Fall 2025 SOWK 486w Week 02 - Practice Related to Perspectives, Frameworks, & Theories

title: Fall 2025 SOWK 486w Week 02 - Practice Related to Perspectives, Frameworks, & Theories date: 2025-09-01 09:45:30 location: Heritage University tags:

Heritage University
BASW Program
SOWK 486w presentation_video: > “” description: >

Week two is a cross-sectional look at some perspectives, frameworks, and theories commonly used in social work. It should assist in gaining awareness about the difference between these ways of thinking discussed in social work literature. We will look into the following:

Perspectives, theories, and frameworks
Systems theory
Ecological perspective
Strengths perspective
Solution-focused brief therapy

Learning Objectives:

Students will be able to articulate the difference between perspectives, theories, and frameworks.
Students will gain general knowledge of system theory, ecological perspective, strengths perspective, and solution-focused brief therapy.
Students will integrate theory knowledge and how it can be applied to client situations.

Perspectives, Theories, and Frameworks Overview (2 of 2)

Review each concept with examples.

Theory: A general statement about the real world whose essential truth can be supported by evidence obtained through the scientific method.
- Must explain in a provable way why something happens.
- Ex: Learning theory explains behavior on the basis of what organisms have learned from the environment.
Perspective: A way of perceiving the world flows from a value position. * The perspective will influence choice of theory and model.
Framework / Model: Is a blueprint for action. It describes what happens in practice in a general way.
Examples of theories and perspectives
- Theories: System theory, psychodynamic theory, social learning theory, conflict theory, Erikson’s theory of stages of development, Piaget’s theory of cognition… etc
- Perspectives: Strengths perspective, ecological perspective, feminist perspective… etc.
- Frameworks / Models: Solution–focused, cognitive-behavioral, task-centered, narrative, etc.

Systems Theory (2 of 3) Definition

Next week we will talk about Ecological Systems Model

Definitions
- Input: the information or communication flow received from other systems
- Output: the same flow from a system to the environment or to other systems
- Homeostasis: constant state of equilibrium or balance [constantly seeking]
- Equifinality: the fact that there are many ways of viewing a problem which ultimately will give you different solutions or means to solve it
- Pressure: the forces that keep homeostasis balanced
- System: constantly interacting, can be an individual, group, or large organization
General Information
- Focus on interactions with various systems
- Gives focus on target for intervention
- System is constantly in flux and requirement of social worker to remain flexible and creative

(Kirst-Ashman & Hull, 2015)

Assignment 03: Theory and Practice Integrative Paper

I want to dive a little bit into the paper that you will be writing.

[Whole Group Activity] Have everybody pick a partner for the paper.

Meta: Points 100 pts (25% of final grade); Deadline Monday 10/06/25 at 08:00 AM; Completion via My Heritage Assignments as an uploaded paper; Locations MyHeritage Assignment, Syllabus Assignment Handout;

Purpose: Students show the integration of theories of practice into their real-world implementation through the assigned Theory and Practice Integrative Paper. Students work with a partner to describe an interprofessional conceptual framework, a fictional client, and the implementation of direct practice with a client using the framework.

Task: Working in groups of two, students will author a paper describing a theory of practice and how a practitioner would implement it, working with an individual client. Students may choose any interprofessional conceptual framework related to social work they want to discuss. Hepworth et al. (2023) provide the orienting frameworks for social, including ecosystems perspective, strengths perspective, cultural humility, anti-oppressive practices, trauma-informed care, and evidence-based practices. Other notable examples include the feminist perspective, developmental theories, and other theories described in human behavior and the social environment. Students can approach this project with creativity in how they portray the information, but it must consist of the following minimum parts:

APA formatting in strong academic writing (e.g., tone, word choice, writing perspective), paper style (paper sections, headers and footers, page layout, and spacing), and citations (in-text citation and reference list)
Description of the theory examined using peer-reviewed academic journal articles (must use both in-text citations and a reference list)
Discussion of a fictional client and their circumstances
Application of the theory to direct practice actions a clinician would use

Success: Successful papers are evaluated using the APA Research Paper Rubric, which includes assessing the paper content, APA formatting, spelling, grammar, timeliness, and length. Each paper should be between 1,250 and 1,500 words in length. Feedback from the instructor will be completed by mid-term grades due by the faculty on 10/22/25 at 5:00 PM.

Person-in-environment is a foundational aspect of social work practice. It is a concept steeped in historical significance for social workers.

Represented in early social work’s dual focus of social reform (through the settlement house movement) and direct practice with individuals and families (in social casework) (Cornell, 2006)
The first formal conceptualization of social casework included a focus on both the person and their environment (Richmond, 1922)
The concept has been linked to definitions of social work practice since the first working definition of practice in 1958 (Barlette, 2003)
Described as social work’s most distinctive primary addition to the social and behavioral sciences (Green & McDermott, 2010)

Reference

Bartlett, H. M. (2003). Working definition of social work practice. Research on Social Work Practice, 13(3), 267-270. https://doi.org/10.1177/1049731503013003002

Cornell, K. L. (2006). Person-in-situation: History, theory, and new directions for social work practice. Praxis, 6, 50-57.

Green, D., & McDermott, F. (2010). Social work from inside and between complex systems: Perspectives on person-in-environment for today’s social work. British Journal of Social Work, 40(8), 2414-2430. https://doi.org/10.1093/bjsw/bcq056

Kondrat, M. E. (2008). Person-in-Environment. In T. Mizrahi & L. E. Davis (Eds.), Encyclopedia of Social Work (p. 30). Oxford University Press. https://doi.org/10.1093/acref/9780195306613.001.0001

Richmond, M. E. (1922). What is social case work? An introductory description. Russel Sage Foundation.

Person-in-Environment: A Reciprocal Relationship

When we think about the idea of the person and their environment, one key aspect of PIE that we consider is that there is a reciprocal relationship with the person and their environment.

To truly understand an individual, family, group or organization we must also understand the environmental context
The relationship is two-way in that the individual can impact their environment and the environment can impact the individual
Some of the environmental contexts we might examine include (but aren’t limited to):
- Social
- Economic
- Political
- Communal
- Historical
- Religious
- Physical
- Cultural
- Familial
To assess the person, we could include any of the individual’s biopsychosocial needs (consider presenting problems, history, health, behavior, mental status, etc.)

Reference

Kondrat, M. E. (2008). Person-in-Environment. In T. Mizrahi & L. E. Davis (Eds.), Encyclopedia of Social Work (p. 30). Oxford University Press. https://doi.org/10.1093/acref/9780195306613.001.0001

Person-in-Environment: What Individual and Environmental Factors Do You Hear?

[Whole Class Activity] Have a soda bottle that is unopened. Have students pass it around as they read a story of the client. Have them shake the bottle each time they hear an individual factor or environmental factor that might be impactful for the client [Whole Class Activity] Debrief the experience

Do all of these experiences impact the person the same
What are some of the factors that seem particularly reciprocal?
What about strengths, resiliency, how do those tie into PIE
Bring a soda bottle to class for activity
Add client story to drafts to read from phone

Client Overview: Alex

Meet Alex, a 15-year-old high school sophomore. Alex has recently been referred to the school social worker due to a significant decline in academic performance and increasing absenteeism. Previously an average student, Alex’s grades have dropped sharply over the past semester, and they have missed 15 days of school in the last two months.

Alex lives in a low-income rural community with their mother, younger sister, and maternal grandmother. Their father left the family when Alex was 10 and is not involved in their life. Alex’s mother works two jobs, including agricultural work, to make ends meet, leaving her little time to supervise Alex and their sister. The grandmother, who is the primary caregiver when the mother is working, suffers from chronic pain and mobility issues.

The family struggles financially, relying on food stamps and local food banks to meet their basic needs. Alex often worries about their family’s financial stability and feels a sense of responsibility to help, despite their young age. Their frequent relocations to follow the mother’s work have disrupted Alex’s education and social connections.

In their rural community, there are limited recreational facilities and community programs for youth, restricting Alex’s opportunities to engage in positive social activities. The underfunded school has large class sizes and limited resources for students needing extra support. At school, Alex has few close friends and often feels isolated. They are frequently bullied by peers due to their quiet demeanor and lack of access to brand-name clothing.

Recently, Alex has been spending more time alone in their room and has expressed feelings of hopelessness and sadness. They have lost interest in activities they once enjoyed, such as drawing and playing soccer. Alex’s teachers have noticed that Alex seems tired and distracted in class. Despite their struggles, Alex has not yet reached out for help or discussed their feelings with anyone at school or at home.

Ecological Perspective (1 of 3) Overview

Also consider that the graphic depiction I have here is my own design, and not from the author. Ecological perspective, while similar in some aspects to systems theory is distinct.

We will be reviewing the Ecological Systems Model next week, and it is also similar and connected to this.

[Discussion] What is the difference between systems theory and ecological perspective

Differences
- More focus on interactions of the system with the person, and easing those interactions
- Focuses on working with individuals in there social environments
- The social environment involved the conditions, circumstance , and human interactions that encompass human beings.
- People depend on their environments to strive and thrive.

(Kirst-Ashman & Hull, 2015)

Ecological Perspective (2 of 3) Definitions

Definitions
- Person-in-environment: A focuses on people constantly interacting with various systems around them. So the social workers focused improving the interactions between the person and systems.
- Interface: the exact point at which the interaction between an individual and the environment
- Transactions: people communicate and interact with those in their environments [can be positive or negative]
- Energy: the natural power of active involvement among people and their environments takes place [input or output]
- Adaptation: the capacity to adjust to surrounding environmental conditions. This implies change because a person must adapt to change in order to continue functioning in their environment. Social workers help individuals during this process to direct their energies so that they are able to adapt
- Coping: a form of human adaptation and implies a struggle to overcome problems. Refers to the way we deal with the problems we experience.
- Interdependence: the reliance on one person to another. People depend on each others input, energy, services, and consistency

[Discussion] What are some examples of using systems theory vs ecological perspective?

(Kirst-Ashman & Hull, 2015)

Identifying Strengths: Use the ROPES

Resources

Personal
Family
Social environment
Organizational
Community

Options

Present focus
Emphasis on choice
What can be accessed now? What is available and hasn’t been
tried or utilized?

Possibilities

Future focus
Imagination
Creativity
Vision of the future
Play
What have you thought of trying but haven’t tried yet?

Exceptions

When is the problem not happening?
When is the problem different?
When is part of the hypothetical future solution occuring?
How have you survived, endured, thrived?

Solutions

Focus on constructing solutions, not solving problems
What’s working now? What are your successes?
What are you doing that you would like to continue doing?
What if a miracle happened?
What can you do now to create a piece of the miracle?

Reference

Graybeal, C. (2001). Strengths-based social work assessment: Transforming the dominant paradigm. Families in Society: The Journal of Contemporary Social Services, 82(3), 233-242. https://doi.org/10.1606/1044-3894.236

Types of Questions

When we are practicing using strengths, we can help draw out strengths in a number of different categories.

[Whole Class Activity] For each category, write out a prompt on the board and elicit potential options for vocabulary that could be used for this category of question)

Survival questions (How have you managed….?
Support questions (What has helped make you feel like you can keep going?)
Exception questions (magic question)
Esteem questions (what has given you confidence, how have you processed… etc)

[Whole Class Activity] Demonstrate using strengths perspective to elicit information about going through school.

[Small Group Activity] Have students work in groups of two to talk about their experience going to school so far with a focus on eliciting strengths in the four areas.

Reference

De Jonge, P., & Miller, S. D. (1995). How To Interview for Clients Strengths. Social Work, 40(6), 729-736. https://doi.org/10.1093/sw/40.6.729

Solution-Focused Brief Therapy

Solution-focused brief therapy is a treatment model and a part of the solution-focused framework. It was developed by Steve de Shazer, Insoo Kim Berg, and their colleagues starting in the late 1970’s

The solution-focused framework is unique because it is not focused on giving advice but giving the client the chance to direct the process.

Focus on solutions, not admiring the problem

Spend 25% of our time focusing on the circumstances
Spend 75% of our time focusing on the goals

Strengths Perspective - Levels of Interaction

Strengths perspective can be applied to every level, and all types of situations.

Mezzo level with helping to draw out shared strengths of a group or team
Macro level by evaluation and process activities to asses the strengths of an organization or societal activities.

SFBT Interventions (3 of 7) Complementing Strengths

We spend time reflecting back the strengths that our clients have.

Strengths perspective
Building rapport and giving hope
Direct complements: positive evaluation or reaction

Client: “I’ve been really struggling to keep up with school and work, but I still made it through this week without missing a shift.” Therapist: “That shows a lot of commitment and perseverance. You’ve been carrying a heavy load, and you still followed through with your responsibilities.”

Indirect complements: a question implying something positive

Client: “I didn’t think I’d be able to get my kids ready for school every morning, but somehow I managed.” Therapist: “That sounds like it took a lot of effort. How did you figure out a way to make it happen every day?”

The newest edition of the textbook frames social work practice with what they describe as orienting perspectives.

We will talk about this a little more next week.

New framework for understanding
Consider your paper, and picking one of these. Each section actually has specific steps for how to apply to practice.

Behind and or integrated into all of it is: Ecosystem Perspective, which Hepworth et al. (2022) describe as “That is, it provides a set of metaphors to help us understand the interconnections among people and the various systems in which they interact, but the model does not provide a roadmap for practice. It does not illuminate the mechanisms through which people and their environments influence each other, nor about how to achieve an adequate goodness-of-fit.” (p. 21)

There are five orienting perspectives that are all interrelated and connect with direct social work practice:

Strengths Perspective: Social workers acting from a strengths perspective collaborate with clients to the greatest degree possible to support client self-determination in the resolution of their problems. Moreover, the strengths perspective guides social workers to mobilize client resources, relationships, knowledge, life experiences, and competencies to achieve the goals that they value. Harnessing clients’ strengths promotes their autonomy and independence and ensures successful functioning even after contact with the social worker has ended.
Cultural Humility: Social workers who practice cultural humility accept cultural differences and affirm the value and importance of all cultures. They exhibit curiosity about cultural differences and reflect deeply about how their own cultural orientation informs their helping efforts. Cultural humility also draws attention to the power differences that are inherent in the social worker–client relationship
Antioppressive Practice: The goal of AOP is to foster the full participation of clients in society irrespective of oppressive ideologies that justify exclusion, discrimination, and violence. In doing so, AOP contributes to macro-level changes by incrementally replacing oppressive ideologies with alternatives based on equality and acceptance.
Trauma-Informed Practice: Trauma-informed practice is a strengths-based approach which guides social workers in how to work with individuals who have histories of trauma. It is a relational approach to social work that promotes a feeling of safety, collaboration, and empowerment and creates opportunities for individuals to rebuild, heal, and restore a sense of control and well-being.
Evidence-Informed Practice: evidence-informed decision-making and evidence-based practices (1) Evidence-informed decision-making is a strategy for integrating research evidence into practice and policy decisions. (2) The process of evidence-informed decision-making often leads to the adoption of specific evidence-based practices (EBPs).

(Hepworth et al., 2023)