Setting the scene

Why apply social science theory to social work practice?

Implicit in any social work interaction between a practitioner and the service user, be that an individual, group or community, is the premise that a social work service is required and that the social worker will provide it. On the face of it this is tantamount to an act of trust. In order for society to function a number of things are assumed: these include certain roles, responsibilities and capabilities. A range of structures are put in place, many of which are legitimately discriminatory in order for us to have confidence in the service which we are receiving. In respect of social work, these include selection processes (students and staff),assessment, qualifications and training, quality assurance and inspection processes, vetting and barring checks, registration and the requirements for its renewal.

Global definition of the social work profession

The international definition of social work was approved by the IFSW General Meeting and the IASSW General Assembly in July 2014:

Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work. Underpinned by theories of social work, social sciences, humanities and indigenous knowledge, social work engages people and structures to address life challenges and enhance wellbeing.

(IFSW, 2014)

Given this definition of social work, it follows that the understanding and application of theory derived from social science is a requirement of social work education, training and practice. In the College of Social Work's Professional Capabilities Framework (currently minded by BASW, 2015), against which student social workers are assessed, capability 5 (Knowledge: Apply knowledge of social sciences, law and social work practice theory) specifically indicates:

* Apply knowledge from a range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them.

The Department for Education's Knowledge and Skills Statement for Approved Child and Family Practitioners (2015) makes specific reference to the need to 'test multiple hypotheses about what is happening within families and identify which methods will be of help'.

So the first answer to the question, Why apply social science theory to social work practice? is because it is a professional requirement.

This requirement has a rationale. How else could a practitioner approach the task of making sense of what's going on? Of making an assessment? Of developing a cogent analysis of the information gathered? Of using this to inform a plan of intervention?

All social work intervention seeks essentially to establish two things:

1. What is going on?

2. What are we going to do about it?

The second objective is contingent on coming to an informed decision in answer to the first. Coming to a decision about the first objective may involve some degree of speculation but if it is to be an informed decision the amount of speculation should be minimal. The application of theory, derived from social science, makes a valuable contribution in assisting the social worker to come to an informed decision regarding what's going on and it is only when this is established that a plan of intervention can be made, tailored to address the issues identified to be going on. It follows that if the assessment of what's going on is inaccurate or missing significant factors, or simply wrong, then the what are we going to do about it? part, however detailed a plan of intervention it might be, is likely to be ineffective. The promotion of effective intervention is the second reason why theory from the social sciences should be applied to social work practice. Anything less than the application of social science theory to social work practice would result in guesswork – a hunch or a shot in the dark.

Social workers are required to be accountable for, and be able to substantiate, their practice where called upon to do so. Furthermore, through changes resulting from the Children and Families Act 2014, in court proceedings there is less reliance on the evidence of 'expert witnesses' and more on that of social workers who are increasingly becoming to be seen as such. The practitioner is much more likely to be granted the order they have applied for and have an easier time in the witness box if they can give the rationale for the course their intervention has taken, going beyond description to cogent analysis, drawing on theory and an evidence base. So the third answer to the question is to demonstrate accountability and professional integrity.

The ethics of applying social science theory to social work practice

It is also a requirement of professional social work practice for practitioners to have knowledge of and apply ethics and values appropriately. Social workers are rightly sensitive to power dynamics between themselves and their service users. This, again rightly, extends to considerations of dress, demeanour and the manner in which they discharge their 'expert' power. The last few decades has seen the development and growing influence of practice which seeks to: empower the service user; work with them in a spirit of partnership, collaboration and co-operation; work with greater equality, giving recognition to their 'expertise'; and work from a model of exchange (Smale et al, 2000, p 140). These approaches are discussed in greater detail in Chapter 3 but the developments were welcomed by practitioners as they, quite rightly, felt more 'in tune' with the value of working with service users. However, these developments should not detract from the practitioner's preparedness to apply the full range of theory, approach and the respective methods of intervention available to them. Some serious case reviews, for example that of Daniel Pelka (Lock, 2013), have made the rather unhelpful recommendation to 'think the unthinkable', which is a contradiction in terms. Practitioners are required to think and this includes as full a panoply of explanations for what they see as their expertise permits.

Practitioners have a Kantian duty to provide their service users with the best service they can offer. In the case of Daniel, this did not solely extend to his welfare. Had the practitioners involved realised what was happening to Daniel, and had worked out what was going on, they may have: saved his life and the additional trauma suffered by him; prevented long-term jail sentences for his mother and partner;...