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In our experience, many practice assessors and placement
supervisors are concerned about supporting students to develop their skills in linking social work
theory to practice. Whilst it is not the practice assessor’s role to directly ‘teach’ a student
about social work theory, it is an integral part of their role to support students in understanding
the links between the theory they have been taught in University to their practice learning
experiences. In order to effectively assist a student to develop their understanding of theory
informed practice, practice assessors need a level of confidence about theory. However, as stated,
many practice assessors can be anxious about social work theory.
Practice assessors and supervisors have often been qualified themselves for some
time. They may well think that they no longer use theory in their practice – they may think that
they have forgotten the theory, that they no longer have the time to consider their theory base and
that they now work on "common sense" principles. We would challenge this by saying that everyone in
social work and social care is using theory on a day to day basis. They may simply not recognise
this as the theory has seeped into their "common knowledge" or "practice wisdom".
In terms of the claim to work on ‘common sense’ principles – whose sense is
common? Is your sense the same as everyone else’s? Just because someone cannot imagine another way
to view something doesn’t mean that they aren’t using theory. It just means that their one or two
theories are their entire world or "sense".
Where placement supervisors are not social work qualified, they may have even
more significant concerns about social work theory and practice. However, in many ways social work
theory is drawn from a range of areas and disciplines. In fact workers from other backgrounds are
often surprised at how familiar they are with many aspects of social work theory.
We have also heard practice assessors and placement supervisors express concerns
about supporting a student in relation to social work theory through statements such as "the
student will know more than me!" Whilst this may be true in terms of the student having an
up to date understanding of theory in an academic sense (it isn’t always!), the student is unlikely
to have the experience which their practice assessors/placement supervisors have – or the ability
to relate their academic theoretical knowledge to practice. We have observed practice assessors in
their work with students where both the assessor and the student have avoided talking about social
work theory. In subsequent discussions, both have expressed the view that the other "will know more
than me!" There is merit in informing a student that as a practice assessor you feel a little out
of date with theory and that you can both learn from each other. This will go some way to
equalising aspects of the power differentials which always exist in practice learning
situations.
Whatever the reason that practice assessors and placement supervisors are
concerned about social work theory and its links to practice, the fact remains that students need
to be supported to make the links and this is a key role for practice assessors.
Whilst there has been some debate about what actually constitutes a theory, in
scientific terms a theory is seen as helping to:
- Describe a situation
- Explain how the situation came about
- Predict what is likely to happen next
Sometimes, theories are also seen as helping to control a situation and bring
about some form of change.
In supervision discussion, placement assignments, portfolios etc students should
be able to describe the situation they are working with, explain why they think this came about,
predict what might happen next and analyse how they can intervene and bring about some form of
change. In doing so, they will clearly be drawing upon some form of theory. They may however, not
be aware of this, or not be able to articulate this. This is where the practice assessor’s skills
in questioning and supporting a student to translate theory into practice are vital.
Students need to be able to describe the actual application and use of theories
rather than just getting into a habit of listing theories when asked about their decision making.
Experienced practice assessors will know how it can go: In supervision, the student and practice
assessor are discussing a situation the student has worked with and the practice assessor asks the
student "what theories were you using?" once the petrified look has gone from the student’s face,
they say "task centred practice and attachment". The practice assessor says "OK". Box ticked.
Nothing further. That’s not applying theory to practice – it’s plucking a few phrases from a
book.
The aim should be for the student to be able to describe:
- What they did
- Why they did it
- How they applied each
theory
- What worked and what they might do differently in their
application of a theory in future
- What other theories may have been relevant to a situation or
individual and why they chose not to use these
This is what makes the difference between someone who is studying for a
professional qualification in social work and one who acts on instinct or "gut". If someone is
professionally qualified, there is an expectation that they act ethically, with knowledge of why
they make certain decisions, and that they are able to justify these, to managers, other
professionals, vulnerable people and their families.
There needs to be scope within supervision sessions for reflection on decision
making processes in relation to the use and application of theory. This is essential so that
students can discuss their choices and means for coming to a decision. There also needs to be scope
for theory to be something dynamic which is open to critique, as a worker who accepts everything
which is "known" is not one who is thinking through application fully. A competent practitioner is
one who makes informed choices with knowledge, understanding and conscious reasoning.
It is important for the practice assessor to ensure that students have
opportunities to observe other workers putting theory into practice through their assessments and
interpretations of need. This will enable the student to build their own confidence to try what
works for them and to move away from the concept of theory as something purely academic and taught,
to something which is used by everyone in the field.
Every single learning opportunity provides some scope for facilitating a
student’s learning about theory. A skilled and reflective practice assessor will make full use of
coaching questions to enable a student to fully consider the theoretical approaches used. Theory
needs to be constantly on the practice assessor’s agenda to model theory-informed practice for the
student.
A good working knowledge of theory is based on the perspective that each service
user is a unique individual and that different approaches will be suited to individual
circumstances, needs and cultural requirements. Students need to have a well equipped "toolkit" and
a good understanding of the application of various approaches to ensure that this anti-oppressive,
individualised approach is something they continue in their future career.
Students need to be able to move quite quickly in their ability to transfer the
skills of learning about theory to future placements and work contexts. Allowing a range of
activities and experiences, and focusing on building the student’s confidence in discussing theory
should work to achieve this.
Supporting students to understand theory will support the development of critical
thinking and analytical skills, which are again relevant to the professionalisation agenda and part
of every degree course. There will also be benefits to the agency and the practice assessor in
seeing things from a different point of view when a student is enabled to offer a well-informed
critique. Finally, and arguably most importantly, allowing students to reflect on the best theory
can offer and its application to different contexts will ensure future social workers are radical,
creative and challenging professionals.
The book "Social Work Theory: A
Straightforward Guide for Practice Assessors and Placement Supervisors" can support
practice assessors in working with students to help them understand and explain how they apply
theory to their practice. The book is expressed in a manner that makes it clear we must be
realistic and pragmatic. No theory provides the answers to everything.
Section A gives an overview of the importance of theory in social work practice,
and has a few exercises which can be used to explore how theory and practice relate to each other
in a general sense. In subsequent sections, ideas, exercises and case studies appear at the end of
the explanation about every theory covered. Practice assessors and supervisors do not need to work
through each chapter in turn rigidly, or cover everything in one practice learning opportunity. The
idea is for this to act as a reference guide to refresh practice assessors and supervisors
knowledge about theory and to provide ideas on how to support students learning in this
area.
Sections B-G then explore the main theories of social work briefly, refreshing
the reader’s knowledge of theory. The following theories are covered:
- The PCS model
- Social and medical models
- The Recovery model
- Social constructionism
- Social role valorisation
- Discourse analysis
- Feminist perspectives
- Black perspectives
- Child Development
- Adult Development
- Grief and loss
- Attachment theory (for children and adults)
- Learning theories
- Attribution theory
- Assessment process issues
- Models of assessment
- Concepts of needs
- The Strengths perspective and resilience
- Risk assessment
- Counselling theories
- REBT
- CBT
- Brief Solution focussed work
- Psychodynamic approaches
- Transactional analysis
- Karpman’s drama triangle
- Narrative approaches
- Behaviourist theory
- Group work theory
- Advocacy
- Community Work
- Systems theory
- Family Group Conferencing
- Crisis intervention
- Task centred practice
- The generalist eclectic approach
There is no way that any student will cover all of these in any one practice
learning opportunity. You should only read and use those which you think will be useful and
relevant in your work with students. We have however, provided ideas for exercises and questions to
inform supervision discussion at the end of each theory covered in order to develop practice
assessors’ confidence in discussing particular social work theories.
We have tried to ensure ease of access by designing the index with the needs of
practice assessors in mind. Sometimes when discussing theories with students in supervision, they
don’t necessarily use the ‘title’ of the theory which may be familiar to the practice assessor, but
they use some of the language drawn from the theory – which can confuse practice assessors and
raise their anxiety about theory further. We have therefore included a range of the language
involved in particular social work theories in the index – this should aid the practice assessor in
quickly accessing the information they need to further develop discussions about theory with more
confidence.
Many social work students regularly use this book themselves. However, we would
guide students to the book Theory and Practice: A
Straightforward Guide for Social Work Students.
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