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I will provide the case that you must focus on along with the previous work that has been done once you are selected to work on the question.
This week, you will use role theory to apply to your chosen case study. In other words, your theoretical orientation—or lens—is role theory as you analyze the case study. Use the same case study you chose in Week 2. (Remember: You will be using this same case study throughout the entire course.)
Complete the Analysis of a Theory Worksheet to help you dissect the theory. It is a tool for you to use to dissect the theory, and then you can employ the information in the table to complete your Assignment.
Review and focus on the same case study that you used in Week 2.
Use the Analysis of a Theory Worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.
Review the websites and guides for developing PowerPoint skills found in the Learning Resources.
Be sure to review the Kaltura Guide item in the Learning Resources.
Use Personal Capture to record the PowerPoint slides on your screen and your audio as you present the information. You will then use Kaltura Media to upload this recording to the Assignment link.
Submit a PowerPoint presentation using the Personal Capture feature of the Kaltura media feature in the online classroom. Record yourself giving the audio-visual presentation much like you would in a case presentation or other public setting. The presentation should include 11–12 slides.
Use bullet points when writing on each slide, meaning no long paragraphs of written text should be in the slides.
Keep in mind that the recording takes the place of fully written paragraphs, while the bullet points provide context and cues for the audience to follow along.
Be sure to review the Kaltura Guide item in the Learning Resources.
Your presentation should address the following:
Identify the presenting problem for the case study you selected. (Remember: The presenting problem has to be framed from the perspective of role theory. For example, the presenting problem can be framed within the context of role functioning.)
Identify all the relevant roles assumed by the client.
Analyze the social expectations and social and cultural norms revolving around the role, social position, and role scripts of one of the roles assumed by the client.
Explain the role and social position of the social worker in working with the client in the case study.
Describe how the role(s) and social position(s) assumed by the social worker will influence the relationship between the social worker and the client.
Identify three assessment questions that are guided by role theory that you will ask the client to better understand the problem.
Identify and describe two interventions that are aligned with the presenting problem and role theory.
Identify one advantage and one limitation in using role theory in understanding the case.
Submit also, as a separate document, your Week 4 Analysis of a Theory Worksheet.
Be sure to:
Identify and correctly reference the case study you have chosen.
Use literature to support your claims.
Use APA formatting and style.
Include a Reference List on the last slide.
Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). Oxford University Press.
Chapter 26, “The Psychosocial Framework of Social Work Practice” (pp. 411–419)
Chapter 30, “Role Theory and Concepts Applied to Personal and Social Change in Social Work” (pp. 452–470)
Blakely, T. J., & Dziadosz, G. M. (2008). Case management and social role theory as partners in service deliveryLinks to an external site.. Care Management Journals, 9(3), 106–112. https://doi.org/10.1891/1521-0987.9.3.106
Dulin, A. M. (2007). A lesson on social role theory: An example of human behavior in the social environment theoryLinks to an external site.. Advances in Social Work, 8(1), 104–112. https://doi.org/10.18060/134
Document: Psychological and Social Factors Refresher Download Psychological and Social Factors Refresher(Word document)
Document: Analysis of a Theory Worksheet Download Analysis of a Theory Worksheet(Word document)
Document: Theory Into Practice: Four Social Work Case Studies Download Theory Into Practice: Four Social Work Case Studies(PDF)
Guide: Kaltura GuideLinks to an external site.
Requirements: 11 to 12 Slide Presentation with at least 100 words of speaker notes on each slide | .ppt file + Complete Worksheet Attached Titled socw_6060_week03_analysis_of_a_theory_worksheet_tobuild_3
For the PPTt:
Be sure to include an introduction with a clear thesis statement along with a conclusion
Please be sure to include at least one in-text citation on each slide
Please be sure to include title, conclusion, and reference slides in the ppt
Please be sure to include a background and at least one image on each ppt slide whether its a photograph, statistic, graph, document etc.
Please use the 5×5 rule for the ppt slides
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool
For the Worksheet:
Please be sure to include in-text citations and references
Unformatted Attachment Preview
Analysis of Theory Worksheet
Use this worksheet to help you apply a theory as a lens to the case study for your
assignments. Fill in the column on the right with all applicable information, and then
consider it a reference for how to apply the theory. You must submit this worksheet,
where indicated, in applicable assignments. Then you will compile the worksheet for
your Theories Study Guide (that you can use for the licensure exam) at the end of the
course.
Name of theory
Author or founder
Historical origin of
theory
Basic assumptions
Underlying
assumptions
Key concepts
Foci/unit of analysis
Philosophical or
conceptual framework
Strengths of theory
Limitations of theory
Common criticisms
When and with whom it
would be appropriate to
use the theory/model
Consistency of
theory/model with
social work principles
Identification of
goodness of fit with
ethical principles
Ways in which
theory/model informs
research methods
Implications for social
work practice
© Walden University, LLC
1
© 2008 Springer Publishing Company
This article proposes a reorganized model of case management
for persons with a serious psychiatric illness, including a substance abuse disorder. The model was designed as a response to
the changing demands of federal law, public funding sources,
and social work licensure requirements in some states. It partners
case management with social role theory and uses the personin-situation paradigm and social functioning as organizing
concepts.
This model may be helpful for those adult mental health agencies serving this population who are faced with making adjustments to changing demands of federal law, public funding
sources, and the requirements of social work licensure in some
states, all of which place restrictions on service delivery. An
important feature of the model is partnering case management
with social role theory in a way that enhances the delivery of
case management services. It is being implemented at Touchstone innovaré, a mental health agency serving adults who
have a serious psychiatric condition or a co-occurring disorder.
Keywords: case management; partnering; social role theory
Case Management and
Social Role Theory as
Partners in Service
Delivery
Thomas J. Blakely, PhD
Gregory M. Dziadosz, PhD
T
ouchstone innovare’ is located in Kent County, Michigan.
Its program has been described in detail in Care Management Journals (Blakely & Dziadosz, 2003). It also has a
co-occurring disorders program (Blakely & Dziadosz, 2007b), an
electronic record system (Blakely, Smith, & Swenson, 2004), and a
valid and reliable outcome measure (Blakely & Dziadosz, 2007a).
LITERATURE REVIEW
Studies by Taylor and Dear (1980) and Brockington, Hall, and
Levings (1993) about respondents’ stigmatizing attitudes toward
106
persons with a mental illness centered on the factors of authoritarianism, benevolence, and fear and exclusion. These attitudes were
that these persons cannot make their own decisions, that they need
to be cared for like children, and that they should be feared and
therefore segregated. Institutionalization was perceived as the most
appropriate response.
Deinstitutionalization, beginning in the 1950s and continuing for the next two decades, changed the focus of treatment from
the institution to the community (Talbott, 1987), with mixed
results for many (Grainick, 1985; Hornbeck, 1997; Torrey, 1997).
Associated with this change was the development of a new service function, case management, and a new mental health professional, a case manager (Mueser, Bond, Drake, & Resnick, 1998).
However, the negative attitudes previously described established
case management as a maintenance service. These attitudes continue to affect the delivery of mental health services, especially as
they have influenced public decision makers about the definition
of case management.
Case management has a long history in social work practice.
Weil and Karls (1985) in their book about case management
wrote that “the roots of case management in the United States
can be traced as far back as 1863” (p. 4). They also expressed the
view that case coordination as observed in the Charity Organization Society movement and the settlement house movement was
“an early conceptualization of case management” (p. 133). From
this it would appear that case management in some form has a
long history in human services. However, this history is associated with a widely viewed goal of social work as helping people to
help themselves by connecting them to community resources and
service systems. Social work knowledge has advanced considerably beyond connecting clients with services, and this professional
knowledge base should be applied more broadly.
Anthony, Cohen, Farkas, and Cohen (2000) have observed
that services to persons with a mental illness have been described
as “fragmented and uncoordinated” but that “case management
is a needed function” (p. 97). Defined by the Case Management
Society of America (2007), “Case management is a collaborative
process of assessment, planning, facilitation, and advocacy for
options and services to meet an individual’s health needs through
communication and available resources to promote quality costeffective outcomes.”
How well the preceding definition fits the contemporary needs
of persons with a serious psychiatric condition is questionable.
It appears that this and other definitions of case management
are driven by the notion of transferring the care program of the
institution directly into the community. The institutional ideology of caring for patients because they can’t care for themselves
has to be changed. Partnering case management with social role
theory (SRT) considerably solidifies it as a way of organizing
services to these clients that empowers and engages them in the
self-management of their chronic illness in a way that leads to
recovery.
Care Management Journals • Volume 9, Number 3 • 2008
DOI: 10.1891/1521-0987.9.3.106
Partnering Case Management and Social Role Theory
One model of case management was labeled the broker model,
and the functions were assessment, planning, linking to services,
monitoring, and advocacy (Intagliata, 1982). This model fits the
Medicaid definition as written in the Deficit Reduction Act of
2005. Others are the clinical model, Assertive Community Treatment (ACT), intensive case management (ICM), the strengths
model, and the rehabilitation model (Mueser et al., 1998).
Rapp (1993) described the strengths model as being focused on
strengths rather than pathology, the essential nature of the client–
case manager relationship, client self-determination, community
The institutional ideology of
caring for patients because they
can’t care for themselves has
to be changed.
resources, community contacts, and an attitude that clients can
change and improve. He has authored a definitive book on the
strengths model (Rapp, 1998). The strengths approach has been
viewed as a framework that provides better outcomes than the
broker model (Salfi & Joshi, 2003) and that is more successful in
reducing hospital days of care and having more satisfied clients
than standard care (Bjorkman, Hansson, & Sandlund, 2002).
Elements of the strengths model are significant in the reorganized model that is proposed here. The client’s adaptive strengths
and positive role behaviors in preferred social positions are used to
encourage behavioral change. Clients are continuously reminded
to think of themselves as having a psychiatric condition rather than
believing they are defined by that condition. The significance of
the client–case manager relationship is emphasized. Promoting client self-management of the psychiatric condition with the goal of
recovery is a major objective.
The rehabilitation model (Mueser, Bond, Drake, & Resnick,
1998) is like the strengths model in that services follow the client’s
goals and skills. This model is concerned with the consequences
of the illness and not just the illness itself. The reorganized model
incorporates it through a focus on a client’s behavior change, rather
than the psychiatric condition, in a way that increases adaptation
and social functioning. Adaptation is defined as successful management of the symptoms of the psychiatric condition and appropriate response to the expectations of others. Social functioning is
defined as normative behavior in a social situation.
Touchstone innovaré staff use Person Centered Planning (PCP)
in writing the case management plan. This process requires the client to be involved in every aspect of the assessment, planning, link-
ing, and monitoring of the plan. Case managers use community
resources to assist clients in meeting goals. There is an emphasis on
hope for recovery. PCP fits with the rehabilitation model and is an
adjunct to the reorganized model.
The literature search also produced articles about how case
management has been joined with brief treatment and the taskcentered system (Naleppa & Reid, 2000) and a solution-focused
approach for case management (Greene et al., 2006). No reference
was located that described partnering case management with SRT
and social functioning taken from that theory. The authors have
written previously about social functioning, a concept in SRT, as
a sociological base for social work practice (Blakely & Dziadosz,
2007c).
ISSUES LEADING TO DEVELOPING
A REORGANIZED CASE MANAGEMENT MODEL
The Medicaid definition of case management services for which it
will pay is the broker model, of which linking, or referral, is a major
component. This may be problematic because case managers may
perform their brokering tasks very well, but in most areas of the
country resources to which referrals must be made do not exist in
sufficient numbers for effective referrals to occur. An alternative is
partnering case management with SRT. This provides a theory base
that enables case managers, through the professional relationship,
to empower the client to engage in a self-management process that
leads to recovery.
Another issue is that most public mental health programs have
employed bachelor-level social workers as service providers. In
several states the licensure level for these personnel does not permit them to provide treatment services. However, partnering case
management with SRT enables bachelor-level staff to work with
clients around planning and decision making that also promotes
self-management and positive outcomes.
Another, and probably larger, issue is a broadly held attitude
that serious psychiatric conditions are not viewed in the same way
as any chronic physical health condition. Instead, serious psychiatric conditions are viewed as disabling, requiring systems to provide
for such persons and from which recovery is not believed to be a
possibility. This attitude persists in spite of the experience of mental health providers (Anthony, 1993; Gagne, White, & Anthony,
2007; Mulligan, 2003).
THE PROPOSED REORGANIZED MODEL
The proposed reorganized model partnering case management with
SRT includes elements of the strengths and rehabilitation models.
The person-in-situation paradigm (Hollis, 1972) and social functioning (Bartlett, 1970) are organizing concepts for this partnering. Included in the case managers’ assessment of a client’s needs is
an assessment of social functioning in the social position of client
and other client-preferred social positions. The element of social
107
Blakely and Dziadosz
functioning in the various social positions in which clients interact
on a daily basis is a focal point of this part of assessment and the
subsequent development of the case management plan.
PERSON-IN-SITUATION PARADIGM
The person-in-situation paradigm is one organizing concept for the
reorganized model. It has been a core concept in social work practice
since the writings of Mary Richmond (1917), the first to formally
conceptualize social work as having a focus on both the person and
the environment. Although psychoanalytic theory greatly influenced
social work, Hamilton (1951) highlighted social work’s historical
concern with the environment, using the words “person” and “situation” as necessary to assessment and intervention. For a time, clinical
treatment became a major focus of practice, resulting in diminishing
the environment as a contributing variable to psychosocial problems,
but in the 1990s the “person-in-environment” view gained attention
once again due in part to the definition of clinical social work by the
National Association of Social Workers (Northen, 1995).
Over time, views of the thrust of social work practice has varied, but the person-in-situation paradigm has occupied an influential position. It fits nicely with the social functioning concept
in SRT and with classical sociological theory as proposed by Mead
(1934).
SOCIAL FUNCTIONING AND SOCIAL
ROLE THEORY
Social functioning, taken from SRT, has been described as a sociological base for social work practice (Blakely & Dziadosz, 2007c).
SRT also appears in the social work literature (Turner, 1996). It is
related to the person-in-situation paradigm, as both are concerned
with social positions, a concept that is at the core of a person’s
interaction with his environment. For our purposes, social functioning is defined as normative behavior in social situations. Normative behavior is that to which observers generally would not
object. Adaptation leads to positive social functioning. It is defined
as appropriate responses to the symptoms of the psychiatric condition and successful management of the demands of others in the
person’s social environment.
The reorganized model includes, in addition to assessment, planning, linking, and monitoring, an analysis of a client’s adaptive and
social functioning role behaviors in ascribed or achieved social positions. This follows the person-in-situation paradigm and is essential
as it indicates the capacity of the client who has a serious psychiatric
condition to participate in the case management process.
THE FACTOR OF RELATIONSHIP
The case manager’s relationship with the client is a major factor
in case management. It is the basis for how well they can work
108
together to develop and implement a case management plan. Buck
and Alexander (2005) found that the clients in their study desired
connections with others through their relationship with their case
manager. It is important for clients to understand the social position
of the case manager, and the case manager must become aware of
the significant social positions of the client to make this connection.
A mutual understanding of these social positions also is in accord
with the person-in-situation paradigm because it contributes to a
clearer assessment of the client’s psychosocial situation and a plan
developed mutually by the client and the case manager to resolve
the immediate problem and increase social functioning. It also helps
to establish a professional working relationship, because the social
role behaviors of both the case manager and the client are mutually
understood. It is not a direct treatment strategy but rather a process
of empowering the client to take a major role in resolving psychosocial problems associated with a psychiatric condition.
It is important for clients to
understand the social position
of the case manager, and the
case manager must become
aware of the significant social
positions of the client to make
this connection.
The relationship between the case manager and the client begins
with the first contact. Transference is a major factor in how it begins.
Transference is a factor in all relationships. It is defined as a tendency
to project onto others the attitudes, feelings, and values that characterized parents, who are the first people with whom a person interacts. If the client’s transference reaction is negative, the best way to
manage this is to be professional and follow the structured process
described in this article. If negative transference is not resolved in a
couple of sessions, the case manager needs to make a decision about
the potential benefit of continuing the relationship to resolve the
client’s issues that contribute to the transference or transferring the
client to another staff member. The client may make a request for
change first, and if so this should be considered.
Counter transference is the reaction of the case manager to the
client. Negative counter transference may generate as much strain
in the relationship as transference. If a case manager has a negative
reaction to a client or a client’s behavior, this should be discussed
with a clinical supervisor immediately for the sake of the case manager’s professional growth. There may be circumstances when the
client should be transferred to another case manager.
Partnering Case Management and Social Role Theory
A relationship is defined as a formal agreement between the client and the case manager to work together to carry out the case
management process within appropriate boundaries. It begins
with a thorough explanation to the client about the agency and its
services and the social behaviors of the case manager social position. The more the client understands about what he can expect
from involvement with the agency, and from the case manager, the
greater the likelihood his social role behaviors will be characteristic
of full participation in the case management process.
RECOVERY, A DESIRED OUTCOME
Since the beginning of the 1990s, there have been a number of
journal articles about recovery from mental illness (see, for example, Anthony, 1993; Bradshaw, Armour, & Rosenborough, 2007;
Deegan, 1988; Drake et al., 2006; Farkas, 2007).
There are different ways of defining recovery that have appeared
in the literature. The Touchstone innovare’ president, the program
consultant, and selected clinical staff worked together to define
recovery for our purposes. It was conceptualized as a state of psychiatric well-being that was achieved when all a client needed from
the mental health system was a place to obtain psychotropic medications, a place to go when symptoms or emotional upset occurred,
and a place to go for short-term counseling. An outcome measurement, the Psychiatric Well Being (PWB) scale, was developed to
determine clients’ level of recovery. (See Appendix for examples of
items on the PWB scale.)
The achievement of normative social functioning is essential to
a state of psychiatric well-being and to recovery. Normative social
functioning and a state of psychiatric well-being are evidenced by
behavioral change. Total absence of symptoms or periodic emotional upsets are not required, and most clients continue taking
psychotropic medications.
THE CLIENT’ S SOCIAL POSITIONS AND
SOCIAL ROLE BEHAVIORS
The client’s social position, as defined by many in our culture, is
that of a mental patient. It is not necessary to use this term with
a client. The term psychiatric condition is more appropriate. This
social position is acquired, meaning that others define it. It is essential to communicate to the client that the psychiatric condition is
something they have, from which recovery is possible, and is not
who they are. This defines a new desired social position, “person in
recovery,” as opposed to the socially imposed position of “mental
patient.”
This labeling by the culture is a good example of the person-insituation paradigm. A person with a serious psychiatric condition
faces the challenge of adapting to the condition plus adapting to
the attitudes of others, especially those that support stigma. Adaptive failures in this context are the fault of the system. The case
manager is charged with the responsibility of assisting the client to
successfully meet this challenge so that his/her social functioning
is normative.
Explaining to the client that the purpose of involvement with
the agency is to focus on positive client social positions and social
role behaviors is essential. Assessing the client’s social role behaviors
in the negative social position of mental patient yields information
The client’s social position, as
defined by many in our culture,
is that of a mental patient. It is
not necessary to use this term
with a client.
about his strengths and weaknesses in adaptation and social functioning in that position. Using the strengths of adaptation and
social functioning in positive positions and roles, the case manager
encourages the client to use them to consider behavioral change in
the negative position toward a normative mode.
The weaknesses in role behaviors of adaptation and social functioning become goals and objectives for behavioral change that
increase the likelihood of achieving the goals of the case management plan. Planned interventions help reduce the negative social
role behaviors of the psychiatric condition until they are diminished to the point at which they are not significant factors in the
client’s life.
Assessing the strengths and weaknesses in social functioning
means determining the level of normative responses the client exhibits in the various social settings and circumstances of his social environment. This means gathering information about significant social
positions, acquired or achieved, that the client holds, and the normative nature of the client’s social role behaviors in these positions. This
information also is part of the assessment of a client’s daily living,
social service, medical, and mental health needs for the case management plan. It also is useful in enabling the client to achieve the goals
and objectives of the case management plan. Each goal may have
behavioral change objectives that relate to achievement.
THE CASE MANAGER’S SOCIAL POSITION AND
SOCIAL ROLE BEHAVIORS
Applying the reorganized model means that both the client and the
case manager must mutually understand each other’s social positions and social role behaviors.
The initial social role behavior in the social position of case
manager is an assessment of the client’s daily living, social service,
109
Blakely and Dziadosz
medical, and mental health needs. Some of the information gathered for the assessment is appropriate for completing a PCP if this
is part of the agency’s protocol. Completing the content of a PCP
should take into account the process of using SRT as an organizing
principle for service delivery when the person-in-situation paradigm also is applied.
The content of a PCP often focuses on the client’s dreams, goals,
and outcomes. After the client has an opportunity to express these,
the case manager and the client together assess their reality and transform them into workable goals and objectives, considering the SRT
analysis of a client’s social functioning. This cooperative effort contributes to the developing relationship and is significant in empowering the client to participate fully in the case management process.
Other social role behaviors of the case manager’s social position
are planning and referral. The data that was gathered about the client’s needs in the assessment are stated as goals and are rank-ordered.
A case management plan is developed with the client to achieve these
goals. The action steps of the case management plan are created with
the full involvement of the client. The goals, objectives, and interventions and the person responsible for each need are specified. The
plan must be detailed. The client must understand it and the change
in social role behaviors that will be required for its implementation.
Implementing the case management plan is an additional social
role behavior. Both the client and the case manager, and whoever
else is designated as a participant in the plan, have specific tasks to
complete. How well these tasks are completed will depend on the
level of the client’s social functioning and his ability to work with
the case manager regarding behavior change. A mutual understanding of case manager-client social positions and social role behaviors
is a significant factor in outcomes.
The case manager is responsible for monitoring activities of the
plan. In some instances a referral to another person or agency for
treatment or other services may be necessary. Referring a client to
another agency or resource is a complicated matter. Depending on
circumstances it may have been very difficult for some clients to go
through the process of accessing mental health services. Dealing
with the onset of a chronic illness, especially a chronic psychiatric
condition, is very difficult for some people. Referring a client to
another agency may be very anxiety provoking, especially for those
clients who deny they have a chronic illness. The quality and sufficiency of the client–case manager relationship will be important
in the client’s acceptance of a referral.
Simply telling a client where to go is not enough. A full discussion of the daily living, social service, medical, and mental health
needs is required; this should be accompanied by an explanation
of the alternative agency’s capacity to meet a particular client need.
The level of the client’s social functioning will affect whether a
client accepts a referral. It may be necessary to make an appointment at the alternative agency and follow through by making sure
the client keeps the initial appointment. Thereafter, regular contact
with that agency’s professional personnel is required to monitor
how well that aspect of the case management plan is being car-
110
ried out. These activities, carried out within the relationship with
a focus on the person-in-situation paradigm as an organizing concept, promote adaptation and social functioning.
Other social role behaviors are advocating for the client in
whatever ways are required to obtain or establish resources to meet
needs. Depending on the capacity of the client these service activities may require frequent client contacts.
THE REORGANIZED MODEL AS A RESPONSE
TO THE ISSUES
Medicaid-defined activities of case management are assessment,
planning, linking, and monitoring, elements typically found in the
broker model. The reorganized model includes these but organizes
delivery around the paradigm of person-in-situation and the concept of social functioning taken from SRT. It also incorporates some
elements of other case management models. This combination of
ideas does not violate the legal definition while it promotes a process with an underpinning theory. This theory base is holistic as it
focuses on behavior change toward normative social functioning.
The proper use of the model is directed toward positive social functioning and recovery, so it is a direct response to the unwarranted
negative views about persons who have a psychiatric condition.
The use of SRT as a clarifying mechanism regarding adaptation
and social functioning that empowers and supports clients toward
normative behavior fits the scope of practice for licensed bachelor
social workers. This is helpful to many public mental health agencies, as many case managers there are degreed at this level.
The reorganized model is structured to focus on behavioral
assessment and interventions leading to improving adaptation and
social functioning to this chronic condition in the same way that a
person would adapt to any chronic health problem.
CONCLUSION
This article has proposed a reorganized model for case management services to persons with serious psychiatric conditions. The
reorganized model has a theory base, organizing concepts of the
person-in-situation paradigm and social functioning, and a defined
process. The strengths of a client’s social role behaviors in positive
social positions are a basis for encouraging behavior change. Weaknesses in social role behaviors become targets for behavior change
toward normative social functioning.
The reorganized model also may be useful in delivering case
management services to other client groups.
REFERENCES
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Partnering Case Management and Social Role Theory
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more than a response to a dysfunctional system. Community Mental
Health Journal, 36(1), 97–106.
Bartlett, H. (1970). The common base of social work practice. Washington,
DC: National Association of Social Workers.
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