Supporting the Integration of Theory and Practice

1 Integrating Theory and Practice
2 The Integrative Processing Model
3 Sample Integrative Process Journaling Method
4 Teaching Techniques
5 Ten Tips to Encourage Community and Policy Practice in Generalist Settings
6 95 Activities for Mastering Social Work Skills
7 Descriptions of Social Work Foundational Active Listening and Direct Interviewing Skills

Integrating Theory and Practice

The mission of the field experience is for students to learn how to use social work knowledge and skills with clients in practice situations. The field instructor must assist students to see how social work knowledge, values, and skills are used within the agency.

For every client interaction, students should be given opportunities to understand the social work skills that were necessary during the interaction, the social work knowledge that informed these actions, and the social work values that influenced the interaction.

Field Education: Integrating Theory and Practice

Integrating theory and practice refers to the process of making connections between the social work knowledge, values, and skills learned in the classroom and the current practice experiences students are having in the field.

the focus turns from the acquisition of knowledge to the application of knowledge in an agency setting
the purpose of the field experience is for students to learn how to use social work knowledge and skills with clients in practice situations.
the purpose of field education is not for students to learn how to work at a particular agency. Students should understand how to apply social work knowledge, skills and values to any agency setting and be prepared to work with clients.

What we know about students

Students in field education are likely to focus on task completion rather than on the reasons behind the tasks.
Students may become so focused on the task they are completing that they do not think about social work knowledge or skills—they are simply imitating the actions of their field instructor or others they have observed.
Students rarely critically analyze their actions. When one task is completed, they often just move on to the next task.
Students must be prompted to make the connections between the tasks and the reasons behind the tasks.

Field Instructors Play a Significant Role in helping students integrate theory and practice

For every client interaction, students should be given opportunities to understand the social work skills that were necessary during the interaction, the social work knowledge that informed these actions, and the social work values that influenced the interaction.

Where do these actions fit in the overall helping process?
Why was this interaction necessary for effective social work practice with this client?
What knowledge, values and skills did you use?

The Integrative Processing Model

Have the student engage in a written reflection using the below headings and topic areas.

Gathering Objective Data from Concrete Experience

Select an experience that you have witnessed or been part of and provide a written account of that experience:

Reflecting: Reflect record and assess your own reactions to the experience.
Identifying Relevant Theory and Knowledge: Identify theories or bodies of knowledge that can help you make sense of and give context to the experience.
Examining Dissonance: Review the ways you have looked at the experience to see whether there are any points of conflict. These conflicts may be between or among competing theories; between what the theory says should happen and what actually did; between what you believe and what the agency seems to value; or between any two or more aspects of the experience. Sometimes this dissonance is resolvable, and sometimes it is not.
Articulating Learning: Reflect over your writing and thinking and write down significant lessons you have learned from the experience.
Developing a Plan: Consider the next steps in your learning and your work. Identify areas for growth, areas you need to know more about and places to pursue that knowledge. In addition, you may identify new goals or approaches you plan to use in your practice. Take time to think about the success or challenges of those next steps.

Sample Integrative Process Journaling Method

Client Contact Analysis:

Describe at least one interaction with a client from the past week. Be specific in your description - discuss the purpose of this interaction, what was said by both you and the client, and the outcome of the interaction. Then answer the following questions based on this interaction:

Social Work Skills:

Identify all of the social work skills that were used by you during this interaction. Name the skills and then discuss how you used these skills. Be specific in your description.
What does the social work literature say regarding these skills?
Based on what the literature says, did you use these skills appropriately? What could you have done differently? How could you improve in your next interaction?

Social Work Knowledge:

What knowledge was required of you as a social worker to assist in this interview? This knowledge could be regarding a theoretical perspective, an intervention, or the specific client population or issue you were addressing.
What does the social work literature say regarding this knowledge?
How did the use of this knowledge help you in your interaction with the client? How can this knowledge help enhance your future interactions with the client?

Social Work Values:

Identify a social work value that was involved in this interaction.
What does the social work literature say regarding this value?
How does this value relate to the interaction and why is this value important for effective social work practice with the client?
Discuss any value conflicts that arose for you as a result of this client interaction.

From Dettlaff, A.J.& Wallace, G. (in press). Promoting integration of theory and practice in field education: An instructional tool for field instructors and field educators. The Clinical Supervisor

Teaching Techniques

Didactic Teaching

Offering students information or suggestions as they need it and are ready for it.

Traps: Overwhelming student with data or proving one’s own expertise, to thinking student will “learn and do” because they are given information.

Collaborative Discussion

Building on ideas, mutuality in exchange of questions and ideas.

Curiosity About Student’s Perceptions, Ideas, Plans and Strategies

Problem of Socratic Teaching: asking student questions or leading student so that they are supposed to “figure out supervisor’s answer.”

Use of Role Play

Reversing roles between supervisor and student to alternately play client and worker. Different purposes in use of role play for teaching purposes, eg – develop empathy, plan strategies, etc.

Use of Analogy

Develop parallel connection to student’s experiences, ie – can you think of a time you had to ask for help; what was it like; and what might have been helpful to you? Or imagine being a parent and your child was bright and brought home a failing report card; how might you feel, how might you have reacted?

Crediting Positives or Growth in Student’s Work

Acknowledge what they are doing well and what are the next steps toward mastering this skill.

Identifying to Reaching for What the Student Needs to Work on

How does student experience their practice, their feelings, their binds, etc.

Perceiving Student’s “Mistakes”

In other than negative terms by looking for the positive, the good intentions in their efforts, and the risk taking involved, eg – yes, you over identified with the child against her parents, but I can also see how much empathy you felt for the child, or you ran away from the client’s pain, but I could also see the sensitivity you were feeling for his pain.

Generalizing and Partializing (Inductive and Deductive)

Adding individual incidents or data into patterns or themes.
Deducing or specifying individual situations, techniques, or variations from general concepts.

Re-creation

Help the student to make connections between:
- Class and field
- Variations in professional language and concepts
- Different points of view between student and field instructor and perhaps School in how they define and implement assessment and practice (ie – intrapsychic assessment or systemic/ecological assessment.

(Adapted from training materials from Adelphi University)

Ten Tips to Encourage Community and Policy Practice in Generalist Settings

Have a student identify one or more community groups operating either in the client or agency area (if they differ), and have the student attend a meeting or function to learn about community initiatives and to introduce themselves to the community.
Have students do a brief “window” survey of the area. That is, have the student walk or drive around the community of interest and critically observe the condition of homes, industry, services, education, ect. Have the student do a 2-3 page write-up and/or discuss at a relevant staff function.
Have student attend a public hearing regarding a relevant social issue and have the student write a brief report on the experience.
Have students participate in lobbying or demonstrating on behalf of a community or interest group relevant to the agency.
Have students produce or revise a social service manual for the community of interest.
Encourage students to discuss ways in which a client does or does not use community assistance and plan ways to increase this activity (to the extent relevant or possible).
Request that students develop a 1-3 page synopsis of the social policy(s) that govern agency function(s).
Encourage students to facilitate the organization of community residents around an issue of recognized concern (ex., child care, transportation, etc.)
Request students submit letters to the editor, or their respective legislators, regarding issues relevant to the agency.
Incorporate community and policy opportunities early in the fall semester to establish these activities as integral portions of the placement. This will help develop a tone and atmosphere from the beginning that effective practice requires the integration of the community and policy context.

95 Activities for Mastering Social Work Skills

Research eligibility requirements for services outside the agency
Take public transportation from home to the Department of Social Services
Walk around a neighborhood where many clients live
Spend a day at a food pantry
Visit the shelters in the community
Spend an afternoon at a WIC clinic
Assess client suitability for particular treatment (ex., group)
Assess a client using an eco-map or other assessment tool to determine strengths and intervention needs
Provide information to client regarding policies and services of the agency
Explain managed care benefits and policies to client
Complete “hot line” training or suicide prevention training
Assess the nature and severity of a client’s crisis situation
Assess a client’s use of alcohol, illegal drugs or prescribed medication
Assess the impact of addiction on client’s family
Perform a mental status exam
Obtain and formally write up a client’s biopsychosocial history
Assess the significance of cultural background to a client
Assess the significance of spiritual beliefs to a client
Gather and verify information about a client from collateral sources
Identify client’s use of defense mechanisms
Administer standardized instruments to measure client symptoms or behaviors
Assess client symptoms using DSM criteria
Develop a treatment plan based on diagnostic assessment
Assess need for Child Abuse Report
Assess parenting skills
Assess client’s ability to perform daily living skills
Develop measurable objectives to assess client change
Develop a time frame for intervention
Help parents to understand child development
Engage client in goal setting
Describe (in supervision) developmental issues relevant to client
Process recording of observed intervention
Process recording of own intervention
Process recording of staff meeting
Teach client communication skills
Teach client daily living skills
Arrange transportation for a client
Assist client to understand the implications of a medical or psychological report
Assist client to obtain needed resources
Update agency resource manual
Develop a resource list for a client for a particular problem
Observe a medication review
Observe parent interaction with children
Observe clients in classrooms or other group settings
Arrange for interpretation services for a client
Observe family court sessions
Observe a group and describe interaction patterns
Help group members understand their patterns of interaction
Develop curriculum for a group
Help a client advocate for their rights
Provide outreach services
Make home visits
Provide case management or intensive case management
Refer clients for services
Follow up on referrals
Write a discharge or transfer summary
Provide feedback to client about progress toward goals
Provide testimony in court
Provide testimony at a public hearing
Write a letter to the editor regarding a service issue
Write a letter to state or federal representatives advocating for resources
Write an article for the agency newsletter
Participate in the planning of a workshop or conference
Collaborate with other to address a community need
Participate as a member of an interdisciplinary team
Participate as a member of a multi-agency team
Facilitate a team meeting
Provide an in-service training
Participate in QA processes such as chart reviews
Prepare budget materials
Participate in development or revision of agency policy manuals
Advocate for policy change
Develop and write proposals for funding
Review proposals for funding
Develop program brochures
Make presentations in the community “selling” the agency or its programs
Develop measurable outcomes for evaluating a program
Review contracts to monitor agency compliance
Use research to support program planning
Create an organizational flow chart
Redesign an agency form
Analyze relative costs of service program alternatives
Recruit volunteers
Provide training to volunteers or staff
Provide supervision to volunteers or staff
Conduct performance appraisals of volunteers or staff
Participate in hiring interviews
Attend board meeting
Cover a shift at the receptionist desk
Read the Code of Ethics of other professionals working on the team
Journal
Participate in an intern peer support group: take turns chairing the meeting
Attend community cultural events related to the cultural background of current clients
Attend religious services at a faith community which is part of many client’s support system
Organize an activity or field trip for residents or participants

Descriptions of Social Work Foundational Active Listening and Direct Interviewing Skills

Joining

The ability to meet the client “where the client is” and open an environment for the client to share his/her concerns with you while he/she feels you’ve become a partner in his/her social work process.

Empathy

As a worker, you will want to try very hard to understand your client’s worldview and “try to walk in his/her shoes.” Your responses indicate your desire to understand and your willingness to relate to the situation your client is presenting. Warmth and genuineness are commonly associated with empathy.

Self-disclosure

Self-disclosure should always be linked to the client’s purpose. Maintaining professional integrity on the worker’s part is critical to self-disclosure. This means that the client seeks help from the worker, and the worker’s feelings about personal relationships can be shared only in ways that relate directly to the client’s immediate concerns. (Shulman, 2005)

Validation of feelings

This skill involves the worker providing the best response to the client regarding the perceived client’s emotion(s) and/or general mood. “You must be very worried about your child,” is an example of validation. This skill is very much like reflective listening.

Restatement

Taking excerpts from what the client is saying and providing a more condensed version of the content without losing its intent and meaning.

Reflective Listening

Listening to the client’s messages and reflecting back to him/her the feelings and concerns that are associated with those messages. Shulman (2005) warns against using this technique too often so that it does not become mechanical.

Close-ended questioning/probing

Involves questions that involve seeking specific information from the client. Often these questions can be answered in a single word or brief sentence

Open-ended questioning/probing

Involves questions that involve seeking greater understanding of what the client is trying to convey. This type of probing should elicit more expressive communication from the client. However, it is often dependent upon client disposition, mood, and general affect

Clarification

It is important to make sure that you are on the “same track” as the client. You may do this by repeating what the client has stated or by seeking “clarity” by asking the client to explain further. You do not want to monopolize the session but it is crucial that you accurately understand the client’s point of view.

Partializing

This is a problem-management skill. It is dismantling a complex problem into component parts. Shulman (2005) says that it is best to address these parts one at a time. Through listening, understanding and acknowledgment, the worker can help the client “reduce the problem to more smaller manageable proportions” (p. 171).

Summarizinz

This skill is particularly useful toward the latter part of a session. Wrapping up what has been discussed in summary form provides the client and worker with a sense of accomplishment regarding issues covered during the interview/session.

Universalization

Normalizing the feelings the client is expressing and helping the client to feel that he/she is not alone is experiencing the given problem/situation.

Focused Listening

Clients and practitioners spend limited time together and it is critical that they use that time fruitfully by focusing on the issues at hand. The various functions of focusing are selecting topics for exploration, exploring topics in depth and maintaining focus and keeping on topic. Shulman (2005) tells us that focused listening enables clients to draw connecting links between and among the various issues being discussed when these connections had not been apparent

Redirecting

A deliberate attempt on the interviewer’s part to redirect and get the client to move from “point B” back to “point A.” The worker may say, “Jerry, you were discussing your child’s behavior but I noticed you seemed to jump to talking about the weather, I think we would be better off discussing your child’s behavior at this time in our work together.”

Interpretation

Conveying to the client your understanding of his/her thoughts and feelings.

Reassurance

Clients experience a great deal of trauma in their lives. They often become overwhelmed by the status quo. As a result, the worker may want to offer “solace” or “reassurance” that matters or personal situations will not be “this way” all of the time. In offering reassurance it is critical to remember to be realistic and not to offer false hope.

Suggestion

From time to time the worker may be in a position to offer suggestions on ways to ameliorate a situation or condition. This skill should not replace the “work of the client,” but it should be used as part and parcel of the helping process.

Silences

Effective use of silence has long been a social work tool. Overtaking the worker-client interview is not good for client progress. Allow for silences when appropriate. Often silence allows the client to think and share more of his/her thoughts.

Reframing

Helping the client to revisit a situation and view the situation differently by looking at the situation and pulling out its productive elements.

Confrontation

Helping a client to see the reality of his/her situation is a necessary part of the helping process. Shulman (2005) reminds us of “facilitative confrontation,” which is designed to facilitate the client’s work.