Generalist Practice All Seminars

2010

GENERALIST PRACTICE

SOCIAL WORK 4003A

SEMINAR 1

CONSTRUCTION OF SOCIAL WORK THEORY (Payne, 2005, p. 3 –23)

• SW practice is a process of deciding action from a variety of alternative positions• We always have a theory that helps us decide why, how to choose between alternatives, even if hidden from ourselves• SW’s need to have ideas that try to explain why and how practice decisions are made• Theory could include ‘models’; ‘perspectives’ and ‘explanatory theory’ • Disagreement about what social work is, and different groups argue for, against different views

SOCIAL WORK AS SOCIAL CONSTRUCTION

•social construction: reality is social knowledge - guides behaviour, but have different views of it•shared views of reality arise – organised by social processes of

shared knowledge •share assumptions about how things are•behave according to social conventions based on shared knowledge, institutionalize these•understandings become legitimized through attached meaning•social understanding - product of human understanding•circular process - institutionalization and legitimation •constantly shifting influence and change spiral•critical of traditional positivist psychology•social construction creates theory politics + interest groups •how SW constructed - what SW’s do becomes SW

DISCOURSE OF POLITICS OF SOCIAL WORK THEORY (Payne, 2005:8)

Reflexive-therapeutic

(therapeutic helping)

Individualist-Reformist Socialist-Collectivist

(maintenance of social order) (emancipatory or transformational)

MODERN AND POSTMODERN PERSPECTIVES(Payne, 2005:15)

• SW is a product of modernism • modern as it refers to the current• postmodernism refers to how knowledge is created• decline in importance of religion during Enlightenment 1800’s• social problems and societies can be understood and rational action

taken• how social ideas are constructed, changes• language is part of the politics of discourse• SW is ambiguous, contested and responds to cultural and social contexts

ARENAS OF SOCIAL WORK (Payne, 2005:18)

Client-worker-agency Political-social-ideological

Agency-profession

SELECTION OR ECLECTICISM

• we must each make our own definition of theory • problem with selection – the theory may not be best for

specific circumstances• selection good in specialised agencies• general SW practice is eclectic• theories should not be used in internally inconsistent ways• being eclectic should be done consistently and planned • important to be aware of sources and methods of basic theories • work according to professional + agency expectations

CRITICAL THINKING AND REFLEXIVE PRACTICE• instrospection and intersubjective reflection• using reflexivity as social critique + deconstruction – examine power

relations and taken-for-granted patterns of thinking• incorporate multiple perspectives in thinking• seeking to empower clients• situations of uncertainty - opportunities for creative practice• extend personal empowerment towards collective action• alert to the use of language and power • examining content and methods of making judgements• questioning ideology behind services and decisions• making sure all involved understand perspectives and context

FRAMEWORKS FOR ANALYSING THEORIES(Whittington and Holland, 1985 in Payne, 2005:45)

Theories of radical change

Radical SW Marxist SW (‘raisers of consciousness’) (‘revolutionaries’)

Subjective Objective

Interactionist Traditional SW

(‘seekers after meaning’) (‘fixers’)

Theories of regulation

PERSPECTIVES AND MODELS• Psychodynamic perspectives• Crisis intervention and task-centred models• Cognitive-behavioural theories• Systems and ecological perspectives• Social psychology and social construction• Humanism, existentialism and spirituality• Social and community development• Radical to critical perspectives• Feminist perspectives• Anti-discrimination and cultural and ethnic sensitivity• Empowerment and advocacy

DEFINING GENERALIST PRACTICE

“the application of an eclectic knowledge base, professional values, and a wide range of skills to target any size system for change within the context of four primary processes:

1) striving for client empowerment;

2) working in organizational structure under supervision;

3) assumption of wide range of professional roles;

4) application of critical thinking skills”

(Kirst-Ashman, 2007:104)

LEVELS OF SERVICE LEVELS OF SERVICE MICRO/MESO PRACTICE: FAMILY WORKMICRO/MESO PRACTICE: FAMILY WORK

Work with families (small group) in context of the social Work with families (small group) in context of the social network;network;

Helping families function more competently while meeting Helping families function more competently while meeting developmental and emotional needs of all members;developmental and emotional needs of all members;

Help families deal with crises and problems in external Help families deal with crises and problems in external environment;environment;

Advocate for resourcesAdvocate for resources

(Kirst-Ashman, 2007:136)(Kirst-Ashman, 2007:136)

MESO PRACTICE: SOCIAL WORK WITH GROUPS

Treatment groups: helping individuals solve personal problems; change unwanted behaviours; cope with stress; improve quality of life

Task groups: solve problems; develop ideas; formulate plans; achievegoals


MACRO PRACTICE: SOCIAL WORK WITH

ORGANISATIONS AND COMMUNITIES

Community organisation: social action; social planning; locality development

Organisational context

Agency/social policies

Projects in agency or community contexts

Planning and implementing social service programmes


STRENGTHS BASED GENERALIST PRACTICESTRENGTHS BASED GENERALIST PRACTICE

GENERALIST SW PRACTICEGENERALIST SW PRACTICE

Linda Smith 2008

University of the Witwatersrand

Defining generalist practiceDefining generalist practice

“the application of an eclectic knowledge base, “the application of an eclectic knowledge base, professional values, and a wide range of skills professional values, and a wide range of skills

to target any size system for change to target any size system for change within the context of four primary processes. within the context of four primary processes.

First, striving for client empowerment; second, First, striving for client empowerment; second, working in an organizational structure under working in an organizational structure under

supervision; requires the assumption of wide range supervision; requires the assumption of wide range of professional roles; involves the application of of professional roles; involves the application of

critical thinking skills” critical thinking skills”

(Kirst-Ashman, 2007:104)(Kirst-Ashman, 2007:104)

Linda Smith 2008


STRENGTHS BASED GENERALIST PRACTICE: STRENGTHS BASED GENERALIST PRACTICE: STRENGTHS PERSPECTIVESTRENGTHS PERSPECTIVE (Poulin, 2005:28)(Poulin, 2005:28)

- dramatic departure from conventional practice- dramatic departure from conventional practice- everything predicated on helping discover, embellish, - everything predicated on helping discover, embellish, explore exploit clients strengths and resources explore exploit clients strengths and resources- diagnosis, labels: distance, pessimism, obscures - diagnosis, labels: distance, pessimism, obscures capabilities capabilities- instead of focus on problems, focus on possibilities - instead of focus on problems, focus on possibilities - pathological approach searches past- pathological approach searches past- shift from past to present and future- shift from past to present and future- discover resources that can be used to change- discover resources that can be used to change- although past cannot be dismissed- although past cannot be dismissed- problems ordinary aspects of life- problems ordinary aspects of life- in 1940’s, social problems redefined as complex - in 1940’s, social problems redefined as complex intrapsychic pathological factors intrapsychic pathological factors- different questions should be asked- different questions should be asked Linda Smith 2008


SIX PRINCIPLES OF STRENGTHS PERSPECTIVESIX PRINCIPLES OF STRENGTHS PERSPECTIVE

i. “every individual, group, family community has i. “every individual, group, family community has strengths” strengths”

ii. “trauma, abuse, struggle may be injurious, but may ii. “trauma, abuse, struggle may be injurious, but may also be sources of challenge and opportunity” also be sources of challenge and opportunity”

iii. “assume you do not know upper limits of capacity to iii. “assume you do not know upper limits of capacity to grow, change and take individual, group, community grow, change and take individual, group, community aspirations seriously” aspirations seriously”

iv. “we best service clients by collaborating with them”iv. “we best service clients by collaborating with them”

v. “every environment is full of resources”v. “every environment is full of resources”

vi. “caring, caretaking and context are important”vi. “caring, caretaking and context are important”Linda Smith 2008


PLANNED CHANGE PROCESS PLANNED CHANGE PROCESS (Kirst-Ashman, 2007)(Kirst-Ashman, 2007)

IntroductionIntroduction - development, implementation of strategy to improve, - development, implementation of strategy to improve, alter “specified condition, pattern of behaviour, alter “specified condition, pattern of behaviour, circumstances that affects social functioning” circumstances that affects social functioning” - problem solving (strengths – planed change) - problem solving (strengths – planed change) - problems in interpersonal relationships; lack of - problems in interpersonal relationships; lack of resources; discrimination resources; discrimination - regardless of problem, planned change same course of - regardless of problem, planned change same course of

action action

EngagementEngagement - orientation, communication, relationship- orientation, communication, relationship - nonverbal communication - nonverbal communication - attention to cultural variations - attention to cultural variations - warmth, empathy, genuineness - warmth, empathy, genuineness - alleviating anxiety - alleviating anxiety

PLANNED CHANGE PROCESS (Cont)PLANNED CHANGE PROCESS (Cont)

Assessment Assessment

- differential, individualised, accurate identification and - differential, individualised, accurate identification and evaluation evaluation- - problems, people, situations and interrelationsproblems, people, situations and interrelations- basis for differential helping intervention- basis for differential helping intervention- investigation, determination of variables affecting - investigation, determination of variables affecting identified problem or issue from identified problem or issue from micro, mezzo, macro micro, mezzo, macro perspectivesperspectives- crucial to look beyond individual to environment at all 3 - crucial to look beyond individual to environment at all 3 levels levels- also assess client’s strengths- also assess client’s strengths- significance of human diversity- significance of human diversity


PlanningPlanning

- specifies what should be done- specifies what should be done- collaborate, work - collaborate, work with with clientclient- - prioritiseprioritise problems problems- identify - identify strengthsstrengths to provide guidance to provide guidance- identify alternative interventions – - identify alternative interventions – micro, mezzo, micro, mezzo, macro macro- - evaluate advantages and disadvantages of actionevaluate advantages and disadvantages of action- develop - develop goalsgoals- establish - establish contractcontract

Linda Smith 2008



ImplementationImplementation

- process whereby worker and client follow plan to - process whereby worker and client follow plan to achieve goals achieve goals- - doingdoing of the plan of the plan- involving any size system - - involving any size system - micro, mezzo, macro micro, mezzo, macro

Linda Smith 2008



EvaluationEvaluation

- - was change effort worthwhile?was change effort worthwhile?- extent to which plan was successful- extent to which plan was successful- need for accountability- need for accountability- each goal should be evaluated- each goal should be evaluated- essential in micro, mezzo and macro practice- essential in micro, mezzo and macro practice- programme evaluation systematic examination of - programme evaluation systematic examination of successes, effectiveness and efficiency successes, effectiveness and efficiency

TerminationTermination

- end of professional social worker- client relationship- end of professional social worker- client relationship- specific skills and techniques- specific skills and techniques- timing; preparation of client; identify progress made - timing; preparation of client; identify progress made

See www.socialwork.wadsworth.com/kirstashman-intro2eSee www.socialwork.wadsworth.com/kirstashman-intro2eLinda Smith 2008 University of the Witwatersrand

COLLABORATIVE MODEL OF GENERALIST PRACTICECOLLABORATIVE MODEL OF GENERALIST PRACTICE(Poulin, 2005:72-98)(Poulin, 2005:72-98)- clients often mistrustful due to previous experiences- clients often mistrustful due to previous experiences- assumes most oppressed, disadvantaged clients reluctant - assumes most oppressed, disadvantaged clients reluctant

each component designed to build trust each component designed to build trust- time limited model- time limited model- helping length determined by problem and other factors- helping length determined by problem and other factors- relationship very important- relationship very important- three practice principles: client strengths; client - three practice principles: client strengths; client empowerment; evaluation and feedback (ongoing) empowerment; evaluation and feedback (ongoing)- maximises client engagement; promote client strengths; - maximises client engagement; promote client strengths; empowerment empowerment- tasks in the collaborative model (Poulin 2005:60) - tasks in the collaborative model (Poulin 2005:60) study; study; ask; listen; clarify; articulate; perservere; solidify ask; listen; clarify; articulate; perservere; solidify- - HRI tool for assessing helping relationship (Helping HRI tool for assessing helping relationship (Helping Relationship Inventory) (Poulin, 2005:61-64) Relationship Inventory) (Poulin, 2005:61-64)Linda Smith 2008 University of the Witwatersrand

COLLABORATIVE MODEL OF GENERALIST PRACTICECOLLABORATIVE MODEL OF GENERALIST PRACTICE(Poulin, 2005:72-98)(Poulin, 2005:72-98)

Phases : Pre-Engagement Phases : Pre-Engagement - client in contemplation stage- client in contemplation stage- critical in helping relationship- critical in helping relationship- clients most likely to drop out- clients most likely to drop out- approximately session 1-3- approximately session 1-3

Phases: EngagementPhases: Engagement- clients in preparation or action stage- clients in preparation or action stage- acknowledged commitment- acknowledged commitment- sessions 4-8- sessions 4-8

Phases: DisengagementPhases: Disengagement- final phase; maintenance phase- final phase; maintenance phase- focus on preventing relapse; consolidating gains achieved- focus on preventing relapse; consolidating gains achieved- in 10 session intervention, last 2-3 weeks- in 10 session intervention, last 2-3 weeks

Linda Smith 2008 University of the Witwatersrand

COLLABORATIVE MODEL OF GENERALIST PRACTICECOLLABORATIVE MODEL OF GENERALIST PRACTICE

Generalist practice interventions Generalist practice interventions (Poulin, 2005:197-229)(Poulin, 2005:197-229)

……supportive counselling supportive counselling

……cognitive restructuring cognitive restructuring - accept self-statements, assumptions, beliefs mediate - accept self-statements, assumptions, beliefs mediate emotional reactions emotional reactions - identify dysfunctional beliefs, thought patterns underlying - identify dysfunctional beliefs, thought patterns underlying problems problems - identify situations engender dysfunctional cognitions - identify situations engender dysfunctional cognitions - substitute functional for self-defeating self-statements - substitute functional for self-defeating self-statements

……problem solving therapyproblem solving therapy

……education and trainingeducation and training

……service co-ordination, negotiationservice co-ordination, negotiation

……resource mobilisationresource mobilisation Linda Smith 2008 University of the Witwatersrand


Evaluating progress (Poulin, 2005: 232-266) Evaluating progress (Poulin, 2005: 232-266)

Measurement guidelinesMeasurement guidelines

- - specify problems and goals clearly; multiple measures specify problems and goals clearly; multiple measures - relevant information, collect early; good and accurate - relevant information, collect early; good and accurate measuresmeasures - organise the data - organise the data - obtain co-operation and consent - obtain co-operation and consent

Measurement toolsMeasurement tools - - client logsclient logs - behavioural observations - behavioural observations - rating scales - rating scales - goal attainment scales - goal attainment scales - standardised measurement - standardised measurement



Designing the evaluation: single system designs Designing the evaluation: single system designs

- specify target problem- specify target problem

- develop quantitative measures of target problem- develop quantitative measures of target problem

- establish baseline measures of target problem before - establish baseline measures of target problem before intervention intervention

- measure the target problem repeatedly throughout the - measure the target problem repeatedly throughout the intervention intervention

- display data on graph and make comparisons across - display data on graph and make comparisons across phases phases


Seminar 3 INTRODUCTION

• tension between conflicting paradigms

• strengths perspective and bio-psycho-socio- spiritual environment vs dominant medical model

• broad inclusive perspective is necessary

• lexicon of strengths, “as wrong to deny the possible as it is to deny the problem” (Saleeby, 1996)

• premise - people do better when identify and use strengths/resources in selves and environment

Goroff (1983) cited by Saleeby (2002:96) claims that social work is a political activity and that “the attribution of individual deficiencies as the cause of human problems is a politically conservative process that supports the status quo”.

Critically discuss a framework of assessment which revolves around two axes, namely the strengths/deficits (obstacles) axis and the environmental/client factors axis, in order to avoid placing the focus of attention only on individual deficits, rather than the oppressive social system.

PERSPECTIVES (THEORETICAL “MAPS”) (Milner and O’Byrne, 1998:48)

• select theoretical perspective

• assessment continuing process - improves

• avoid use of “pathologising discourse” oppressive

• constructionist approach respects unique complexity

• assessments not “the truth”, find “working truths”

• able to shift from one perspective to another

• extra-personal (e.g. structural approaches)

• intrapersonal (psychodynamic approaches;

behavioural; cognitive; solutions focused work)

• interpersonal (task centred; family; systems)

ASSESSING STRENGTHS (Saleebey, Chap 6 2006)

Deficit, disease, dysfunctionAssessment as political activityStrengths and empowermentResistance to oppression

Guidelines for strengths assessment:•Document the story•Support, validate the story•Honour self determination•Give preeminence to the story•Discover what is needed•Move the assessment toward strengths•Discover uniqueness•Reach mutual agreement•Avoid blame•Assess, but do not label


ASSESMENT PROCESS: COMPONENT ONE

DEFINE THE PROBLEM

• Elicit a story about the problem situation• Seek to understand what is wanted• What would life be like if resolved• Discover who is involved and what happens

QUESTIONS FOR THE ASSESSMENT PROCESS(Saleebey, 2006:107)


ASSESMENT PROCESS: COMPONENT TWO

FRAMEWORK FOR ASSESSMENT(Saleebey, 2006:109)

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Generalist Practice All Seminars