The gap between theory and practice in social work

Abstract

The gap between theory and practice in social work has been the subject of considerable debate over recent years. This study aims at exploring the reasons for the gap between theory and practice in Kuwait, and the most significant reason for this gap. A convenient sample of 342 participated from different institutions. The results showed that the major reasons for the gap were job challenges and requirements, followed by curriculum, job description, and self-development. Results also showed significant differences between gender, type of university, major of the participants, and the institutions in which the participants work.

Research on Social Work Practice in Egypt and the Arab World

“…A few published studies on authentic social work intervention in the Arab world can be found (e.g., Al-Ma’seb et al, 2014; Mustafa & Eywais, 1980; Salem, 1998). This small number of published studies has focused mainly on child welfare social work practice and school social work practice in the Egyptian context.…”

“…Instead, social work practitioners may choose the model of intervention that is most relevant for the case, group, or community with which they are working. Examples of specific social work models include ecosystem theory, cognitive behavioral therapy, the client-centered model, crisis intervention, and family theory (Aldamigh, 1998 cited in Al-Ma’seb, Alkhurinei, & Alduwaihi, 2014), as well as behavioral model therapy, and task-centered therapy. Other models of intervention focus on small groups’ community organizations, community practices, and working with one client system.…”

“…Therefore, more individualized forms of social work intervention are selected (Albrithen, 2013). Social work practitioners have also been encouraged to use an eclectic approach, in which they may use specific intervention techniques from different models as individual cases warrant (Aldamigh, 1998; Hassaan, 1998; cited in Al-Ma’seb et al, 2014).…”

“…For example, one study found that 57% of a sample of school social work practitioners in Egypt did not use mainstream (Western) models of social work intervention with pupils. When these 57% of sample has used social work intervention with the pupils; their intervention was not based on mainstream models of social work intervention (Salem, 1998 cited in Al-Ma’seb et al, 2014). They overall, instead of relying on interventions for which they had been formally trained, the study indicated that school social worker practitioners intervened based on their own professional and practical experience.…”

Social support as a predictive factor: Solution-focused thinking in clinical social work

“…However, for many reasons, their employment as social workers does not imply that they acquired most of the social work practice skills at the Social Work Department in Kuwait where they studied. The curriculum they were taught, their job challenges and requirements, their job description, and the degree to which they have engaged in self-development can create a significant gap between the theory they learned in school and its applications in practice (Al-Ma’seb et al, 2015). The knowledge brought from Western education such as theories, approaches, and practice tools in social work must be examined in cultures outside the West to evaluate their applicability to other cultures.…”