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WEEK 2 SW Theory & Clinical Practice APPLICATION OF SYSTEMS THEORY TO A CASE STUDY In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene. The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study. Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system. Reading Resources:  Turner, F. J. (Ed.). (2017).  Social work treatment: Interlocking theoretical approaches  (6th ed.). Oxford University Press. o Chapter 14, "General Systems Theory" (pp. 240–247)

 Cappiccie, A. (2020, Fall).  5 tips for connecting theory to clinical social work practice Links to an external site. .  New Social Worker,  27(3), 8–9.  Turner, K., & Lehning, A. J. (2007).  Psychological theories of poverty Links to an external site. . Journal of Human Behavior in the Social Environment, 16(1–2), 57–72. https://doi.org/10.1300/J137v16n01_05  Turner, F. (2011). Theory and social work treatment.  In Social work treatment: Interlocking theoretical approaches   Download In Social work treatment: Interlocking theoretical approaches  (5th ed., pp. 3–13). New York, NY: Oxford University Press. Social Work Treatment: Interlocking Theoretical Approaches, 5th Edition by Turner, F. Copyright 2011 by Oxford University Press - Books (US & UK). Reprinted by permission of Oxford University Press - Books (US & UK) via the Copyright Clearance Center.  Document:   Comparing Individual-Related and Structural/Cultural-Related Theories   Download Comparing Individual-Related and Structural/Cultural- Related Theories (Word document)  Document:   Moving From Theory to Practice   Download Moving From Theory to Practice (PDF)  Document:   Worksheet: Dissecting a Theory and Its Application to a Case Study   Download Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)  Document:   Theory Into Practice: Four Social Work Case Studies   Download Theory Into Practice: Four Social Work Case Studies (PDF) Required Media:  Walden University, LLC. (2021).  Quick guide to theories Links to an external site.  [Website]. Walden University Canvas. https://waldenu.instructure.com  Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014d).  Family systems therapy Links to an external site. . In Irish Luck Productions (Producer), J. Sommers-Flanagan (Director), & R. Sommers-Flanagan, (Director),  Counseling and psychotherapy theories in context and practice  [Video]. Psychotherapy.net. TO PREPARE  Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course. 

SOCW_6060_Week2_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a learning outcomeSubmit completed Dissecting a Theory and Its Application to a Case Study worksheet. ... Worksheet Part 1: Basic Assumptions of the Theory 24.75 to >22.03 Pts Exceeds Expectation Student responses meet expectations and exceeds by expanding upon the explanations through details and/or added examples from the Learning Resources, peer- reviewed research, or other relevant sources. 22.03 to >19.55 Pts Good Student fully completes Part 1 of the Dissecting a Theory and Its Application to a Case Study worksheet, providing complete responses to each section and prompt. ... Responses demonstrate clear connection to the Learning Resources. 19.55 to >17.08 Pts Fair Student does not fully complete Part 1 and/or responses provide limited, incomplete, or vaguely developed explanations. ... Responses may show evidence of connection to the Learning Resources, but they are vague or poorly connected. 17.08 to >0 Pts Poor Student makes little or no attempt to complete Part 1. ... Responses do not demonstrate connection to the Learning Resources. No resources are used to support the response. 24.75 pt s This criterion is linked to a learning outcomeWorkshe et Part 2: Application to a Case Study 24.75 to >22.03 Pts Exceeds Expectation Student responses meets or exceeds expectations by expanding upon the explanations through details and/or added examples from the Learning Resources, peer- reviewed research, or other relevant sources. 22.03 to >19.55 Pts Good Student fully completes Part 2 of the Dissecting a Theory and Its Application to a Case Study worksheet, providing complete responses to each section and prompt. ... Responses demonstrate clear connection to the Learning Resources. 19.55 to >17.08 Pts Fair Student does not fully complete Part 2 and/or responses provide limited, incomplete, or vaguely developed explanations. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected. 17.08 to >0 Pts Poor Student response makes little or no attempt to complete Part 2. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. 24.75 pt s

SOCW_6060_Week2_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a learning outcomeWriting 5.5 to >4.9 Pts Exceeds Expectation Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. ... Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, Reference List, and paper formatting are generally error free (two or fewer). ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. 4.9 to >4.35 Pts Good Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. 4.35 to >3.8 Pts Fair Paper is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality). 3.8 to >0 Pts Poor Paper is well below graduate- level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources. 5.5 pts Total points: 55