Integrative Theory to Practice

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1 Integrative Theory to Practice Thalia Estevez Merrimack College Integrated Generalist Social Work Theory and Practice 1 James Howland MSW, Ed.D. September 27, 2021

2 Case Introduction Max is 17 years old and lives with both his mother and father, and his two younger siblings. He lives in an affluent community and is currently a senior at a public high school there. His parents are both professionals- Mom is a physician while Dad is a lawyer. It is expected of Max to follow in their footsteps academically and professionally. They want him to either be a lawyer or doctor too and to also attend one of their Ivy league alma maters. At home they have noticed that Max is keeping to himself and not partaking in his usual self-care/hygiene routines. At school his teachers have noticed a significant drop in his work completion and decreased efforts since he once was an honors students enrolled in advanced courses. An Olympic hopeful, Max is the ideal candidate that schools are looking to scout based solely on his previous track records and exceptional grades. His coach and peers alike have noticed the change in Max and have witnessed his reduced efforts, performance, and distance from his teammates. The issue that has been heavily effecting Max is his sexuality. He is currently questioning and is unsure of what he likes. He has gone on to isolate him self from friends and family because he worries that they will not accept him. Max stated that, “He hates himself,” wishes that he weren’t different, and is under the impression that he will never achieve his goal of making it to the Olympics or college that will secure his future. In session he was able to clearly establish some concrete goals that included: “feeling better again, do well in school and in swimming, and be happy.” He is requesting help to figure out what to do and wants support to be able to be happy and healthy again.

3 Empowerment Perspective In the case of Max, the most relevant theoretical perspective that can be applied to Max’s current presenting issues is the empowerment perspective. According to (Ruffalo), “The empowerment perspective examines the way that individuals and/or family can gain power or develop power to address current barriers and challenges.” For clients to produce change, they must feel as though they have the power and attainable resources to do so. This perspective can support a social worker in enhancing the client’s competence through development of self-efficacy, self- reflection, and “…problem-solving by focusing on person-in-environment transactions.” (Ruffalo,2016) As a practitioner it is important to give those individuals who would benefit from the empowerment approach a voice and making it a point to be an active listener when assessing all of the variables that must be consider in the process. In Max’s case we want to start empowering him by cultivating the belief in him that he is beyond capable of changing his present circumstances. As a practitioner, it is crucial that we know what perspective Max is starting off with that way we know what direct/indirect obstacles might interfere with his own self-actualization. It will also be necessary to address his core beliefs and why he possesses them when tackling the paralyzing thoughts that are impeding his academic success, athletic career, and holding him back from being his most authentic self. Fostering his initial insight, coupled with continued counseling sessions and ongoing case management to get him refocused on his life trajectory. That would include therapy that will help recultivate his sense of self-worth. In the hopes that he will once again prioritize self-care and feel good about himself and really emphasizing that when, “we look good we feel good.” Incorporating case management dynamic could empower Max to be his very own advocate. That would entail encouraging him to hopefully approach his parents about the stern expectations they have for his

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4 future and the added pressures that are already overwhelming him. When encouraging him to address his sexual identity and any confusion he may be feeling it may make sense to connect Max with well established groups and/or forums that address and provide understanding when within a network of individuals enduring the same feelings, whilst maintaining his anonymity. One approach for regaining control of his academics, is to assist him in problem-solving and encouraging him to request additional supports from his teacher to get him back on track for the remainder of the school year. To address Max’s poor performance as an athlete it is imperative to acknowledge the value of social supports and the organic empowerment that comes from being apart of a team. Having a positive role model like a coach can further strengthen Max’s desire to bounce-back because there is a common goal and a mentor who wants to witness him succeed. In applying the empowerment perspective, it is imperative to understand that applying this approach is not foolproof, but it is one that starts and ends with the individual that you’re working with. It is therefore essential that Max implement and utilize the coping mechanisms, self-worth, and problem- solving skills to successfully garner the newfound courage to address and tackle all life challenges as they arise. The application of the empowerment perspective can yield the desired results. However, this is just one theory that could be applied other theories could potentially be coupled simultaneously, to increase the chances of Max meeting his academic and professional aspirations, his replenished capacity to resist negative internal/external influences, and ultimately support his ongoing development of transferable life skills.

5 References Ruffolo, M. C., Perron, B. E., & Voshel, E. H. (2016). Direct social work practice: Theories and skills for becoming an evidence-based practitioner . Sage.

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