By Pamela Trevithick
A number one textual content within the box of social paintings abilities and strategies, illustrating how those are associated, with a grounding in conception and data. SOCIAL paintings abilities and information : a tradition guide; Contents; Acknowledgements; half 1: Theories and Theorists; 1 advent; 2 Theoretical wisdom; three authentic wisdom; four perform wisdom; five figuring out humans; half 2: talents and Interventions; 6 verbal exchange, commentary, listening, and overview talents; 7 Interviewing abilities; eight supplying aid, course, and information; nine Empowerment, negotiation, and partnership talents; 10 expert competence and responsibility; APPENDICES; Appendix 1: Behaviourist ways; Appendix 2: Cognitive methods. Appendix three: hindrance interventionAppendix four: Ecological technique in social paintings; Appendix five: Feminist views in social paintings; Appendix 6: Motivational interviewing; Appendix 7: Person-centred methods; Appendix eight: mental techniques; Appendix nine: Radical and activist views in social paintings; Appendix 10: Strengths views; Appendix eleven: Task-centred ways; Appendix 12: levels of switch (or cycle of change); References; Index
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Sample text
An important characteristic of a theory is that it goes beyond the descriptive to include explanations of why things (phenomena) happen. This can include a ‘particular interpretation of whatever it seeks to explain, whether that be the plight of women in society, racism, schizophrenia, poverty, and so on’ (Gray 2010: 96–7). Thus we use theory in an attempt to make sense of the world and/or particular events. Theories are also important because they can help us to predict what is likely to happen in a given situation, and thus offer a degree of choice in the action we can take ‘in our danger-avoiding, satisfaction-seeking lives’ (Sheldon and Macdonald 2009: 36).
Having money buys choice and the chance to be served quickly. It also buys the expectation that the money spent will purchase food of a particular quality. Those who cannot ‘pay their way’ must seek out other alternatives. For this group, what food there is may involve long queues, be limited to one menu, and served in a way that makes it virtually unpalatable. As a result, whilst having the appearance of being a nourishing and satisfying meal, it may provide neither: too often, it is a handout and that fact is not disguised.
These theories may take the form of a ‘single concept or idea’ or attempt to explain ‘interrelated concepts’ (Fook 2002: 38). In this text, a concept is an abstract idea – with some concepts being linked to specific theories, while others tend to be more general. For example, happiness and well-being are concepts that are quite general, and not normally linked to a specific theory or discipline. However, the concept of unconditional positive regard is almost always linked to client/person-centred approaches.
