Social work theory Describe in detail the issue(s) addressed in this reading. Do you believe it is being addressed in an effective way? Please explai -

Social work theory
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Social Work Theory and Application to Practice: The Students’ Perspectives

Article January 2014

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Haiping Chen

Indiana University School of Social Work

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Isaac Karikari

Indiana University-Purdue University Indianapolis/Indiana University Bloomington

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Social Work Theory and Application to Practice: The Students Perspectives

Carolyn Gentle-Genitty

Indiana University

Haiping Chen
Indiana University

Issac Karikari

Indiana University

Crystal Barnett
Indiana University

We believe the success of applying theory in practice is largely contingent on how students define social
work theory, identify the role of theory in practice, and categorize benefits and challenges in applying
theory to practice. It is on this premise that this article is presented. Two datasets were used to form the
students perspectives. The first dataset is a seven year compilation of 109 undergraduate student theory
papers and the second is a pre-test/post-test online survey of graduate students in an advanced social
work theory course. The work offers a context for educators in teaching and helping students to apply
theory in their own practices.

SOCIAL WORK THEORY AND APPLICATION TO PRACTICE: THE STUDENTS
PERSPECTIVES

As a helping profession, the primary mission of social work is to help clients meet their needs and

enhance their well-being. In order to effectively respond to clients needs and demands, professional
social workers are equipped with a wide range of knowledge. However, what constitute social work
knowledge base remain a major concern and a controversial issue (Trevithick, 2008). A classic debate in
social work is whether theories are necessary for practice. Thyer (1994) argues that it is a waste of time
for social work educators to teach theory for practice because they do not do a good job of teaching
theory. He espouses that most theories in social work are taught incorrectly, and are invalid, which may
lead to ineffective methods (Thyer, 1994). In contrast, Simon (1994) insists that it is crucial for social
work practitioners to learn theoretical knowledge because theory can serve as an anchoring frame and a
conceptual screen for case assessment, causal explanation, intervention planning, and outcome evaluation.
Although this kind of expert debate provides a vehicle for scholars or educators to thoroughly discuss the
role of social work theory in practice, it does not offer an opportunity for the general consumers of the
outcome to express their views, especially students who are required to learn and apply theory in practice.

36 Journal of Higher Education Theory and Practice vol. 14(1) 2014

Because students are receivers and users of social work theory, it is important for them to have a say and
learn about their views about social work theory and application to practice. Views on how do they define
social work theory, how do they identify the role of theory in practice from their perspectives, and what
they see as benefits and challenges when applying theory to practice. Instead of a top-down approach
such as the expert debate, this article aims to explore the role of theory in practice from a bottom-up
approach; that is, from the students perspectives. Grounded in this empirical review outlined below, this
article is followed by a literature review, methodology, data analysis/findings, discussion and limitations,
and a conclusion organized largely around four parts: defining social work theory, identifying the role of
social work theory in practice, benefits of applying social work theory to practice, and challenges of
applying social work theory to practice.

LITERATURE REVIEW

Defining Social Work Theory

When formulating theories there are at least four basic components: formulating concepts, facts,
hypotheses, and principles (Turner, 1996). Concepts are agreed upon terms often used within a discipline;
facts are information gathered, tested, or researched in relation to phenomena, and evaluated for influence
and correctness; hypotheses are the structural way of using the information to link observations for testing
and evaluation; and principles are the stated research outcomes and findings (Turner, 1996). However,
there is not such a clear and consistent path when defining theory. Tripodi, Fellin, and Meyer (1969)
define theory as an interlocking set of logically related hypotheses, which seeks to explain the inter-
relations among empirical generalizations (p. 13). Barker (1999) consider theory a set of correlated
concepts, hypotheses, and constructs grounded in observations, as well as facts, which aims to explain a
particular phenomenon. Theory is a framework of interrelated concepts (Lipsey, 1993). They provide
meanings and explanations to particular events and helps to solve pertinent problems. Obviously, the
definitions of theory become complicated and pluralistic when components, functions, and nature of
theory are combined. The following are seven definitions of theory giving an idea of the varied scope in
defining theory (See Table 1).

TABLE 1

DEFINITIONS OF THEORY

Authors

Tripodi, Fellin, & Meyer (1969)

Lipsey (1993)

Tolson, Reid, & Garvin (1994)

Turner (1996)

Barker (1999)

Definitions

Theory consists of an interlocking set of hypotheses that are
logically related, and it seeks to explain the inter-relations among
empirical generalizations.

Theory is a framework of interconnected concepts that gives
meaning and explanation to relevant event and supports new
insights and problem-solving efforts.

Theories are set of concepts and constructs that describe and
explain natural phenomena.

Theory is a model of reality appropriate to a particular discipline.
Such a model helps us to understand what is, what is possible, and
how to achieve the possible.

Theory is a group of related hypotheses, concepts, and constructs,
based on facts and observations that attempts to explain a particular
phenomenon.

Journal of Higher Education Theory and Practice vol. 14(1) 2014 37

Thyer (2001)

Kendall, Adler, Adler, Cargan, &
Ballantine (2008)

Theories are attempts to retrospectively explain and to
prospectively predict.

Theory is a set of logically, interrelated statements that attempts to
describe, explain, and (occasionally) predict social events.

Social work uses a broad range of theories from other disciplines and professions, such as: sociology,

gerontology, psychology, economics, and so on. In general, there are two major terms used to describe
theories in social work profession: human behavior in the social environment (HBSE) theories and
practice theories. Thyer (2001) states that HBSE theories are general theories and can be utilize to
explain and predict a variety of human behaviors. They can help social workers to have a comprehensive
understanding of their clients and environments. Thyers definition of HBSE theory is often founded and
adopted in social work literature (Munro, 2002). Connolly and Harms (2012) further clarified that HBSE
theories should include theories of inner worlds (e.g., psychodynamic approaches), as well as, theories of
outer worlds (e.g., structural inequalities). Practice theories on the other hand, mainly focus on how
conceptual theories can inform empirical practices. Practice theories link knowledge about clients
problems and its contexts to knowledge about professional intervention (Simon, 1994). After reviewing
the literature it was clear that the line separating HBSE theories and practice theories is blurred in use and
in teaching. These two types of theories are interlocking and overlap. Many definitions of theory in social
work often include some functions of social work, which makes the main difference between definitions
of theory in general and definitions of theory in social work. The following are eight definitions of theory
in social work from the literature demonstrating this point (See Table 2). Together they help identify the
role of theory in social work.

TABLE 2
DEFINITIONS OF THEORY IN SOCIAL WORK

Authors
Simon (1994)

Thyer (2001)

Greene (2008)

Towland (2009)

Howe (2009)

Babbie & Rubin (2010)

Definitions
Practice theory links knowledge about an identified problem and
its context with knowledge about an intervention with a
conceptual format that is oriented towards action and rooted in
previous research.

Theories pertain to explaining and predicting various aspects of
human behaviors.

Theories helped social workers explain why people behave as
they do, to better understand how the environment affects
behavior, to guild their interventions, and to predict what is
likely to be the result of a particular social work intervention.

A theory helps to explain a situation and perhaps, how it came
about.

Theories are particular ways of making sense. They help social
workers see regularities and familiar patterns in the muddle of
practice.

A theory is a systematic set of interrelated statements intended
to explain some aspect of social life or enrich our sense of how
people conduct and find meaning in their daily lives.

38 Journal of Higher Education Theory and Practice vol. 14(1) 2014

Teater (2010)

Miley, OMelia, & DuBois (2011)

Theory is an essential ingredient in practice that guides the way
in which social workers view and approach individuals, groups,
communities, and societies. Theory helps to predict, explain,
and assess situations and behaviors, and provide a rationale for
how the social worker should react and intervene.

A theory represents a plausible explanation about the
relationship between a set of facts and a framework for change.

Identifying the Role of Social Work Theory in Practice

The role of theory in practice continues to be an on-going discussion in the profession. There are two
major camps in the dialogue of theory application in practice. One camp insists theory-free in practice,
and the other emphasizes theory-driven in practice. The theory-free camp eliminates the role of social
work theory in practice. Thyer (2001) states most etiological theories and intervention theories are wrong,
so it is neither essential nor necessarily desirable for practice to be theoretically driven. Rosen and
colleagues (1995) found that there were rarely any clear theoretical reasons in practitioners rationales for
practice decisions. In contrast, the theory-driven camp emphasizes the indispensable role of social work
theory for practice. Boisen and Syers (2004) think social work education rests on the assumption that
competent social work practice is grounded in the intentional use of theory. Practice informed by theory
distinguishes professional social work from informal forms of helping (p. 205).

Again, irrespective of the fierce the dialogue, an agreement has been made that there is no
dichotomous answer to end the debate claiming social work practice must be either theory-free or theory-
driven. In recent years, however, there has been a trend that theory and practice should be integrated,
which implies that social work theory should play certain roles in practice. Lam (2004) states that not
only are social workers expected to be informed about relevant theories, but they must apply these
theories to practice so that unfavorable conditions in our society can be ameliorated (p. 317). As a matter
of fact, Puolter (2005) thinks learning and applying social work theory in practice is an on-going
reflective evaluation of practice guided by current and emerging theoretical knowledge and research to
learn when and how to add or replace theory and practice strategies for practice effectiveness. This bridge
emphases that practitioners are engaged in a quest of self and practice-correction and improvement done
most effectively through the use and replacement of tested and researched strategies and approaches
found in theory application (Sung-Chan & Yuen-Tsang, 2008).

Benefits of Applying Social Work Theory to Practice

Due to the positive roles of theory in practice mentioned above, there is no doubt that applying theory
to practice is beneficial to social workers. The value of theory application in practice is that it: (1)
explains clients situations and predicts their behaviors; (2) provides a starting point for social workers;
(3) helps social workers have an organized plan to their work and reduces the wandering that can happen
in practice; (4) offers social workers a clear framework in a chaotic situation and provides accountability
to their work; (5) gives social workers a perspective to conceptualize and address clients problems with
appropriate interventions; and (6) identifies knowledge gaps about practice (Walsh, 2010; Turner, 1996;
Gilson & DePoy, 2002; Kendall, et al., 2008, Royse, 2011). Without the integration of theory and
practice, social workers are easily and overly affected by their own attitudes, moods, and reactions, which
may result in infectiveness, inefficiency, even harm clients (Walsh, 2010).

For example, the theory of ego psychology, which assumes clients better achieve their goals if they
reflect on their ways to address life challenges, can guide social workers to utilize the intervention
strategy called person-situation reflection to help clients understand their situations and solve their
problems (Walsh, 2010). Or using critical race theory, social workers can have an individual-context
perspective to rethink power differentials, understand cultural diversity, empower marginalized

Journal of Higher Education Theory and Practice vol. 14(1) 2014 39

populations, and promote social justice, all of which are emphasized by the 2008 CSWE Educational
Policy and Accreditation Standards (Ortiz & Jani, 2010). Or with the aid of ecological theory, social
workers are able to have a whole picture of systems and member functioning and find out effective ways
to develop reciprocal transactions and relations between clients and their environments (Ashford &
LeCroy, 2010). As such, it is obvious that social work theory can serve as anchoring frame and theoretical
underpinnings in directing social work practice.

Challenges of Applying Social Work Theory to Practice

When theory is applied to practice, one of the biggest challenges facing social work students is
integrating theory with practice in an effective way. Although many social work programs espouse the
importance of integrating theory with practice in their field courses, there are still difficulties in realizing
such integration. Vayda and Bogo (1991) state that social work students often experience the
disconnection between classroom and practicum, and frequently experience difficulty in applying
concepts learnt in the classroom to practice. Munro (2002) points out social work students cannot
explicitly and systematically apply any relevant theory when they work with clients unless practice
supervisors provide a clear theoretical framework. What is worse, because of disconnection between
classroom and practicum, social work students are more likely to see theories as irrelevant to their
practice and as merely some kind of game played by academics (Munro, 2002, p. 462).

In addition, when applying theory to practice, social work students often lack the ability to identify,
understand, and use relevant theories to their work with clients (Boisen & Syers, 2004). Because one
theory alone may not understand clients situations, social work students are likely to draw on multiple
theories. Although the use of various theories allows for flexibility and comprehensiveness, it presents a
big challenge for social work students to achieve real mastery of theory application in practice especially
when different theories are incompatible with each other (Walsh, 2010; Boisen & Syers, 2004). Actually,
social work students are often overwhelmed with theoretical knowledge learnt in limited time and have
difficulty in selecting most useful information for their practice (Lam, 2004; Boisen & Syers, 2004; Caspi
& Reid, 1998).

Methodology

Two datasets were used to form the students perspectives one qualitative and the latter quantitative
both of which were collected in a social work program at a Midwestern University. The first dataset is a
seven year compilation of 109 student theoretical papers from an undergraduate social work theory and
practice course. All students who took this course from 2007 to 2013 and who completed the assignments
were included in the analysis. There were incentives for participation. The second dataset is a pre-
test/post-test online survey with a control and an intervention group of graduate level students enrolled in
an advanced social work theory course. Using an online randomization tool, students from three courses
were automatically chosen to be in the intervention or control group. Only the experimental group
received an online module on theory application. The control group received regular course content
presented in the context of the course in which they were enrolled. Students completed the 15 item survey
on social work theory and application to practice and were asked to apply theory to solve a case and
reflect on their theoretical application. A total 67 students were invited of which 44 students completed
the pre-test and 27 completed the post-test. These students completed the survey on social work theory
and application to practice. The key questions they answered included: (1) what is theory? (2) what are
the common types of social work theory? (3) how do social workers apply theory to practice? (4) how
should social workers evaluate theory? and, (5) can lack of theoretical application and evaluation cause
harm in practice?

40 Journal of Higher Education Theory and Practice vol. 14(1) 2014

DATA ANALYSIS & RESULTS

Defining Social Work Theory

It was evident from the literature on the definitions of theory in general and social work in particular
that many were written by varied scholars or educators but did not adequately reflect the views of social
work students who are required to learn theory for practice. In the empirical study, 44 social work
students were questioned on what they thought the common types of social work theories were and what
they thought theory was. Approximately 77.3% of students (n = 34) thought social work theory should
include both practice and HBSE theories. 20.5% students (n = 9) thought social work theory only meant
HBSE theories. None of them thought practice theories equaled to social work theory. Most social work
students placed high value on the integration of theory and practice, which meant social work theory
should not only include theoretical knowledge but also practical knowledge. In addition, almost all
students (n = 43) felt that HBSE theories were the indispensable component of social work theory.

In defining theory, 56.0% of the students surveyed (n = 25) thought social work theory was a
complicated concept. They thought that theory was a roadmap of sorts for understanding human
behaviors and that it included a set of concepts and constructs that described and explained situations.
They also felt it was a model of reality used to help describe human behaviors, and worked as a
framework to explain past behaviors and predict future behaviors. Yet almost 25.0% of the students
surveyed (n = 11) thought social work theory was only a set of concepts and constructs that described and
explained situations. From these students perspectives, human behaviors and the social environment
seemed to be the two key words in social work theory, while social work theory seemed to be a tool to
described, explained, explore, and predict human behaviors and situations (or environment). This view
carried through in how they defined the role of social work theory in practice.

Identifying the Role of Social Work Theory in Practice

As the receivers and users of social work theory, social work students have their own understandings
of the role of theory in practice. In the online survey, almost 75.0% of students (n = 33) agreed that lack
of theory application and evaluation could cause harm in practice. From the dataset of student theory
papers, students further described their thoughts about the role of social work theory in practice as follows
(See Table 3).

TABLE 3

STUDENTS VIEWS ON THE ROLE OF SOCIAL WORK THEORY IN PRACTICE

Students
Shelly3 (2013)

Kaitlin6 (2013)

Nicole11 (2013)

Leila17 (2013)

Erin18 (2013)

Comments
Human behavior is way too complex for any of us to understand in its
entirety so a theory is just a perspective or a lens that we assume so that we
can narrow down what were looking at and do the best we can at
understanding people and their experiences.

Theory allows a social worker to understand and explore meanings behind a
client unique situation. Theory can provide much more than just categorized
information and is a vital key to success in this career.

Without incorporating theory in practice, social workers would be found
incompetent and much less effective at working with clients and groups.

Each theory consists of different facts and concepts, and serves as a model
that practitioners can use to guide their practice.

Theories provide a holistic approach to analyzing the client and using
theories to better serve clients.

Journal of Higher Education Theory and Practice vol. 14(1) 2014 41

April12 (2013)

The utilization of theory allows for the practitioners to be able to reference a
guild to explain a clients behavior, the effects of the clients environment,
and how to determine what is likely to be the result of the intervention.

From the students perspectives, social work theory does play an important role in practice: (1) it is a

theoretical tool to understand complicated human behaviors and social environment, both of which are the
core factors influencing clients lives and problems; (2) it is a critical kind of knowledge with which
competent social workers should be equipped to effectively work with clients; (3) it is a practical
guideline to help social workers analyze cases, understand clients, develop interventions, and increase
effectiveness; and (4) it is a conceptual screen to identify the most useful information, which can be used
to understand clients situations and solve their problems. In essence, the role of social work theory in
practice is just as a student described in his paper: Theory in social work is like the rudder that guides
the boat to its destination. It gives the captain (social worker) and its passenger (client) a sense of
direction, purpose, and a form of control. So what are the benefits of applying such important concepts
to our work?

Benefits of Applying Social Work Theory to Practice

The students views are somewhat similar in their understanding of the benefits of applying theory to
practice (See Table 4).

TABLE 4
STUDENTS VIEWS ON THE BENEFITS OF APPLYING SOCIAL WORK

THEORY TO PRACTICE

Students
Jonathan2 (2013)

Shelly3 (2013)

Shanteal4 (2013)

Rachel1 (2013)

Jess8 (2013)

Kaylin13 (2013)

Comments
Another benefit of using theory is that it gives a sense of security and
increase effectiveness. It also shows clients that a social worker is
competent.

Theory can also provide a confidence to practitioners that they are grounded
in their approach.

Another benefit of using theory is that it allows us to explain our activities to
others, transfer our knowledge and skills, and have others evaluate our
activities. By using theories that have been supported by empirical
observations, social workers are able to feel confident with their ability to
work with clients.

Using theory in practice can help social workers create a treatment plan,
increase sense of security, and explain and predict occurrences in the clients
life.

Having knowledge of various theories and how they apply to different clients
and situations can help social workers determine a course of action with
clients.

It provides explanation and reasoning as to why a client behaves in the way
they do. Utilizing a particular theory in practice can also help when deciding
what treatment to use for a client.

42 Journal of Higher Education Theory and Practice vol. 14(1) 2014

From the students perspectives, there are four major benefits of applying social work theory to
practice. First, applying theory to practice can increase effectiveness of social work intervention. One
student in her paper cited Green (2008) believing that social work theory explains why clients behave as
they do, describes how social environment influence clients behaviors, implies how social workers can
make intervention plans, and predicts what is likely to be the results of intervention. As a result, by
applying theory to practice, social workers can have a clear and systematic framework to help them
effectively analyze cases, develop interventions, and evaluate outcomes.

Second, applying theory to practice can promote confidence among social workers. Social work
theory is a systematic body of knowledge which is grounded in professional experiences, empirical
research, and logical analysis, so it can be used as an important indicator showing that social workers are
competent and professional. Being equipped with theory, social workers can feel more confident about
their professional knowledge and skills when working with clients.

Third, applying theory to practice provides a good opportunity for social workers to transfer
theoretical knowledge to solve practical problems. Social workers can use theory to conceptualize and
address clients concerns, which makes theoretical knowledge applicable and useful. In particular, theory
application in practice helps social work students connect classroom to real world.

Fourth, applying theory to practice helps social workers make an in-depth reflection and evaluation
on theory learning and application, which can enhance the effectiveness of theory application in practice.
Social work theories are not written in stone, so they need to adjust to the changes in real life. By
applying theory in practice, social workers are able to know which parts of theory can help them
effectively respond to clients problems, and which parts of theory are out of date. In this way, social
workers also have an opportunity to contribute to theory progression. As there are benefits, there are also
challenges to theory application.

Challenges of Applying Social Work Theory to Practice

Besides the integration of theory with practice, social work students also face other challenges. In
order to better understand the challenges of applying social work theory to practice, a case example was
designed in the empirical study. Forty-four social work students were asked to solve this case by applying
relevant theory. They were also asked to answer questions about their reflections on theory application to
practice. One of these questions was: Having read the case above, do you think you have a model or
method to respond to using theory? Some 45.5% of students (n = 20)

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