The use of behaviourism theories on a social work case study - Essay Example

SOCIAL WORK METHODS THEORIES FOR PRACTICE CASE STUDY: Use of Behaviourism (Cognitive and Behavioural Approaches) to Critically Analyze a Case Study on Family and Children Introduction The beginnings of social work are focused on the principle of providing aid to the people. There is minimal change in this perception, but it has shifted from the individual reformation to collective views (Higham, 2006, p.10). However, the central purpose remains to be the responsibility of helping the people, whether individually or collectively as one society. The vitality of social work practice has been never more emphasised with the prevalence of change and threats on each and every member of society. The most common concern of this discipline is the alterations of relationships and social institutions such as the family, which greatly affects the children. In response, theorists, psychologists and social workers continue the study of human behaviour and cognition to formulate methods and theories as a foundation for alleviating the effectiveness of social work. The use of the assumptions of behaviourism to empiricism is useful in examining the results of the intervention (Walsh, 2009 p.91). This demonstrates that social work practices grounded in this theory help provide better social work measures for both service provider and users. In the light of the previous, the aim of this case study is to underscore the use of behaviourism theories on a social work case study. The case, which draws out the issues on family and children, will be embedded in the theory through the analysis of its relevance to the user, the assessment of the aid of the case, the intervention and on the anti-discriminatory practice of the social worker. This paper acknowledges that other pertinent areas of the theory may not be included in the analysis as its limitation. Case Overview and Analysis The case for this study is on Case Study No. 2 involving Gemma the 15-year-old daughter of Kitty and Tony and the sister of the nine-year-old Jake. Gemma is from a broken family with an absentee father, who left them after the discovery of Kitty’s extramarital activities with another woman. Gemma was once a promising child with good academic records. However, the issue of the family outset, when Gemma has been involved with suicidal and late-night activities and fights, brought her to the brink of becoming a criminal offender. This case is contextualised as an issue on children behaviour in a scientific aspect of their development. Behavioural and Cognitive Approaches: Theoretical Framework Assumptions and Analysis One of the pioneering theorists on the theory of behaviourism is John Watson. In his work on psychology, he believes that psychology in the perception of the behaviourist is a form of experimental science, wherein the goal is to produce cognitive states (mental process) that are readily observable in behaviour by adding or removing stimuli (Watson, 1913). This means that psychologists or behaviourists studies human behaviour by experimenting on stimuli to understand the mental processes of the people as shown on their behaviours. The second assumption provided is that the environment of the species (as Watson utilised animals for his experiments) is a contributing factor in the identification of behaviour. Watson (1913) stipulated that animals have hereditary or built-in systems that allow and disallows them to cope with their environment. However, his experiment on birds yielded that when exposed to certain stimuli from the environment, the birds of various species reacted differently. He was somehow unsuccessful in controlling the behaviour of the birds. Part of behaviourism from its early beginnings includes conditioning methods, particularly on classical conditioning. This method contends that behaviour can be conditioned by exposing the subject to certain stimuli repeatedly (Miller, 2012, p.50). This in effect resulted in controlled behaviour or conditioned responses. This has become a starting point for other researchers to develop behaviourism methods such that of Skinner’s (1995) operant conditioning, which provides that positive consequences from reacting to stimuli-induced repeated action (Miller, 2012, p.50). Other methods involved in this theory are behavioural modification as used by social workers. Behavioural modification approaches are utilised to better understand the weakness and strengths of the service users, especially during consultation and implementation of policies (Schinke, 2009). This is a vital part of behaviourism and social work since this will allow the change in behaviour through effective and informed intervention. However, Miller (2012, p.55) pointed out that service users are hesitant on these approaches, particularly on information sharing on hindrances to change. Theoretical Analysis Relevance to Service User The strength of cognitive and behavioural approaches is that it is highly useful for childhood related cases, which have different intervention activities suited to different needs (Sheldon, 2011, p.68). The experiments conducted by Watson also demonstrate the use of baby animals as subject with the contention that the younger children are more capable of changing their mental structures when exposed to environmental change (Miller, 2012, p.52). It means that the mental process of children is likely to be altered in contrast to older individuals through different behaviour and cognitive modification techniques. In the case at hand, Gemma is a 15-year-old child whose cognitive, and ultimately behavioural process can still be altered easily. To note, this adolescent period is the where most changes in mental, emotional and physical aspect are likely to occur. Hence, given such young mind, social workers may be able to change the behaviour of Gemma, and help her cope with her destructive activities Then again pointing out that this type of approach is beneficial for the service user because it is most applicable to younger children, which are equipped with flexible cognitive frameworks. More importantly, cognitive and behavioural approaches do not necessarily probe what is beyond the behaviour. As placed by Jarolmen (2014, p.18), it is a “present-focused treatment,” and its activities are succeeding in an order. The focus on the behaviour of Gemma, especially on cutting herself and getting involved in fights will be examined on her behaviour in itself and not those that lies behind it. This is beneficial since the approach will provide intervention that will alter this certain behaviour without elaborate process from other aspects of her life. This will lessen inhibitions or shame taking into consideration that she is also suffering from a broken home. Thus, allowing the social worker to give an in-depth study on the case, and provide stimuli that are highly effective in changing her behaviour. As the approach is sequential in nature, certain activities can be done that will reinforce the primary intervention method. Several activities will involve the assessment and establishing of coping mechanisms and skills (Jarolmen, 2014, p.18). Evidently, the intervention is thorough that it covers better understanding on the part of the social worker and skills development for the service user in order to become independent, in the long run. The case of Gemma will better be resolved the activities will be done in a structured and step-by-step manner. This is because, one activity is guaranteed to complement, and the next, and not clash or render the other activities inutile. It is important to consider that Gemma suffers not one, but also other disruptive behaviours. In this regard, a comprehensive intervention is necessary and appropriate. Further, Gemma will benefit from these activities primarily because it targets scientific processes (of the mind) rather than social relations of the child and the family, which is relatively more complex. As such, cognitive and behavioural approach is experiment-based, whereby the results of the intervention measures will be seen by both the worker and users. This will be advantageous for Gemma to determine whether or not the intervention is effective or not. Therefore, allowing the social worker to change or improve techniques. However, despite the extensive strengths that can be maximised in the use of the cognitive and behavioural approach, there are still areas that are vulnerable to limitations. To reiterate, the core of using cognitive and behavioural mechanisms lie in the development of the individual and his/her emotions, thoughts and feelings. The cognitive aspect is set to enlighten social work professionals and guide them in understanding the way personalities characterise human beings (Greene, 2010, p.133). Consequently, the behavioural aspect lets the practitioner focus on understanding a subject by paying attention to observable facts like a person’s behaviour patterns and actions (Walsh, 2013, p.146). The work of Walsh (2013) further discusses that the two approaches are easily associated and used together due to its relatable values. Nevertheless, the point of emphasising these certain qualities of the chosen approach is to highlight what the social worker will use in the process of handling Gemma’s case. By using the cognitive and behavioural approach, the social work practitioner will have to make use of Gemma’s personality, actions and her response to certain circumstances in order to address the problem areas that are yet to be identified. Although the process of interpretation will be a possible part, the use of this approach is highly limited to the willingness of Gemma to be subjected to observation. Even if she is left with no choice but to open herself as subject to the social worker, it is still up to her on whether she will cooperate or put up a front. Her level of honesty will entirely be up to her. This vulnerable variable may hinder the social worker in solving the problems in Gemma’s case. Relevance on Understanding Aid Assessment One of the major strengths of using the cognitive and behavioural approach is the large availability of different types of assessment. The works of Thyer, Sowers and Dulmus (2008, p.417) and Teater (2014, p.166) both agree in discussing that assessment is one of the key phases in going through the cognitive behavioural process. Since the focus of the method is in understanding the personality and behaviour of the subject, assessment can be conducted either through formal (i.e., the use of official or clinical instruments for measure) or informal means (i.e., consultation or sharing). The possibility of two options gives the social worker leverage in choosing the assessment that is best applicable to the state of mind of the subject. The two types of assessment can even be used side by side in order to gauge results better. The use of two assessment types can particularly help in Gemma’s case in consideration of the problem identified before regarding her level of honesty to the social worker. First, the social worker can use the informal type of assessment and let Gemma confide in her. This could occur in a longer period since it would require observation of behaviour, personality traits and other actions by Gemma. After this informal type of assessment is conducted, the social worker can then switch to a formal type by employing clinical measurements to assess Gemma. The results of the two assessments will help the social worker get a more accurate profile of the subject. The use of the formal type assessment can help reduce the non-disclosure choices of Gemma in interacting with her social worker in the informal assessment. The works of Corcoran and Walsh (2010) and Holland (2011) also give additional insight in terms of the strengths and limitations of aid assessment. Specifically, the work of Corcoran and Walsh (2010, p.224) is the one that provides insight into a strength of the assessment. The authors discuss extensively the component of risk and protective factors in the assessment. Although the work focuses on the assessment of an eating disorder case, it is still considered in this paper since it tackles factors that can also be used in Gemma’s case. Among the factors mentioned include the following: a) biological, b) psychological and c) social. Identifying the separation of factors is helpful in aid assessment because it will enable the social worker to determine the nature of Gemma’s problem areas. If the areas are identified are classified properly, addressing them will also be properly conducted since the practitioner will be able to use an appropriate method. Meanwhile, the work of Holland (2011) is more of an indirect resource since it studies the practice of social work assessment. It is used in this paper to demonstrate the limitations that the cognitive behavioural approach have on aid assessment. For one, the work has reviewed the research that has been done in the field and focuses on the inputs and outputs within the process of assessment. The author points out that in the aspect of input, majority of the research conducted pertains to helping social work practitioners to distance themselves (including their personal beliefs, among other things) from influencing the subject in the case. The choice of researchers to analyse this aspect in social work practice is important to take note of since it suggests that practitioners being influential to the subject is a common concern in the field (Holland, 2011, p.11). The author further discusses how a combination of qualitative and quantitative information can contribute so much to understanding subjects--most especially in circumstances where child welfare is involved. The previous paragraphs highlighted how the cognitive behavioural theory--when applied--can aid the assessment in social work practice. As discussed, there are two sides of its relevance having both strengths and limitations. However, despite its limitations, the current paper can still say that the central theory of this paper contributes positively to social work practice. This assertion is based on the work of Milner and O’Byrne (2009). In the said work, the authors look at the advantages of the outcomes in using the behavioural approach. The following are some of the highlights of the authors’ work pertaining to behavioural approach outcomes: a) using the behavioural approach often results in a more detailed interpretation of problems, b) the detailed interpretation leads to the development of new techniques in going through the assessment process and c) the use of cognitive behavioural approaches is a more viable approach leading to assessment and intervention since the method allows practitioners to get a clear picture of the problem areas in the emotional aspect of behaviour. From the materials that have been consulted, it can be said that using the cognitive behavioural method is compatible to aid the assessment process in Gemma’s case. The advantages of the method in aiding assessment are twofold since it can be beneficial not only for Gemma but the social work practitioner as well. On Gemma’s side, the method is the most fitting one since it can be sensitive to the things that she is going through. On the other hand, the method is also strategic for the social worker since it can help him/her study the subject’s case more accurately. Relevance on Intervention More than aiding assessment, the use of cognitive behavioural theory has a higher impact on the process of intervention. This is because intervention the is where the bulk of helping the subject occurs. It is also because of this that intervention becomes critical because the steps of the social work practitioner will be instrumental in addressing the problems within the case. Research by this paper has gathered that resources on cognitive-behavioural intervention is expansive and offers many notable points. One of the major relevance of using cognitive-behavioural strategies in intervening in Gemma’s case is its tested capacity to be effective in treating conditions such as anxiety disorders (Dattilio & Freeman, 2007, p.75). Although Gemma does not directly suffer from an anxiety disorder, the claim that the use of the theory generates positive results is highly relevant to the case since it means that resolving the subject’s issues will also have a higher chance of success. After all, the circumstances surrounding Gemma’s case still account for a psychosocial-related problem that would require the same attention to those anxiety disorders and other conditions. In addition, cognitive-behavioural methods have also proven its success in addressing even major problems like physical trauma and post-traumatic stress disorder (PTSD), suggesting that it has a high success rate in social work treatment (Folette & Ruzek, 2006, p.434). Having the previous paragraph validate the appropriateness of using the cognitive-behavioural model, it can be said with finality that intervention by the social worker in the case will follow this framework. First, however, the origins of why Gemma’s case pursued must be retraced. It is notable that before Gemma succumbed to her current issues—going home late, being distant from the family, etc.—she has been a model daughter and always stayed out of trouble. With this data, it can easily be deduced that the stressor for her was the failure of her parent’s relationship. Still, although some of the behaviours she gathered after her parents separated could be considered drastic, this paper believes that intervening in her case will be easier for the social worker’s part since the subject has not always been this way. By employing methods in the cognitive behaviour framework, the social work practitioner can work his or her way in turning Gemma into her old self. In supplying an intervention course for the social worker, this paper looks at the works of Watson and Gresham (1998), Stein, Kupfer and Schatzberg (2006) and Hepworth et al. (2010) in getting a grasp of what constitutes the cognitive-behavioural framework. Particularly, in consideration of the risk that Gemma may become involved in the criminal justice system as an offender, this paper sees that cognitive reconstructuring is the best way to intervene in her case. In Hepworth et al. (2010, p.390), cognitive reconstructuring is discussed to be a core component of the cognitive-behavioural theory since it aims to alter problem areas in an individual’s thoughts or behaviour that are “faulty” and “destructive”. This goal sums up the path that the social worker must take in Gemma’s case. Before the destructive behaviours of Gemma are addressed, the social worker must first gather intel as to why she has turned to these activities. It is now a known fact that the split of her parents is the main stressor for her; however, she could have picked any other activities. Therefore, it must be an essential goal of the social work practitioner to trace the origin of her actions. This goal will require research and interviews on Gemma’s social relationships and extended networks. For one, the aspect of her cutting herself must be looked into. She claims that the behaviour is acquired from school because it is an ongoing craze. Whether this is true or not, this still needs to be verified. If indeed the cutting behaviour was acquired from school, intervention must be oriented at showing Gemma how this is an unhealthy case of going with the trend. If the so-called trend did not originate in the school, then additional information must be gathered from the subject—including her state of mind and possible leaning towards suicidal tendencies. Just like how the intervention on Gemma’s cutting behaviour will be done, the social worker must also put the same effort on her other behaviours like spending time away from home and her family, staying out late and becoming involved in fights and other hostile encounters. Information is the key before proceeding with any forms of intervening method; hence, research must also be done in these areas. It must be known where exactly does she go when she is out late, who are the people she is hanging with, etc. Determining these factors and more will aid the social worker in gauging the level of risk in Gemma’s actions. When the social worker has gained the information that he/she needs, it will be easier to outline activities that Gemma could participate in. In Stein, Kupfer and Schatzberg (2006, p.423), the behavioural aspect of the cognitive-behavioural theory entails the involvement of youth in activities that will allow them to experience different emotions like mastery and mood-elevation, among others. Meanwhile, the cognitive aspect is said to entail assisting the youth in realising the consequences of their choices and thoughts. From this, the social worker can tailor Gemma’s schedule in a way that her staying out late at night will lessen, her interaction with hostile friends will be minimised and the like. In choosing the activities for Gemma, the social worker must keep in mind that different personalities often respond to a certain method in his or her way (Watson & Gresham, 1998, p.382). Therefore, knowing Gemma will also be essential in order to optimise the process according to her behavioural and emotional patterns. Finally, the most important element of Gemma’s development will depend on the involvement of her parents. One reason for this is that they must be there for her to let her know that even if they are separated, they can still function as human beings who love each other--even if that may not be true to her parents anymore. Another reason and a more important one is that parents that take responsibility can already be enough to prevent Gemma’s involvement in the criminal justice system (Siegel & Welsh, 2015, p.307). Relevance to Anti-Discriminatory Practice The application of the cognitive-behavioural framework in addressing the problem of Gemma is relevant to anti-discriminatory practice because the way its methods are characterised. First, cognitive and behavioural practices focus on the behaviours and thoughts of individuals. This disregards other factors of the service user’s profile such as age, gender or ethnicity--among other things. Second, activities that can be associated with the intervention process are all for the good of the service user or subject. Even if this may hold true for other social frameworks as well, it is still considered as another reason for relevance in ethical practice. Therefore, instead of allowing oppression regarding qualities of the subject, the social worker can help in the subject’s path toward empowerment and claiming back control of himself or herself. Focusing on the individual’s problems instead of how he/she differs from the rest of society is a step towards promoting ethical conduct in the field of social work. Conclusion This case study-based essay tackled a circumstance that requires the intervention of a social worker. The case chosen for this paper was the case of Gemma, who is a fifteen-year-old girl who has been assessed as the risk of being involved in the criminal justice system. The stressor that led to such assessment is the split of the girl’s parents. She consequently exhibited rebellious and destructive behaviour such as being involved in fights and cutting herself, among others. To assess this case, the current paper has chosen to delve on behavioural and cognitive approaches. Although there are a number of reasons that can be listed, one motivation for this paper in choosing these frameworks is its applicability to cases with youth involved. Gemma qualifies as a minor; hence, the approach was seen as fitting to the circumstances surrounding the case. The relevance of the approach in the areas of the service user, assessment and intervention have all drawn to the point that the framework will be both beneficial for helping Gemma as well as the practice of the social worker. In the end, the paper deduced that not only is the cognitive-behavioural approach relevant to the aforementioned components, but to the ethical dimension of social work practice as well. References Corcoran, J. & Walsh, J., 2010. Clinical assessment and diagnosis in social work practice. 2nd ed. New York: Oxford University Press. Dattilio, F.M. & Freeman, Arthur eds., 2007. Cognitive behavioral strategies in crisis intervention. 3rd ed. New York: The Guilford Press. 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