Theoretical Foundations and Methodological Approaches in Social Work Practice

This assignment will attempt to demonstrate the understanding of theories, how these theories may apply to a service user group and the limitations these theories provide. Theory and Methods are an important part of social work, as stated by Social Work England (SWE) and the Professional Capabilities Framework (PCF), social workers are expected to work within the law and conduct themselves ethically whilst recognising diversity and applying anti-discriminatory and anti-oppressive practice (PCF3). This is also highlighted in the BASW Code of Ethics ‘social workers should identify, develop, use and disseminate knowledge, theory and practice’.

Payne (2014), described theory as a set of ideas that explains our understanding and knowledge of the world around us in an organised way, he added that social work theory is the one that helps us understand social work. There are two types of theory, formal, this relates to analysed and debated theory within social work and academia and informal, this relates to the social worker’s values and ideas and it is developed through experience and practice. Social workers use theories in order to explain why situations arise and help predict how these situations may progress. Theories also help social workers provide guidance as to how they should conduct themselves. Payne (2014) also recorded that theory helps us to avoid bias, be accountable and self-disciplined and offers a practice framework.

Connolly (2007) and Stanley (2017) concluded that practice frameworks are methods that drive forward effective professional practice in social work and human services. Social work theories are composed by hypothesis, ideas, predictions, values, assumptions and principles. There are many social work theories that guide social work practice such as Psychodynamic Theories, Psychoanalytical Theories, Behavioural Theories, Cognitive Theories, Systems Theory and a variety of methods that are used alone or as part of interventions including Crisis Intervention, Person-Centred Intervention, Tasked-Centred Intervention and Motivational Interviewing. When applying theory to practice a social worker considers any presenting issue and decides on a plan of intervention, they have used a theory of some kind, even when they are not aware of it (Maclean, 2015). No single theory can explain everything, we are looking at a situation through our own perspective which means we will interpret things differently.

For the case study (appendix 1), I decided to use Sociological Cognitive Theory (SCT) and Solution Focused Approach Therapy (SFAT), to assist Sam with their current situation. I believe this theory and method will help me develop a better rapport with Sam and determine their weaknesses and focus on his strengths whilst guiding me on the best way to support him. I have identified Sam’s presenting issues and they are as follows, underage drinking, unemployment, criminal record, severed relationship with parents.

Sociological Cognitive Theory (SCT) was previously called Social Learning Theory (SLT) and it was founded by Albert Bandura the 1960’s. In 1986 it developed into SCT and this cognitive interpretation of social learning theory, explains human behaviour in terms of a three-way model in which personal factors, influences and behaviour constantly interact (Bandura, 1986), it builds on B.F. Skinner’s (1938) Behavioural Theories that focuses on the effect environment and reinforcement has on behaviour, but unlike Skinner, Bandura ‘believes that humans are active information processers and think about the relationship between their behaviour and its consequences’ (McLeod, 2017). This theory considers service users past experiences, which determines whether behavioural action will happen. The unique feature of this theory is the emphasis on social influence and external and internal social reinforcement (Wayne W. LaMorte, 2019). Although Bandura agrees with Classical and Operant Conditioning, he added two important ideas to this behaviour theory, one that mediating processes occur between stimuli and responses and two that behaviour is learned from the environment through the process of observational learning (Bandura, 1986).

Mediational processes are cognitive aspects that happen while learning to ascertain whether a new behaviour is obtained or not (Sparks, 2017). Bandura proposed four mediational processes when he founded SLT and added one more when SCT was developed they are as follows: Reciprocal Determinism – central to the concept, it is the shared relationship between the individual, environment and behaviour; Behavioural Capability – individual’s actual capability to perform a behaviour; Observational Learning – emphasises that people can observe behaviours and reproduce those actions; Reinforcements – can be positive or negative and internal or external responses of an individual behaviour and affect whether the behaviour will be continuing or not. These can be self-initiated or in the environment; Expectations – outcomes or consequences of a person’s behaviour, people can anticipate consequences of their actions; Self-efficacy – unique to SCT, individual’s confidence in their ability to succeed in their behaviour (Bandura, 1977 as cited by Wayne W. LaMorte, 2019). The main goal of SCT is to explain how people regulate their behaviour through reinforcement to achieve their goal behaviour that can be maintained overtime.

SCT can be used in social work for assessing and determining what may be the cause of negative behaviours. Appropriate techniques and interventions can be engaged to support the service user changing behavioural patterns. The strengths of SCT: sees Sam as the expert of their own situation; it is an evolving theory that is open to change; concerned with relevant human behaviours; focuses on important theoretical issues; it helps the social worker to better understand the behaviour pattern (Schunk, 1991). The limitations of SCT include not being well organised, it is solely based on the relationship between service user, environment and behaviour; assumes automatically changes in the person when there are changes in the environment; disregards hormonal and biological tendencies and is heavily focused on learning processes; does not focus on service user’s motivations or emotions, service user might not be willing to change (Wayne W. LaMorte, 2019).

Methods are the actual actions or approaches that social workers use based on the theory, they are interchangeably with model, approach, intervention and practice. Some models or methods of intervention include: Crisis Intervention, Cognitive Behavioural Therapy (CBT), Person-Centred Interventions, Tasked-Centred Interventions, Motivational Interviewing, Solution-Focused Approach, Ecological Systems Theory, Counselling, Empowerment, Advocacy.

Was developed by Steve De Shazer (1940 – 2005) and his colleagues at the Milwaukee Brief Family Therapy Center. It is based on the social constructionist premise that people construct their own reality and know the solutions to their problems. It uses a range of techniques supported by theorical assumptions about people and promotes change through empowering service users and families to take appropriate responsibility for their lives. This approach focused on the solution for their situation rather than focusing on the problem itself. It moves away from social workers traditional problem solving approach to practice, to one that seeks service users to use their own lived experiences and strengths. SFA makes various assumptions such as that everyone is unique, and everyone has resources to solve problems, the person is separate from the problem, change is inevitable, and the past is a resource but does not determine the future.

In conclusion, this assignment has explored the fundamental role of theories and methods in social work practice, emphasizing the importance of understanding, applying, and critically evaluating various theoretical frameworks. The discussion highlighted the multifaceted nature of social work theories, ranging from formal academic constructs to informal, experientially derived understandings. Additionally, the integration of practice frameworks and intervention methods was examined, underscoring their significance in guiding effective professional practice.