Clinical Social Work Practice Theories
Clinical Social Work Practice Theories
| | | |Major Assumptions/Change Concepts | |
|Theory |Proponents |Origin of Distress | |Major Techniques/ Role of Help |
| |B.F. Skinner: known for operant | |Behavior is learned through observing |Use reinforcement (positive and |
| |conditioning, where behavior can be | |and modeling. |negative), systematic |
| |shaped, extinguished or reinforced. | | |desensitization, flooding, skill |
| | | |Ideas are formed on how new behavior |building, token system contingencies,|
| |Ivan Pavlov: known for classical | |will be developed. |modeling and role playing. |
|BEHAVIORAL |conditioning, where behavior can be |Maladaptive Behavior | | |
| |conditioned to different stimuli. | |Problems can be changed by addressing |Be empathetic towards clients |
| | | |the antecedents and consequences that | |
| | | |surround the behavior. | |
| |Alfred Adler: Known for Individual |Distorted and painful thought |Think things through according to |Identifies error in cognition. |
| |Psychology( everyone is unique and |processes |developmental stages. | |
| |no previous theory applied to all | | |Helps client reframe thoughts. |
| |people. |Error in thinking, irrational |Thoughts behind something drive | |
| | |thinking and beliefs and unconscious |behavior to it. |Clarify internal communication and |
|COGNITIVE |Jean Piaget: studied children and |cognitive schema which impact how we | |give homework to clarify thinking. |
| |developed four stages of |view the world and ourselves. |Change in feelings and behavior is a | |
| |development. | |result in change in thinking or |Thought blocking |
| | | |cognitive restructuring. | |
| | |Unexpected traumatic events that |A crisis lowers defenses and provides |Take action |
| | |disrupts the balance of normal |opportunity for change. | |
| | |psychosocial functioning. | |Rely on past coping. |
| | | |Traumatic stress overwhelms capacity | |
| |Kathleen Ell | |to cope. |Reduce individual’s feelings or |
|CRISIS |B. Gilliland and R. James | | |distress, helplessness and isolation;|
| |L.G. and H. J. Parad | |The more unresolved earlier crises the|activate social resources and support|
| | | |more vulnerable individuals are to |effective coping through listening, |
| | | |being unable to resolve new crisis. |validation, acceptance, education and|
| | | | |resource linkage. |
| | |Disruption or disconnection between a|Functioning improves when person is |Link |
| | |person and their environment |connected to supportive networks | |
| | | | |Broker |
| | | |Functioning improves when person has | |
|ECOLOGICAL SYSTEMS | | |access to resources. |Resources |
| |Urie Bronfenbrenner | | | |
| | | |Functioning improves when external |Transport |
| | | |systems are engaged with the person. | |
| | | | |Advocate |
| |E. Cox and L. Gutierrez |Forces of discrimination and |Problems arise as a result of |Encouragement |
| | |oppression that impact individuals |society’s failure to adequately and | |
| |J. Lee |and groups |equally meet the needs of all of its |Help provide sense of power and self |
| |E. Canada, P. Chatterjee and S.P. | |members. |efficacy |
|EMPOWERMENT |Robbins | | | |
| | | |Refers to individual and group’s | |
| | | |ability to access and control | |
| | | |resources and people. | |
| | | | | |
| | | |Requires developing a critical | |
| | | |awareness of forces of discrimination | |
| | | |and oppression and engaging in | |
| | | |effective action. | |
| | | |The family is an organism that | |
| | | |develops through stages that have | |
|FAMILY LIFE CYCLE |? |? |specific tasks to be completed. |? |
| | |Absence of individual systems that |Functioning improves when change in |Reframing |
|FAMILY SYSTEMS STRATEGIC THERAPY | |ultimately affects family function |patterns of functioning changes. | |
|(MODEL) |? | | |Paradox |
| | |Error with the system of |Functioning changes when view of | |
| | |communication |interactions do. |Prescribing relapse |
| |Abraham Maslow: People must have |Lack of basic needs |Focuses on strengths and how humans |Clinician acts as a guide, helps |
| |their needs met. (Hierarchy of | |are adaptable |client develop resources/solutions |
| |Needs) |Unclear about life purpose | |for problems |
| | | |People are unique therefore treatment | |
|HUMANISTIC (Existential/ |Carl Rogers: known for client |Fear as a result of a defensively |must be unique |Encouragement |
|Transpersonal) |centered therapy emphasizing |contracted state and an ego | | |
| |personal awareness |identified self that blocks |Humans are responsible for finding |Introspection |
| | |development |meaning in life. | |
| |Carl Jung: Incorporate spirituality | | |Meditation |
| |with alcohol recovery | |Individuals develop through pre-egoic,| |
| | | |mental egoic and transegoic stages. |Guided Imagery |
| |Margaret Mahlen: Emphasized |Problems with childhood relationship |Emphasizes interpersonal relations |Clinician identifies patterns with |
| |importance of holding a child and |between the child and his/her primary|where focus is on the family. |other relationships |
| |helping a child feel secure. Helps |caretaker (in most cases, a female) | | |
| |child become stress and frustration | |Focuses on early stages of development|Helps client develop healthy |
| |free. | |where initial relationship with mother|relationships |
| | | |is paramount. | |
| |Otto Kernberg: focused on borderline| | | |
|OBJECT RELATIONS |disorders; studied later years of | | | |
| |childhood where ego identity evolves| | | |
| |by reshaping experiences with | | | |
| |eternal objects. | | | |
| |Sigmund Freud: Interchange between |Stage fixation or being stuck in a |Behavior is an end product of a long |Analyze impact of behavior on others.|
| |three parts of self (id, ego, and |stage due to one’s environment |contentious internal discussion about | |
| |superego; people develop in five | |one’s behavior. |Refers to the client’s childhood, |
| |psychosexual stages. |Environment is not supportive of | |where their story becomes important. |
| | |individuals development |Change comes through a corrective | |
|PSYCHODYNAMIC |Eric Erickson: analyzed development | |emotional relationship and insight |Use of transference |
| |in eight stages | |into patterns | |
|(aka Psychosocial evolved into 4 | | | |Awareness of countertransference |
|psychologies including drive, ego, object | | |Strong emphasis on self | |
|relations and self psychology) | | | |Interpretation |
| | | |Individuals develop through stages | |
| | | |with specific tasks to be completed, | |
| | | |crisis to manage | |
| |Lev Vygotsky: social interaction | |Behavior is influenced by the social |Clinician acts as a risk agent and |
| |plays a role in cognitive | |environment |lobbies for change to occur |
| |development; consciousness is an end| | | |
| |product of socialization. | |Culture shapes a pattern of symptoms | |
| | | |where disorders develop | |
|SOCIAL-CULTURAL |Thomas Scheff: known for sociology | | | |
| |of emotions; social conflict is |Social injustices | | |
| |based on destructive irreversible | | | |
| |shame-rage cycle. | | | |
| | | |There are exceptions for all problems.|Help client identify exceptions |
| | | | | |
| | | | |Use miracle questions and scaling |
| | | |Emphasizes positive envisioning. |questions |
| |? |? | | |
|SOLUTION FOCUSED THERAPY (MODEL) | | |“It is easier to do more of what one | |
| | | |can already do than to learn new | |
| | | |adaptive behaviors or unlearn | |
| | | |maladaptive ones.” | |
| |Murray Bowen: Focused on human |Family Dysfunction |Families are systems with individual |Boundary making |
| |behavior that views family as the | |structures that impact their | |
| |emotional unit; contains 7 parts; |Disengagement |functioning. |Realigning |
| |the unit affects human activity and | | | |
| |the force in development of clinical|Enmeshment |Functioning changes when structure |Enactments |
| |problems | |changes and boundaries are realigned. | |
|STRUCTURAL FAMILY THERAPY (MODEL) | | | |Spontaneous interactions |
| |Virginia Satir: known as | |Focuses on individuals in the context | |
| |intergerational model called family | |of their multigenerational families, |Goal is to improve communication |
| |reconstruction; focused on boundary | |encompassing 7 concepts (Differential | |
| |and hierarchal issues in family. | |of self; emotional triangles, nuclear |Role playing and hand holding with |
| | | |family emotional system, family |client |
| | | |projection process, multigenerational | |
| | | |transmission, emotional cutoff and | |
| | | |sibling position. | |
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