Theoretical Approaches To Working With An Individual And Family

Introduction As a generalist social worker it is important and imperative to learn and use theoretical approaches when working with an individual or family. Theories are an interrelated set of concepts that have been organized to explain a problem and to remove barriers and challenges that have or are affecting a system. Utilizing a theory assist in removing the negative and focuses on the positive that will impact change in the individual or the family. However theories can be complicated and it is important for the social worker to be competent because of the system change.
Systems Theory A system theory is a set of elements that are orderly and interrelated to make a functional whole again. These elements may consist of an individual,
Children move from a moral sense that is based on outside approvals. There are three components that are used in establishing moral development (Hutchison, p. 145).
Approaches to the moral development have been broken down into three categories all have been found to have merit. According to Freud, the superego guides moral development; and conscience is the basis of a moral code and ego ideal. The ego ideal is a set of ideals that is expected. This was thought to begin in children between the ages of 4-7 years old, but recent psychodynamic have suggested that moral development should start at infancy. Freud believed that these children would develop superegos when parents used strict methods to hinder impulses from children (Hutchison, p. 146). New research has suggested that having a close, affectionate bond with a caregiver promotes moral development. Social learning approach is from the social learning theory, moral behavior is shaped by the environment of the child. Children are likely to repeat a behavior that has been rewarded and may feel tension when thinking about repeating a behavior that he/she has been punished for. Cognitive developmental approach Piaget’s theory has been models of moral reasoning that can change as the child’s cognitive develops. All of three of the approaches are utilized in moral development, but Kohlberg’s has implemented two more approaches empathy and perspective
At stages: 1&2 (Pre-conventional) moral reasoning is based on behaviors that have been rewarded or punished and the benefits to self or loved others. 3&4 (Conventional) approval of significant others and upholding societal standards. 5&6 (Post-conventional) is based social contracts and cooperation and universal ethical principles. The strengths in moral development is that children who show empathy and perspective taking at 4 or 5 years old are likely to show prosocial behavior and sympathy during adolescence and early adulthood (Hutchison, p. 147). It has been stated that Kohlberg’s findings are gender bias towards females to be socialized for adult leadership roles in maintaining relationships through caring (Hult, p. 564). A social worker must assess the client cognitive and emotional ability to understand and discuss moral decisions. If an adult client has been diagnosed with a cognitive level of ten year old, the worker must seek to engage the client at their cognitive ability level (Barsky, p. 53). It is imperative for the social worker to understand that clients develop at cognitively and emotionally different levels, although there may be clients in need of the same services there will be no two clients