“Social Workers’ Use of Theories and Methods: What Informs Social Work Practice?” - Barbra Teater & Katrina Hannan

Abstract: Although there are established theories and methods in social work, the practice of social work is often deemed an art and a science where social workers apply knowledge from empirical research and formal theory alongside their practice knowledge, clients’ values and wishes, and experiential and informal theory (Bell, 2012). Yet, the use of formal theory and application of established methods has been found to be a challenge for social work students and practitioners (Sieminiski & Seden, 2011), which subsequently shapes the effectiveness of practice on clients. Strengthening the theory-practice relationship within social work education is a critical step in preparing students for practice and enhancing the practice of future social workers.

This mixed-methods study, based in New York City, explored social workers’ (N=105) perceived use of theories and methods in practice through an online questionnaire followed by individual interviews (N=20). The questionnaire consisted of 29 closed and opened-ended questions to elicit social workers’ perceived use of theories and methods in their social work practice, the theory and method content they received in their social work education, and what theories, methods, and/or other sources of information they use to make practice decisions. A semi-structured interview schedule was used to guide the individual interviews (e.g., Tell me about a recent case in your practice; Is there any perspective or theory that you feel was guiding you, generally, when you worked with this case?; To what extent do you feel your social work education prepared you to use theories and methods in practice?) The quantitative data were analyzed using descriptive statistics and the qualitative data from the individual interviews were analyzed using summative content analysis (Hsieh & Shannon, 2005)Social workers reported receiving approximately 1 – 6 courses on social work theory in their education which moderately influenced their current practice. The majority of the social workers reported staying “up-to-date” on practice theories and methods through continuing education/staff development followed by conversations with colleagues. Over 50% of the social workers indicated twelve theories or methods were covered in their social work education with Child Development Theories, Family Systems Theory, and Attachment Theory constituting the three theories and methods covered the most. The most commonly used theories in practice included Cognitive Behavioral Therapy, Strengths Perspective, and Trauma-Informed Care. Qualitative data indicated social workers either applied theory to practice in an “intentional and systematic way” or indicated their “practice was not that intentional.” Social work education was reported to provide a “breadth but not depth” of knowledge on theory, yet social workers highlighted the significance of field education in bridging the gap between theory and practice and the need for continuing education and professional development to hone one’s skills.

This study highlighted the complexity in applying theories and methods to practice settings and the role that social work education can play in initiating this process through introduction to theories and methods and opportunities to bridge the gap between the theoretical frameworks and foundations and the selection of methods when in practice settings.