The Task-Centred Book

by Marsh; Peter

• ISBN13: 9780415334556
• ISBN10: 0415334551
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-01-20
• Publisher: Routledge

Summary

Task-centered social work is one of the best known and most strongly supported approaches to social work practice. This model fits very well with the long-standing emphasis in social work on empowerment and with the more recent strong pressure for evidence-based practice. It also forms a high profile in social work courses' practice modules. Mark Doel's and Peter Marsh's new book teaches the necessary practical skills by setting the approach in the context of the major concerns of modern social work and by linking it to its research basis. It supports the development and implementation of the practice, explicitly covering training and support needs, and provides enough material of a 'DIY' approach. In doing this the book forms an excellent text for both undergraduate courses and continuing professional development training, as well as a very practical book for the active professional.

Table of Contents

Activities	x
Boxes	xii
Acknowledgements	xiv
Introduction	1	(6)
Why The Task-Centred Book?	1	(1)
Supporting the development of practice	2	(1)
Structure of the book	2	(1)
Activities and boxes	3	(1)
An introduction to the portfolios	4	(3)
1 Development	7	(17)
Development: the origins and background of task-centred practice	7	(1)
Why study practice?	8	(1)
The building blocks of task-centred practice	9	(4)
Task-centred practice	13	(2)
The task-centred model	15	(3)
Task-centred work in varied settings	18	(1)
Developing task-centred practice: the challenge	18	(3)
Developing task-centred practice: the opportunity	21	(1)
Key points	22	(1)
Key reading	23	(1)
2 Study	24	(21)
Studying task-centred practice: an outline of a model	24	(1)
How do we choose between different models?	25	(3)
Task-centred practice	28	(2)
Model structure	30	(12)
Families and groups	42	(1)
Choosing task-centred work	43	(1)
Building a new professionalism	43	(1)
Key points	44	(1)
Key reading	44	(1)
3 Analyse	45	(16)
Analysing task-centred practice	45	(1)
Task-centred practice examples	46	(1)
Partnership and communication	47	(4)
Problems	51	(2)
Goals	53	(1)
Tasks and review	54	(5)
Key points	59	(1)
Key reading	60	(1)
4 Teach	61	(24)
Teaching task-centred practice	61	(1)
A structure to teach task-centred practice	62	(3)
Class-based models of teaching task-centred practice	65	(1)
First steps	65	(4)
An example training course	69	(12)
Putting it all into practice	81	(3)
Key points	84	(1)
Key reading	84	(1)
5 Learn	85	(16)
Starting where the learner is	85	(4)
The shock of the new	89	(3)
Learning from reflection	92	(3)
Evidence of learning	95	(4)
Key points	99	(1)
Key reading	100	(1)
6 Do	101	(28)
Context	101	(5)
Partnership, authority, power and oppression	106	(4)
Problems	110	(6)
Goals	116	(5)
Tasks	121	(7)
Key points	128	(1)
Key reading	128	(1)
7 Review	129	(22)
The purpose of review	129	(2)
Reviewing tasks	131	(8)
Recording task-centred work	139	(3)
Evaluating the work as a whole	142	(3)
Other perspectives	145	(5)
Key points	150	(1)
Key reading	150	(1)
8 Support	151	(15)
Supporting task-centred practice	151	(1)
Research, knowledge and practice	152	(1)
The professional agency as a learning organisation	153	(3)
A developmental workplace	156	(2)
The team	158	(1)
Service users	159	(1)
The supervisor	160	(3)
Self-powered support	163	(2)
Key points	165	(1)
Key reading	165	(1)
9 Redevelop	166	(8)
Continuing to develop task-centred practice	166	(2)
How do we know it is 'task-centred' — and does it matter?	168	(2)
An agenda for redevelopment	170	(1)
Task-centred practice's potential	171	(1)
Twelve years on...	172	(2)
Appendix: Example answers to selected activities in the book	174	(9)
References	183	(5)
Index	188