Betty J. Blythe

The Empirical Clinical Practice Debate

Empirically based models of social work practice are derived from research and prescribe ongoing evaluation of practice. Some researchers have argued against this approach to practice. The authors review this debate and propose a view of empirical clinical practice that enhances provision of services.

The Contribution of Stress to Child Abuse

Despite widespread agreement that stress contributes to child abuse, the exact relationship between the two is indeterminate. Using findings from both child abuse and basic stress research, this paper outlines and critiques three popular yet often implicit models postulating the influence of stress on child abuse: phenomenological, life change, and social. The limited explanatory power of each model is discussed. Measurement and conceptual impediments to a more precise understanding of the relationship between stress and abuse are described, and remedies proposed.

Toward Ecologically Based Intervention in Residential Treatment for Children

Residential treatment for emotionally disturbed children adopted an ecologically based approach to services during this century. A critical examination reveals that the specific implications of the ecological model for residential treatment have not been clearly identified and that the model is unevenly applied. Consequently, some children and families are not receiving the full benefit of ecologically modeled services. This article defines areas of residential treatment that must be revised and suggests strategies for implementing the ecological model throughout residential services.

Advocacy Skills for Social Work

Abstract Case advocacy in social work is more conceptual than operational. Social work educators can enhance the practice of case advocacy by helping students learn to argue for clients and for professional causes. This paper describes an evaluation of methods to teach graduate students oral and writing skills for case advocacy. Results suggest that students who learned the skills improved the organization, feasibility, and quality of their advocacy responses more than students who did not learn the skills.