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Patterns of interaction theory directs social workers' attention to the relations between structures (psychological and social), and actions: the crossroads of continuity and change. Because it describes sequences of action by key participants that generate specific options at various points in a sequence, it serves as both theory and method for understanding and intervening with human beings and social structures. The use of patterns of interaction as an overarching construct illuminates the reciprocal relationships between social structures, interpersonal actions, and psychological well-being. This paper outlines a preliminary conceptualization of patterns of interaction theory and the methodology that grows out of it. The social service programs of Temporary Assistance to Needy Families (TANF) and a community-based case management welfare-to-work program illustrate how an ethical lens applied to patterns of interaction can help social workers intervene within complex relations to facilitate client growth. Patterns of interaction theory is a potentially effective way of describing and analyzing the therapeutic effects of a range of different social service programs.
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As social beings, we experience ourselves through interactions with others in daily routines that participate in the cultural practices and power relations of broader social structures. Social workers, and social scientists in general, however, have had difficulty conceptualizing and synthesizing this way of being in the world. This paper attempts to respond to that gap by discussing how clinical social workers can use the concept of working models as a tool for listening and understanding in psychotherapy. Utilizing a case example, the paper will discuss three working models, the enactment of power relations, cultural practices, and psychological processes, which provide an integrative framework to inform clinical work.
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Discussions pertaining to culture, power and/or identity frequently create tensions that are enacted by dyads and groups within schools, workplaces and communities. Although tensions can easily escalate into conflict or violence, we have observed that these tensions can serve as prompts that promote a change process. When individual perspectives are challenged, some participants are able to dissemble their views and consider other perspectives from which new understandings and views emerge. At times, when groups seem to be on the threshold of overt conflict, some participants engage in processes that examine the tension, explore new possibilities, and alter the view of one's subjectivity. We suggest that these activities occur as momentary states in psychological spaces conceptualized as third spaces (Bhabha, The location of culture. London: Routledge, 1994). In this paper, we use concepts from psychodynamic and social theories to describe the conditions that coalesce to form states of mind (nepantla) (Anzaldua, Borderlands/La Frontera: The new mestiza. San Francisco: Aunt Lute Books, 1999; Interviews Entrevistas. New York: Routledge, 2000) and the ability to engage in new relational possibilities (third space activities) with dyads and groups, outside of psychotherapy. The conditions include: critical consciousness, regulation, recognition, and responsibility. We then describe how such momentary experiences can subsequently result in an examination of one's subjectivity, particularly as it pertains to issues regarding culture, power, and identity. Throughout the paper we provide four examples from various settings to illustrate these concepts and processes. Given the increasing racial/ethnic diversity of clients and clinical social workers in North America, this concept of third spaces holds particular relevance for contemporary clinical social work practice., (C)2008 Kluwer Academic Publishers
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Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum. © Taylor & Francis Group, LLC.
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The article discusses misunderstandings and misattunements that occur in the beginning phase of cross-cultural psychotherapy. Sources of micro ruptures are outlined, including client maladaptive patterns, therapist misunderstandings, cross-cultural misunderstandings due to cultural variations, and asymmetrical power relations involving the impact of prior experiences or current therapy practices. Multiple clinical vignettes illustrate the rupture/repair process, drawing on Safran and Muran's (2000) list of direct and indirect techniques., (C)2005 Kluwer Academic Publishers
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This paper documents some dialogue among the authors that emerged as each taught Master of Social Work students a course in sociocultural concepts. The instructors taught this required course from a common syllabus and the discussion reflects the authors' experiences in the delivery of the course material. At the time these dialogues took place, the instructors had recently changed the course format. Rather than teaching sociocultural concepts in isolation (eg. a class on sexism, a class on ageism, etc.), the instructors crafted the course content around central themes. Postmodern theories underscore much of the course content, and are synthesized both in this course and across the curriculum with feminist, psychodynamic, and cross-cultural practice theories. The paper begins by summarizing key post-modern theories that frame the course. Then, the authors respond to formulated questions that address multiple forms of identity development, ambiguity, and competing student ideologies that are manifest in classroom dynamics. Finally, the authors discuss their respective pedagogical and theoretical views and discuss their classroom experiences.
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