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Oct 2, 2020

Practice Model: Problem Solving

Perlman’s model, planned change process model, practice approach based on planned change model

This page has three sections:

Background Material that provides the context for the topic

A suggested Practice Approach

A list of Supporting Material / References

Feedback welcome!

Background Material

Different authors look at the problem-solving model in varying ways.

Murdach (2007) suggests the principal stages of Perlman’s problem-solving model are simply:

problem definition,

problem analysis (including the generation and review of alternatives), and

the need for specific decision about a course of action (including methods of monitoring and evaluating the results of such action).

Chenowith and Lehmann (2008) describe a planned change process model:

problem solving practice model social work

Chenowith and Lehman also suggest the model outlined in the Practice Approach that follows. It consists of four phases:

The engagement phase involves making contact, exploring needs and setting preliminary goals.

The assessment phase involves collecting information, prioritising issues and agreeing on action.

The intervention phase involves implementing and modifying strategies to achieve goals.

The evaluation phase involves reviewing what has happened, celebrating progress and either concluding the work or negotiating a continued relationship.

Practice Approach

Supporting Material

(available on request)

Chenoweth, L. M. D. (2014). Road to Social Work and Human Service Practice. South Melbourne: Cengage Learning Australia. Retrieved from http://ebookcentral.proquest.com/lib/une/detail.action?docID=1696405

Coady, N, & Lehmann, P. (2008). The problem-solving model: A framework for integrating science and art of practice. In N. Coady & P. Lehmann, Theoretical Perspectives for Direct Social Work Practice (pp. 67-86). New York: Springer Publishing Company. Retrieved from http://ebookcentral.proquest.com/lib/une/detail.action?docID=326279

Murdach, A. D. (2007). Helen Harris Perlman and the problem solving method. Retrieved from https://allisonmurdach.wordpress.com/2011/05/05/helen-harris-perlman-and-the-problem-solving-model/

Allisonmurdach's Blog

Helen harris perlman and the problem solving model.

Helen Harris Perlman and the Problem Solving Model

Allison D. Murdach LCSW

2942 Hardeman St.

Hayward, Ca. 94541

510-581-6794

[email protected]

Abstract: This article examines the work of Helen Harris Perlman in developing the problem-solving model of social work direct practice. The origins, development and subsequent spread of this approach throughout social work practice is discussed and the various ways in which this model has been applied in the profession is briefly reviewed. The current status of the model, including concerns about its contemporary viability and usefulness, is examined at the conclusion of the article.

Key Words: Problem-Solving Model, Social Work Method, Social Work History, Direct Practice, Social

Work Profession

“I do claim to be an authority on the Problem-solving model in social work, both in

its methodological aspects and its theoretical roots. I am the originator and developer

of that model.” (Perlman, p. 1, 1980)

This article examines the work of Helen Harris Perlman (1906-2004) in the development of the problem-solving model of direct practice in social work. As we approach the third anniversary of her death (September 18, 2004), it is important to recognize once again the importance and magnitude of her contribution to the field. Perlman, a prolific social work author as well as a distinguished clinician and educator in social work, always laid special claim to her model, which she developed in the 1950’s. Sadly, although she asserted ownership, her model soon slipped from her hands because of its wide acceptance and became, in the latter stages of her life, often misrepresented and at times unrecognizable.

Perlman and Problem-Solving

Perlman did not start out to be a social worker. Her original intention was to become a college humanities professor. After graduating from the University of Minnesota with honors in 1926 with a B. A. in English literature, she was told that she was unemployable at the college level because she was a woman and especially because she was Jewish. She then found work as a summer caseworker for the Chicago Jewish Social Service Bureau. Later she reported that this first exposure to social work was a revelation. “A whole world opened up to me,” she said, a world in which she also “got a great deal of satisfaction from being able to help people.” ( News & Notes, 2004, p. 1). She continued working in various social work capacities and assignments at increasingly responsible levels until 1933, when she got a scholarship enabling her to enroll in the New York School of Social Work, now affiliated with ColumbiaUniversity. While completing her training in social work in New York, she was in demand as a speaker and often addressed various conferences and professional groups about new developments in social work theory and method. In 1943 she earned her master’s degree in social work from ColumbiaUniversity. She joined the social work faculty of the Schoolof Social Service Administrationat the Universityof Chicagoin 1945. While at the school she became first a national and then an international social work figure because of her writing about social work issues, as well as her teaching, consulting, public speaking, and her innovative development of the problem-solving model of social work practice. She published her classic text, Social Casework, A Problem-Solving Process , in 1957. She officially retired late in her career, but continued to work, teach, write, and do research at the school until just before her death at age 98, even though afflicted near the end of her life with blindness.

Despite her many scholarly achievements, Perlman always remained a clinician at heart. As a professional with broad learning and classical training, Perlman was driven to use the insights derived from her clinical work as inspiration for conjecture about social work method and training. She said her contacts with clients gave her valuable learning opportunities because these relationships involved her in “many cases…(in which) families faced the same kinds of problems and conflicts that one encountered in the great works of literature.” (News & Notes, 2004, p. 5.) She also stated that it was through these experiences that she came to realize that she “had learned much more of the sickness in people than of their healthiness.” She soon recognized that she needed to look beyond client pathology to see instead the great “human potential for recuperation and aspiration” that resided in the many ordinary individuals and families who sought her care and assistance on a daily basis (Perlman, 1971, p. xviii). It was considerations such as these that eventually led to her interest in, and championing of, the importance of processes of everyday human problem-solving in resolving the difficulties in client’s lives (Perlman, 1957).

Development of the Problem-Solving Approach

Before discussing Perlman’s model in detail, it will be instructive to review the intellectual background of her approach to gain a better understanding of the context in which it developed. Prior to the appearance of Perlman’s text in the 1950’s the topic of problem-solving had been, and today continues to be, an area of study in this country in many fields, particularly psychology. In 1907 the psychologist and philosopher William James established problem solving (which he called “ common sense”) as a field of intellectual enquiry by giving it a central place in his doctrine of Pragmatism, a philosophical approach to truth which also sought to develop methods that were “helpful in life’s practical struggles” (James, 1963, p.36). The goal of such methods, James believed, was to help individuals to find their own truth through observation and experience (James, 1963). In 1910 James’ fellow pragmatist John Dewey conceptualized human problem-solving (or, in his terms, “reflective thinking”)as being composed of four central elements: recognizing and formulating a problem, gathering facts that will lead to a solution, testing each proposed solution, and deciding upon a course of action (Dewey). Perlman was the first social work author to use the term “problem-solving” in a social work context and credits Dewey’s writings as her inspiration for the concept (Perlman, 1971).

Social work was at first slow to adopt the pragmatic idea of problem-solving as a style of intervention. Mary Richmond, the founder of social work direct practice method, was influenced more strongly by medical methods of intervention (i.e., “study”, “diagnosis”, and “treatment”) (Richmond, 1917) than the philosophical and psychological approach taken by James and Dewey. Although also a form of problem-solving, the medical approach was, and continues to be, practitioner-driven and assumes the pathology and passivity of the client. The pragmatic approach, on the other hand, has always emphasized client normality and capacity for personal self-determination, which it seeks to enlist in a search for growth and positive change (Perlman, 1957).

The medically-oriented view of the helping relationship prevailed in social work throughout the early twentieth century, largely due toRichmond’s extensive impact on the profession’s development (Garton & Otto, 1964). Due to the growing popularity of the pragmatic point of view in this country (Menand, 2001), the problem-solving mode of thinking began to influence direct social work practice and social work theorists in the 1920’s and social work authors increasingly began to refer to the practitioner’s efforts to involve clients in the helping interaction by engaging the client’s own problem-solving capacities. The following list of recommended worker interventions from classic social work writers over several decades, much condensed, helps to indicate the progress of this development:

a) Help client acknowledge difficulty.

b) Assist client in understanding the meaning of the situation.

c) Aid client in making decision to change. (Sheffield, 1922)

a) Show sympathetic approach with client.

b) Establish rapport.

c) Present and discuss facts of the case.

d) Stimulate the client to action. (Young, 1935)

a) Demonstrate to the client your ability to observe and listen.

b) Begin where the client is.

c) Ask only necessary questions.

d) Take leadership only when needed, otherwise use client’s own resourcefulness.

e) Offer interpretations of client’s situation, as well as resources and direction only as needed.

(Garrett, 1942)

a) Demonstrate acceptance of client.

b) Discuss client request.

c) Gather facts about request.

d) Note and discuss client stresses and patterns of behavior.

e) Offer only interpretations of the situation that can also utilize the client’s own insight and can aid the client to take action. (Hamilton, 1951)

In developing her problem-solving model, Perlman utilized the best features of these intervention schemes but infused them with even greater attention to client problem-solving efforts and capacities (Perlman, 1970). First in a journal article in 1953 (Perlman, 1971b) and finally fully in her book, Social Casework, a problem-solving process (Perlman, 1957), she laid out the intervention stages required by her model. These can be outlined briefly as follows:

a) Ascertaining and clarifying the facts of the problem.

b) Thinking through the facts.

c) The making of some choice or decision. (Perlman, 1957)

Perlman’s problem-solving approach, which appears extremely simple and derivative in bare outline, was actually sophisticated and innovative (Bunston, 1985). Far from being just a rehash of John Dewey, her model was a synthesis derived from a number of sources: her background in the humanities, her philosophical reflections combined with her knowledge of psychodynamics and the social sciences, her extensive clinical experience, and her study of the “functional” version of social work originated by Jessie Taft, with its strong emphasis on the importance of the helping relationship in direct practice (Perlman, 1957, 1970). Building from this foundation, she brilliantly formulated a unique cognitively-oriented and client-centered problem-solving process for social work intervention. In doing so, she highlighted her concepts of “focus” and “partialization”, which described ways of aiding the client to overcome difficulties by tackling small problems first and thus building confidence to move on to more challenging goals.

Though this brief sketch of her work hardly does justice to the power and complexity of Perlman’s accomplishment, it does at least highlight the principal stages of her model: problem definition, problem analysis (including the generation and review of alternatives), and the need for specific decision about a course of action (including methods of monitoring and evaluating the results of such action) ( Perlman, 1957). This intervention method was initially controversial in the profession. Some thought it a mere social work copy of long existent business and management intervention techniques. Others found it too “rationalistic” and structured, and overly focused on method instead of process, while some in the “diagnostic” social work tradition complained that it was superficial and did not sufficiently address in depth issues of diagnosis, psychopathology, or treatment. It also was buffeted by competing versions of problem-solving and by “adaptations” of her model that both amused Perlman and caused her dismay (Perlman, 1980). However in the end, her brilliant synthesis of cognitive analysis, practicality, and psychodynamic compassion and understanding led her model to triumph over her social work critics and imitators. So successful has the problem-solving approach become that it has now recently been enshrined in the international definition of social work practice (International Definition of the Social Work Profession, Supplement of International Social Work, p. 5, 2007).

Concerns about Problem-Solving

It is ironic that the wide-spread influence, success, and acceptance of Perlman’s model makes her achievement appear today to be almost commonplace and banal. This has even led some to question the method’s apparent efficiency and effectiveness and to seek more in-depth explanations of what actually constitutes problem-solving activity (DeRoos, 1990). The easy accessibility of the problem-solving approach has also caused others to question the accuracy of its empirical foundations (Bunston, 1985). Perlman herself, reflecting on her model’s lack of adornment, was to complain in her later years that many social workers seemed to talk as if the problem-solving method in social work had always existed and “just happened”, that it seemed to have no author or source, and was not even inspired by her work (Perlman, p. 1, 1980). The popularity and appeal of her approach, it seems, did indeed have its price.

In addition to the above, other theorists have raised objections that question the whole notion of using a problem-solving model in helping interventions. In essence, these objections can be boiled down to the following four general statements:

1) In reality problem “solving” doesn’t often happen– Some have claimed that in real life social workers and their clients deal with tremendous uncertainty and rarely with well-identified problems, therefore problem “solving” does not often happens and the most that can be hoped for is problem reduction and management—goals that are more realistic and far easier for clients and workers to achieve (Schon, 1983).

2) Problem- s olving is only one form of thought— Authors in the narrative tradition of social work and therapuetic intervention have worried that fixation on the problem-solving mode of interaction can constrict the client’s ability to freely tell his or her “story” and thus fail to tap into alternate styles of thought and reflection ( Anderson, 1997).

3) The problem-solving model is culture-bound— Since the social work problem-solving approach was developed initially in social work in the context of white, middle-class culture in the United States (though Perlman did have extensive clinical experience working with minority populations, Perlman, 1971a), some have raised concerns that the approach may be unsuitable for clients from other cultures or social groups. It is held this model may be especially inappropriate for individuals from cultures that rely on less organized and less focused methods to address difficulties in social life (such as Native Americans and Mexican-Americans) (Sue, 1981; Galan, 2001).

4) The model is based on non-experimental (i. e., “soft”) evidence— Since Perlman developed her model when social work research was in its infancy, most of her supporting documentation was drawn from clinical and anecdotal sources, plus her own extensive clinical experience. In other words, when developing her approach Perlman made extensive use of the now discredited “argument from authority” in her research (Gambrill, 1999). Although this may put her model on shaky ground in our current social work world of evidence-based practice, it is also true that her problem-solving approach today stands out as a final tribute to the power of “practice wisdom” (DeRoos, 1990) especially as used by a practitioner like Perlman, who possessed a solid liberal arts background as well as infinite discretion and finesse.

Conclusion

Although today no social work author who today used Perlman’s model-building procedures exclusively would be readily considered for academic advancement, the fact that her conceptualizations were generally successful in actual practice appears to bear out psychologist Kurt Lewin’s famous adage that “there is nothing so practical as a good theory.” However, it still needs to be asked how the model measures up today in our current research-heavy climate in social work practice? In general one can answer: pretty well. A number of evaluation research studies done over the past several decades have documented that problem-solving approaches and their variants, such as task-centered treatment and problem-solving therapy, have an impressive record of effectiveness in work with diverse different populations, cultural groups, treatment methodologies, and diagnostic categories (Reid, 1988; Reid & Fortune 2002; Dobson, Backs-Dermott, &

Dozois, 2000). Indeed these research efforts have, for the most part, laid to rest the objections to Perlman’s problem-solving approach mentioned in the previous section. One issue remain still remains, however. As mentioned above, though the many current variants of Perlman’s approach have been demonstrated to have proven efficacy and effectiveness, Perlman’s model itself is based on theory which has never been empirically tested. Although some have tried to develop ways to accomplish this goal (Bunston, 1985), many of her sources now go back as far as seventy or eighty years, and it may never be possible to fully validate Perlman’s claims empirically. However as Perlman, who loved proverbs, would probably note: “the proof of the pudding is in the tasting.” Thus it appears that it is now in the proof offered by actual practice success that we can best find the final validation of her method.

References

Bunston, T. (1985). Mapping practice: problem solving in clinical social work. Social Casework,

66, 225-236.

DeRoos, Y. S. (1990). The development of practice wisdom through human problem-solving

processes. Social Service Review, 64, 276-287.

Dewey, J. (1910). How we think. Boston: D. C. Heath.

Dobson, K. S., Backs-Dermott, B. J. & Dozois, D. J. A (2000). Cognitive and cognitive-behavioral

therapies. In C. R. Snyder & R. E. Ingram (Eds.) Handbook of psychological change , pp. 409-428.

New York: Wiley.

Galan, F. J. (2001). Experiential approach with Mexican-American males with acculturation stress.

In H. E. Briggs & K. Corcoran (Eds.), Social work practice, pp. 283-302. Chicago: Lyceum.

Gambrill, E. (1999). Evidence-based practice: an alternative to authority-based practice. Families in

Society, 80, 341-350.

Garrett, A. (1942). Interviewing. New York: Family Service Association.

Garton, N. R. & Otto, H. A. (1964). The development of theory and practice in social casework.

Springfield,ILL: Charles C. Thomas.

Hamilton, G. (1951). Theory and practice of social case work (2 nd ed.) . New York:ColumbiaUniversity.

International definition of the social work profession (2007). Supplement of International Social Work,50,

James, W. (1967). Pragmatism and other essays. New York:Washington Square.

Menand, L. (2001). The metaphysical club. New York: Farrar, Straus and Giroux.

News & Notes (2004). Helen Harris Perlman, social work pioneer and distinguished educator,

p. 1 and p. 5. Chicago: TheSchool ofSocial Service Administration.

Perlman, H. H. (1957). Social casework. Chicago: TheUniversity ofChicago.

Perlman, H. H. (1970). The problem-solving model in social casework. In R. W. Roberts & R. H.

Nee (Eds.), Theories of social casework , pp. 131-179. Chicago: TheUniversity ofChicago.

Perlman, H. H. (1971a). A guide to the reader of this book. In H. H. Perlman, Perspectives

On social casework , pp. ix-xxiv. Philadelphia:TempleUniversity.

Perlman, H. H. (1971b). The basic structure of the casework process. In H. H. Perlman, Perspectives

On social casework , pp. 51-64. Philadelphia:TempleUniversity.

Perlman, H. H. (1980). Letter to author.

Reid, W. J. (1988). Brief task-centered treatment. In R. A. Dorfman (Ed.), Paradigms of clinical social

Work , pp. 196-219.

Reid, W. J. & Fortune, A. E. (2002). The task-centered model. In A. R. Roberts & G. J. Greene (Eds.),

Social workers’ desk reference , pp. 101-104. Oxford:OxfordUniversity.

Richmond, M. E. (1917). Social diagnosis. New York: Russell Sage.

Schon, D. A.(1983). The reflective practitioner. New York: Basic Books.

Sheffield, A. E. (1922). What is the case worker really doing? The Journal of Social Forces, 1,

362-366.

Sue, D. W. (1981). Counseling the culturally different. New York: Wiley.

Young, P. (1935). Interviewing in social work. New York: McGraw-Hill.

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Home / Social Work Resources / Theories & Practice Models Used in Social Work

Theories & Practice Models Used in Social Work

Private practices. Mental health clinics. Child welfare service agencies. Occupying a variety of professional settings, social workers are united by a shared mission: helping others live better lives.

In order to do that, they must first understand what makes their clients tick. As a social worker, studying different social work theories and social work practice models can help to bring you closer to your clients — equipping you with actionable insights that inform empathetic, evidence-based service.

Inspired by the scientific method, social work theories uncover the why of human behavior, while social work practice models reveal how you can effect change for individuals, couples, families, and communities at large.

If you’re looking for Social Work Practice Models, jump down here.

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List of Theories Used in Social Work

As a social worker, more knowledge can lead to a more informed approach, and more effective client interactions. Here, we’ll dig into decades of research to share a comprehensive set of social work theories and practice models, including:

Systems Theory

Behaviorism and social learning theory, psychodynamic theory, developmental perspective, rational choice perspective, conflict theory, ecological systems theory, family systems theory, contingency theory.

The 1950s were a decade of global innovation. From barcodes to credit cards, commercial computers to video cassette records, cutting-edge inventions were taking the stage. Around the same time, a new social work development was making its debut: systems theory.

Inspired by major advancements in the fields of psychology, communication, and psychiatry, systems theory is based on the belief that individuals don’t operate in isolation . Rather, the theory positions people as products of complex systems: influenced by a variety of external factors, including other individuals, families, communities, and organizations.

Learn more about System Theory in Social Work.

Developed by the American psychologist Urie Bronfenbrenner , ecological systems theory emphasizes the importance of observing people in multiple environments, or systems, to fully understand their behavior. In his theory, Bronfenbrenner outlines five distinct systems:

The microsystem is someone’s small, immediate environment. For a child, this usually includes direct family, teachers, peers, and caregivers. Relationships in the microsystem are bi-directional—for instance, a parent treating a child with kindness will likely affect how the child treats the parent in return. For this reason, some consider the microsystem to be the most influential level of the ecological systems theory.
The mesosystem consists of interactions between the different parts of a person’s microsystem. For instance, between a child’s parent and teacher. A social worker using this theory in everyday practice might ask themselves: “Are the different parts of my client’s microsystem working together towards a positive impact or working against each other?”
The exosystem is an individual’s indirect environment. Consider a child whose father is an active duty soldier. Though the military isn’t a part of that child’s direct environment, it still influences them mentally and emotionally, and can impact their thoughts, relationships, and behavior.
The macrosystem is a society’s overarching set of beliefs, values, and norms. This system often has a cascading effect on behavior in all the other systems, serving as a filter through which an individual interprets their experiences. For instance, a child might grow up thinking their socioeconomic status is a limiting factor in life. This macrosystem-level belief may cause them to behave differently in school — for positive or for negative, depending on the individual.
The chronosystem includes major changes that influence an individual’s development overtime. This could include changes in family structure, employment status, or address, as well as large societal changes like wars, civil rights movements, or economic flux.

Family systems theory was developed in the mid-1950s, while American psychiatrist Murray Bowen was working at the National Institute of Mental Health . Based on his knowledge of family patterns and systems theory, Bowen believed that the personalities, emotions, and behaviors of grown individuals could be traced back to their family interactions. The family, he suggested, is an emotional unit and can therefore play a formative role in development.

Within social work, professionals may enable families to try out different ways of doing things, such as teaching a parent on how to maintain appropriate boundaries with their child. The family is identified as a social system and therapy engages that concept to support the growth of clients.

Contingency theory explains that individual outcomes are contingent on a variety of specific situational factors. In the realm of social work, contingency theory can inspire you to seek understanding by considering all of the internal and external influences that are contributing to a client’s problem.

Systems Theory Related Resources

American Academy of Child and Adolescent Psychiatry (AACAP) – Systems-Based Practice
Bronfenbrenner Center for Translational Research
The Bowen Center
The Ecology of Human Development by Urie Bronfenbrenner
Effective Social Work with Children, Young People and Families: Putting Systems Theory into Practice
GoodTherapy – Systems Theory/Therapy
New England Association for Family and Systemic Therapy (NEAFAST) – What is Systems Theory?
Psychology Today – Family Systems Theory
Systems Theory in Social Work

Behaviorism
Cognitive Theory

What drives human behavior? It’s a question that’s been asked for decades on end — and one that’s particularly relevant to the field of social work. Both behaviorism and social learning theory provide social workers with a useful framework for understanding clients.

By learning how past experiences influence present-day behavior, you can develop a research-backed approach to providing targeted care.

Social learning theory was developed by the influential Stanford University psychologist Albert Bandura. In 1961, Bandura conducted his most widely known experiment: the Bobo doll study . In this experiment, children watched an adult shout at and beat a Bobo doll on television.

Later that same day, the children were left to play in a room containing a Bobo doll — and those who’d seen the film were more likely to torment the doll, imitating the behavior they’d been exposed to earlier. As a result, social learning theory posits that learning occurs through observation and imitation.

Learn more about Social Learning Theory in Social Work.

Behaviorism and Behavioral Theory

According to behaviorism, all behaviors are acquired through conditioning. By adding in a conditioned stimulus before an unconditioned stimulus that leads to an unconditioned response, the conditioned stimulus will lead to a new conditioned response. In his famous experiment, Russian psychologist Ivan Pavlov conditioned dogs to produce saliva at the sound of a metronome. By consistently introducing the metronome before feeding time, he found that the sound alone would lead to salivation — in anticipation of feeding time.

Similarly, humans can be conditioned to respond to specific stimuli. For instance, a child may work harder in school if they are promised a reward for receiving good grades.

Cognitive Theory in Social Work

Cognitive theory uncovers how a person’s thinking influences behavior. This theory places emphasis on dysfunctional thought patterns that influence problematic behaviors — what we tell ourselves after an event. Social works may utilize this approach in therapy sessions to link dysfunctional thoughts that occur after and before behaviors.

Behaviorism and Social Learning Theory Related Resources

American Psychological Association (APA) – “Albert Bandura to receive National Medal of Science”
Association for Psychological Science (APS) – What Happened to Behaviorism
Berkeley Graduate Division: Graduate Student Instructor Teaching & Resource Center – Behaviorism
BMC Medical Education – Using Social Learning Theory to Explore the Process of Learning from Role Models in Clinical Settings
Psychology Today – Behaviorism
Psychology Today – Social Learning Theory
Stanford Encyclopedia of Philosophy – Behaviorism
Social Learning Theory – By Albert Bandura
Social Learning Theory in Social Work
Youtube Video from The Curious Classroom – Bandura and Social Learning Theory

Drive Theory

Ego psychology, object relations theory, self psychology.

Originally introduced by Sigmund Freud, psychodynamic theory has a storied history within social work. This theory is based on Freud’s belief that humans are intra-psychologically driven to seek gratification and that these impulses largely influence our everyday behavior. Psychodynamic theory has four major schools of thought: drive theory, ego psychology, object relations theory and self-psychology.

This psychodynamic theory is based on Freud’s belief that humans are biologically driven to seek gratification of their endogenous drive — and that these impulses largely influence our everyday behavior. Per Freud, these primary drives include sex, self-preservation, and aggression. Impositions on these drives may be external or internal via superego and ego; psychic structures introduced by Freud. Social workers who approach clients with theoretical orientation on drive may posit that a client’s actions are based on an innate suppression of, otherwise, socially unacceptable actions.

According to the American Psychological Association (APA), ego psychology is an approach that emphasizes the functions of the ego in controlling impulses, planning, and dealing with the external environment. Freud believed that the ego is weak in relation to one’s id. Ego psychology combines biological and psychological views of development by understanding the influences of socio cultural impacts on function.

Object-relations theory is a branch of psychodynamic thought that suggests relationships are more critical to personality development than individual drives and abilities. Accordingly, social workers may want to study the interactions between a client and the people who played a significant role in their life in early childhood.

Self psychology was introduced by Austrian psychoanalyst Heinz Kohut in the early 1970s and has since become one of social work’s most significant analytic theories. According to self psychology, humans have a distinct set of development needs and transferences: mirroring, idealizing, and alter ego. If a parent fails to meet those needs in childhood, an individual may wind up unable to regulate self-esteem — and therefore, may be overly dependent on others to provide those functions. In the realm of social work, this calls for a careful understanding of early occurrences and shortcomings.

Psychodynamic Related Resources

PsychCentral – Psychodynamic Therapy
Psychodynamic Theory – By Kathleen Holtz Deal
Psychology Today – Psychodynamic Therapy
SAMSHA/CSAT Treatment Improvement Protocols – Brief Interventions and Brief Therapies for Substance Abuse – Brief Psychodynamic Therapy
Psychosocial Development Theory

Transpersonal Theory

Growth. Change. Consistency. By adopting a developmental perspective, social workers can start uncovering the patterns of a person’s life. A large portion of developmental theories focus on childhood, since this is such a formative time.

Psychosocial Developmental Theory

Inspired by the earlier work of Sigmund Freud, German psychoanalyst Erik Erikson developed an eight-stage theory of identity and psychosocial development. According to Erikson, everyone must pass through eight stages of development throughout their life cycle: hope, will, purpose, competence, fidelity, love, care, and wisdom. As a social worker, you may find it useful to identify a client’s current stage to pinpoint what challenges they’re currently facing.

Transpersonal theory suggests the existence of stages beyond the adult ego. These stages contribute to creativity, wisdom, and altruism in healthy individuals—but can lead to psychosis in those lacking healthy ego development. In social work, transpersonal theory may be used to treat anxiety, depression, addiction and other mental health concerns. Typically spiritual approaches as used such as meditation, guided visualization, hypnotherapy and more.

Developmental Perspective Related Resources

A Lifespan Developmental Perspective on Psychosocial Development in Midlife – By Tara L. Kuther and Kaitlyn Burnell
Liberty University – Theories of Psychosocial Development
Midlife Eriksonian Psychosocial Development: Setting the Stage for Cognitive and Emotional Health in Late Life – By Johanna C. Malone, Sabrina R. Liu, George E. Vaillant, Dorene M. Rentz, and Robert J. Waldinger
Psychosocial Theory: Erikson – By Doug Davis and Alan Clifton
Psychology Today – Our Hierarchy of Needs
Psychology Today – Transpersonal Therapy
A Review of Transpersonal Theory and Its Application to the Practice of Psychotherapy – By Mark C. Kasprow, M.D. and Bryce W. Scotton, M.D.
Social Work and Social Development – Edited By James Midgley and Amy Conley

Social Exchange Theory

Social constructionism, symbolic interactionism.

Rational choice perspective is based on the idea that people calculate risks and benefits before making any decision, since all actions are fundamentally rational in character. Studying this theory can help social workers better understand client behavior. For instance, an action that seems objectively irrational to some, may make more sense upon closer examination of the individual’s context.

Social exchange theory dates back to 1958, when American sociologist George Homans published the paper “Social Behavior as Exchange.” According to Homans, any two-person relationship can be viewed in terms of cost-benefit analysis— what am I giving, and what am I getting in return? The APA defines social exchange theory as a concern of social interactions in exchanges where all participants seek to maximize their benefits. Within social work, professionals may utilize their theory to better understand interactions with their client and others around them — diving into the intrinsic rewards they may receive.

True. False. Good. Bad. Right. Wrong. In social constructionism, these are all relative concepts, entirely dependent on the person who is interpreting them. This concept abandons the idea that one’s mind represents a mirror of reality—rather, it suggests that each of us creates our own world from our individual perceptions and interactions with others in the community.

Symbolic interactionism positions communication as the central way in which people make sense of their social worlds. American psychologist Herbert Blumer introduced three premises of symbolic interactionism:

Humans interact with objects, institutions, and other individuals based on ascribed meanings.
These ascribed meanings are inspired by our interactions with others and society.
The meanings are interpreted by individuals in specific circumstances.

Imagine, for example, that your client professes a love for baking. Adopting a lens of symbolic interactionism, you may dig deeper into the ascribed meaning behind this act. Perhaps your client makes meringues because they used to help their mother do so in childhood — and for them, escaping to the kitchen is an act of comfort and safety.

Rational Choice Perspective Related Resources

Association for Behavior Analysis International (ABAI) – Behavior Analysis and Social Constructionism: Some Points of Contact and Departure by Bryan Roche and Dermot Barnes-Holmes
Cornell University ILR School – Social Exchange Theory of Emotions by Edward J. Lawler and Shane R. Thye
Iowa State University – Social Exchange Theory by Mark V. Redmond
Ontario Ministry of Children, Community and Social Services – Rational Choice and Routine Activities Theory
Rational Choice Theory: Advocacy and Critique – Edited by James S. Coleman and Thomas J. Fararo
What is Social Constructionism? – By Tom Andrews

Conflict theory explains how different power structures impact people’s lives. In this theory, life is characterized by conflict—whether that’s oppression, discrimination, power struggles, or structural inequality. In addressing these asymmetrical power relationships, social workers can strive to reduce tensions between different groups.

Practice Models Used in Social Work

Problem solving model.

Task Centered Practice
Solution Focused Therapy

Narrative Therapy

Cognitive-behavioral therapy, crisis intervention model.

Read on to discover how these practice models are used by social workers in a variety of settings.

Proposed by Helen Harris Perlman in her book Social Casework: A Problem-solving Process, the problem solving model. Ms. Perlman posited that “success could be achieved by partializing – or separating into manageable segments – a client’s intertwined problems and focusing on one specific issue the client and social worker agreed needed to be resolved at a given time”, according to The University of Chicago School of Social Service Administration . Utilizing this model, social workers are employed to address one concern of a client as to be resolved, at any given time. This allows for therapy for clients to be more manageable.

Task-Centered Practice

Beginning at the University of Chicago’s School of Social Service Administration, task-centered practice (TCP) is a four step process that trains social workers to work with clients in establishing specific and achievable goals based upon their concern for therapy. Through this model, social workers empower clients to drive their therapy by asking what they most want to work on to address their problems.

Solution-Focused Therapy

Solution-focused therapy was developed out of necessity, as a brief theory, in an inner city outpatient mental health setting bySteve de Shazer, Insoo Kim Berg and their colleagues. This approach focuses on finding solutions in the from the past, for the present — in hopes of achieving quicker problem resolution. Social workers may use this theory when focusing more on the present and future, asking questions like “What would you be doing this weekend that supports your therapy goals?”.

Narrative therapy can be an effective way of separating a client from their problems. By examining a person’s life story, this social work practice model externalizes struggles, allowing individuals to adopt a new perspective and see the bigger picture. From a distance, they may be able to reframe their situation—recognizing that their self-worth and purpose are separate from their problems. When told from a third-person perspective, a story of hardship may transform into a story of resilience.

Cognitive-behavioral therapy is one of the leading treatments for many mental health conditions. This social work practice model focuses on the relationship between thoughts, feelings, and behaviors—encouraging clients to identify patterns of irrational and self-destructive thoughts and behaviors that impact emotions.

Crisis intervention includes seven stages: assess safety and lethality, rapport building, problem identification, address feelings, generate alternatives, develop a plan of action, and follow up. This social work practice model is used when someone is experiencing an acute crisis — and is commonly used with clients who are expressing suicidal intent.

If you would like to become a social worker, but are not sure what degree options are available for you, explore our list of accredited masters in social worker online programs .

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Integrated Practice: A Framework for Problem Solving

Ruth J. Parsons, PhD, is Assistant Professor, Graduate School of Social Work, University of Denver, Denver, CO 80208. Santos H. Hernandez, PhD, is Associate Professor, Department of Social Work Education, California State University-Fresno. James D. Jorgensen, MSW, is Professor, Graduate School of Social Work, University of Denver. The authors acknowledge M. S. Gould for her contribution to Table 1.

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Ruth J. Parsons, Santos H. Hernandez, James D. Jorgensen, Integrated Practice: A Framework for Problem Solving, Social Work , Volume 33, Issue 5, September-October 1988, Pages 417–421, https://doi.org/10.1093/sw/33.5.417

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For social workers to be prepared to practice in postindustrial society, social work education must teach practice perspectives that view the whole of social problems and that concentrate on the habilitation of victims of those problems. An integrated practice framework for social work assumes the root of problems originates in the larger environmental context and must be resolved by the collective action of both victims and nonvictims. In this article, the theoretical constructs, values, basic assumptions, practice principles, and strategies contained in an integrated practice approach are discussed.

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Online MSW Programs / Social Work / 6 Important Theories in Social Work

Six important theories in social work

Social work theories attempt to describe, explain and predict social events based on scientific evidence, studies and research. Social work perspectives draw from psychology, philosophy, economics, education and other fields to attempt to explain what drives and motivates people at various stages of life.

Some social work students studying for a bachelor’s degree in social work or master of social work may wonder, “Why is theory important in social work?” Studying theory ensures that aspiring professionals are both competent and confident when the time comes to apply social work theories to practice.

Why is theory important in social work?

Social work theories help social workers analyze cases, understand clients, create interventions, predict intervention results, and evaluate outcomes. While the theories are constantly evolving as new evidence is produced, referencing social work theories that have been used over time enables social workers to explore causes of behavior and identify potential solutions.

A crucial objective of learning social work theories is to train and encourage social workers to set aside personal assumptions and beliefs when engaging in social work practice. Social workers should use evidence-based theories to investigate issues and drive their decision making.

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Applying social work theory to practice

Social work theory provides a starting point for social workers to address client problems through a research-based lens.

The theories help social workers better understand complex human behaviors and social environments, which influence their clients lives and the challenges they face. A good grasp of theory that is backed by research-based scientific evidence helps guide social workers by providing them with a sense of direction and purpose.

One challenge when applying social work theories to practice is choosing the right theory for the situation. It can be difficult to assign a single theory to complex client issues. Often, it’s more practical to draw upon the knowledge of multiple theories and use that understanding to design multifaceted interventions.

List of important social work theories

The following list of social work theories includes some of the most widely referenced theories used in social work.

1. Social learning theory

Social learning theory , which is also known as social cognitive theory , was developed by psychologist Albert Bandura. This theory posits that learning occurs by observing others and modeling their behavior.

In order for social learning to occur, a person must want to emulate the person they’re watching. The individual pays close attention to the action and retains the action in memory. Then, the individual must experience a situation where the behavior can be repeated and must be motivated to repeat the behavior.

Social workers can use this theory to better understand how role models affect the behaviors and emotions of their clients. Social learning theory can also help social workers form intervention strategies that use positive modeling and reinforcement to encourage their clients to engage in new positive behaviors.

2. Systems theory

Systems theory proposes that people are products of complex systems, rather than individuals who act in isolation. According to this theory, behavior is influenced by a variety of factors that work together as a system. These factors include family, friends, social settings, religious structure, economic class, and home environment.

Systems theory can be used to treat issues like eating disorders, depression, bipolar disorder, anxiety, school trauma, and risky behavior. In ecological systems theory, individuals are observed in multiple environments so that behavior is fully understood. Family systems theory examines the family as a social system influencing behavior and thoughts.

Social workers using systems theory will work to understand how their clients are influenced by the systems they’re a part of. Social workers then identify where systemic breakdowns are affecting behavior.

3. Psychosocial development theory

Psychosocial development theory was introduced by German psychoanalyst Erik Erikson, who believed personality develops in a series of stages. Erikson created an eight-stage theory of psychosocial development . According to the theory, the eight stages of development that people pass through in life are:

Trust versus mistrust
Autonomy versus shame and doubt
Initiative versus guilt
Industry versus inferiority
Identity versus confusion
Intimacy versus isolation
Generativity versus stagnation
Integrity versus despair

Psychosocial development theory explains that humans pass through these stages as they age. By identifying which stage of development their clients are experiencing, social workers can better understand the challenges their clients face.

4. Psychodynamic theory

Psychodynamic theory was introduced by the founder of psychoanalysis, Sigmund Freud. This theory is founded on the idea that humans are biologically driven to seek gratification. The theory states that people do this based on processes that have developed outside of conscious awareness, with origins in childhood experiences. This drive influences everyday behavior, leading to actions like aggression, sex and self-preservation.

In social work, psychodynamic theory can help to explain the internal processes individuals use to guide their behavior , some of which may be unconsciously motivated. Social workers may also examine how early childhood experiences have played a role in influencing their clients’ current behavior.

5. Social exchange theory

Social exchange theory suggests that relationships are based on cost-benefit analysis. Each person seeks to maximize their benefits and is expected to reciprocate for the benefits they’ve received. When risks outweigh potential rewards, relationships may be abandoned. When one person in a relationship has greater personal resources than another, that person is predicted to have greater power as well.

Social workers can use social exchange theory to understand their clients’ relationships, including why they continue to maintain certain relationships or abandon them.

Social exchange theory can also be applied to the techniques social workers use to connect with their clients. This theory can influence how social workers position the social worker-client relationship as one that benefits their clients.

6. Rational choice theory

Rational choice theory helps explain why people make the choices they do, by weighing risks, costs and benefits. This theory suggests that all choices are rational because people calculate the costs and benefits before making a decision. Even when a choice seems irrational, there is reasoning behind it.

This theory can help social workers understand the decision-making processes and motivations of their clients.

Six practice models in social work

Social work practice models enable social workers to implement theories in their day-to-day work. Just like a social worker may use various theories to guide their interventions, social workers may also use various practice models depending on the problems their clients encounter.

1. Cognitive behavioral therapy

Cognitive behavioral therapy focuses on how thoughts and feelings influence behaviors, which can sometimes lead to psychological problems. Social workers using cognitive behavioral therapy methods help clients identify self-destructive thoughts that influence negative emotions and behaviors.

Cognitive behavioral therapy is often used for individuals who are experiencing mental health issues, mental illness or depression resulting from crisis or trauma. Social workers using cognitive behavioral therapy help their clients eliminate negative thoughts to prevent destructive behaviors and adverse outcomes.

2. Crisis intervention model

The crisis intervention model is used for clients who are experiencing crisis and trauma, such as victims of domestic violence, and for clients who require intervention to prevent physical harm or suicide. Albert R. Roberts, PhD, and Allen J. Ottens, PhD, developed a seven-stage crisis intervention model :

Take a psychosocial and lethality assessment.
Rapidly establish rapport.
Identify the major crisis cause(s).
Enable the client to express their feelings and emotions.
Generate and explore safe alternatives for coping.
Create an action plan.
Follow up after the intervention.

This social work model can be used for clients who are experiencing thoughts of suicide or self-harm or who have undergone an acute crisis, like rape or violence.

3. Narrative therapy

Narrative therapy is the process of helping the individual recognize that they have the power to change their life story, also known as the narrative. Narrative therapy helps individuals realize that they are separate from their problems and can fix them when they view the narrative from an outside perspective.

Using narrative therapy, a social worker can help an individual create a new narrative with different positive actions. The social worker enables the individual to understand how the broader context is contributing to their narrative, so that they can be aware of pitfalls to avoid and can utilize various strategies to tackle their problems.

4. Problem-solving model

The problem-solving model was created by Helen Harris Perlman , a social worker and author of “Social Casework: A Problem-solving Process.” Using the problem-solving model, a social worker helps an individual identify a problem, create an action plan to solve it, and implement the solution. Together, the social worker and individual discuss the effectiveness of the problem-solving strategy and adjust it as necessary. The problem-solving model enables the social worker and individual to focus on one concrete problem at a time.

5. Solution-focused therapy

Solution-focused therapy involves the social worker and client identifying a problem and creating a solution based on the individual’s strengths. It’s a short-term practice model that focuses on helping clients cope with challenges using specific behaviors. Instead of focusing on changing who a client is, solution-focused therapy attempts to change a client’s actions in certain situations to achieve more favorable outcomes.

Collaborating to create solutions allows the client to play an active role in implementing necessary actions and achieving positive change.

6. Task-centered practice

Using task-centered practice, a social worker breaks down a problem into manageable tasks. The individual has deadlines to complete the tasks and agrees to meet them. Task-centered practice is a goal-setting form of social work that helps individuals make consistent steps toward improving their lives.

Instead of focusing on the past, this type of practice encourages clients to live in the present and think about how completing certain tasks will positively impact their future.

Resources to explore social work theories

Social work theories have been practiced over decades and continually evolve when new research is completed. Learn more about social work theories by exploring the resources below.

Journal of Evidence-Based Social Work : This journal features research on evidence-based practice in social work and evaluates social work theory, techniques, and strategies.
Journal of Social Work Practice : This journal focuses on psychodynamic and systemic social work perspectives. It features research on theory and practice and includes articles offering critical analysis of systemic and psychodynamic theory.
Journal of Social Work : This journal includes social work research and short “think pieces” on social work theoretical understanding, policy, and practice.
Social Work: This journal is the official journal of the National Association of Social Workers and features articles on social work and social welfare, including new techniques and research.
Clinical Social Work Journal: This journal features peer-reviewed articles on clinical social work practice with individuals, groups, families, and couples. It also has articles on theory developments, practice and evidence-based clinical research.

Introductory books

“A Brief Introduction to Social Work Theory” : This textbook by David Howe explains how social work practice is influenced by various social work theories and shows how social work theories have evolved over time.
“An Introduction to Applying Social Work Theories and Methods”: This book by Barbra Teater explains the most prominent social work theories and how those approaches can be used in practice.
“Social Work Theory and Practice”: This book by Lesley Deacon and Stephen J. Macdonald explains how social work theory informs practice for various individuals and contexts.
“Modern Social Work Theory”: This book by Malcolm Payne introduces the major social work practice theories and explains how to apply theory to practice.
“An Introduction to Using Theory in Social Work Practice”: This book by James A. Forte covers 14 social work theories and explains how to use them from engagement through evaluation.

Note: the links in this section on Social Work Theory all go to Google Books and are solely provided for your information. edX does not receive any form of compensation for these links.

Other online resources

NASW Clinical Social Work : This section of the National Association of Social Workers website covers clinical social work practice. It features content, publications, and related resources for clinical social workers, like the “ NASW Standards for Clinical Social Work in Social Work Practice (PDF, 135 KB) .”
Encyclopedia of Social Work: The Encyclopedia of Social Work by the National Association of Social Workers Press and Oxford University Press features tools for applying social work theory to practice. These resources include scholarly articles and bibliographies.
Social Work Today : This publication features articles on current social work trends in categories like behavioral health, addictions, children and family, aging and professional practice.

Science-based social work theory helps social workers and their clients succeed

Social work theory helps professionals in the field identify and implement effective interventions for clients. An understanding of the most prominent social work theories gives social workers the tools they need to provide evidence-based treatment and help their clients overcome their problems. As social work theories continue to evolve and emerge, social workers can apply their multifaceted knowledge to unique situations and clients.

Are you considering a career in social work? Read more about the field of social work and the steps to becoming a social worker , which can vary by location.

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Theories Used in Social Work Practice & Practice Models

Social work theories are general explanations that are supported by evidence obtained through the scientific method. A theory may explain human behavior, for example, by describing how humans interact or how humans react to certain stimuli.

Social work practice models describe how social workers can implement theories. Practice models provide social workers with a blueprint of how to help others based on the underlying social work theory. While a theory explains why something happens, a practice model shows how to use a theory to create change.

Social Work Theories

There are many social work theories that guide social work practice. Here are some of the major theories that are generally accepted in the field of social work:

Systems theory describes human behavior in terms of complex systems. It is premised on the idea that an effective system is based on individual needs, rewards, expectations, and attributes of the people living in the system. According to this theory, families, couples, and organization members are directly involved in resolving a problem even if it is an individual issue.

Social learning theory is based on Albert Bandura’s idea that learning occurs through observation and imitation. New behavior will continue if it is reinforced. According to this theory, rather than simply hearing a new concept and applying it, the learning process is made more efficient if the new behavior is modeled as well.

Psychosocial development theory is an eight-stage theory of identity and psychosocial development articulated by Erik Erikson. Erikson believed everyone must pass through eight stages of development over the life cycle: hope, will, purpose, competence, fidelity, love, care, and wisdom. Each stage is divided into age ranges from infancy to older adults.

Psychodynamic theory was developed by Freud, and it explains personality in terms of conscious and unconscious forces. This social work theory describes the personality as consisting of the id (responsible for following basic instincts), the superego (attempts to follow rules and behave morally), and the ego (mediates between the id and the ego).

Transpersonal theory proposes additional stages beyond the adult ego. In healthy individuals, these stages contribute to creativity, wisdom, and altruism. In people lacking healthy ego development, experiences can lead to psychosis.

Rational choice theory is based on the idea that all action is fundamentally rational in character, and people calculate the risks and benefits of any action before making decisions.

Social Work Practice Models

There are many different practice models that influence the way social workers choose to help people meet their goals. Here are some of the major social work practice models used in various roles, such as case managers and therapists:

Problem solving assists people with the problem solving process. Rather than tell clients what to do, social workers teach clients how to apply a problem solving method so they can develop their own solutions.

Task-centered practice is a short-term treatment where clients establish specific, measurable goals. Social workers and clients collaborate together and create specific strategies and steps to begin reaching those goals.

Narrative therapy externalizes a person’s problem by examining the story of the person’s life. In the story, the client is not defined by the problem, and the problem exists as a separate entity. Instead of focusing on a client’s depression, in this social work practice model, a client would be encouraged to fight against the depression by looking at the skills and abilities that may have previously been taken for granted.

Cognitive behavioral therapy focuses on the relationship between thoughts, feelings, and behaviors. Social workers assist clients in identifying patterns of irrational and self-destructive thoughts and behaviors that influence emotions.

Crisis intervention model is used when someone is dealing with an acute crisis. The model includes seven stages: assess safety and lethality, rapport building, problem identification, address feelings, generate alternatives, develop an action plan, and follow up. This social work practice model is commonly used with clients who are expressing suicidal ideation.

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In This Article Expand or collapse the "in this article" section Brief Therapies in Social Work: Task-Centered Model and Solution-Focused Therapy

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Brief Therapies in Social Work: Task-Centered Model and Solution-Focused Therapy by Cynthia Franklin , Krystallynne Mikle LAST REVIEWED: 30 September 2013 LAST MODIFIED: 30 September 2013 DOI: 10.1093/obo/9780195389678-0188

Brief therapies serve as evidenced-based practices that place a strong emphasis on effective, time-limited treatments that aid in resolving clients’ presenting problems. The resources presented in this article summarize for professionals and educators the abundant literature evaluating brief therapies within social work practice. Brief therapies have appeared in many different schools of psychotherapy, and several approaches have also evolved within social work practice, but two approaches—the task-centered model and solution-focused brief therapy (SFBT)—stand out as being grounded in research and have also gained international acclaim as important interventions for implementation and further study. These two approaches are the focus of this bibliography. The task-centered model and SFBT were developed by social work practitioners and researchers for the purposes of making clinical practice more effective, and they share a common bond in hoping to improve the services delivered to clients. Since the development of the task-centered and solution-focused approaches, brief therapies have become essential to the work of all types of psychotherapists and clinicians, and many of the principles and practices of brief therapy that are a part of the task-centered and solution-focused approaches are now essential to psychotherapy training. Clinical social workers practicing from the perspective of the task-centered model and SFBT approaches work from several brief therapy assumptions. The first regards the client/therapist relationship. The best way to help clients is to work within a collaborative relationship to discover options for coping and new behavior that may also lead to specific tasks and solutions for change that are identified by the client. Second is the assumption that change can happen quickly and can be lasting. Third, focus on the past may not be as helpful to most clients as a focus on the present and the future. The fourth regards a pragmatic perspective about where the change occurs. The best approach to practice is pragmatic, and effective practitioners recognize that what happens in a client’s life is more important than what happens in a social worker’s office. The fifth assumption is that change can happen more quickly and be maintained when practitioners utilize the strengths and resources that exist within the client and his or her environment. The next assumption is that a small change made by clients may cause significant and major life changes. The seventh assumption is associated with creating goals. It is important to focus on small, concrete goal construction and helping the client move toward small steps to achieve those goals. The next regards change. Change is viewed as hard work and involves focused effort and commitment from the client and social worker. There will be homework assignments and following through on tasks. Also, it is assumed that it is important to establish and maintain a clear treatment focus (often considered the most important element in brief treatment). Parsimony is also considered to be a guiding principle (i.e., given two equally effective treatments, the one requiring less investment of time and energy is preferable). Last, it is assumed that without evidence to the contrary, the client’s stated problem is taken as the valid focus of treatment. The task-centered model and SFBT have developed a strong empirical base, and both approaches operate from a goal-oriented and strengths perspective. Both approaches have numerous applications and have successfully been used with many different types of clients and practice settings. Both approaches have also been expanded to applications in macro social work that focus on work within management- and community-based practices. For related Oxford Bibliographies entries, see Task-Centered Practice and Solution-Focused Therapy .

Task-Centered Model Literature

The task-centered model is an empirically grounded approach to social work practice that appeared in the mid-1960s at Columbia University and was developed in response to research reports that indicated social work was not effective with clients. William J. Reid was the chief researcher who helped develop this model, and he integrated many therapeutic perspectives to create the task-centered approach, including ideas from behavioral therapies. The task-centered model evolved out of the psychodynamic practice and uses a brief, problem-solving approach to help clients resolve presenting problems. The task-centered model is currently used in clinical social work and group work and may also be applied to other types of social work practice.

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Adolescent Depression
Adolescent Pregnancy
Adolescents
Adoption Home Study Assessments
Adult Protective Services in the United States
African Americans
Aging out of foster care
Aging, Physical Health and
Alcohol and Drug Abuse Problems
Alcohol and Drug Problems, Prevention of Adolescent and Yo...
Alcohol Problems: Practice Interventions
Alcohol Use Disorder
Alzheimer's Disease and Other Dementias
Anti-Oppressive Practice
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Autism Spectrum Disorders
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Bereavement Practice
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Brief Therapies in Social Work: Task-Centered Model and So...
Bullying and Social Work Intervention
Canadian Social Welfare, History of
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Dementia Care, Ethical Aspects of
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Disabilities
Disability and Disability Culture
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Ecological Framework
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End-of-Life Decisions
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European Institutions and Social Work
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Experimental and Quasi-Experimental Designs
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Family Caregiving
Family Group Conferencing
Family Policy
Family Services
Family Therapy
Family Violence
Fathering Among Families Served By Child Welfare
Fetal Alcohol Spectrum Disorders
Field Education
Financial Literacy and Social Work
Financing Health-Care Delivery in the United States
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Generalist Practice and Advanced Generalist Practice
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History of Social Work in China
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History of Social Work in the Republic of Ireland
History of Social Work in the United Kingdom
HIV/AIDS and Children
HIV/AIDS Prevention with Adolescents
Homelessness
Homelessness: Ending Homelessness as a Grand Challenge
Homelessness Outside the United States
Human Needs
Human Trafficking, Victims of
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Social Work: A beginner's text - Chapter 6 'Social Work Practice'

Related Papers

This is a beginner's text to social work published in 1997, which is now out of print. Since the chapters I have posted on academia.edu have proved so popular and I am no longer contracted to the publisher, I am not able to upload an electronic copy of the book, which I hope won't be too outdated.

Adrian D Van Breda

Social development has been adopted as South Africa’s social welfare approach and is increasingly being adopted in Africa and other parts of the developing world. The translation of developmental social welfare to social work has, however, been difficult for many social workers. A particularly challenging aspect of this translation concerns the practice of social case work within a social development approach, a topic that has received virtually no attention in the social development literature. This paper constructs a process model for a form of social case work that is informed by social development principles and priorities.

poorvi poozaa

The method of social work with individual (social case work) has emerged before social work with group and community work methods, as a planned intervention process for the realization of professional applications. Social work with individual method, as social work with group and community work methods came about and developed in England and the USA. Applications of social work with individual method differed greatly in parallel with the age's changing psychological, socioeconomic and cultural conditions in the process. Previously, only with clients in problem areas arising from the structural and individual reasons such as poverty, dependency and guilt, issue-oriented vocational studies were conducted. It was thought that the problems arose from individuals and the environmental factors weren't taken into consideration. Then, with the changing circumstances and the diverse problems as a bio-psycho-social being, an individual is considered to be a living being who forms interactions in the community and who are affected by these interactions. The idea of not only the individual but also environmental factors and even the processes of non-functional interaction between the individual and the environment caused the problems gained importance in social services and science environment. In this study, as the oldest method of social work in the history, social work with individual is examined under the influence of currents of thoughts and cyclical factors. Also, from the emergence of social work as a discipline and a profession to the present day, how the social workers who are representatives of this profession, carry out their professional activities to guide their clients is outlined in this study.

Journal of Religion & Spirituality in Social Work: Social Thought

Michael Béchard , Rick Csiernik

Panagiotis Pentaris

penny moema

Ewa Domagala- Zysk , Iwona Szewczak , Bożena Piekarska , Marian Nowak

Pheona Agard

Faruk Arslan

I want to publish my master of social work writings in between 2012 and 2014 at Wilfrid lauriert University, The Faculty of Social Work to help individuals about social work field in Canada and elsewhere. As an expereinced MSW and RSW in Ontario, Canada, I’ve learned and practiced Over Mind Mood (CBT), a brief therapy in hospital setting as a discharge planner, strength-based solution focused in CAS, Trauma-Focus Emotion Regulation, Narrative and mindfulness modalities as well as social work counselling. I am a collaborative team member and proven ability to effectively problem solver with a strong desire to help individuals, groups, families, especially seniors, children and vulnerable population. Provide Psychotherapy, Spiritual Care, Spiritual Growth and using person-centered to collaborate in the self-cure system. Guiding and helping people develop a stronger connection with their authentic self, release constricting patterns in their mind, body or spirit, and manifest their true potential. It is my joy to work with all dimensions and all modalities. Currently, I am a PhD candidate in Human Relationships- Psychotherapy and Spiritual Care at Martin Luther College University. Specialized: Anxiety, Stress, Depression, Relationship Concerns, Pain Management, Grief, Obsessive Compulsive Disorder (OCD), Couples Issues, Life Transitions, Family conflict, Borderline Personality Disorder (BPD), Self-esteem and Confidence, Lack of Copings Skills, Anger Management, Lack of Focus, Communication and Motivation issues, Trauma, Neglect and Abuse, Childhood and Adolescence dysfunction, Parenting challenges and Panic Attack.

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The social worker's role in the problem-solving process

First, a question: what's that mean exactly?

The Problem-Solving Process

The problem-solving process is a systematic approach used to identify, analyze, and resolve issues or challenges. It typically involves several steps:

Identification of the Problem: The first step is to clearly define and identify the problem or issue that needs to be addressed. This involves understanding the symptoms and root causes of the problem, as well as its impact on individuals, groups, or the community.

Gathering Information: Once the problem is identified, relevant information and data are gathered to gain a deeper understanding of the issue. This may involve conducting research, collecting data, or consulting with stakeholders who are affected by or have expertise in the problem.

Analysis of the Problem: In this step, the information collected is analyzed to identify patterns, underlying causes, and contributing factors to the problem. This helps in developing a comprehensive understanding of the problem and determining possible solutions.

Generation of Solutions: Based on the analysis, a range of potential solutions or strategies is generated to address the problem. Brainstorming, creative thinking techniques, and consultation with others may be used to generate diverse options.

Evaluation of Solutions: Each potential solution is evaluated based on its feasibility, effectiveness, and potential impact. This involves considering factors such as available resources, potential risks, and alignment with goals and values.

Decision-Making: After evaluating the various solutions, a decision is made regarding which solution or combination of solutions to implement. This decision-making process may involve weighing the pros and cons of each option and considering input from stakeholders.

Implementation: Once a decision is made, the chosen solution is put into action. This may involve developing an action plan, allocating resources, and assigning responsibilities to ensure the effective implementation of the solution.

Monitoring and Evaluation: Throughout the implementation process, progress is monitored, and the effectiveness of the solution is evaluated. This allows for adjustments to be made as needed and ensures that the desired outcomes are being achieved.

Reflection and Learning: After the problem-solving process is complete, it's important to reflect on what was learned from the experience. This involves identifying strengths and weaknesses in the process, as well as any lessons learned that can be applied to future challenges.

The Social Worker's Role

Okay, so social worker's assist with all of that. The trickiest part (and the part most likely to show up on the ASWB exam) is decision making. Do social workers make decisions for clients, give advice, gently suggest...? The answer is no, sometimes, and sort-of. Client self-determination is a key component of social work ethics. Problem-solving and decision-making in social work are guided by these general principles:

Client-Centered Approach: Social workers prioritize the autonomy and self-determination of their clients. They empower clients to make informed decisions by providing them with information, options, and support rather than imposing their own opinions or solutions.

Collaborative Problem-Solving: Social workers engage in collaborative problem-solving with their clients. They work together to explore the client's concerns, goals, and available resources, and then develop strategies and plans of action that are mutually agreed upon.

Strengths-Based Perspective: Social workers focus on identifying and building upon the strengths and resources of their clients. They help clients recognize their own abilities and resilience, which can empower them to find solutions to their problems.

Non-Directive Approach: While social workers may offer suggestions or recommendations, they typically do so in a non-directive manner. They encourage clients to explore various options and consequences, and they respect the client's ultimate decisions.

Cultural Sensitivity: Social workers are sensitive to the cultural backgrounds, beliefs, and values of their clients. They recognize that advice-giving may need to be tailored to align with the cultural norms and preferences of the client.

Ethical Considerations: Social workers adhere to ethical principles, including the obligation to do no harm, maintain confidentiality, and respect the dignity and rights of their clients. They avoid giving advice that may potentially harm or exploit their clients.

Professional Boundaries: Social workers maintain professional boundaries when giving advice, ensuring that their recommendations are based on professional expertise and not influenced by personal biases or conflicts of interest.

On the Exam

ASWB exam questions on this material may look like this:

During which step of the problem-solving process are potential solutions evaluated based on feasibility, effectiveness, and potential impact?
In the problem-solving process, what is the purpose of gathering information?
Which ethical principle guides social workers in giving advice during the problem-solving process?

Or may be a vignette in which client self-determination (eg re sleeping outside) is paramount.

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Models of Social-Work Practice

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Zofia T. Butrym 2

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The concept of ‘social functioning’, as described in the previous chapter, provides social work with its basic terms of reference in relation to its broad objectives. It is, however, too abstract a concept for operational purposes and it calls for ‘middle-range’ generalisations for its application to social-work practice to be effective. It is not surprising, therefore, that an integral element in all conceptualisations of social-work practice has been an attempt to ‘translate’ the meaning of social functioning into some more tangible terms. An analysis of these different attempts provides valuable insights into the nature of the complexity of social work as a helping activity, and can thus serve as a useful supplement to some of the discussion in the preceding chapter.

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R. W. Roberts and R. H. Nee (eds), Theories of Social Casework (University of Chicago Press, 1970).

Google Scholar

J. W. Reid and L. Epstein, Task Centred Casework (Columbia University Press, 1972) pp. 7, 10.

H. Goldstein, Social Work Practice: A Unitary Approach (Columbia University Press, 1973) p. 187.

H. H. Perlman, Social Casework: A Problem-Solving Process (University of Chicago Press, 1957).

H. H. Perlman, ‘The Problem-Solving Model in Social Casework’, in Theories of Social Casework , ed. Roberts and Nee.

H. H. Perlman, ‘Social Casework in Social Work: its Place and Purpose’, in Casework within Social Work , ed. J. Parker (Department of Social Studies, University of Newcastle, 1973).

Perlman, ‘Social Casework in Social Work’, pp. 13–14.

Perlman, ‘The Problem-Solving Model in Social Casework’, pp. 151–2.

Ibid. p. 152.

F. Hollis, ‘The Psycho-Social Approach to the Practice of Casework’, in Theories of Social Casework , ed. Roberts and Nee, p. 35.

Ibid. p. 48.

Ibid. p. 46.

Ibid. p. 65.

R. E. Smalley, Theory for Social Work Practice (Columbia University Press, 1967) and ‘The Functional Approach to Casework Practice’, in Theories of Social Casework , ed. Roberts and Nee.

Smalley, ‘The Functional Approach to Casework Practice’, p. 93.

Ibid. p. 80.

N. Timms, Social Casework: Principles and Practice (London: Routledge & Kegan Paul, 1964) ch. 1.

C. Winnicott, ‘Casework and Agency Function’, in Child Care and Social Work (Welwyn: Codicote Press, 1964).

Ibid. p. 62.

Ibid. pp. 61–2.

Report of the Committee on Local Authority and Allied Personal Social Services , Cmnd. 3703 (London: H.M.S.O., 1968).

P. Halmos, The Faith of the Counsellors (London: Constable, 1965).

Ibid. pp. 26, 27, 28, 182, 190.

C. Rogers, ‘The Characteristics of a Helping Relationship’, Personnel and Guidance Journal , no. 37 (1953) p. 6.

Ibid. p. 16.

E. J. Thomas, ‘Behavioural Modification and Casework’, in Theories of Social Casework , ed. Roberts and Nee, p. 187.

D. Jehu et al. , Behaviour Modification in Social Work (New York: Wiley, 1972).

M. Shaw, ‘Ethical Implications of a Behavioural Approach’, in ibid.

D. Kaplan, ‘A Concept of Acute Situational Disorder’, Social Work (April 1962).

L. Rapoport, ‘Crisis Intervention as a Mode of Brief Treatment’, in Theories of Social Casework , ed. Roberts and Nee, p. 277.

Ibid. p. 277.

Ibid. p. 267.

Reid and Epstein, Task Centred Casework .

J. W. Reid and A. W. Shyne, Brief and Extended Casework (Columbia University Press, 1969).

Reid and Epstein, Task Centred Casework , p. 20.

Ibid. p. 20.

Smalley, Theory for Social Work Practice .

L. von Bertalanffy, General Systems Theory (New York: George Braziller, 1968).

W. Buckley, Sociology and Modern Systems Theory (Englewood Cliffs, N.J.: Prentice-Hall, 1967).

E. J. Thomas and R. A. Feldman, ‘Concepts of Role Theory’, in Behavioural Science for Social Workers , ed. E. J. Thomas (London: Macmillan, 1967).

Sister Mary Paul Janchill, R.G.S., ‘Systems Concepts in Casework Theory and Practice’, Social Casework (February 1969).

A. Pincus and A. Minahan, Social Work Practice: Model and Method (Illinois: Peacock, 1973).

Goldstein, Social Work Practice: A Unitary Approach .

Pincus and Minahan, Social Work Practice , pp. 247–71.

A. Pincus and A. Minahan, ‘An Integrated Framework for Social Work: Some Implications for Education and Practice’ , in A Unitary Approach to Social Work Practice , ed. F. Ainsworth and J. Hunter, Conference Report (University of Dundee, 1975) p. 48.

Goldstein, Social Work Practice , p. XIII.

Ibid. p. 54.

Ibid. p. 55.

Ibid. p. 118.

Ibid. p. 188.

Ibid. p. XIII.

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Butrym, Z.T. (1976). Models of Social-Work Practice. In: The Nature of Social Work. Palgrave, London. https://doi.org/10.1007/978-1-349-15685-6_2

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Social Work and Theories

What Is Social Work Theory?

Social work theory refers to various systems created to help understand and explain human behavior. They were developed over time, incorporating knowledge from professionals within a variety of disciplines including psychology and sociology. Additional contributions to social work theories and models come from other fields such as psychoanalysis, economics and philosophy.

Social work theories provide social workers with unified methods for understanding and describing the motivations, impulses, personalities and forces that affect how a person behaves. The theories are based on research and observation and are supported by scientific evidence. By applying social work theories and perspectives to their work, social work professionals may help clients overcome challenges and improve the quality of their lives.

List of Social Work Theories

Social work is referred to as a helping profession, as one of the main focuses is improving clients’ well-being. There is also an aspect of social justice in social work, given that this field often specializes in helping people who are vulnerable or oppressed.

There are multiple social work theories of human behavior that professionals can apply in their daily work. Some common social work theories in use today include the following:

Social learning theory
Systems theory
Psychosocial development theory
Psychodynamic theory
Social exchange theory
Rational choice theory

Social Learning Theory

This concept revolves around the idea that people learn by observing and repeating the behaviors they see around them. The social learning theory—also called social cognitive theory—came from psychologist Albert Bandura , who demonstrated that children can learn behaviors they see modeled by adults.

For social learning to take place, some conditions need to be met. A child must see the action, want to emulate it, remember it and have a similar opportunity to act out the behavior.

Systems Theory

Systems theory looks at complex systems that influence human behavior. The idea is that no single force completely encompasses or explains human behavior—instead, individuals are influenced by multiple factors that work together.

Systems theory considers factors like family and social interactions, religious and cultural influences and economic forces. Within systems theory, individual problems are often addressed collectively because of the interconnected nature of the theory. You may see this type of social work theory used in the treatment of eating disorders, depression or similar struggles.

Psychosocial Development Theory

The psychosocial development theory is based on psychologist Erik Erikson’s idea that individuals move through eight different stages of psychosocial development in their life. According to this theory, stages from infancy through maturity include the following:

Trust vs. mistrust
Autonomy vs. shame and doubt
Initiative vs. guilt
Industry vs. inferiority
Identity vs. confusion
Intimacy vs. isolation
Generativity vs. stagnation
Integrity vs. despair

In addition to being useful for studying early childhood development, this is one of the social work theories used in hospice, as it touches on end-of-life conflicts.

Psychodynamic Theory

The psychodynamic theory was developed by Sigmund Freud , who is often considered the founder of psychoanalysis. The idea behind the theory is that the conscious and unconscious mind have an effect on how people behave and react. Some of these forces are driven by biology and human nature—like the tendency to seek gratification. Other driving forces come from specific situations, such as early childhood experiences.

This social work theory of human behavior may be helpful in understanding internal processes that shape personality.

Social Exchange Theory

The social exchange theory was developed by sociologist George Homans. The theory suggests that every relationship a person has is based on a cost-benefit analysis. In other words, everyone evaluates the rewards of a relationship and weighs them against any costs or risks. When the potential for rewards seems high, people tend to keep the relationship. When the potential for reward seems low, people tend to leave.

The social exchange theory may be used to help understand how clients function within their relationships.

Rational Choice Theory

Rational choice theory suggests that every decision is rational from the perspective of the decision maker. This is because humans naturally weigh the costs, risks and rewards of every decision before they take action. Even if it may not be apparent to onlookers, rational choice theory shows that every decision someone makes is supported by thought and reasoning.

How Is Theory Applied in Social Work?

In addition to social work theories, there are practice models. These are roadmaps that help social workers apply social work theories into their daily work. There are multiple practice models that are common within social work, each one providing a different approach for understanding behavior, resolving issues and improving outcomes. Your line of work and what you are trying to accomplish may determine which social work models you use most frequently. For example, some practice models focus on goal setting while other models are focused on the connection between emotions and actions.

Together, social work theories and models function as valuable tools for putting theory into action. Since each client’s problems, motivations and issues are unique, no single practice method works for every situation. As a social worker, you may need to assess the client’s individual needs to determine which approach is most likely to provide a positive outcome.

Problem Solving

Problem solving is a practice model that focuses on identifying and solving specific problems in a client’s life. Using this model, the social worker and client work together to clearly define a problem and create an action plan to solve it. They then evaluate how effective the problem-solving strategy is at resolving the problem.

Task-Centered Practice

Task-centered practice is a method of guiding clients through resolving issues and achieving goals one task at a time. Within this practice model, the social worker creates small, manageable tasks for their client to focus on. With each task the client completes, they are closer to reaching their larger goal.

Instead of digging into the past, the focus of task-centered practice is to find solutions that can help clients address their current problems.

Narrative Therapy

Narrative therapy encourages the separation of the person from their problems. The idea is to help clients externalize problems and realize that they are whole and separate from whatever issues they may be experiencing. By helping a client explore their life as if it were a story, social workers guide them to create a new, positive narrative. This approach can help clients gain perspective on issues and feel more empowered to create change.

Cognitive Behavioral Therapy

The idea behind cognitive behavioral therapy is that people can benefit from understanding the connection between thoughts, feelings and behaviors. By making this connection, people can work to remove self-destructive behaviors and recover from depression or other types of trauma. Social workers use cognitive behavioral therapy to help clients identify problems and eliminate thoughts and behaviors that may be leading to negative outcomes.

Crisis Intervention Model

The crisis intervention model is used when clients are experiencing an acute crisis situation. To help social workers evaluate and mitigate the crisis, this model breaks down crisis intervention into seven stages:

Conduct a psychosocial and lethality assessment.
Work to quickly build rapport.
Identify what created the crisis.
Allow the client to express their thoughts and emotions.
Offer the client alternative ways to cope.
Develop an action plan for coping with the crisis.
Follow up with the client after initial intervention.

This model is often used for clients that need immediate intervention to prevent self-harm.

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The problem-solving model: A framework for integrating the science and
In this chapter we (a) review the early development of the problem-solving model for social work practice; (b) discuss the later development of the problem solving model in terms of its extension to and further elaboration by generalist models of social work practice; (c) provide an overview of how the problem-solving model allows for the integration of the scientific and artistic elements of ...
Practice Model: Problem Solving
Murdach (2007) suggests the principal stages of Perlman's problem-solving model are simply: the need for specific decision about a course of action (including methods of monitoring and evaluating the results of such action). Chenowith and Lehmann (2008) describe a planned change process model: Chenowith and Lehman also suggest the model ...
Helen Harris Perlman and the Problem Solving Model
This article examines the work of Helen Harris Perlman (1906-2004) in the development of the problem-solving model of direct practice in social work. As we approach the third anniversary of her death (September 18, 2004), it is important to recognize once again the importance and magnitude of her contribution to the field.
What Are The Theories & Practice Models Used in Social Work?
Proposed by Helen Harris Perlman in her book Social Casework: A Problem-solving Process, the problem solving model. Ms. ... By examining a person's life story, this social work practice model externalizes struggles, allowing individuals to adopt a new perspective and see the bigger picture. From a distance, they may be able to reframe their ...
(PDF) Problem Solving in Social Work Practice: Implications for
An examination of the way in which social workers use knowledge suggests an instrumental approach to knowledge use. This approach has important implications for moving the profession toward ...
Problem-Solving Theory: The Task-Centred Model
General Overview. The task-centred model is a problem-solving, empirically based, short-term practice model. It was developed by social work educators Bill Reid and Laura Epstein and was intended for practice with various client populations, including clients from historically oppressed, diverse backgrounds.An underlying premise of the task-centred model is that life circumstances inevitably ...
PDF Theories, models and perspectives
Current Social Work Practice Models Problem Solving - The problem solving model focuses on understanding the problem, brainstorming possible solutions, having the client pick a solution, having the client try out a solution and then evaluating how the solution worked.
PDF Problem-Solving Theory: The Task-Centred Model
The task-centred model is a problem-solving, empirically based, short-term practice model. It was developed by social work educators Bill Reid and Laura Epstein (1972) and was intended for practice with various client populations, including clients from historically oppressed, diverse backgrounds.
The Problem-Solving Model: A Framework for Integrating ...
The Problem-Solving Model: A Framework for Integrating the Science and Art of Practice. May 2021. DOI: 10.1891/9780826165565.0002. In book: Theoretical Perspectives for Direct Social Work Practice ...
Person-Centred Approaches to Social Work Practice
Social workers have developed several important and enduring practice approaches. Helen Perlman's social casework model, which drew on the problem-solving model prominent at that time in social work and other disciplines, such as Dewey's work in education (Sarfaraz and Ishrat 2012), was an influential model until recent times.A key value of her model was that it focused on developing the ...
Integrated Practice: A Framework for Problem Solving
An integrated practice framework for social work assumes the root of problems originates in the larger environmental context and must be resolved by the collective action of both victims and nonvictims. In this article, the theoretical constructs, values, basic assumptions, practice principles, and strategies contained in an integrated practice ...
6 Important Theories in Social Work & 6 Practice Models
The problem-solving model was created by Helen Harris Perlman, a social worker and author of "Social Casework: A Problem-solving Process." Using the problem-solving model, a social worker helps an individual identify a problem, create an action plan to solve it, and implement the solution.
Problem Solving in Social Work Practice: Implications for Knowledge
This approach has important implications for moving the profession toward greater accountability in the practice of social work. Unless educators can motivate practitioners to change the way in which they ask questions and make predictions, it is unlikely that practitioners will use scientific information in their problem-solving processes.
Theories Used in Social Work Practice & Practice Models
The model includes seven stages: assess safety and lethality, rapport building, problem identification, address feelings, generate alternatives, develop an action plan, and follow up. This social work practice model is commonly used with clients who are expressing suicidal ideation. To learn more about SocialWork@Simmons, request information ...
Brief Therapies in Social Work: Task-Centered Model and Solution
The task-centered model evolved out of the psychodynamic practice and uses a brief, problem-solving approach to help clients resolve presenting problems. The task-centered model is currently used in clinical social work and group work and may also be applied to other types of social work practice.
PDF Chapter 2 Models of Social-Work Practice
problem-solving model of social-work practice, besides making an important contribution to social-work thinking in its own right, has also laid the foundation for some of the more recent attempts at conceptualising social-work practice to which reference will be made later in this chapter. Tbe Psycbo-Social Tberapy Model
Social Work: A beginner's text
The helping process used in social work is guided by a problem-solving model. This model provides a systematic, sequential or step-by-step framework to guide the helping process. The first step in the problem-solving model involves identifying and defining the problem (a troubling situation or event) in order to develop an understanding of it.
The social worker's role in the problem-solving process
Collaborative Problem-Solving: Social workers engage in collaborative problem-solving with their clients. They work together to explore the client's concerns, goals, and available resources, and then develop strategies and plans of action that are mutually agreed upon. Strengths-Based Perspective: Social workers focus on identifying and ...
Mapping Practice: Problem Solving in Clinical Social Work
Abstract. This working guide to solving problems uses diagrams to illustrate a five-phase process that social workers can employ to structure and monitor their practice. It specifies the stages and tasks of the process yet allows for flexibility in choosing interventions.
A problem-solving model for professional practice: A social worker's view
Suggests that professional workers should consider a more realistic model, based on self-help, mutual aid, and group services, rather than the traditional medical model. Advantages of a problem-solving model include (a) reliance on processes related to the problem rather than the service setting; (b) involvement of services at levels in addition to the pragmatic or cognitive; and (c) providing ...
Advances in social work practice: Understanding uncertainty and
Social workers are often called to intervene in situations that are difficult to solve because of their complexity. The article proposes a theoretical framework grounded in complexity and chaos theories that explores the structure and non-linear causality of complex systems, their complex and non-linear dynamics and different conditions leading to adjustment, adaptation and learning.
Models of Social-Work Practice
Abstract. The concept of 'social functioning', as described in the previous chapter, provides social work with its basic terms of reference in relation to its broad objectives. It is, however, too abstract a concept for operational purposes and it calls for 'middle-range' generalisations for its application to social-work practice to be ...
Social Work and Theories
Problem solving is a practice model that focuses on identifying and solving specific problems in a client's life. Using this model, the social worker and client work together to clearly define a problem and create an action plan to solve it. They then evaluate how effective the problem-solving strategy is at resolving the problem.

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Brief Therapies in Social Work: Task-Centered Model and Solution-Focused Therapy by Cynthia Franklin , Krystallynne Mikle LAST REVIEWED: 30 September 2013 LAST MODIFIED: 30 September 2013 DOI: 10.1093/obo/9780195389678-0188

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