Application of Developmental Theories and Family Intervention Models

This report delves into the application of developmental theories and the collaborative family work model within the context of social work practice. It begins by exploring various developmental theories, including Piaget's theory of cognitive development, Erikson's stages of psychosocial development, and Kohlberg's theory of moral development. These theories are crucial for understanding the physical, social, cognitive, and emotional changes in children and young people, and are applied to inform social work interventions. The report then examines the collaborative family work model, emphasizing its principles and key elements such as client engagement, community involvement, and efficient communication systems. This model underscores the importance of involving families in the intervention process to ensure child safety and well-being. The report concludes by highlighting the significance of these theories and models in guiding effective social work practices, ultimately aiming to improve outcomes for children and families by considering the needs and demands of individual clients.

Understanding of
developmental theories and
family intervention models

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
1. Developmental theories,..........................................................................................................1
2. Collaborative family work model...........................................................................................5
CONCLUSIONS..............................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Psychological and social theories helps in informing social work practice with children
and families (Demetriou, Shayer and Efklides, 2016). This report consists developmental
theories in explaining expected social, physical, cognitive and emotional changes in children
and young people. In addition to this, collaborative family work model is discussed in this study
to understand its' importance in social work interventions with families.
1. Developmental theories,
Developmental theories plays a crucial role in understanding the children' and young
peoples' changes in context to physical, social, cognitive and emotional. There are numerous
hypothesis on development. Some of them are as follows:
Piaget's Theory of cognitive development: It is a theory about the quality and evolution of
human intelligence. According to this, the way in which children think depends upon their
physical maturity and the world with they interact (Bjorklund and Causey, 2017) . There are four
stages of cognitive development according to this model, they are as follows:
Phase Name of period Age Features
Stage 1 Sensorimotor Birth to two years Symbolic thoughts,
object permanence
Stage 2 Pre-operational 2years to 7 years conservation because
of centration,
irreversibility and
egocentrism.
Stage 3 Factual Operational 7 to 11 years Reversibility,
decentration, decrease
in egocentrism,
conservation
Stage 4 Formal Operational 11 years and continues
through adulthood
Abstract and
imaginary thoughts.
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Stages of psychosocial development by Erik Erikson: According to this theory, the development
of personality occurs in entire life time. (Zhang and Zhao, 2017). The development in the
different age group is explained in the table present below:
Phases Stage conflict faced Age range Challenges
1 Trust vs. Distrust 0-1 year Attaching to people.
2 Liberty vs. Shame and Doubt 1-3 years Earning independence.
3 Inaugural vs. Guilt 3 years to 6
years
Living in a way that is
socially responsible.
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Illustration 1: Piaget's Theory of cognitive development
Source: Thoma, Bebeau and Narvaez, (2016)

4 Industry vs. Lowliness 6 years to 12
years
Competing with peers.
5 Identity vs. Role Disarray Puberty to
Adulthood or
Adolescence
Deciding one's identity.
6 Closeness vs. Separation In young
adulthood
Developing intimate
relationship.
7 Productive vs. Self-Absorption Middle
adulthood
Being amentiferous.
8 Unity vs. Desperation Old age Measuring one's life
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Theory of Moral Development by Kohlberg: This theory emphasise on the moral intelligence of
the people of different age group (Dunkel, and Harbke, 2017). There are different reasons
behind their moral values. The features of them are stated in a table present below:
Phases Age Group Name of levels Factors that
determines right and
wrong
Level 1 2 - 12 years Pre-conventional Punishments and
rewards through
adults.
Level 2 12 years to Conventional Rules set by close ones
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Illustration 2: Erik Erikson's stages of psychosocial development
Source: Knight, (2017)

adolescence and society.
Level 3 Young adulthood to
old age
Post-conventional Rules that are set by
society and judged by
an important person.
Patterns of
conceptional
philosophical
principles.
With the help of of these theories, the mental, social, physical, cognitive and emotional
factors that dominates the children and people of this age group can be identified. By having an
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Illustration 3: Kohlberg’s Theory of Moral Development
Source: Polaha, Schetzina and Baker, (2016)

entire idea of these features, the developmental strategies can be formed accordingly. This
knowledge when implied to the social practices, will help the workers in developing the lacking
factors of the people of different age group according by considering the needs and demands of
individual (Coady and Lehmann, 2016). This will help them in treating different patients and
designing appropriate treatment methods for them. For example: The cognitive understanding of
a 2 year old children will help him/her in understanding the symbolic thoughts and thus, the care
will include the sign representation. Also, they have trust vs. mistrust issues then presence of a
family member will be included. In contrary to this, to treat a child of 11 years one can use the
method of competition. In both the cases the child can be rewarded for co-operating during
practice. Thus, in this way the practices of social work will be carried easily if one will have
thorough understanding of the physical, social, cognitive and emotional changes in children and
young people as they grow.
2. Collaborative family work model.
This work model is based on the principle that the family is the best place for a children
to grow up. Also, the most trenchant method in which the safety and wellness of a child is
ensured is providing the services that engage, involve, strengthen and support families. The key
elements of this model are as follows:
 Implicit Values and Principles Of Collaborative kinship: In this, the members of the
family enters with their particular perspectives about the mission .
 Client Screening and Assessment: In this first contact with a family member, the
information of the abusing substance, mental disorder, etc. is shared. Also, the suitability
of the treatment is discussed (Zhang and Zhao, 2017).
 Client engagement and retention in care: Involvement of engagement and retention
strategies will help in to impact the client and making them to complete their treatment.
 Services to children: Child welfare agencies and courts works for the children of the
client who takes the treatment so that they do not impact.
 Working with the communities and supporting families: The involvement of communities
and supporting families will help in early prevention and also, critical support will be
provided.
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 Efficient communication and information systems: Information sharing is possible on;y
when there is high level of communication with the client. Also, it is required to track the
progress towards common goals.
 Budgeting and program sustainability: In order to develop long-term stability for
innovative approaches it is required to tap into the full range of funding resources. It
should involve multiple agencies that are available to a state or a community.
 Training and staff development: It s necessary that the workers should be well trained and
developed to help the clients. Thus, it is reeded that effective delivery of training take
place.
 Working with related agencies: It is beneficial to work with other similar agencies, it will
help in gaining the more data and information about the treatment.
 Joint Accountability and Shared outcomes: It is necessary to implement this step in the
practice else, there will be no effective tool to measure the effectiveness.
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Illustration 4: Collaborative family work model.

As per the views of Garrison and et. al., (2016), this practice allows working with the
community. This action provides a great support to the families. This tool is the most beneficial
as it emphasise on self-help, recreational activities, etc. kind of betterment management and
community programs. Further, this tool strengthen the family with the help of neighbourhood-
based parenting supports.
In contrary to this, Coady and Lehmann (2016), explained that the use of these elements
is significantly important in the designing of services for the children whose parents abuse
substances. In addition to this, it is beneficial to make people aware of side-effects of abusing it.
For instance: The reason of fetal alcohol spectrum disorder occurs to the individual whose
mother drank alcohol during pregnancy. Thus, including this intervention in the social work will
help in reducing so many disease to child and their families.
From the information I have gained on the use of this tool in social work practices, it has
been observed that these practices helps in building collaborative working relationships. I found
that they also assures the services of substances abuse treatment. Also, it has been identified by
me that this tool have a clear structure to follow and apply. Further, it makes use of other models
which helps in getting effective outcomes. Thus, I concluded that it will be impelling if practices
are performed after implementation of collaborative family work model.
CONCLUSIONS
In this report, the role of developmental theories is discussed to consider them while
practising social work. Also, collaborative family work model is explained to guide social work
interventions.
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REFERENCES
Books and Journals.
Bjorklund, D. F., & Causey, K. B. (2017). Children's thinking: Cognitive development and
individual differences. SAGE Publications.
Bolin, A. (2016). Children's agency in interprofessional collaborative meetings in child welfare
work. Child & Family Social Work. 21(4). 502-511.
Coady, N., & Lehmann, P. (Eds.). (2016). Theoretical perspectives for direct social work
practice: A generalist-eclectic approach. Springer Publishing Company.
Demetriou, A., Shayer, M., & Efklides, A. (Eds.). (2016). Neo-Piagetian theories of cognitive
development: Implications and applications for education. Routledge.
Dunkel, C. S., & Harbke, C. (2017). A review of measures of Erikson’s stages of psychosocial
development: Evidence for a general factor. Journal of Adult Development. 24(1). 58-
76.
Garrison, G. M. & et. al., (2016). Time to remission for depression with collaborative care
management (CCM) in primary care. The Journal of the American Board of Family
Medicine. 29(1). 10-17.
Knight, Z. G. (2017). A proposed model of psychodynamic psychotherapy linked to Erik
Erikson's eight stages of psychosocial development. Clinical Psychology &
Psychotherapy.
Polaha, J., Schetzina, K., & Baker, K. (2016). A Collaborative Practice Training Model for
Pediatric Primary Care. International Journal of Health Sciences Education. 3(2). pp. 6.
Thoma, S. J., Bebeau, M. J., & Narvaez, D. (2016). How not to evaluate a psychological
measure: Rebuttal to criticism of the Defining Issues Test of moral judgment
development by Curzer and colleagues. Theory and Research in Education. 14(2). 241-
249.
Zhang, Q., & Zhao, H. (2017). An Analytical Overview of Kohlberg’s Theory of Moral
Development in College Moral Education in Mainland China. Open Journal of Social
Sciences. 5(08). 151.
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