Example Of Essay On Three-Stage Theory Framework

The theory circle does provide a useful resource for student learning and helps students use their knowledge, theories and skills in practice. The focus of this essay will be an evaluation of the usefulness of the theory circle model in terms of relating theory to practice during practice-based learning for social work students.
Collingwood et al. (1999) initially divided the Three-Stage Theory Framework to make it more accessible to individuals who were interested in understanding the process of social work. The researchers created a fictional character called Kit, without specifying gender, race or any specific background. The lack of information about the protagonist of the story—Kit-- is important because it gives students the opportunity to investigate or understand how to service individuals outside the constructs of race, ethnicity, background, and so on (Collingwood et al., 1999). In fact, I used the three-stage theory in my placement. It helped me to plan my learning and to decide which skills or theories I needed to apply. On another hand, it was very difficult for me when I started applying this theory in real cases because every service user has different needs and different life stations. I discovered that I needed to be more careful and asking for feedback from my supervisor or colleagues to avoid any conflict in the future.
In the Three- Stage Theory Framework, the first stage of the theory is focused on service users’ profiles, including factors such as like or dislikes, life events, family and friends, and other significant pieces of information. These details help the social worker understand service users. However, all of these details can change, and sometimes without warning. For example, if I asked service users the same questions multiple times, they will often add more information or they will remember something new. Sometimes they even change their answers entirely. That means I needed to learn the skill of recording all information and to keep their profiles updated.
I believe this stage needs to be done with input from service users. For example, I could design a scale or create forms to help service users explore themselves more deeply, because it is very hard to ask questions or to get the information I need, especially from children. I found that I needed specific approaches such as art therapy to help me to explore and communicate with children, especially when exploring the unspeakable things. The disadvantage of this stage is that it can be difficult to bond with and get information from children with disabilities or children form different cultures.
The second stage of the theory circle is important because it will helps me to plan the kinds of services or support needed for the service users through the application of many theories and approaches. For example, I used children’s cognitive development, psycho-sexual stages and psycho-social developments, attachments and system theory to understand how the children developed according to Emond and Collingwood (1999). The theory of inform helped me to to understand the environments inhabited by service users. The second part of this stage called “theory to intervene” involves methods of intervention such as life story, genogram and behaviourist. I found that I needed to adjust these theories to my culture and traditions because the subjects rarely believed in theory—this was definitely a challenge for me overall.
After completing this stage, I needed to consider wider knowledge, skills and values; one of the most important skills in the implementation process is communication. Communication can be by verbal and nonverbal, and people have varying levels of communication skills. For example, when young people have good relationships with me, they will start to give truthful explanations and will appreciate having their feelings acknowledged and understood. In other words, I learned from this theory that having good communication skills with a wide knowledge base makes it easier to establish good relationships with service users, and to give them all the support they need.
Looking after children is my inspiration for applying the three-stage theory. My main concern is the high rates of mental health problems suffered by these children. They are less engaged with their education, use drugs such as “legal highs” or cannabis, have few choices about where they live, who they live with, and the nature of contact with family members (Luckock 2008). In this regard, I need to do more research about mental health. Then when I compared the application of this theory in the UK, I found it difficult because the culture and knowledge base are different.
I need to do more research to understand the legislation and policies, as well. I found that I needed to read more about social science, law, culture, spiritual and physical influences on people, and human development throughout the lifespan to gain more knowledge and make better connections with people. All of these factors will help me to understand service user perspectives, and to give them all the support they need. I need to understand case law and how to apply the principles of human rights, equality and economic well-being in my practice.
Diversity is multi-dimensional. It includes race, disability, age, sexual orientation and religion. However, it is difficult to understand other cultures or beliefs through books or academic resources alone. As social workers, we need to use our investigative skills by asking questions or by letting service users tell us about their beliefs or cultures. Religion and spiritual beliefs have varied impacts on the needs and perceptions of practitioners and service users. Furness and Gilligan (2009) argue that social workers need to understand these phenomena, so that they can become more confident in challenging oppressive and discriminatory practices. From my experience, this theory is the best tool for social work students because it helps them to build a theoretical understanding of service users’ situations, and to work alongside service users so they can agree upon the most appropriate methods of intervention (Collingwood et al. 2008).

References

Anti-Oppressive Social Work Theory and Practice. (2003). Child & Family Social Work, 8(2), pp.152-153.
Collingwood, P. (2005). Integrating theory and practice. The Journal of Practice Teaching and Learning, 6(1), pp.6-23.
Ford, D. (2005). Integrating Multicultural and Gifted Education: A Curricular Framework. Theory Into Practice, 44(2), pp.125-137.
Holmström, C. (2013). Social Work and Social Theory. Social Work Education, 33(3), pp.412-413.
Meleyal, L. (2015). Social Work and Social Theory: Making Connections. British Journal of Social Work.