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C. S. Loch and M. Richmond's genesis of the social situation and social work
Abstract
C. S. Loch developed an “organized charity” containing a purposeful helping method and client outcomes such as improved social relationships, individuals’ performance of social roles and personality characteristics. M. Richmond developed Loch's charitable framework into the concept of the social situation; described its various social situa‐tional components and relationships between them; and identified rudimentary helping and client social situations. Early social workers developed such a social situational approach into a purposeful social treatment of social diagnosis and intervention within the emerging field and discipline of social work.
Wilberforce describes how sinners' faith in Jesus Christ enabled them to problem-solve, perform religious activities with Him redeeming them from sin. In turn, Chalmers developed Wilberforce's ideas into a complex evangelical Christian framework and charitable method encouraging all persons to redeem themselves by developing faith in Jesus Christ's expiation of their sins encouraging their performance of righteous activities or doing righteous activities endowing them with the Holy Spirit's grace and faith in Christ. Chalmers charitable method employed collocative processes of sequential problem-solving and caring activities between benefactors and recipients developing Christian and caring institutions, families and persons into harmonious communities. Loch and Richmond developed Chalmers charitable method into socially oriented charitable and social work methods. doi:10.1300/J377v26n02_04
This article presents a model of practice that attempts to integrate two historic social work positions: emphasis on knowledge and skill to effect change in persons, and emphasis on knowledge and skill to effect change in environments. An ecological/reciprocal perspective not only integrates these positions but the methodological specializations of casework, group work, and community organization as well. Through an ecological theoretical perspective and a reciprocal conception of social work function, people and their environments receive simultaneous professional attention. Needs and issues are reconceptualized from "personality states" and "environmental states" to problems in living. Professional interventions associated with problems people experience are specified.
There is evident now a rich renewal of development in situation theory and of the situational approach within a comprehensive, eclectic framework for practice
As part of social work's response to the current social needs of individuals and families, there has been a reemergence and revitalization of social treatment as a helping method for the provision of direct services. The author describes the rediscoveries as well as innovative developments of operational concepts and procedures that express social work perspectives of the earlier and current social reform eras.
If social work is to fulfill its central mission of helping individuals, groups, and communities resolve social problems, it must develop problem-oriented theories and intervention strategies. Particularly needed are models of practice that are capable of being tested through scientific methods and that are addressed to specific, well-defined problems. (Author)
• Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. This book examines the problem of training thought and the logical considerations for training thought. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
• Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. This book examines the problem of training thought and the logical considerations for training thought. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
by Mary E. Richmond. Includes bibliographical references.
With prefaces by Charles Hegel and the translator, J. Sibree, M.A.
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