Social work helping models and approaches

Philippines

1. Social Work Social Work
Helping Helping
Models and Models and
ApproachesApproaches
Florence Flores-Pasos, RSW, MSWFlorence Flores-Pasos, RSW, MSW
May 16-17, 2015May 16-17, 2015
USI, Naga City, PhilippinesUSI, Naga City, Philippines
Reference: Social Welfare and Social Work by: Thelma Lee-Reference: Social Welfare and Social Work by: Thelma Lee-
MendozaMendoza

2. Framework
Social Work
Social Work Practice (How)
Philosophical
Base (What)
Knowledge
Base (Why)
Philosophy
Values
Belief about man
Principles
Ethics
Goal Helping Process/Problem-Solving
Functions process
Helping Models and Approaches
Tools, etc.

Casework. Groupwork. Community Organizing
Social Admin
Social Action/ Social Reform
Social Research
Tappeiner/P
asos, 2010
History
Social welfare policies,
programs and services
Human behavior and the
social environment
Theories

3. Assessment
Planning
Intervention
Evaluation
Termination
Social Work Helping
Process
Helping models and
approaches
When do we use them?

4. Note:Note: The social worker can The social worker can
choose one or more of these choose one or more of these
models and approaches as her models and approaches as her
helping helping “strategy”“strategy”

5. for individuals, groups and
communities
Direct Provision
Model
Intercession-
Mediation
Model
Mobilizing the
Resources of
Client Systems
Crisis
Intervention
Approach
Problem-
Solving Model
DPM
PSM CIA
MRC
S
IMM

6. for individuals and groups
Task-Centered
Model
Psychosocial
Approach
Functional
Approach
Behavioral
Modification
Family
Intervention
TCM
FI BM
FA
PA

7. for groups
Developmental
Approach
Interactionist
Approach
Remedial
Approach
DA
RA
IA

8. for communities
Community
Development
Model
Social
Planning
Model
Social Action
Model
CDM
SAM
SPM

9. indirect models for
intervention
Working with the
Elite
Documentation/
Social Criticism
Advocacy
WE
ADV
DSC

10. The goal of this model is the
enhancement of client social
functioning through the direct
provision of material aid useful in
eliminating or reducing situational
deficiencies. (Schneiderman)
Direct Provision Model

11. Others refer to this as “resource
provision”, where resources may be
mobilized, created, directly furnished;
the client may be advised and
counseled in making optimal use of
them.

Direct Provision Model

12. Schneiderman states that this model
involves the direct administration of
existing programs of material aid
which, in turn, involves any one or all
of the following activities:

Direct Provision Model

13. 1.Case-by-case involvement of the
client in the study and evaluation
process;
1.Determination of eligibility within
the administering agency’s terms
of reference;

Direct Provision Model

14. 3. Judgment that the provision of the
service or benefit will promote
the client’s best interest; and
4. Recruiting, selecting, training,
supporting, collaborating with
personnel offering direct care.
Direct Provision Model

15. 3. Judgment that the provision of the
service or benefit will promote
the client’s best interest; and
4. Recruiting, selecting, training,
supporting, collaborating with
personnel offering direct care.
Direct Provision Model

16. Examples of material aid:
Temporary financial assistance
Employment
Shelter
Medical care
Skills training
Others
Direct Provision Model

17. This involves the process of
negotiating the “ service jungle” for
clients, whether singly or in groups.
Intercession-Mediation
Model

18. This involves the process of
negotiating the “service jungle” for
clients, whether singly or in groups.
The worker here “CONNECTS” the
client to needed services in the
system until he has availed of them
Intercession-Mediation
Model

19. Worker plays a variety of roles in the
client’s behalf – helper, interpreter,
facilitator, escort, negotiator, broker,
etc. to ensure rapid service delivery.
Intercession-Mediation
Model

20. Schneiderman adds to this the
utilization of non-consensual
strategies like direct confrontation,
administrative appeal and the use of
judicial and political systems as
appropriate. Here, the social worker
becomes an intercessor/advocate.
Intercession-Mediation
Model

21. Examples:
Working women who are denied labor benefits
by their employers
Juvenile offenders who are arrested
Neglected prisoners who should already
qualify for parole privileges
Slum dwellers who are illegally evicted
Farmers who are exploited by their landlords
Children who are not accepted in school due to
lack of documents
Intercession-Mediation
Model

22. In this situations, the “advocate” may
have to argue, debate, bargain,
negotiate and manipulate the
environment in behalf of the client.
Advocacy efforts are frequently directed
towards securing benefits to which the
client is legally entitled.
Intercession-Mediation
Model

23. According to the DSWD, the Filipino client
/family that they found eligible for assistance
has an average of five problems/needs:
Material aid
Problems of being jobless
Or with irregular or occasional work
With meager income or no source of support
Unskilled or with limited skills/education and no
schooling
Ill members of the family
Family member with disability
Etc.
Intercession-Mediation
Model

24. Intercession-Mediation
Model
client Social
worker
Service
jungle
Alienated by
cultural traits
such as “hiya”,
“pakikisama”,
“utang na loob”
Lack of access
Lack of
awarenes
Alienates
clients by its
beaurucratic
structures
programs are
not accessible
to the client
Interprets client’s
problems and
difficulties towards
more responsive
policies and service
delivery
Works for the
immediate solution of
client’s problems

25. A method of intervention in which the
worker helps, guides or enables the
client, with the use of the client’s own
resources, to change or modify his
social reality.
Mobilizing the Resources
of Client Systems to
Change their Social
Reality

26. This model of intervention is
premised on the belief that problems
are not always due to personal
inadequacies but often, to
deficiencies in the social reality and
that if people are to be helped, the
target of attack should be the latter.
Mobilizing the Resources
of Client Systems to
Change their Social
Reality

27. Some realities:
Lack of basic amenities like water
Low cost housing
Inadequate material assistance
Employment opportunities
Facilities for medical care
Mobilizing the Resources of
Client Systems to Change their
Social Reality

28. “people empowerment” – people rely on
their own resources
Applicable to individuals, groups and
communities
Group efforts, self-help
Organizing
Capacity-building
Mobilizing the Resources of Client
Systems to Change their Social
Reality

29. CRISIS - “upset in a steady state”; an
emotional reaction on the part of an
individual, family or group to a threatening
life event.
To be in a state of crisis means that there is
a temporary disturbance in one’s
equilibrium characterized by immobilization
of problem-solving abilities and other
aspects of daily functioning
Crisis Intervention
Approach

30. Emotional reactions can result in a
high level of anxiety, feelings of
depression and mourning, shame,
guilt, anger, hostility and confusion
Crisis Intervention
Approach

31. CRISIS THEORY- is known to have
developed out of work in a public
health setting and orientation with a
truly interdisciplinary approach
involving medicine, social work,
psychology and psychiatry.
Crisis Intervention
Approach

32. The theory is based on the idea that
there is no such thing as a
“PROBLEM FREE” state and life is a
series of recurring developmental
crisis
Crisis Intervention
Approach

33. Crisis Intervention: for actively influencing
the psycho-social functioning of individuals
and groups, during a period of acute
disequilibrium.
It involves crisis-oriented, time-limited work,
usually two to six weeks in duration.
To be really effective, crisis intervention
should be available within 24 to 72 hours
after application or referral for assistance.
Crisis Intervention
Approach

34. Intake procedures, waiting lists and
the separation of the processes of
study, diagnosis and treatment are
not necessarily observed in this
intervention.
This involves a warm, emphatic
reaching-out and what is called a
“search and find approach”
Crisis Intervention
Approach

35. Participation is always voluntary and
the client should be committed to the
change process.
Crisis Intervention
Approach

36. Crisis intervention is being used in:
Admission and emergency wards of hospitals
Telephone/hotlines
Walk in centers
Children and women’s desks crisis centers for
women and children
Drug rehabilitation centers
Emergency services of public welfare
agencies (for victims of natural and manmade
disasters)
Crisis Intervention
Approach

37. Goals in dooing crisis intervention:
Relief of symptoms
Restoration to the optimal pre-crisis level of
functioning
Understanding of the relevant precipitating
events that contributed to the state of
disequilibrium
Identification of remedial measures that can
be taken by the client and the family or that
are available trhough community resources
Crisis Intervention
Approach

38. Goals in doing crisis intervention:
Recognition of the connection between the
current stress and past life experiences and
conflicts
Initiation of new models of perceiving, thinking
and feeling and development of new adaptive
and coping responses that can be useful
beyond the immediate crisis situation
Crisis Intervention
Approach

39. Main proponent is – HELEN HARRIS
PERLMAN
This is moving from “diagnostic” to
“ Social Casework”
Problem-Solving Model

40.  
 



The components of Casework
 

41.  
 



•The Person
•The Problem
•The Place
•The Process
•The worker – client relationship
•The Problem solving work

42.  
 



Person
The person who comes as a client to
a social agency is always under
stress.

43.  
 



Person
seen as a “ PRODUCT-IN-PROCESS’ OF
BECOMING.
The problem-solving model views
personality as an open system
continuously responsive to “input” and
“feedback” from outside itself.

44.  
 



To understand human behavior and individual
difference, Grace Mathew has given the following
propositions:

•An individual’s behavior is conditioned by his/her
environment and his/her experiences.
•Behavior refers to reacting, feeling, thinking, etc.
the conditions and influences surrounding the
person constitutes the environment.

45.  
 




•For human growth and development it is
essential that certain basic needs should be met
(Maslow’s hierarchy of needs)
•Emotional needs are real and they cannot be
met or removed through intellectual reasoning
•Behavior is purposeful and is in response to the
individual’s physical and emotional needs

46.  
 




Problem
Casework addresses itself to the solution of
problems that block or minimize the effectiveness
of the individual in various roles.
The multifaceted and dynamic nature of the
client’s problem makes necessary the selection
by caseworker and client some part of it as the
unit for work.

47.  
 




Problem
The choice of problem depends on:

whether the problem is the client’s problem
leadership given by case worker depends upon
her professional knowledge and judgment
agency’s function e.g.hospital, etc.
Partialization – becomes necessary for purposes
of action (centering of attention on relevant and
selected parts of what is presented to view).

48.  
 




Problems can be categorized as follows 
(Grace Mathew):
 
•Problems related to illness and disabilities
•Problems due to lack of material resources
•School related problems
•Problems related to institutionalization
•Behavior problems
•Problems of marital discord
•Problem situations needing a follow-up service
•Needs related to rehabilitation of people

49.  
 




Place
 

•The social agency is an organization fashioned
to express the will of a society or of some group
in that society as to social welfare

50.  
 




•Each social agency develops a program by
which to meet the particular areas of need with
which it sets out to deal. It depends on factors
like money, knowledge and competence of the
agency staff, the interest, resources available
and support of the community.

51.  
 



• The social agency has a structure by which it
organizes and delegates its responsibilities
and tasks, and governing policies and
procedures Hierarchy–roles and
responsibilities clear, designated and
delegated–collaboration procedures and
policies, understand the usefulness by which it
stabilizes and systematizes its operations–
among workers

52.  
 




Agency functions:

•child welfare
•family welfare
•education
•specialization-based, etc.

Agencies also differ based on: 
 
•Source of support
•Professional authority
•Clientele they serve
•Services they offer
•Goals of the agency, etc.

53.  
 




Every staff member in an agency speaks and acts for
some part of the agency’s function, and the case
worker represents the agency in its individualized
problem solving help.

•caseworker not an independent professional
practitioner
•caseworker speaks and acts for the agency
•psychologically identified with its purpose and policies
•case worker while representing his agency is first and
foremost a representative of his profession. He/she
must know and be committed with feeling to the
philosophy that guides the practice of the social work
profession.

54.  
 




Process

In order to understand what casework must
include in its problem-solving process, it is
necessary to consider first the kinds of
challenges and blockings which occur in
people’s normal problem-solving efforts.

55.  
 





•If necessary tangible means and resources are
not available to the person.
•Out of ignorance or misapprehension about the
facts of the problem or the facts of existing ways
of meeting it.
•If the person is depleted or drained of emotional
or physical energy.

56.  
 





•Some problems arouse high feelings in a
person–emotions so strong that they overpower
his reason and defy his conscious controls.
•Problem may lie within the person; he may have
become subject to, or victim of, emotions that
chronically, over a long time, have governed his
thinking and action.
•Have not developed systematic habits or orderly
method of things and planning.

57.  
 




•The purpose of the casework process is to
engage the person himself both in working on
and coping with the one or several problems
that confront him and to do so in such a way
that he emerges as a functional being as he
goes on living.
Purpose of casework

58. PROCESS – consists of the following
operations:
1.The problem must be identified by the
person (i.e. be recognized, named and placed
in the center of attention)
2.Person’s subjective experience of the
problem must be identified (how it is felt, seen,
interpreted, what it does, and what it is being
done with)
Problem-Solving Model

59. 4.The search for possible means and
modes of solution must be initiated and
considered, and alternatives must be
weighed and tried out in the exchange
of ideas and reactions that precede
action.
5.Some choice or decision must be made
as a result of thinking and feeling
through, what means seem most likely
to affect the problem or the person’s
relation to it
Problem-Solving Model

60. Two factors are important in the problem-
solving approach:
Relationship
Involvement and effect of “significant others”
(persons and circumstances within the client’s
problematic network)
These two determine the nature and outcome of
the caseworker’s problem-solving efforts
Problem-Solving Model

61. Relationship – means all relationships between
caseworker and client. Perlman points out that
whatever the problem, the helping relationship
should combine caring, concern, acceptance
and expectation of the client with understanding,
know how and social sanction
Problem-Solving Model

62.  
 




Client-Worker relationship

63.  
 





“Relationship” in Case Work 
•Relationship is the professional meeting of two
persons for the purpose of assisting one of them,
the client, to make a better, a more acceptable
adjustment to a personal problem.
•Relationship is the channel through which the
mobilization of the capacities of the client is
made possible.

64.  
 





  “Relationship” in Case Work 
•Successful treatment depends heavily on
the quality of relationship between client
and worker.

65.  
 




How do we promote Positive 
Relationship?
 
•Positive therapeutic relationship stems from the
worker’s demonstration of non-possessive
warmth and concern, genuineness, accurate
empathy, and non judgmental acceptance, along
with his capacity to communicate optimism and
professional competence.

66.  
 




How do we promote Positive 
Relationship?
•For client: he must mobilize some courage, hope
and motivation to join the worker, and to trust in
his ability to help.
 

67.  
 




Recommended worker interventions to engage
the client’s own problem-solving capacities
•Help client acknowledge difficulty
•Assist client in understanding the meaning of
the situation
•Aid client in making decision to change
•Show sympathetic approach with client
•Establish rapport

68.  
 




•Present and discuss facts of the case
•Stimulate the client to action
•Demonstrate to the client your ability to
observe and listen
•Begin where the client is
•Ask only necessary questions

69.  
 




•Take leadership only when needed,
otherwise use client’s own resourcefulness
•Offer interpretations of client’s situation, as
well as resources and direction only as
needed
•Demonstrate acceptance of client
•Discuss client request
•Gather facts about request

70. for individuals and groups
Task-Centered 
Model
Psychosocial 
Approach
Functional 
Approach
Behavioral 
Modification
Family 
Intervention
TCM
  FI BM
  FA
  PA

71. The task-centered model is a “ technology
for alleviating specific target problems
perceived by clients, that is, particular
problems that clients recognize,
understand, acknowledge and want to
attend to.
TASK – is what the client is to do to
alleviate the problem which makes the task
both an immediate goal and at the same
time the means of achieving the goal of
alleviating the problem.
Task-Centered Model

72. Characteristics:
1.It is brief and time-limited;
2.Its interventions are concentrated on
alleviating specific problems which the
client and practitioner expressly contract to
work on;
3.Work on the client’s problem is organized
around tasks or problem-solving actions the
client agrees to carry out.
Task-Centered Model

73. TARGET
1.Family and interpersonal relations;
2.Social role performance;
3.Effecting social transitions;
4.Securing resources; and
5.Emotional distress reactive to situation
factors.
Task-Centered Model

74. Features of the model:
ASSESSMENT – this consists of finding out
the problem. The practitioner also
identifies the influential conditions in
the environment, the problem context
and takes note of the client’s special
traits, talents, abilities and problem
behaviors.
Task-Centered Model

75. Features of the model:
CASE PLANNING – general strategy for
case plan consists of assessment and
a problem-reduction program of action.
The focus is on client target problems.
The practitioner constructs a program
by making judgments about what can
be expected to reduce the problem
Task-Centered Model

76. Task-Centered Model
Features of the model:
IMPLEMENTATION – a contract is
made to shape and organize the
problem-solving work. Tasks state
exactly what the client and practitioner
are to do.
TASKS – state what the client is to do. A
task may state a general direction for the
clients action, but general tasks are
broken down into more specific tasks.

77. Task-Centered Model
Task-Centered Model with Groups
Task-centered group work is
different because the worker
uses group processes in
helping members formulate
and attain tasks.

78. Task-Centered Model
STEPSSTEPS
1.Preliminary Interview- problems are
elicited, explored and clarified in the
interview. Workers and client agree
on the problem which will be
addressed and if the social worker
thinks the client can be helped to
attain tasks through group
processes, the idea is presented to
the client who may accept or reject
group membership.

79. Task-Centered Model
STEPSSTEPS
2.Group Composition -practitioner
decides who should be in a
particular group, and the size of the
group.
3.Group Formation – members share
the problems that they will seek to
reduce or eliminate by formulating
and accomplishing agreed-on tasks.

80. Task-Centered Model
Group Processes for Task
Accomplishment – once the task
have been agreed upon among
the members, the practitioner
works with them so that they can
help each other to accomplish the
tasks within the time frame agreed
upon.

81. Psychosocial Approach
This is associated with the
Freudian theory of personality
and was often referred to as
the
“ organismic approach” and the
“ diagnostic school of thought”.

82. Psychosocial Approach
This is essentially a
SYSTEM THEORY APPROACH

in social work which can be applied to
individuals and groups with actual or
potential problems in their
psychosocial functioning.

83. Psychosocial Approach
SYSTEM THEORY APPROACH

concerned with both the inner realities
of human beings and the social
context in which they live.

84. Psychosocial Approach
Treatment must be differentiated
according to the client’s need, hence,
the term “Differential treatment approach” –
this requires the worker to understand
the client’s need and to respond
accordingly.

85. Psychosocial Approach
Help provided is a process which will
enable change to occur in the person
or in the situation, or both.

86. Psychosocial Approach
INITIAL PHASE
1.Understanding the reasons for the contract;
2.Establishing a relationship which will enable
the client to use the worker's help;
3.Engaging the client in the treatment
4.Beginning treatment itself
5.Psychosocial study

87. Psychosocial Approach
Assessment of the client in his situationAssessment of the client in his situation
1.1.Dynamic Dynamic – an examination of how
different aspects of the client’s personality
interact to produce his total functioning; the
interplay between the client and other
systems.
2.2.EtiologicalEtiological – the cause or origin of the
difficulty. Whether preceding or current
events.

88. Psychosocial Approach
Assessment of the client in his situationAssessment of the client in his situation
3. Classificatory-. Classificatory- an effort to classify
various aspects of the client’s functioning
and his place in the world including a
clinical diagnosis.( classifying based on
personality disturbance).

89. Psychosocial Approach
Goal and Planning – this is concerned with
how improvement can be effected.
GOALS – are seen as composite of what
the client sees and desires for himself and
what he sees as possible and helpful.

90. Psychosocial Approach
TREATMENT PROCESS
1.Indirect Treatment – the worker
intervenes directly in the environment
of the client.
-Obtaining needed resources
- Modifying the client’s situation when
change in the client’s situation or
environment is necessary.
2. Direct Treatment – this involves direct
work with the client himself.

91. Functional Approach
First developed by the faculty of the Univ of
Pennsylvania School of SW (JESSIE TAFT, et.
al.). TAFT introduced the use of “AGENCY
FUNCTION” as basic in SW helping- resulting
to Pennsylvania School – being identified as
the “functional school”.

92. Functional Approach
It has 3 characteristics:
1.Works from a “psychology of growth” and
not from” psychology of illness”.
2.Purpose of the agency guides the social
worker’s overall purpose, giving focus,
direction & content to the worker’s
practice; and

93. Functional Approach
It has 3 characteristics:
3. Social Work is viewed as a helping process
through which an agency’s service is made
available, with SW method, having to do
with initiating, sustaining & terminating the
relationships.

94. Behavioral Modification
An approach intended to improve the social
functioning of individuals, families, groups
and organizations by helping them learn
new behaviors & eliminating problematic
ways of behaving.
THIS IS BASED ON BEHAVIORAL THEORY – that
people repeat behaviors that are rewarded
and abandon those that are not rewarded.

95. Behavioral Modification
The 3 elements of SOCIAL LEARNING are
essential in the practice of BM:
a)TARGET BEHAVIOR – the focus of
intervention
b)ANTECEDENT BEHAVIOR – behavior &
events that occur prior to problem solving;
c) CONSEQUENT BEHAVIOR – behavior &
events that occur after the problem
behavior.

96. Behavioral Modification
Social Worker’s Roles:
1.Direct Modifier (worker as agent of
modification, using technique like positive
reinforcement to increase a child’s behavior
relating to observing rules, etc.)
1. Behavioral Instigator (worker arranges the
situation to modify the behavior)
1.Teacher (worker teaches client with
behavioral modification techniques, etc.)

97. Family Intervention
2 forms of family intervention:
a)Family Therapy – designed to change or
modify elements of family relationship
systems that interfere with the
management of life tasks of the family and
its members.
a)Family-focused work with an individual
client – referred to as “family casework” is
undertaken with focus on a family
member, with the family members being
involved in the helping process

98. Family Intervention
2 major phases of work w/ families:
1.Assessment
2.Treatment
2 Tools for assessment & treatment:
1.Eco-map - diagram of a family within
its social context & includes
genogram.
2.Genogram – a diagram similar to a
family tree.

99. for groups
Developmental
Approach
Interactionist
Approach
Remedial
Approach
DA
RA
IA

100. Developmental Approach
by Emmanuel Tropp
DEVELOPMENT – causing something to unfold,
grow, change for the better, to be realized, etc.
This approach explains that people are not
seen as being sick or healthy, but on a scale
ranging from socially functional (adequate) to
dysfunctional (inadequate) to eufunctional
(good functioning)…. continually able to move
up this scale in a life-long developmental
process of self-realization.

101. Developmental Approach
3 Characteristics:
1.HUMANISTIC – view of one human being by another.
Tropp explains this as worker respects the groups
common purpose & integrity
1.PHENOMENOLOGICAL – its main concern is what is
happening at present; reality oriented rather than on
past personality diagnosis
1.DEVELOPMENTAL – it sees people as being able to
move forward in a life-long process of self realization
and fulfillment of potential of social functioning

102. Interactionist Approach
A group work theory developed by William Schwarts
believes that the job assignment of social work in
society for which it is being held accountable
is to mediate the process through which the
individual & society reach out to each other
through a mutual need for self fulfillment.
The MEDIATING FUNCTION of Social Work is
the key concept in this approach.

103. Interactionist Approach
Focus is on “PERSON-SITUATION INTERACTION” .
The role of the worker is to mediate not only on the
person but on society (family, peers, agency,
neighborhood, etc.).
In GROUPWORK, the IA has 4 major features:
Group is collective in which people face &
interact;
People need each other for certain specific
purposes;
They come together to work on a common task;
and
The work is embedded in a relevant agency
function.

104. Interactionist Approach
Schwartz describes 4 phases of work in a
group using this approach:
1. The “Tuning In” (preparation for the pre-
entry)
2.The Beginning (worker moves into the
group and the agency)
3.The tasks
4. Ending & Separation

105. Remedial Approach
focused on individual change through
small groups; uses guided group
processes in treating/rehabilitating
individuals whose behavior is
disapproved by society (e.g. physically
& mentally handicapped; legal
offenders, etc.)

106. Remedial Approach
In the RA, the group is conceived as a
small social system whose
influences can be guided in
planned ways to modify client
behavior; that small groups
generate social forces which can
be utilized to effect change in the
interest of clients.

107. Remedial Approach
Strategy of Intervention – or means of
influence (modes of interventions):
1.DIRECT MEANS OF INFLUENCE
immediate interaction with a group member.
There are 4 types of direct means of
influence
(a) worker as a central person-object of
identification & drives;
b) worker as a symbol & spokesman – agent of
legitimate norms and values;

108. Remedial Approach
c) worker as Motivator & stimulator –
definer of individual goals & tasks; and
d) W as executive-controller of member’s
roles).
2) INDIRECT MEANS OF INFLUENCE
Worker acts on and through the group, its
processes and its program (purpose,
selection of members, size, procedures and
group development).

109. Remedial Approach
3. EXTRA GROUP MEANS OF INFLUENCE
modification of behavior or attitudes of
persons in the client’s social
environment: the staff, parents,
teachers, neighborhood, etc. whose
influence is important to the client’s
social functioning.

110. for communities
Community
Development
Model
Social
Planning
Model
Social Action
Model
CDM
SAM
SPM

111. Community Development Model
Community change may be pursued
optimally through the broad participation of
a wide spectrum of people at the local
community level in goal determination and
action.
Themes emphasized in locality
development include democratic
procedures, voluntary cooperation, self-
help, development of indigenous leadership
and education

112. Social Planning
Emphasizes a technical process of problem-
solving with regard to substantive social
problems such as delinquency, housing and
mental health. Rational, deliberately planned,
and controlled change has a central place in this
model.
The approach presupposes that change in a
complex industrial environment requires expert
planners, whothrough the exercise of technical
abilities, including the ability to manipulate large
bureaucratic organizations, can skillfully guide
complex change processes

113. Social Planning
Planners, especially in social work, are
concerned with establishing, arranging and
delivering goods and services to people who
need them.
Building community capacity or fostering radical
or fundamental social change does not play a
central part.

114. Social Action
Presupposes a disadvantaged segment of the
population that needs to be organized , in
alliance with others in order to make adequate
demands on the larger community for increased
resources or treatment more in accordance with
justice or democracy.
Its practitioners aim at basic changes in major
institutions or community practices. They seek
retribution of power, resources, or decision
maiing in the community or changes in basic
policies in formal organizations.

115. indirect models for
intervention
Working with the
Elite
Documentation/
Social Criticism
Advocacy
WE
ADV
DSC

116. includes specific activities, i.e. info giver,
interpreter, resource person, consultant,
negotiator, coordinator, lobbyist, organizer
& mobilizer.
“ELITE” – comprised of individuals & groups
who are usually in a position to provide the
resources the worker needs in her work
with clients (.e.g policy makers, leaders,
volunteers, business owners)
Working with the Elite

117. Worker is employed by the agency to
translate policies into services to
clients; study/analyze practice
experience and share with others;
understand agency policies/programs,
analyze data, to be able to
recommend new programs.
Documentation/Social Criticism

118. Advocacy
worker is involved in efforts to
change/modify policies/programs
on behalf of some sectors in the
community (e.g. professional
association can influence policy;
worker writing an appeal or
pronouncements for a cause)

119. Summary of the Social Work Models and Approaches
DIRECT PROVISION MODEL
INTERCESSION-MEDIATION MODEL
MOBILIZING RESOURCES OF
CLIENT SYSTEM
CRISIS INTERVENTION APPROACH
THE PROBLEM-SOLVING MODEL
TASK CENTERED MODEL
THE PSYCHO SOCIAL APROACH
THE FUNCTIONAL APROACH
BEHAVIORAL MODIFICATION
DEVELOPMENTAL APROACH
THE INTERACTIONIST APPROACH
THE 3 MODELS OF CO (CD/SOCIAL
PLANNING/SOCIAL ACTION)
INDIRECT MODELS OF
INTERVENTION