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| Each chapter begins with “Introduction” and concludes with “Chapter Exercise.” | |
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| Each unit concludes with “Unit Summary.” | |
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| You and the Social Work Profession | |
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| Introduction | |
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| A Very Special Mission | |
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| Historical Perspective | |
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| Ethical Perspective | |
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| Merging Personal and Professional Goals | |
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| Professional Goals | |
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| Personal Goals | |
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| Disempowerment, Oppression, and the Professional Encounter | |
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| Learning One's “Place” in the World | |
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| The Professional Encounter | |
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| Our Clients' Experiences | |
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| Our Own Experiences | |
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| A Brief Look at Client Populations | |
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| “Population” Implies a Shift from “Case” to “Class.” Vulnerable and At-Risk Populations | |
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| Disempowered Populations | |
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| Vulnerable, At-Risk, and Disempowered Populations are Oppressed Populations | |
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| Oppressed Populations in the United States Today | |
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| Oppression in the Social Work Encounter | |
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| Unit I Assignment: Values and Goals | |
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| Exploring Self-Identity | |
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| Theories of Identity Development | |
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| Comprehensive Theories of Identity Development | |
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| Identity Crisis | |
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| Racial/Ethnic/Cultural Identity Formation | |
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| Gender Identity Development | |
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| Gay and Lesbian Identity Development | |
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| Disabled Person Identity Development | |
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| Exploring and Affirming Your Personal Identity | |
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| Individual Identity | |
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| Ascribed, Prescribed, and Self-Selected Identity | |
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| Recognizing the Influence of Others on Your Personal Identity Development | |
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| The Family | |
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| The Extended Family Group | |
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| The School and Peer Group | |
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| The Community | |
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| The College Years | |
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| The Workplace | |
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| Exploring “Other.” “We” : A Sometimes Shifting Concept | |
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| Unit II Assignment: Personal Identity | |
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| Developing a Model for Growth and Change | |
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| Introduction | |
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| Viewing “Other” through the Lens of Professional and Personal Values and Commitments | |
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| Professional Values and Commitments | |
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| Personal Values and Commitments | |
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| Recognizing Conflict: Our Values and “Other.” Assessing the Commitment for Change | |
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| A Model for Change | |
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| Selecting a Population | |
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| Intellectual Learning | |
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| Learning from Literature and Film | |
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| Learning from Immersion | |
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| Learning from Individuals | |
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| Reassessing “Other.” Writing Your Experience | |
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| Sharing with Peers | |
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| Reexamining Your Feelings and Beliefs about Your Selected “Other.” Sharing with Family Members, Friends, and Others | |
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| Self-Awareness as a Way of Life | |
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| Affirming Personal Identity | |
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| Defining “Other.” Changing Our Definitions | |
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| Content and Process: Familiar Terms in a New Context | |
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| Using the Process | |
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| Self Awareness Is a Life-Long Project | |
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| Unit Assignment: Application of the Change Model | |
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| Bibliography | |