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Why teach social work students psychosocial studies?

Frost, Liz

Authors

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Liz Frost Elizabeth.Frost@uwe.ac.uk
Associate Professor in Social Work



Abstract

This paper is primarily concerned with examining how the current re-emergence of psychosocial theory, mainly emanating from sociology, is useful for informing social work theory. Firstly it considers two extended examples of the limitations and/or contradictions in current theory for social work (that of linguistic determinism and postmodern versions of identity), and suggests how psychosocial theory offers ways forward for understanding and practice. The paper then considers two particular strengths in psychosocial theory: the ability to offer a 'rich' conceptualisation of the subject, and the equalising of worker and service user implicit in the theory. A further section looks briefly at the recent application of psychodynamic principles in social work practice, as 'relationship-based practice'. It then briefly considers some further implications for research and 'evidence' for social work. The paper's final section offers a discussion of two potential limitations in applying psychosocial theory in practice, before concluding that overall psychosocial theory is both productive, useful and appropriate for social work.

Citation

Frost, L. (2008). Why teach social work students psychosocial studies?. Social Work Education, 27(3), 243-261. https://doi.org/10.1080/02615470701381426

Journal Article Type Article
Publication Date Apr 1, 2008
Journal Social Work Education
Print ISSN 0261-5479
Electronic ISSN 1470-1227
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 27
Issue 3
Pages 243-261
DOI https://doi.org/10.1080/02615470701381426
Keywords psychosocial, psychoanalytic, class, theory, sociology, relationships, subjectivity, agency, identity, therapeutic
Public URL https://uwe-repository.worktribe.com/output/1014528
Publisher URL http://dx.doi.org/10.1080/02615470701381426