Application of Theory to Practice

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Client assessment by applying theory and/or theoretical perspectives to a practice situation in your field placement (10-13 pages).

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Application of Theory to Practice¹ (10 – 13 pages) This assignment presents you with the opportunity to create a client assessment by applying theory and/or theoretical perspectives to a practice situation in your field placement. 1. Briefly, describe your fieldwork placement and describe the situation you will analyze. The situation can include individual, family, group, or the community. Discuss what you know about the client system’s biopsychosocial and spiritual status as well as diversity factors like, privilege and oppressive factors. Remember that since you are part of the client’s system you need to include yourself as part of the system and how the client system may perceive you. (3 pages) 2. Draw an eco-map to further describe the practice situation. This eco-map will reflect the interacting factors affecting the client system. These factors may directly or indirectly affect the client system. Summarize any findings from your ecomap in 1-2 paragraphs. (1 page) 3. State your assessment about the client system using the Multidimensional Approach including the multiple dimensions of the person (the biological person, the psychological person, and the spiritual person) and the multiple dimensions of the environment (culture and physical environment; small groups, formal organizations and/or communities; and global and national social structure, institutions and/or social movements (3-4 pages). 4. Identify a theory or theoretical perspective discussed over the semester to analyze the practice situation (3-4 pages) The following guidelines should be used: a. Describe your chosen theory. What are the main concepts and philosophical underpinnings of the theory b. What does your chosen theory say about the causes of your client’s challenges or stressors? What does the theory indicate would need to occur to improve the client’s situation. c. How consistent is your chosen theory with social work values and ethics? In which ways does it deviate from the values and ethics of the profession? d. Does the theory or theories chosen support your Multidimensional Assessment (number 3 above) about the client system including problems that the client system is dealing with and what behaviors the client is using to cope or to change the environment? Alternatively, does this theory or theories dispute your assessment? In your discussion it is important to consider values underlying theory or theories chosen and their relevance with social work values and principles. 5. Conclusion. What are the implications of your Assessment for your social work practice with this client? What are the perceived strengths of using this type of assessment you’re your client? What might be some challenges that come from using this type of assessment? (1 page) 6. Integrate at least 5 references to support your analysis of the practice situation and the application of theory or theories. Three of the references should be empirical or theoretical articles that have not been used in class and should not be taken from the bibliography provided. Note: Use APA style for all references including the bibliography at the end of the paper. Correct grammar and spelling is expected. This assignment, excluding the eco-map, is to be typed. You must add a cover page to this assignment including your name, date and the course.
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Running head: APPLICATION OF THEORY TO PRACTICE

Application of Theory to Practice
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APPLICATION OF THEORY TO PRACTICE

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Fieldwork Placement and Situation
The fieldwork placement provides students with direct contact with severely regressed
clients in an agency or mental hospital setting to give them the opportunity to observe the
extremes of psychopathology. The fieldwork placement for this assessment is an in-class
resource about Liza Lopez, an 8.1-year-old Hispanic student with learning difficulties.
Reason for Referrals
Lisa Lopez is an 8.1-year-old second grader at Bright Days School. She was referred for
Child Study Team evaluation by I & RS team to overcome difficulties in writing, reading, and
mathematics. Her current reading level is a B (an early kindergarten level) that is considerably
lower than the grade level. Also, Lisa has difficulties in writing since she struggles with noting
down complete thoughts and organization. When it comes to Mathematics, she is unable to retain
facts and struggles in solving multi-step problems. Even after receiving additional supports, i.e.
the 1:2 help, ESL services, Basic Skills, and small group interactions, Lisa has not shown any
progress.
Medical History
Despite experiencing these learning difficulties, Lisa lacks any medical complication. She
has no record for hospitalization, illnesses, accidents, injuries if seizures. The only reported
medical problem is asthma that the mother indicates that it has been controlled effectively with
medication. Off late, she has not undergone emotional traumas even though her mother’s
separation from the man who raised Lisa affected her deeply. She had a difficult time processing
the separation, but with time, she was able to overcome the emotional traumas without need of
any therapy or counselling. She receives pediatric care from Dr. Blake of Chelsea Pediatric
where she reports good eating and sleeping habits.

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Education History
Lisa began schooling in Puerto Rico at the age of two years where she gained Speech &
Language service in Pre-K. When she moved to Bella City, her first and second -grade teachers at
Sunny School Complex reports concerns about her learning difficulties. Currently, at Brown, her
grades have been deteriorating, and there is no history of retention. Sandra Lopez, her mother
and teachers, have acknowledged that Lisa is an attentive leaner who struggles with fluency,
reading, and comprehension.
Family
Living with her biological mother, Sandra Lopez, 28, her step-father Luis Arroyo, 38 and
two older siblings, Jose and Niezen, 14, and 11 respectively, Lisa has a deep emotional
connection with her family. This family has a close relationship and they are supportive of each.
Majorly speaking Spanish at home, these siblings mainly converse in English. Lisa is also an
eloquent English speaker.
Adaptive Functioning
Lisa is of average intellect since she can solve problems and apply her intelligence within
social and emotional settings. She is friendly, social, and easy-going with her peers. Her teacher
and friends describe her as a person who is ever happy, loving, and kind. She enjoys outdoor
activities that require use of energy. Lisa likes coloring, singing, and anything that needs
creativity and “hands on.”
Social/Emotional Functioning
In social settings, Lisa is friendly, easily fits in the company of her peers. Her teachers
and classmates like her because she is caring as well as she is easy to make and maintain the
friendship. Despite having a reading level that is lower than the grade level that causes her to

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struggle with learning, Lisa is not easily frustrated with her schoolwork. She works hard and
often asks for help when stuck in solving an academic program. She is motivated to excel in her
studies and respond effectively to positive praise. She does not display any behavior that seems
to impede her learning process since she is compliant and follows instructions. At school, she
maintains a positive spirit and communicates her emotions effectively and properly.
Educational Implications
A flexible classroom setting that would enable her to attend to creative spirit would be a
beneficial compensatory strategy that would enhance her academic progress. She is creative and
imaginative and loves drawing, painting nails, and crafts. Also, she likes singing and playing
with her dolls. It seems that Lisa’s difficulties in fluency, comprehension, and reading interfere
with her learning abilities without extra support in place. As a youngster, she impresses with
much potential...


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