Problem Solving In Social Work

This influences the content of the interaction between practitioners and clients.

Practitioners characteristically ask clients to spend significant amounts of time describing who, what, when, where, and why of their problems to gain sufficient information for accurate assessment of the problems.

C represents competence, capacities and courage; P stands for promise, possibility, and positive expectations; and R means resilience, reserves, and resources.

Robert is a 50-year-old father whose partner left him following a long period of the drink-fuelled couple’s fighting.

Once problems are assessed, the practitioner again draws on her expertise about problems and related interventions.

As a result, the interaction between clients and practitioners focuses on problems (de Jong & Berg, 2002a, p. Weik, Rapp, Sullivan & Kisthardt (1989) were unsatisfied with the traditional deficit-focused perspective in mental health services, thus they began to make the earliest exploration to reform social work perspectives.

Throughout its history, social work has been seen as a problem-solving profession.

In other words, the foundation of social work during the past hundred years has been the traditional problem-solving model, sometimes called a “positivistic”, “deficit” or “medical model” (Berg, 1994; de Jong & Berg, 2002a; Healy, 2005).

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It is based upon the assumption that clients come for help already in possession of various competencies and resources that may be tapped into that will improve their situation (Saleebey, 2006a). 10) defines client’s strengths through three interlinked aspects, called “CPR”.He is caring for their three children, Tyrone (12 years), Carly (9 years) and Omari (3 years).Tyrone’s teacher became concerned after Robert visited the school to discuss Tyrone’s disruptive behaviour in class as Robert said that he would give Tyrone a licking when he got home.While social work theorists have long emphasized the strengths and capacities of service users, it was not until the late 1980s that the strengths perspective was fully articulated as a practice approach.Originally developed in mental health practice concepts (), strengths perspective is adapted for a broad range of social work practice contexts including child protection.The strengths approach entails a fundamental view of human beings as being capable of change (Saleebey, 2002: see Caddell 2005), emphasizing the positive aspects of client’t effort and achievement, as well as human strengths” (see Gardner & Toope, 2011, p. In short, the strengths-based approach shifts the emphasis of the intervention from what went wrong to what can be done to enhance functionality, and builds on family strengths and resources that enable mastery of life’s challenges and the healthy development of all family members (Sousa, Ribeiro & Rodrigues, 2006, p. Strengths perspective in practice has been advocated as consistent with social work values (Bogo, 2006) as the idea of building on people’s strengths has become axiomatic in professional social work (Saleebey, 2006a).The strengths model embodies a holistic respect for the dignity and uniqueness of individuals (Noble et al., 2000; Platt, 2006; Saleebey, 2006c), recognizing their way to experience and construct their social realities (Saleebey 2006b).Approach that focuses on deficit may dismiss family’s strengths and resources and also motivation to change (ibd).The problem-solving structure prescribes that the specialist must diagnose the client’s disease before being able to “treat” it effectively.In this process, clients often fill out long intake forms about themselves, their families, their occupational histories, and other aspects of their lives.They may be asked to list their problems they have been experiencing and complete assessment inventories such as personality tests and family-interaction questionnaires.

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