ThePrac)cePyramidJeanGordonandJurgitaSkleinike

ScOPTconference,17thNovember,2016

ThePrac)cePyramid

ThePrac)cePyramid(MaureenRoss,1998,theScOPTToolkit)

Theoryandprac)ce

'Ifyouaskedmetostateatheoryhereandnow,Iwouldn'thaveaclue,butmythinkingandapproachhavebeeninformedbythem.‘(Socialworker,researchpar@cipant,inParsloeandStevenson,1978)Whentheoriescomeupagainstreality,theyhaveto'bendandadapt,twistandturniftheyaregoingtowork‘.(DavidHowe,2015,p.vii)

Howdoesitwork?•  Supportsintegra)onofpersonalandprofessionalvalues,theoryandprac)ce

•  S)mulatesdiscussionandanalysisinsupervision–a‘boKomup’approachtoprac)ceandtheory

•  Alllevelsofthepyramidmustar)culate..valuesfeedthroughthepyramid,&assessmentfeedsintointerven)onandthenintoprac)ce

•  Encouragesfreeassocia)onofideas,crea)vity,knowledge/confidencebuilding

•  Portable–nodrawingskillsneeded!

Jurgita’sprac)cepyramid

Values:Thinkaboutthevaluesopera)ngforyourself,theserviceuser,carers,family,community,theagency,theSWprofession,otherprofessions,publicopinionandhowprofessionalvaluesareuphelde.g.bycodesofprac)ce,legisla)on.BasetheorieshelpusdescribeandpredictpaKernsofdevelopmentandbehaviourthattendtoaffectusallandwillincludehumangrowthanddevelopment,lossandchange,aKachmenttheory–thesewillallinformassessmentSpecifictheorieshelpusdescribeandexplain(e.g.effectsofau)sm,impactofdisability,ins)tu)onalisa)on,labelling)andhelptoplaninterven)onApproachesincludee.g.psychosocialinterven)ons,modelsaremorespecifice.g.cogni)vebehaviouralwork,taskcentredworkbutbothhelptoguideinterven)onReflec)vePrac)ce–allthatisusually‘seen’ofprofessionalprac)ce(the)poftheiceberg)andwillincludee.g.communica)onskillsused,rela)onshipbuilding,useofself,frequencyorlengthofcontact…

Personalandprofessionalvalues

Theoriesofunderstanding

Specifictheories..tounderstandthissitua)on,thisperson..

Interven)onapproachesandmodels

Prac)ce

Thebenefits?

•  Induc)ve:Startswithprac)ce•  Itera)ve:Canbuildanddevelopover)me•  Visual:ataglance•  Portable:noar)s)ctalentrequired•  Collabora)ve:studentandPTareengagedinsharedknowledgeconstruc)on

(Evalua)oncasestudy,2016)

Whatnext?

•  Furtherevalua)on–differentstudents,differentcontexts?

•  Whataredifferencesandsimilari)esbetweentheprac)cepyramidandothermodelse.g.Collingwood’sthreestagetheoryframework?

•  Dootherprac)ceeducatorsusetoolsandframeworksthatarenotinthepublicdomain?

•  Doprac)ceeducatorsfindthesekindsofmodelshelpfulorinhibi)ng?

Lastwords

‘BeforeIstartedthisplacementthiskindofconnec)onbetweentheoryandprac)cewasquiteblurred.IfindIcannowthinkmoreeasilyabouttheory,it'sbrokendown.So,ratherthanbeingscaredtothinkaboutit,Icannowseehowvaluesandtheoryformafounda)ontoyourdecisionmaking,youknowwhyyou'vemadecertaindecisions.Itmakesyourealisejusthowmuchtheoryinfluenceswhatyoudo.'(GordonandMackay,Socialworkstudent,2016)