are necessary for social program credibility. Similar organizations have evolved in other countries. With these exemplars, the wonder is why schools of social work have not developed comparable research capacity at the state and metro- politan level. In sum, Gray, Plath, and Webb have presented an important book for critiquing the generation and application of data in social work. The book addresses major epistemological issues, and the overview of the globalization of EBP is impressively detailed. The shortcoming of Evidence-Based Social Work is that it fails to seize the opportunities implicit in the empirical project. Thus, the authors conclude that EBP ‘‘may well be replicating some of the most pernicious effect of ‘technological reasoning’ in advanced capitalist societies’’ (p. 189). Doubt- less, there is a downside to all institutional configurations: tech- nology, economy, polity, education, and the like; at the same time empiricism has been an important source of social reform. In the midst of the worst recession since the Great Depression, skepticism about empiricism may be current among university- based intellectuals, but among those attempting to ameliorate the rapidly deteriorating circumstances of people worldwide, it remains the common denominator for addressing social and economic injustice. Social work could play a larger role, in that effort if it were more engaged in generating useful evidence. In that respect, less rhetoric and more data, please. References Anastas, J., & Congress, E. (1999). Philosophical issues in doctoral education in social work. Journal of Social Work Education, 35, 143-153. Karger, H. J., & Stoesz, D. (2003). The growth of social work educa- tion programs, 1985–1999. Journal of Social Work Education, 39, 279-295. Kuhn, T. S. (1970). The structure of scientific revolutions. IL: Univer- sity of Chicago Press. Stoesz, D. (2005). Quixote’s ghost: the right, the liberati, and the future of social policy. New York, NY: Oxford University Press. Stoesz, D., Karger, H. J., & Carrilio, T. (2010). A dream deferred: How social work education lost its way and what can be done about it. New Brunswick, NJ: Transaction Books. Wulczyn, F., Barth, R., Yuan, Y., Harden, B., & Landverk, J. (2005). Beyond common sense. New Brunswick, NJ: Transac- tion Books. National Association of Social Workers. (2006). Assuring the suffi- ciency of a frontline workforce: A national study of licensed social workers. Washington, DC: Author. LeCroy, C. W. (2008). Handbook of Evidence-Based Treatment Manuals for Children and Adolescents (2nd ed.). New York: Oxford University Press (624 pp, $65 hb, ISBN 019517741X) Reviewed by: Elizabeth K. Anthony, Arizona State University DOI: 10.1177/1049731509331878 The Handbook of Evidence-Based Treatment Manuals for Children and Adolescents (2nd edition) is an important contri- bution to the ongoing quest to intervene effectively with young people. B.

1. are necessary for social program credibility. Similar
organizations have evolved in other countries. With these
exemplars, the wonder is why schools of social work have not
developed comparable research capacity at the state and metro-
politan level.
In sum, Gray, Plath, and Webb have presented an important
book for critiquing the generation and application of data in
social work. The book addresses major epistemological issues,
and the overview of the globalization of EBP is impressively
detailed. The shortcoming of Evidence-Based Social Work is
that it fails to seize the opportunities implicit in the empirical
project. Thus, the authors conclude that EBP ‘‘may well be
replicating some of the most pernicious effect of ‘technological
reasoning’ in advanced capitalist societies’’ (p. 189). Doubt-
less, there is a downside to all institutional configurations: tech-
nology, economy, polity, education, and the like; at the same

2. time empiricism has been an important source of social reform.
In the midst of the worst recession since the Great Depression,
skepticism about empiricism may be current among university-
based intellectuals, but among those attempting to ameliorate
the rapidly deteriorating circumstances of people worldwide,
it remains the common denominator for addressing social and
economic injustice. Social work could play a larger role, in that
effort if it were more engaged in generating useful evidence. In
that respect, less rhetoric and more data, please.
References
Anastas, J., & Congress, E. (1999). Philosophical issues in
doctoral
education in social work. Journal of Social Work Education, 35,
143-153.
Karger, H. J., & Stoesz, D. (2003). The growth of social work
educa-
tion programs, 1985–1999. Journal of Social Work Education,
39,
279-295.
Kuhn, T. S. (1970). The structure of scientific revolutions. IL:

3. Univer-
sity of Chicago Press.
Stoesz, D. (2005). Quixote’s ghost: the right, the liberati, and
the
future of social policy. New York, NY: Oxford University
Press.
Stoesz, D., Karger, H. J., & Carrilio, T. (2010). A dream
deferred:
How social work education lost its way and what can be done
about it. New Brunswick, NJ: Transaction Books.
Wulczyn, F., Barth, R., Yuan, Y., Harden, B., & Landverk, J.
(2005). Beyond common sense. New Brunswick, NJ: Transac-
tion Books.
National Association of Social Workers. (2006). Assuring the
suffi-
ciency of a frontline workforce: A national study of licensed
social
workers. Washington, DC: Author.
LeCroy, C. W. (2008). Handbook of Evidence-Based Treatment
Manuals
for Children and Adolescents (2nd ed.). New York: Oxford
University
Press (624 pp, $65 hb, ISBN 019517741X)

4. Reviewed by: Elizabeth K. Anthony, Arizona State University
DOI: 10.1177/1049731509331878
The Handbook of Evidence-Based Treatment Manuals for
Children and Adolescents (2nd edition) is an important contri-
bution to the ongoing quest to intervene effectively with young
people. Busy practitioners need resources that facilitate the
process of dissemination of evaluated treatment approaches
by compiling detailed descriptions of approaches and research
support conveniently in one place. In his second edition of the
Handbook, Craig Winston LeCroy puts his extensive back-
ground in child and adolescent treatment to work and assem-
bles a resource for practitioners looking for empirically
supported treatments for common child and adolescent prob-
lems. Building on the first edition, this revised and expanded
version includes practical explanations of treatment manuals
for prevention, treatment of social problems, and treatment of
clinical problems. A wide range of issues are addressed, such
as anger, anxiety, anorexia nervosa, substance abuse, HIV, dat-

5. ing violence, and suicide attempts.
The book begins with a critical examination of the utility of
treatment manuals, including discussion of common critiques
of the use of manualized treatment and an overview of the
major components in implementation, such as treatment fide-
lity and transportability. While making a case for the utility
of treatment manuals in contemporary practice, LeCroy also
reviews arguments suggesting that treatment manuals represent
a ‘‘cookie cutter’’ or mechanistic approach that does not allow
for creativity in working with clients. Similar critiques have
been posited against the evidence-based practice movement
and related approaches such as clinical practice guidelines and
often represent misconceptions about the evidence-based prac-
tice process (specifically the role of the clinician, client prefer-
ence, clinical judgment, etc.).
Following the introductory chapter, the individual treatment
manual chapters are organized in three major sections: preven-
tion, social problems, and clinical problems. Prevention treat-

6. ment manuals include social problem-solving skills training
targeting risk factors for childhood aggression, delinquency,
and substance abuse; group mentoring for preventing dating
violence for adolescent girls; HIV prevention for African
American female adolescents; and social skills training in a
group setting. Treatment manuals for social problems include
anger management education for teenagers, family-based inter-
vention for adolescents in families affected by HIV, treatment
for anxiety-based school refusal, group intervention for chil-
dren of divorce, and a forgiveness intervention curriculum for
young children (ages 6 to 8). Finally, clinical treatment man-
uals include cognitive-behavioral treatment for child and ado-
lescent anxiety, cognitive-behavioral intervention for
adolescent suicide attempts, a home token economy for
332 Research on Social Work Practice 20(3)
332
families, family-based treatment for adolescent anorexia

7. nervosa, strengths-oriented family therapy for substance-
involved teens, and multiple family groups for youth
behavioral difficulties.
Each chapter provides an introduction to the treatment man-
ual that includes background information about the approach
such as theoretical frameworks, general considerations for use
of the approach such as adaptations that may be necessary, and
evidence to support the treatment manual. Each introduction is
then followed by the treatment manual, specifically step-by-
step instructions for how to implement the treatment, complete
with detailed instructions for each unit. For example, chapter
11, ‘‘Cognitive-Behavioral Treatment for Child and Adoles-
cent Anxiety: The Coping Cat Program,’’ begins with a
description of the rationale and development of treatment, evi-
dence for treatment, and then an introduction to the protocol
and issues to consider when conducting the intervention (age,
format, IQ, etc.). The Coping Cat Program consists of 16 ses-
sions that are individually outlined and described in sufficient

8. detail so that clinicians can implement the intervention. Exam-
ples from other chapters include a list of materials needed and
specific discussion probes or problem-solving scenarios that
can be used each week. Some treatment manuals include more
detailed procedural information than others, dependent on a
number of factors such as the techniques the authors used, the
purpose of the treatment, and how extensively the treatment
manual has been tested and refined.
A range of evidence supports the different treatment man-
uals. Some manuals have been evaluated with rigorous criteria
(such as randomized controlled trials) and in other cases, the
researchers used the research literature to inform the develop-
ment of the treatment but have not yet tested the manualized
treatment. In the preface, LeCroy indicates that he requested
that authors summarize the evidence for their manual, and he
did not apply ‘‘a conservative standard of evidence’’ as this
would eliminate many manuals. While the treatment manuals
in the Handbook are reasonable to include and may represent

9. the status of research in these areas, the term evidence based
can lead the reader to assume evidence of a rigorous nature
across all treatment manuals that does not exist. To address this
concern, LeCroy challenges the reader in the preface to make
an independent assessment of the evidence for each treatment
manual. Interpretations of this challenge will vary among
practitioners.
Given the proprietary nature of many treatments, the authors
who contributed to this collection generously shared sufficient
information for their treatment manual to be implemented. Dif-
ficulty obtaining agreements due to the separate publication of
treatment manuals prohibited use of manuals for some desired
treatment areas such as attention deficit disorder in this second
edition. While the Handbook does not cover every problem, a
wide array of common concerns that child and youth practi-
tioners are likely to encounter are presented and may stimulate
ideas for developing new treatment manuals.
Overall, the Handbook is well written and draws on contri-

10. butions from scholars in a variety of important clinical areas,
resulting in a valuable resource for students and practitioners
alike. The Handbook is an excellent addition to direct/clinical
practice courses with children and youth. Students are likely to
benefit from the use of the text in practice long after the course
has ended. For soon-to-be full-time practitioners eager for a
handy resource right at their fingertips, this handbook offers
students a detailed understanding of some innovative treatment
models. Practitioners working with children, youth, and fami-
lies will likely also find the text to be useful in their attempts
to provide empirically supported treatments for a variety of
child and adolescent issues.
Lanci, M. and Spreng, A. (2008).
The Therapist’s Starter Guide: Setting Up and Building Your
Practice,
Working with Clients, and Managing Professional Growth.
Hoboken, NJ: John Wiley, 2008. 359 pp. $40.00. ISBN
047022892X.
Reviewed by: Jeffrey F. Skinner, The University of Georgia
School of
Social Work, University of Georgia in Athens, Georgia.

11. DOI: 10.1177/1049731509344859
This is a refreshing ‘‘how to book, and what about that book’’
written in an engaging conversational style, which in most
places emulates the mentoring style often embedded in produc-
tive clinical supervision. It addresses both the administrative
and clinical aspects of starting a private psychotherapy prac-
tice. The intended audiences are recent graduates transitioning
into full- or part-time psychotherapy practice, and therapists in
their first few years of psychotherapy practice, who have not
yet established a specialized practice. Specifically, the book
targets those in the professions of clinical social work, marriage
and family therapy, counseling psychology, and mental health
counseling. The authors propose that this manuscript narrows
the gap between theory/science and praxis/art, which they
regard as a major deficit common in graduate school education
and curricula. Thus, the authors offer their combined, accumu-
lated practice wisdom for the taking to those desiring to: articu-
late their therapeutic style, develop pragmatic clinical skills,

12. understand the importance of ethical practice, edify their mar-
ketable clinical knowledge, foster professional growth, and
exercise successful business acumen.
Lanci and Spreng ground their expertise and authority in
their many years of outpatient and inpatient clinical practices,
which addressed a variety of presenting problems and diag-
noses. Lanci is a licensed clinical social worker and Spreng
has an MEd (sic), and is a licensed mental health counselor.
More importantly, they espouse their years of reviewing
Book Reviews 333
333
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at

13. home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend
school.
Steve presented as emotionally deregulated and also
emotionally
immature. He appeared very nervous and guarded in the
sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state
of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a
psychiatrist,
and I encouraged Steve to have Brady evaluated by the child
study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing
wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was
afraid
of, Brady did not go into detail, simply saying, “getting in

14. trouble.”
In the next follow-up session with both Steve and Brady
present,
Steve immediately told me about an incident Brady had at
school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further
caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized
feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own
feelings
of grief. Steve agreed to take the referral for the psychiatrist
and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Brady reported that there had been
physical altercations between him and his father. I called Steve
in and told him what Brady had discussed in the session. Brady
confronted his father, telling him how he felt when they fight.

15. He also told Steve that he had become “meaner” after “mommy
died.” Steve admitted to physical altercations in the home and
an increase in his irritability since the death of his wife. Steve
and Brady then hugged. I told them it was my legal obligation
to report the accusations of abuse to Child Protective Services
(CPS), which would assist with services such as behavior
modifica-
tion and parenting skills.
Steve asked to speak to me alone and became angry, accusing
me of calling him a child abuser. I explained the role of CPS
and
that the intent of the call was to help put services into place.
After
our session, I called CPS and reported the incident. At our next
session, after the report was made, Steve was again angry and
asked me what his legal rights were as a parent. He then told
me that he was seeking legal counsel to file a lawsuit against
me.
I explained my legal obligations as a clinical social worker and
mandated reporter. Steve asked me very clearly, “Do you think
I am abusing my son?” My answer was, “I cannot be the one
to make that determination. I am obligated by law to report.”
Steve sighed, rolled his eyes, and called me some names under
his breath.
Brady’s case was opened as a child welfare case rather than
a child protective case (which would have required his removal
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
32
from the home). CPS initiated behavior modification, parenting

16. skills classes, and a school evaluation. Steve was ordered by the
court to seek mental health counseling. One year after I closed
this case, Brady called me to thank me, asking that I not let his
father know that he called. Brady reported that they continued
to
be involved with child welfare and that he and his father had
not
had any physical altercations since the report.
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
108
5. What were the agreed-upon goals to be met to address the
concern?
The goal was to find solutions to alleviate their frustrations and
the discord in their relationship.
6. Did you have to address any issues around cultural compe-
tence? Did you have to learn about this population/group
prior to beginning your work with this client system? If so,
what type of research did you do to prepare?
I was aware and sensitive to the fact that they were a gay
couple.
I was cognizant of the possible biased reactions they might
have received from administrators at Jackson’s school and their
surrounding community. I inquired into their interactions with
the adoption agency and the school to get a sense of any nega-
tive interactions that might have impeded service delivery. I
also
suggested a support group for lesbian and gay couples who
adopt.

17. 7. How would you advocate for social change to positively
affect this case?
I would advocate for better education for foster and adoptive
parents on the resources they may be eligible to receive.
8. How can evidence-based practice be integrated into this
situation?
Using weekly scaling questions would be one way in which
evidence-based practice could be implemented.
Working With Families: The Case of Brady
1. What specific intervention strategies (skills, knowledge, etc.)
did you use to address this client situation?
I used structural family therapy, particularly the use of a geno-
gram. I addressed issues of grief and loss and child
development.
Finally, I used education to help them learn about services
avail-
able and crisis intervention.
2. Which theory or theories did you use to guide your practice?
I used structural family therapy.
3. What were the identified strengths of the client(s)?
Brady’s bravery in disclosing the altercations between himself
and his father showed great motivation and strength.
APPENDIX

18. 109
4. What were the identified challenges faced by the client(s)?
Steve was resistant to his own mental health needs and the
effect
on his relationship with Brady. Brady was not receiving proper
evaluation and intervention for his presentation of develop-
mental delays/disabilities. Brady and Steve were clearly dealing
with unresolved grief due to the death of Brady’s mother.
5. What were the agreed-upon goals to be met to address the
concern?
The goal was to obtain a second evaluation and then provide
suggestions of services to improve Brady’s behavior in the
home and at school.
6. What local, state, or federal policies could (or did) affect
this situation?
The child abuse reporting laws were relevant to this case.
7. How would you advocate for social change to positively
affect this case?
I would advocate for more education and support for children
with developmental disabilities and their parents. It was clear
that Brady had an intellectual disability that had not been previ-
ously acknowledged nor properly addressed.
8. Were there any legal/ethical issues present in the case? If
so, what were they and how were they addressed?
While the reporting laws and ethics for clinicians are very clear
in a case like Brady’s, there is always the concern that a parent

19. might file a lawsuit against the social worker for making the
report. These are cases in which the clinician’s documentation
of the sessions needs to be accurate and thorough to justify the
CPS report.
9. Describe any additional personal reflections about this case.
I am often asked by students, “Do you find it difficult to make
calls to Child Protective Services and does it get any easier?”
My answer to that question is no, I do not find it hard to make
calls
to CPS because those institutions are there to help. However,
I do continue to find it hard to hear stories of abuse from chil-
dren. That will never get easier. I have learned a great amount
of
humility in these cases. If a child (or adult) finds my office
space
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
110
safe enough and is able to disclose such complex issues as these
to me, I feel honored. It is because a client trusts me enough to
tell me these things that I feel responsible to do my job.
Working With Families: The Case of Carol and Joseph
1. What specific intervention strategies (skills, knowledge, etc.)
did you use to address this client situation?
This case required extensive use of active and passive listening
and patience to enable the client to become sufficiently
comfort-

20. able with me and to arrive at a point where she could work on
her issues. Initially she was very angry, hostile, resistant, and
very much in denial.
2. Which theory or theories did you use to guide your practice?
I work with people in their homes, which is their territory, not
mine. I think it is very important to be aware of how I would
feel
if I were in their shoes. The person-in-environment perspective
and Carl Rogers’ person-centered approach are crucial here.
3. What were the identified strengths of the client(s)?
She was smart and had a good support system in her husband
and mother, who were very supportive during her treatment.
4. What were the identified challenges faced by the client(s)?
Carol was a severe alcoholic and had a drug problem to a lesser
extent. She had psychological issues as well, including low self-
esteem, depression, and anxiety. She also had transportation
and legal problems as a result of losing her driver’s license
after
the DUI.
5. What were the agreed-upon goals to be met to address the
concern?
The primary goal was to protect her child by keeping Carol
sober and finding the intervention method that would be most
appropriate for her to do that. This took time due to the resist-
ance to treatment.
6. How would you advocate for social change to positively
affect this case?

21. Treatment options and access to them need to be improved
in rural areas. There were not many choices for this client,