traumatic event. In today's podcast, Carol and I talked about what distinguishes contemporary dynamic treatment from traditional psychoanalysis, the role of attachment theory in contemporary dynamic treatment, how talk therapy changes the way the brain processes information, and how brief dynamic treatment can be used in typical social work agency settings. Carol emphasized that contemporary psychoanalytic treatment and concrete services, such as case management, referral, or advocacy work, are not mutually exclusive. She shared how she came to see herself as a social worker first and an analyst second. We ended our conversation with information about resources for social workers in school and in the field who might be interested in learning more about contemporary dynamic treatment. Carol suggested that the best resource social workers have is other social workers and encouraged clinical social workers to write more and share their insights and experiences. I recorded today's interview at the University of Texas at Austin's school of social work. Carol was at UT to give the inaugural Sue Fairbanks Lecture in Psychoanalytic Knowledge. I want to thank the Sue Fairbanks lecture organizing committee, particularly Vicki Packheiser, for helping to coordinate the interview with Carol. You might hear the sound of children playing in the background - Carol and I spoke in an office right above a daycare center.

Trailer: A few months ago I interviewed a mother and a step-mother, Jennifer Newcomb Marine and Carol Marine, two women whose book, "No One's The Bitch: A Ten-Step Plan for the Mother and Stepmother Relationship" had just been published by Globe Pequot Press. Their book quickly became a best-seller on Amazon.com, briefly reaching the #1 spot in the family category. I was really intrigued by what they had to say to social workers - or anyone who works with families. They were saying, "do not forget about the mother / step-mother relationship, it is perhaps the most important relationships to address in a blended family." Well, their message has caught the attention of major media outlets like the Washington Post, and most recently the Dr. Phil show. Although the interview is not ready for prime time, I wanted to give you a preview of the podcast in advance of their appearance on the Dr. Phil show, Tuesday, December 1st. In this three minute excerpt, Jennifer and Carol are talking about some of the typical issues that the mother / step-mother relationship brings. Enjoy this preview, and watch them on the Dr. Phil show Tuesday, December 1st.

Episode 53: This is a re-post of the Stages of Change podcast with a link to the correct MP3 file. Much thanks to Social Work Podcast subscriber and social work professor David Beimers of Minnesota State University for pointing out that the MP3 for Episode 52 (Social Work Theories) was loading instead of Episode 53. Today's podcast is on Prochaska and DiClemente's (1983) Stages of Change Model. This model describes five stages that people go through on their way to change: precontemplation, contemplation, preparation, action, and maintenance. The model assumes that although the amount of time an individual spends in a specific stage varies, everyone has to accomplish the same stage-specific tasks in order to move through the change process (Prochaska & Prochaska, 2009). There is an unofficial sixth stage that is variously called "relapse," "recycling," or "slipping" in which an individual reverts to old behaviors. Examples include having a beer after a period of sobriety, or smoking a cigarette a year after quitting. Slipping is so common that it is considered normal. Social Workers are encouraged to be honest with clients about the likelihood of backsliding or reverting to old behaviors once the change process has started, not because we expect our clients to fail, but because it normalizes the experience and takes away some of sense of failure and shame. Although the "Stages of Change" model was identified and developed during a study of smoking cessation (Prochaska & DiClemente, 1983), the model has been applied to and studied with numerous bio-psycho-social problems, including domestic violence, HIV prevention, and child abuse (Prochaska & Prochaska, 2009). The "stages of change" model is one component of the "Transtheoretical model of behavior change" (Prochaska & DiClemente, 1983). It is called the "transtheoretical model" because it integrates key constructs from other theories. The TTM describes stages of change, the Process of Change, and ways to measure change. In today's podcast, I'm going to focus on the Stages of Change. If you are interested in learning more about the broader Transtheoretial Model, there are dozens of resources online and in print. The University of Rhode Island's Cancer Prevention Research Center website has a clear and concise overview of the TTM; I've posted the link to that description on the Social Work Podcast website: http://www.uri.edu/research/cprc/TTM/detailedoverview.htm. If you are looking for a social work-specific application of the TTM, there is an excellent chapter in the second edition of the Social Workers' Desk Reference on the TTM and child abuse and neglect. The purpose of this podcast is to provide a brief overview of the five stages of change and what intervention approaches are most appropriate at each stage of change. I drew on a number of resources in the preparation of this podcast, including a chapter on the stages of change and motivational interviewing by DiClemente & Velasquez in Miller and Rollnick's second edition of their book, Motivational Interviewing (Miller & Rollnick, 2002); A 2002 article by Norcross and Prochaska (2002) from the Harvard Mental Health Letter called "Using the Stages of Change;" and the chapter by Prochaska and Prochaska (2009) in the second edition of the Social Workers' Desk Reference that I just mentioned. All of these references can be found on the podcast website at https://socialworkpodcast.com. In today's podcast I'll talk about how to figure out what stage someone is in, and identify a couple of interventions that are most effective for the person in that stage. I'm not going to go into great detail about interventions because there is a major treatment approach called Motivational Interviewing that addresses dozens of intervention techniques. Along the way I'll provide examples of things that social workers can say to people in different stages of change. I've drawn most of my examples from situations other than addictions. I've done this because the Stages of Change model was developed out of addictions research and there are a lot of examples with addictions. Since the Stages of Change is applicable to behaviors other than addictions, I wanted to focus on some of those examples. To read more about the stages of change model, and to hear other podcasts, please visit the Social Work Podcast website at https://socialworkpodcast.com.