THE

HELPING/PROBLEM-
SOLVING PROCESS IN
SOCIAL WORK
SWRK 50
• It differs from other relationship
• It is a professional relationship involving the client
and the worker
• It is a dynamic interaction between two or more Helping
individuals
• It is transactional in nature and based on mutual
Relationship
trust
• Worker makes conscious use of self along with the
process of helping , goal –directed and uses
variety of skill in relating with other people
⌘DYNAMIC
- Active participation in the
helping process
- Social change happens Characteristics
- Helping relationship must be of
Helping
able to accommodate change Relationship
so that the worker can help
facilitate the process
⌘ACCEPTING
- Acceptance of individual’s right to
existence, importance and value
- Also involves the recognition of Characteristics
the uniqueness of individuals as of
people who possess the need and Helping
right to participate in making Relationship
decisions in matters relating to
their welfare
• PURPOSEFUL , TIME LIMITED
AND UNEQUAL
- it is directed to enable individuals
achieve more satisfactory degree of
functioning Characteristics
- time-limited because helping of
relationship is time-bounded, it has Helping
beginning and end Relationship
- - From a helping relationship, a
friendship may grow, but this is
separate from the purposeful, goal-
directed working interactions
Origin of the
Problem-Solving Process
• The problem-solving concept can be traced
to the book entitled “How We Think” by
John Dewey (1933)
• The problem-solving behavior is based on
reflective thought that begins with a feeling
of doubt and confusion
Five Phases of
Reflective Thinking
1. Recognizing the difficulty
2. Defining or specifying the difficulty
3. Raising a suggestion for possible solutions and
rationally exploring the suggestion, which
include data collection
4. Selecting an optimal solution from among
many proposals
5. Carrying out the solution
`

Problem-Solving Framework
• Helen Harris Perlman is considered as the
originator of the Problem-solving Framework

• She described social work process as a

progressive transaction between the professional
helper and the client, consisting of a series of
problem-solving operations which can be
summarized on the next slide
Perlman Summarized the
Problem-Solving Operations
1. The facts that constitute and bear upon the problem must
be ascertained and grasped (STUDY)
2. The facts must be thought about, i.e. turned over, probed
into, and organized in the mind, examined in their
relationships to one another, and searched for their
significance (DIAGNOSIS)
3. Some choice or decision must be made as an end result of
the consideration of the particular facts with the intention
of resolving the problem (TREATMENT)
Difference between Problem-solving
Process and Helping Process
• Problem solving process is essentially a
cognitive process, a rational procedure
involving a series of steps to be followed
sequentially while the social work helping
process is the context in which we use the
problem-solving process, is not just a cognitive
process since it involves relationship between
parties, the worker and the client system.
TLM’s Social Work Helping Process
PHASES
1. Assessment
BEGINNING
2. Planning

3. Intervention or MIDDLE
Plan Implementation

4. Evaluation
END
5. Termination
ASSESSMENT
 What is a Problem?

• Problem is any deviation from a standard

of performance or what is normally
expected that produces an unwanted
effect or negative result.
 Defining the Problem

• Partialization - process of separating from

so many problems identified by the client
and/or worker the specific problem or
problems which are to be addressed first.
• Prioritizing - problem taking precedence
over other problems because of its
importance.
 ASSESSMENT

Information/Data-gathering
1. Primary Source (Client –individual, group,
community)
2. Secondary Sources (Significant others – parents,
siblings, relatives, friends)
3. Existing Data (records and reports i.e. census, teachers,
psychologists, and others)
4. Worker’s own observation (e.g. physical condition, ,
facilities and resources, person-to person and group
interactions, etc)
 Intake Process and the
Presenting Problem
• Intake is the process by which a potential client
achieves the status of a client. Intake may be
accomplished in one session with the client.
• Presenting Problem – problem that is a threat
to the client’s or others welfare, and usually
stated or presented as it is being perceived or
experienced.
 The Initial Contact (s) with
Client/ Intake

1. The client initiates the contact.

2. The client is referred to the worker or
agency by some interested or concerned
party – a relative, neighbor, teacher, etc.
3. The agency through the social worker
reaches out to the (potential) client and
offers help.
 Writing an
Assessment Statement
1.Opening causal statement - requires the
worker to clearly indicate who has the problem,
and why the problem exists at this time.
2.Change potential statement - dependent on
three interdependent factors: problem, person
and environment.
3.Judgment about the seriousness or urgency of
the problem .
 Characteristics of Assessment

1. It is ongoing.
2. It focuses on understanding the client.
3. It is a mutual process.
4.There is movement within the assessment
process.
5. Both horizontal and vertical explorations
are important.
 Characteristics of Assessment
6. Assessment identifies needs in life
situations, defines problems and explains
their meanings.
7. Assessment is individualized.
8. Judgment is important because decisions
have to be made.
9. No assessment is ever complete.
 Sample Problem
• Aling Nena approached me, looking very distressed. She looked like
she had been crying a lot. She told me her neighbours in Dilim,
Binondo suggested that she apply to our agency for assistance.
She said, their eight year old son had been lying in his coffin for six
days. He died of pneumonia caused by “sobrang laro sa ulan” (too
much playing in the rain). The boy is the second of their six
children. Her husband is unemployed, having been told by his
employer to just go back to work “pag magaling na ang sakit niya
sa pulmon”(after he recuperates from a lung ailment). She
described how for the last six days, they had been trying to raise
money for their son’s burial expenses, but they have been able to
raise only a very small amount. Even the boy’s coffin is “utang”
(loan) and the funeral parlor has refused to give any more service
unless this is first settled.
PLANNING
 Planning
• It translates the content of assessment into
goal statement that describes the desired
results concerned with identifying the
means to reach the goals.

It translates the content of assessment into

goal statement that describes the desired
results concerned with identifying the
means to reach the goals.
 Characteristics of Goals
• Specific, concrete and measurable
• Feasible
• S.M.A.R.T. (Specific, Measurable,
Attainable, Realistic and Time-bounded)
 The Helping Contract

• It is an agreement between the worker

and the client on what needs to be done
and who should do it. It can be written
or in oral form.
INTERVENTION
 Interventive Roles in
Direct Practice

• Interventive roles refer to the

composite of activities or tasks that she
is expected to undertake in order to
accomplish the goals agreed upon with
the client.
 Resource Provider

• The role engages the worker in the direct

provision of material aid and other concrete
resources that will be useful in eliminating
or reducing situational deficiencies
concrete resources are mobilized, created
and directly provided to the client who is
assisted in making optimal use of them.
 Social Broker

• It involves the process of negotiating the

"service jungle" for the clients, whether
singly or in groups. Worker links or
connects the client to needed services in the
community.
 Mediator
• He or she acts as an intermediary or
conciliator between two persons or sides.

Advocate
• The worker has to take a partisan interest
in the client and his cause.
 Enabler
• Helps clients find the coping strengths and
resource within themselves.

Counselor/Therapist
• Goal of worker is the restoration,
maintenance, or enhancement of the
client's capacity to adapt or adjust to his
current reality.
 Limitations on
Worker Activity
1. Time
2. Skill
3. Ethics
4. Agency Function
 Goal: at the end of six (6) months, Aling Nena and his family will be given
assistance to improve their present condition.
Objectives Activity Time Frame Resources Expected Output
needed
To tap resources Referral to Mayor’s Within 2 days Referral letter The family was given burial
where the family office (Include date) assistance
could access for
burial of her son
To provide Aling Skills training on Within 15 days Trainor for skills Aling Nena started her own
Nena for possible livelihood program (Include date) training small business
loan assistance for Approval of proposal Cash Loan
her small livelihood Granting of loan
venture assistance
To refer her husband Referral to Hospital Within 5 days Referral letter to Provided medical assistance
for medical Case study (Include date) hospital and to to Aling Nena’s husband so
assistance preparation PCSO that he would be able to go
Referral to PCSO back to work once
clearance has been granted
by the doctor
To follow up Home visit to Bgy One day Transportation Now the situation of the
family’s condition Dilim, Binondo, Expenses family and follow-up
Manila assistance provided to them
EVALUATION
TERMINATION
 Termination

The Components of Termination:

1. Disengagement
2. Stabilization of Change
3. Evaluation
Most Common Reasons for Terminating
the
Client – Worker Relationship
1. When the goals set by worker and the
client have been reached.
2. When after a reasonable period of time,
there has been very little movement
toward the attainment of the goals
formulated, and the prospect for any
change in the situation is held unlikely.
 Most Common Reasons for Terminating
the Client – Worker Relationship
3.When the client thinks that the worker has
provided sufficient help so that it is now
possible for the client to pursue problem-
solving on his own.
4.When an agency does not have the resources
needed by the client or the worker does not get
her agency’s approval to provide the services
needed by the client.
 Most Common Reasons for Terminating
the Client – Worker Relationship
5. When the systems outside the client make it
difficult for the client to continue with the
helping relationship when these systems
influence the client to discontinue the
relationship.
6. When for one reason or another, the worker
must leave the agency.
 Common Reactions that
Have been Identified

• Denial
• Emotional Reactions
• Bargaining
• Depression
• Acceptance
ELSA’S CASE
DEFINITION OF THE PROBLEM/ASSESSMENT

Elsa has a history of material and emotional deprivation.

This has resulted in her distorted self-image and very low self-
esteem which explain her “problem behavior and failure in
class”. Her quarrelsome bullying, being engaged in destructive
play, withdrawn behavior, etc. are ways of getting attention and
dealing with the rejection of her family, classmates, attention
and dealing with the rejection of her family, classmates, and
teachers, because she knows no other ways. In turn, these
behaviors provoke more rejection, other way. In turn, these
behaviors provoke more rejection leaving her alienated from the
significant people in her life.
DEFINITION OF THE PROBLEM/ ASSESSMENT
Elsa is of average intelligence and is aware that
she has a problem. Her willingness to be helped is
manifested in her expresses interest in seeing the worker
regularly.
The mother has some strength (e.g. insight into
her own behavior and its effects on Elsa) and can be
helped to learn how to perform her parenting role in a
way that responds to Elsa’s needs. Elsa’s sisters are an
additional resource who can be engaged in efforts to
help change Elsa’s self-image.
 HELPING GOALS
A. For Elsa:
- Improve her self-image
- Help her cultivate satisfying relationships and identify with
her
peers.
- Help her improve capacity for verbalization and self-expression;
- Help her do away with nervous mannerisms;
- Help her to curb her aggressive tendencies and channel these
into
more acceptable outlets; and
- Improve her school performance

B. For Elsa’s Family

- Improve home situation economically and emotionally
HELPING PLANS

General :
Worker will include Elsa in a treatment group
for seven girls, ages 9-11, selected from referrals from
teachers and guidance counselors. All these girls are
in Grade Two and have behavior and “class
performance problems”.
The group will meet weekly for two hours, at
3:00 p.m. after the last class session.
HELPING PLANS
Individual sessions with each group
member, home visits/school interviews with their
“significant others” like family members, will be
undertaken. The worker will also coordinate with
the homeroom teacher and guidance counselor.
1. Play(worker) the role of an accepting and
understanding adult with whom Elsa can identify
and relate freely;
 HELPING PLANS
2. Provide group activities that will promote peer
interaction as starting point for more satisfying
relationship with others;
3. Influence peers (classmates and siblings) to help Elsa
develop feelings of belonging and being liked;
4. Provide opportunities to encourage verbalization and
self-expression (in individual sessions with worker; in
the group, guided by worker; in the class with
teacher’s cooperation);
HELPING PLANS
5. Help the child do away with mannerisms by providing a
variety of activities which will also channel aggressiveness and
physical energies;
6. Work closely with child’s family to improve relationships at
home;
7. Fully explore family’s economic situation, focusing on the
following (a) maximizing the mother’s potential to earn a more
decent income; (b) mobilizing community resources to help the
family economically; and (c) tracing Mr. B’s whereabouts and
exploring the possibility of his supporting his family.
Thank you!