For Fall 2014 & Spring 2015 Written Preliminary Exam UNIVERSITY OF MINNESOTA SCHOOL OF SOCIAL WORK

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1 For Fall 2014 & Spring 2015 Written Preliminary Exam UNIVERSITY OF MINNESOTA SCHOOL OF SOCIAL WORK Ph.D. WRITTEN PRELIMINARY EXAMINATIONS THEORY BIBLIOGRAPHY Alter, C. & Marcia E. (1997). Logic modeling: A tool for teaching critical thinking in social work practice. Journal of Social Work Education, 33(1), Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 82 (2), Brekke, J. (2012). Shaping a science of social work. Research on Social Work Practice, 22(5), Capriano, R. & Daley, D. (2006). A guide and glossary on post-posivtist theory building for population health. Journal of Epidemiology and Community Health, 60, Clark, D. A., & Beck, A. (2010). Cognitive theory and therapy of anxiety and depression: Convergence with neurobiological findings. Trends in Cognitive Sciences, 14(9), Dominelli, L. (2002) Anti-oppressive social work theory and practice, Hampshire, Palgrave, Macmillan Fook, J. (2002). Social work: Critical theory and practice. London: SAGE. Fraser, M. W. (2004). Intervention research in social work: Recent advances and continuing challenges. Research on Social Work Practice 14:210- Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), Gilgun, Jane F. (2010). Methods for enhancing theory and knowledge about problems, policies, and practice. In Katherine Briar, Joan Orme, Roy Ruckdeschel, & Ian Shaw, The Sage handbook of social work research (pp ). Thousand Oaks, CA: Sage. Gitterman, A. & Germain, A. (2013). The Life Model of Social Work Practice: Advances in Theory and Practice. New York: Columbia University Press. Gitterman, A. & Knight, C. (2013). Evidence-guided practice: Integrating the science and art of social work. Families in Society, 94(2), Response: Thyer, B. (2013). Evidence-based practice or evidence-guided practice: A rose by any other name would smell as sweet. Families in Society, 94(2), Response: Gitterman, Z. & Knight, C. (2013). Response to Thyer s Evidence-based or evidence-guided practice. Families in Society, 94(2),

2 Greenlagh, T., Robert, G., Macfarlane, F., Bate, P., Kyriakidou, O., & Peacock, R. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82, Hardcastle, D., Powers, & Wenocur, S. (2011). Community practice: Theories and skills for social workers. (3 rd Ed.). New York: Oxford. Sage. Hasenfeld, Y. (Ed.). (2009). Human services as complex organizations. Newbury Park: Hepworth, D. H., Rooney, R. H., Dewberry-Rooney, G.D., Strom-Gottfried, K. & Larsen, J. A. (2012). Direct social work practice: Theory and skills. (9 th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. Hutchinson, E.D. (2005). A life course perspective: A promising approach for bridging the micro and macro worlds for social workers. Families in Society, 86, Jacard, J. & Jacoby, J. (2010). Theory construction and model-building skills: A practical guide for social scientists. New York: Guilford. Kirk, S. & Reid, W. (2002). Science and social work: A critical appraisal. Columbia University Press. Lum, D. (2011). Culturally competent practice: A framework for understanding diverse groups and justice issues (4 th ed.), Belmon, CA: Brooks/Cole. Link, B.G., & Phelan, J.C. (2001). Conceptualizing stigma. Annual Review of Sociology, 27, Matthews, IK. & Gallo, L. (2011). Psychological perspectives on pathways linking socioeconomic status and physical health. Annual Review of Psychology, 62, McMillen, J.C., Morris, L. & Sherraden, M. (2004). Ending social work s grudge match: problems versus strengths. Families in Society. 85(3): Midgley, J. & Conley, A. (2010). Social work and social development: Theories and skills for developmental social work. New York: Oxford University Press. Mitchell, Stephen A., & Black, Margaret J., (1995). Freud and beyond: A history of modern psychoanalytic thought. New York: Basic Books National Association of Social Workers. Revised Code of Ethics Noble, T. (2000). Social theory and social change. New York: St. Martin s Press. Parton, N. (2008). Changes in the Form of Knowledge in Social Work: From the Social to the Informational? British Journal of Social Work, 38(2), Payne, M. (2005). Modern social work theory (3rd ed.) New York: Palgrave.

3 Popper, K. (1996). The logic and evolution of scientific theory. (pp. 3-22). All Life is Problem Solving. Routledge. Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24, Prochaska, J. & Norcross, J. (2010). Systems of Psychotherapy: A transtheoretical analysis, 7 th edition. Belmont, CA: Cengage Reamer, F. G. (2006). Social work values and ethics. (3 rd Edition). New York: Columbia University Press. Ritzer, G. & Stepnisky, J.(2009). Contemporary sociological theory and its classical roots: The basics (3 rd ed.). New York, NY: McGraw-Hill Roberts, R. (1990). Lessons from the past: Issues for social work theory. New York: Tavistock/Routledge. Saleeby, D. (Ed.). (2008). The strengths perspective in social work practice. (5 th ed.). New York: Allyn & Bacon. Saulnier, C.F. (1996). Feminist theories and social work: Approaches and applications. New York: The Haworth Press. Press. Schiele, J. H. (2000). Human services and the Afrocentric paradigm. New York: Haworth Schultz, R., & Heckhausen, J. (1996). A life span model of successful aging. American Psychologist, 51, Smith, M. & Liehr, P. (2014). Undertranding middle range theory by moving up and down the ladder of abstraction. In Smith, M. & Liehr, P Middle Range Theory for Nursing, Thagard, P. (1978). The best explanation: Criteria for theory choice. Journal of Philosophy,75, Thyer, Bruce (2001). Research on Social Work Practice Does Not Benefit from Blurry Theory: A Response to Tomi Gomory. Journal of Social Work Education, 37(1), Response: Gomory, Tomi. A falibilistic response to Thyer s theory of theory free empirical research in social work practice. Journal of Social Work Education, 37(1), Response: Thyer, Bruce (2001). What is the role of theory in research on social work practice? Journal of Social Work Education, 37(1), Toseland, R. W., & Rivas, R. F. (2011). An introduction to group work practice. (7 th ed.). New York: MacMillan. Turner, F. J. (Ed.). (2011). Social work treatment: Interlocking theoretical approaches (5 th ed.). New York: Oxford University Press.

4 Warren, L., Franklin, C., & Streeter, C. (1998). New directions in systems theory: Chaos and complexity. Social Work, 43 (4), Walsh, J. (2010). Theories for direct social work practice (2 nd ed.) Belmont, CA: Thomson Brooks/Cole. Williams, C.C. (2006). The epistemology of cultural competence. Families in Society The Journal of Contemporary Human Services, 87(2),

5 Theory Competencies 1) Be able to discuss the historical and current roles of theory in social work research and social work practice. 2) Be able to describe the differences between theories, models and perspectives in social work research and social work practice. 3) Be able to discuss the history of social work thought and how this thought connects to human sciences traditions. 4) Be able to describe and critically evaluate various theoretical bases of social work research and practice, including grand theories originating in other fields as well as middle range theories and post-modern theories. 5) Be able to describe, critically analyze, compare, and contrast major social work practice models including their historical development, strengths, limitations, theoretical and value assumptions, epistemological assumptions, and ethnic or cultural relevance/competency. 6) Be able to trace the historical evolution of core components of social work thought, such as person-in-the-environment or the strengths perspective. 7) Be able to identify and critically analyze major issues and controversies in the development of knowledge in social work, including issues such as the role of theory in research, evidence based practice, and the science of social work. 8) Be able to explore evolving conceptions of science to determine how dominant conceptions influence the use of theory and theory development in both research and practice. 9) Be able to apply content of various knowledge bases and theories for producing change in practice situations involving diverse individuals, groups, families, organizations, communities and policy (including gender, poverty, racial, cultural and political issues). 10) Be able to discuss in depth how theory and theoretical perspectives inform research and knowledge-building within an area of the student s own choosing.