Social Work Theory Research Articles

The teaching of Māori social work practice and theory to a predominantly Pākehā audience

This article will explore the practices of teaching social work students in Aotearoa New Zealand to equip them for bicultural practice. This includes te reo Māori (the Māori language) and tikanga (culture) papers as well as specific teaching on the Treaty of Waitangi provisions. It will discuss some of the results, which suggest students know about Treaty provisions but are less able to translate this knowledge into practices, which are bicultural. It then suggests some strategies for moving this teaching forward so that students start to feel accustomed to and confident in practices which are suited to a bicultural setting. In this, it is suggested that it might be necessary to take a cross-cultural position and take aspects from diversity or cross-cultural training to enhance students’ understanding and ability in working with Māori in the South Island of Aotearoa New Zealand. One of the difficulties with taking this approach is that most of these models emerge from a western rather than an indigenous framework of understanding and practice. In using this work, it is attempted to integrate indigenous methods and worldviews.

Indigenous social work across borders: Expanding social work in the South Pacific

Pacific indigenous social work has developed across borders reflecting the diaspora of Pacific peoples outside their homelands. It is proposed that the ‘next wave’ of Pacific social work be centred in Pacific homelands to invigorate new approaches that better address well-being for transnational Pacific peoples. The current status of Pacific social work education, professionalization and theory is discussed. It is argued that social justice, locally-led development and cultural preservation will be better realized with an expansion of Pacific social work across borders. The article reflects on decolonization, universalism–relativism, nature of social work, resourcing and collaborations for Pacific social work.

Looking for ‘social work’ in school social work

ABSTRACTSchool social workers can be seen as a professional group operating on the margin of an educational logic that dominates schools as institutions. This conditions what tasks they are assigned and what aspects of social work knowledge they will find relevant. On the other hand, the role as a sole professional and relative outsider in the organization provides a potential for school social workers to transcend established theories of social work practice. This article aims to investigate how social work theory is applied in school social work. Twelve semi-structured interviews with school social workers were analysed in terms of how they relate to four knowledge approaches derived from the literature: task-centred, systems theory, strengths and anti-oppressive. Contrary to claims within the sociology of professions that social work practice is formed largely by organizational context rather than a discipline-specific knowledge base, the interviewees seemed to lean on a robust professional foundation within social work theory. Interviewees strongly emphasised their role as working for the individual pupil and positioned themselves as somewhat in opposition to a somewhat oppressive school environment.

Book Review: An Introduction to Applying Social Work Theories and Methods

Book Review: An Introduction to Applying Social Work Theories and Methods

The Gap between Theory and Practice in Social Work

The Gap between Theory and Practice in Social Work

Theory and social work: A conceptual review of the literature

This article presents a conceptual review of the literature concerning social work and theory. Based on analysis of 93 research studies, drawn from literature in English published between 1968 and 2016, the review considers the many ways that theory is conceptualised in the literature, and asks meta‐theoretical questions about how and why different conceptualisations arise. The article examines definitional questions and ambiguities concerning the use of theory, extant research on the use of theory by social workers in practice, hostility expressed regarding theory in social work, the theory/practice divide and perspectives that emphasise theory's utility or functionality. The article points at some methodological and ethical limitations concerning current research, and summarises dominant, as well as less prominent, versions of what counts as theory within the social work discipline, before finally suggesting that further meta‐theoretical research is needed.

Gendered violence in natural disasters: Learning from New Orleans, Haiti and Christchurch

Why are women so vulnerable to violence and death as a result of disaster compared with men? This article investigates how global environmental forces in the form of natural disasters from floods, droughts and famines to earthquakes, tsunamis and hurricanes affect women and men differently. Disasters are known to have direct and indirect impacts on gender-based violence particularly against women and girls, revealing a pattern of heightened violence and vulnerability in their aftermath. These gendered impacts are directly relevant to social work theory, practice and advocacy, which seek to promote social wellbeing and to prevent violence in homes and communities during and in the aftermath of disasters. The article argues that women’s unequal economic and social status relative to men before a disaster strikes determines the extent of their vulnerability to violence during and after a crisis. If gender-based violence and women’s particular needs are not addressed in disaster preparedness, disaster recovery plans and humanitarian assistance, then women and girls’ vulnerability will increase. The article offers some lessons based on primary research of responses to the 2010-2011 Christchurch earthquakes against the backdrop of what we know about the responses to an earthquake of similar magnitude in Haiti in 2009. It draws implications from this research for social work theory, practice and advocacy, highlighting the importance of ensuring that future disaster planning and decision making is gender-sensitive.

The White Paper for Vulnerable Children and the Munro Review of Child Protection in England: a comparative critique

The apparent understandings of knowledge for child protection social work practice which inform the New Zealand White Paper for Vulnerable Children are contrasted with the views expressed in the Munro Review of Child Protection in England. It is argued that the rational-technical view of child protection practice knowledge critiqued in the Munro Review is the driving influence in the White Paper. It is further suggested that the White Paper is underpinned by neoliberal conceptions of individuated responsibility which conflict with the socially situated and relational understandings which are native to the theory and practice of social work. Consequently, the socio-technical social work practice knowledge form recognised and promoted in the Munro Review is marginalised in the White Paper. It is also argued that the failings of the child protection system in Aotearoa New Zealand are more appropriately associated with political and managerial misapprehension of knowledge for competent practice than with the shortcomings of social work as a vehicle for effective child protection. It is suggested that it is high time for the social work voice to be rediscovered and reasserted if effective, relationally engaged, practice with high needs children and their families is to be developed and promoted in politically challenging times.

Norma Lang’s Use of Nondeliberative Approaches: Through a Multidimensional Lens of Activity in Social Work Groups

ABSTRACTThis article is intended to enter into a conversation with the significant work done by Norma Lang on nondeliberative approaches in social work with groups, and, in particular, her use of these approaches in working with people who have limited social skills. The intention is to locate significant strands of her conceptualizing, teaching, and practice within a discussion of the concept “activity”—a concept that social work with groups has uniquely contributed to social work theory and practice. It is proposed that aspects of “activity” can be more fully understood and analyzed using a number of intersecting dimensions: interaction, purpose, meaning, and analog.

Основные теоретические подходы к решению проблем практики социальной работы

The article analyzes scientific attitudes that are related to social work theory and practical aspects of it’s institution; determines modern classifications: strategy for practice of social work, strategy for work with client’s personality, problem solving strategies.

Narrative Social Work Practice for HIV/AIDS Clients

This article aims to present and discuss an innovative narrative social work theory, and to demonstrate its effectiveness through a case study of liberating a client who was dominated by HIV/AIDS discourse. The innovative construction entails four components: basic theory, clinical theory, intervention skills, and a measurement method. The selected basic theory, derived from Foucault's theory of the power of knowledge as well as Bateson's theory of difference, is aimed at theorizing a process that could help an individual to construct a new story by activating a force of differentiation in the vertical and horizontal feedback loops. Clinical theory, which provides a practical framework for problem solving, was formulated as the generation of a difference within the circular process of horizontal and vertical feedback loops. This article identifies a set of intervention skills and their effective application for generating a difference in a strategic direction. Circular questions are considered as key skills for generating a difference, while the categorization of each skill indicates a strategic application. The measurement method is theorized using modified Bales' theory to demonstrate the dynamics of the transformation process. Three-dimensional graphs are used to visualize the activation of the force of the difference.

Teaching Clinical Social Work Under Occupation: Listening to the Voices of Palestinian Social Work Students

ABSTRACTThe authors were invited to teach clinical social work in the Palestinian West Bank. In order to teach, we designed a study exploring how 65 Palestinian social work students described the psychological and social effects of working under occupation. Students described social stressors of poverty, unemployment, lack of infrastructure, violence, imprisonment, separation of families, and severe constraints on travel. They identified depression, suicide, anxiety, and war-related trauma as emerging from these conditions. Many experienced the same psychosocial problems as their clients in coping with harassment and delays at checkpoints. Implications for teaching social work theory and practice are discussed.

Exploring the Concepts of Recognition and Shame for Social Work

Recognition and shame are both concepts that potentially offer social workers a structure to build practice on; two states experienced by both social workers and service users. ‘Recognition’, within social, political and economic thought, has been established as a field in which inequality and exclusion can be analysed. Social work theorists have also made inroads into exploring its reach. ‘Shame’ in twentieth century and contemporary sociological and psychoanalytical accounts, is understood as a force in limiting human agency, well-being and capacity This paper briefly outlines some of the defining ideas in circulation in relation to recognition and shame, and then briefly considers how psychoanalytical and contemporary social structural analysis builds on this, making links to contemporary social work thinking throughout. The paper also specifically considers some of the uses of recognition and shame for thinking about social worker and service user ‘well-being’, and the connections, through both the relational and the socio-political, which inflect social work practice.

The Gap between Theory and Practice in Social Work

The Gap between Theory and Practice in Social Work

Exploring Vicarious Learning: A Study of Undergraduate Social Work Teaching Assistants

Teaching has often been cited as a mechanism to deepen and enhance knowledge acquisition. Teaching assistants, being simultaneously students and teachers, are in a unique position to facilitate their own learning. To date, there is a lack of research related to the vicarious learning process that results from teaching social work theory and clinical practices. This article presents the results of an exploratory study describing the reactions and perceived practice skill attainment of advanced undergraduate and graduate social work students who functioned as teaching assistants. Data were collected through surveys administered to the teaching assistants and include quantitative and qualitative results. Findings indicate that respondents valued the teaching experience because it enhanced clinical social work skill development and reinforced previously acquired knowledge related to the practice of social work. Implications for social work teaching are explored for social work undergraduate and graduate programs.

Assessing parental capacity to change: The missing jigsaw piece in the assessment of a child's welfare?

This paper presents a framework for assessing parental capacity to change, for use by social workers when a child is experiencing significant harm or maltreatment. It reports on part of the work of a knowledge exchange project involving the University of Bristol and three local authorities in South West England. The availability of assessment models addressing capacity to change, in both social work practice and the academic literature, was found to be limited. At the same time, the importance of such an assessment is significant, in terms of the lives of children affected. Two particular approaches were examined, the assessment of actual attempts to change parenting behaviour, and how behaviour change theory can help understand barriers or facilitators to change such as individual motivation, or habits and automatic responses. The development of an assessment approach is outlined, based on these two key features. It is argued that this type of assessment helps fill an important gap in social work theory and practice.

Delineating the Learning Process in Generating a Research Culture among Undergraduate Social Work Students: A Case Study of Student Participation in an Academic Conference

Conferences provide excellent opportunities for academics, HDR students and social work practitioners to network, learn and contribute to the general body of knowledge, and establish or maintain credibility, yet there is little research about the possible opportunities conferences may provide to undergraduate students. This article introduces the notion that undergraduate social work students have much to gain from participation in academic conferences, particularly for generating a research culture among students. It follows a specific case study of undergraduate students' attendance at an international conference by analysing their learning in the development of a greater appreciation of the links between social work research, theory and practice.

Application of Attachment Theory in Clinical Social Work.

This article proposes the use of attachment theory in clinical social work practice. This theory is very appropriate in this context because of its fit with social work concepts of person-in-situation, the significance of developmental history in the emergence of psychosocial problems, and the content of human behavior in the social environment. A literature review supports the significance of the theory. Included are ideas about how attachment styles and working models may be used in assessment and treatment to help clients achieve a secure attachment style.

Silenced stories of social work with minority ethnic families in Norway

This article draws on 160 cases of actual practice with minority ethnic families provided by child protection workers in Norway who were enrolled on the postgraduate course ‘Child welfare in a minority perspective’. This course is part of a programme launched by the Norwegian government aimed at developing knowledge-based child protection practice. The article discusses the ways in which social workers construct stories about who their clients are and the reasons for their clienthood. Particular attention is given to parenting and the ways in which race, class and gender serve as overt, subtle or muted stories constructed in and through social work theory and practice.

Why social work and sociology need psychosocial theory

Sociology and social work as disciplines have, over the last decades, had an, at best, ambivalent relationship. Whereas branches of sociology, such as symbolic interactionism, have produce theory of immense use to social work, for example the concept of ‘stigma’ and work in the field of identity, others are harder to utilise and indeed can seem to be antithetical to building social work theory for practice. Both structuralist and post-structuralist paradigms have been criticised for this latter difficulty. This paper argues that the current cross-disciplinary developments integrating scholars concerned with theory, research and practices, from within sociology, psychoanalysis, psychology, social policy and social work, with the academic and practice discipline of psychosocial studies, offers a way forward. The theory, the paper suggests, from psychosocial studies, allows a re-analysis of some of the impasses in applying post-structural sociological theory to essentially modernist projects such as social work. It also bridges traditional academic/practice divides such as the role of the ‘knower’ in relation to the ‘known’ and elucidates an agenda for research practices and methodologies which harness sociological and social work ontologies.