Scientists and academics are repeatedly confronted with questions about the theories on which their work is based. Especially in relation to the relationship between theory and practice, the question arises as to what extent and whether theories are necessary at all in social work. To put it bluntly, the raison d'être of social work as a science and course of study at universities is also called into question here. If theories are not needed at all, why should social work be represented as a science at universities?
In this paper, I would therefore first like to deal with the concept of theory. Even though a general definition of the concept of theory in terms of scientific theory is difficult due to its complexity, an attempt will be made here to arrive at an initial understanding of the concept of theory. Based on this, we will then ask for criteria or definitions of theories of social work. The second part of this paper will then deal with a theory or a concept in the context of social work by way of example. The first question is about the basic assumptions of the concept of lifeworld orientation, its lines of tradition and its development. This is followed by a presentation of the dimensions represented within the concept of lifeworld orientation as well as the structural and action maxims on which lifeworld-oriented social work is based. Finally, before a brief concluding remark, the previously explained concept of lifeworld-oriented social work will be concretised using the example of social-pedagogical family assistance.
Table of contents
1. Introduction to the topic
1.1 Introduction
1.2 Attempts to determine a definition
1.2.1 The concept of theory
1.2.2 Theories of Social Work
2. The concept of life-world orientation
2.1 Basic assumptions
2.2 Traditional lines
2.3 Development of life-world orientation
2.4 Five accesses
2.5 Dimensions of life-world orientation
2.6 Structural and hand-oriented social work
3. Life-world-oriented social work in practice using the example of socio-educational family assistance
4. Concluding remarks
Bibliography
1. Introduction to the topic
1.1 Introduction
The other day I told an older acquaintance, who has held a management position in the Youth Welfare Office for years, about the fact that I now want to do my Master's degree in Social Work again while working, in order to be able to apply for a management position after graduation. He just shook his head and rolled his eyes: "Only unworldly people from the university can come up with something like this! Even more theory!" he said. It would be smarter if people who were keen on such a position were to be apprenticed to experienced performance people like him. They would learn far more for their future job.1
Scientists and academics are repeatedly confronted with such questions about the theories underlying their work. Especially in relation to the relationship between theory and practice, the question arises to what extent and whether theories are necessary at all, especially in social work. To put it bluntly, the right of social work to exist as a science and course of study at universities is also doubted here. If theories are not needed at all, why should social work be represented as a science at universities?
In the present term paper, I would therefore like to first deal with the concept of theory. Even if a general scientific-theoretical determination of the theoretical concept is difficult due to its complexity, an attempt is made here to arrive at a first understanding of the theoretical concept. Based on this, criteria or determinations of social work theories will then be asked. The second part of this work will then deal exemplarily with a theory or a concept in the context of social work. First of all, the question arises as to the basic assumptions of the concept of life-world orientation, its traditional lines and its development. This is followed by a presentation of the dimensions represented within the framework of the concept of life-world orientation as well as the structural and action maxims on which a life-world-oriented social work is based. Finally, before a short final remark, the previously explained concept of a life-world-oriented social work will be concretized using the example of social pedagogical family assistance.
1.2 Attempts to determine a definition
1.2.1 The concept of theory
If one deals with different theories of social work and social pedagogy, the question certainly arises first of all as to what exactly can be understood by "theories". What criteria do theories have to meet? What purpose do they serve? Do you need theories at all?
A closer look reveals that, especially within social work, the contours, similarities and differences between theory and research, theory and science, theory and ideas or between theory and practice have hardly been clarified to this day.2 and thus a clear answer to the above questions is by no means possible. Nevertheless, in the following an attempt will be made to work out similarities in the definitions of the terms 'theories' and 'social work' in order to get closer to an idea of these terms.
The term 'theory' initially comes from the Greek and here means something like 'view'. Nell understands theory in a general definition as
philosophical, epistemological and scientific-theoretical term, which denotes a sum of assumptions and statements that, under the claims of inner coherence (freedom from contradiction), external delimitation (clarity, distinction) and appropriateness (objectivity), are aimed at determining, describing or explaining a certain area of work, section of reality or context of action in its foundations and in its manifestations.3
Scientific theories, in contrast to everyday theories or – as Erich Weniger put it – to the theories of the practitioner should therefore meet the criteria of freedom from contradiction, distinction and objectivity. Only by adhering to these criteria can a theory claim its validity and be made scientifically verifiable for others.
Research methods as cognitive operations serve to gain knowledge and can thus be regarded as instruments of theories. In principle, a distinction can be made between quantitative and qualitative research methods. These research directions can be used, among other things: also differentiate with regard to the formation of theories: In contrast to the quantitative methods, in which hypotheses are at the beginning of the research process in the sense of a deductive procedure, which are to be substantiated or falsified within it, the postulate of openness applies in qualitative research: Qualitative research is therefore inductive and only forms its hypotheses afterwards and on the basis of the data obtained in the research process.
Another task of the theories is to be seen in the fact that they also serve to determine the object of the respective discipline as well as its limits. They also describe the specific perspective under which the disciplines turn to their respective subject matter. This perspective can be understood as an essential contribution to the 'disciplinary identity' of the theoreticians and to the self-assurance of those involved in the discipline, since it always contains normative aspects and historical-cultural assumptions.4
Theories can also be differentiated, according to J. St. Mill, in terms of their scope or degree of commitment. In relation to the range of the theories, theories of short, medium and longer range can be distinguished, whereby above all the 'medium range theories' from practical research aspects are regarded as particularly useful. They make it possible to link relatively manageable data collections with a certain amount of explanations and foreseeable forecasting possibilities.5
A further differentiation starts with the distinction between system and factor theories. While the latter search for decisive factors primarily with the aim of interpreting phenomena or processes, systems theories are based on the assumption of a different correlation of different factors depending on the framework conditions and functional contexts, which in turn only take shape in their respective context and produce certain effects. Here, the results of the respective processes and processes can be regarded as determinants for further developments.6
In contrast to practical life action, which is always under the pressure of specific decision-making needs and must always be able to justify them in a practical way, theories serve to relieve the action of reality. Theories can find knowledge independently of this decision-making compulsion existing in practical life action in a time-independent process. Theories are in principle unfinished and preliminary; therefore only apply until they are modified or even falsified.
There are also different views on the functions and usefulness of theories. Nevertheless, it can be said that many approaches assume that theories in relation to their practical relevance on the one hand enable a conscious practice, thus expanding the possibilities of action and perception and on the other hand also represent a relief in the justification of the actions taken in practice. Theories thus also serve to distinguish the subject area from other sciences and professions, to solve problems, to provide self-assurance on the part of disciplinary actors and to form the identity of the individual disciplines.
1.2.2 Theories of Social Work
The difficulties that arise in determining the concept of theory also continue in the question of the contours of theories of social work.
According to theory Füssenhäuser/ Thiersch, the first thing that means is the "discussion of the different factual questions of a social work understood in the social sciences [...] Theory as 'theoretical discussion' means the diverse discourses within the subject areas of social work."7 In contrast to this 'theoretical discussion', the discourse on a 'theory of social work' in the narrower sense aims "at clarifying the status of social work, its remit and function(s), its historical self-assurance and its positioning in the context of disciplines and in the requirements of practice."8 The theory in the narrower sense is therefore rather aimed at clarifying the question of the connection of a whole as well as its description, justification and enlightenment. Within this narrower theoretical discourse, Füssenhäuser/ Thiersch continue to differentiate between social work as a profession and social work as a discipline. While as a profession it is closely linked to the tasks of practice and is therefore particularly in demand in the support, advice and clarification of life-shaping tasks and the staging of changed social reality, social work as a discipline is rather distanced from the immediate requirements of practice: She could use this free space thus created to clarify the prerequisites and structures of the subject area, to clarify a transparent and verifiable connection between statements and empirical findings, to weigh up consequences as well as for reflexive analysis and thus also to draft options.9
Thiersch/ Rauschenbach differentiate five questions of socio-pedagogical theory formation: Questions about the living environment of the addressees, about the scientific character, about the social function, about the institutions and the associated profile of professional action. In addition, according to Fatke/Hornstein, socio-pedagogical research and theory formation must refer to the analysis and description of the subjective view of the clients. It also needs the reflection of pedagogical processes and the analysis of social problems. Here, these three aspects illustrated by Falke/Hornstein must be tied back into the reflection of the historical-social context.10
On the basis of such designs, Füssenhäuser/ Thiersch attempt to determine certain dimensions or crystallization points of both disciplinary and profession-related theory formation: First of all, it is necessary for theories of social work to discuss the position of social work with regard to its reference sciences as well as its interdisciplinary ties in order to assert its independence and claim to validity.
In addition to striving for its scientific character, the theory-practice relationship is also regarded as a central theme of the theories of social work. The focus here is therefore on the sociological question of the differences between the forms of knowledge in theory and practice. Although social work as such itself produces theoretical insights, it is always also integrated into a practical field and must therefore also deal with the theoretical-practical relationship.
As already emphasized in the attempt to define the theoretical concept, in the context of theories of social work, the question of the specific subject area or.dem focus of social work as a science always arises, whereby its specific point of view is defined.
Furthermore, according to Füssenhäuser/Thiersch, a theory of social work must always deal with a theory of society, from which the function of social work as well as its institutions and forms of intervention can be determined. Theories of social work thus also clarify the social and societal context of today's social work. Furthermore, social work as a theory needs
a socio-theoretical justification and reflection of the problems and tasks dealt with as well as the connection of socio-political questions with discipline- or profession-theoretical discourses. [...] The theory of social work deals with the question of the intermediary function of social work within the welfare state, the coexistence of social work and socio-political and social services11
In addition, according to M. Winkler, theories can be related to reality as well as to practice or a discourse and thus take on different forms, whereby they can be regarded as a description at times, and at other times more as a reflection and analysis.12 Winkler sees the dimensions of a theory of social pedagogy, in addition to the thematization of socio-historical-social-theoretical questions and the concrete phenomenological analysis of actions and experiences in the context of the living world, above all in the structural differentiations of the structural provisions of the field and - closely linked to this - of its institution. Winkler also sees the interpretation of the basic ethical questions as well as the determination of professional action as an important dimension of the theories of social work.13
In the current discussion on the status and position of a theory of social work, according to Füssenhäuser/ Thiersch, three lines in particular can be regarded as characteristic:
[...]
1 May, M.: Aktuelle Theoriediskurse sozialer Arbeit: Eine Einführung, p.17
2 Rauschenbach, T./ Züchner, I.: Theorien der Sozialen Arbeit in Thole, W.: Grundriss Soziale Arbeit. Ein Einführendes Handbuch, p.139
3 Nell, W. in Feurhelm, W: Taschenlexikon der Sozialarbeit und Sozialpädagogik, Anpassung: D.H.
4 cf. Hamburger, F.: Theorie der Sozialpädagogik/ Sozialarbeit. In: Feuerhelm, W.: Taschenlexikon der Sozialarbeit und Sozialpädagogik, p. 641
5 cf. Nell, W. in Feurhelm, W: Taschenlexikon der Sozialarbeit und Sozialpädagogik
6 cf. ibid.
7 cf. Füssenhäuser, C./ Thiersch, H.: Theorien der Sozialen Arbeit. In. Otto, H.-U./ Thiersch H.: Handbuch der Sozialarbeit/ Sozialpädagogik, p. 1876
8 Ibid., p. 54 & 55
9 (Cf., ibid., p.77)
10 cf. Füssenhäuser, C./ Thiersch, H.: Theories of Social Work. In: Otto, H.-U./ Thiersch H.: Handbuch der Sozialarbeit/ Sozialpädagogik, p. 1881
11 Füssenhäuser, C./ Thiersch, H.: Theorien der Sozialen Arbeit. In. Otto, H.-U./ Thiersch H.: Handbuch der Sozialarbeit/ Sozialpädagogik, p. 1883, Auslassung: D.H
12 cf. Hamburger, F.: Theorie der Sozialpädagogik/ Sozialarbeit. In: Feuerhelm, W.: Taschenlexikon der Sozialarbeit und Sozialpädagogik, p. 642
13 cf. Füssenhäuser, C./ Thiersch, H.: Theorien der Sozialen Arbeit. In. Otto, H.-U./ Thiersch H.: Handbuch der Sozialarbeit/ Sozialpädagogik, p. 1882
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