As the title of the work suggests, in the following four chapters I deal with two of the great theories of social work. I have chosen the theories of Prof. Dr. Silvia Staub-Bernasconi and Prof. Dr. phil. Dr. Dres. h.c. Hans Thiersch. Silvia Staub-Bernasconi studied social work in Zurich and the USA, sociology, social psychology, pedagogy and social ethics at the University of Zurich and habilitated at the Technical University of Berlin. She was, among other things, Lecturer for Social Work and Human Rights at the University of Social Work in Zurich and the TU Berlin. Silvia Staub-Bernasconi coined the term social work as a human rights professional and also shaped the scientific understanding of social work as a science of action. She established theories for social work that were largely detached from the other works of great theorists such as Thiersch, Dewe/Otto and Bommes/Scherr (cf. Staub-Bernasconi, Soziale Arbeit als Handlungswissenschaft, Haupt Verlag, 2007). Hans Thiersch considers, among other things, in his theory on the "determination of the position of social work" (Hans Thiersch, 2002, Juventa Verlag Weinheim), the self-image of social work against the background of political constraints and economic interests. His individual activities and publications are so numerous and extensive that a list of them would go beyond the scope of this paper. He is considered the founder of the Tübingen School. His view of life-world orientation in social work influences the theories of Dewe/Otto and Bommes/Scherr.
A clear demarcation of the two theories I have chosen is not completely possible, despite their independence.
In the following, I will try to highlight serious differences as well as striking intersections and to critically examine their applicability in the socio-pedagogical field of inpatient and open and outreach work for children and young people.
Table of Contents
1. Introduction
2. Brief introduction to the discussed theories
2.1 Silvia Staub-Bernasconi: Social work as a human rights professional and cause of unfulfilled legitimate desires and needs
2.2 Hans Thiersch: Lifeworld orientation
3. Intersections and differences of the two aforementioned theories
3.1 Professional action
3.2 Social problems
3.3 Social work objectives
3.4 Mandates of social work
4. Technical-critical consideration
4.1 Thiersch's theory in the everyday life of an inpatient youth welfare institution
4.2 Staub-Bernasconi's theory in everyday life of residential care
4.3 Conclusion
Objectives and Topics
This paper aims to critically examine and compare the social work theories of Silvia Staub-Bernasconi and Hans Thiersch, highlighting their practical applicability within inpatient, open, and outreach youth work settings.
- Theoretical foundations of Staub-Bernasconi and Thiersch
- Core intersections and divergences in professional action and social work mandates
- Systemic vs. lifeworld-oriented perspectives on social problems
- Practical implementation in residential youth care and outreach services
- Evaluation of human rights vs. client-centered pedagogical approaches
Excerpt from the Book
4.1 Thiersch's theory in the everyday life of an inpatient youth welfare institution
Everyday life in the home always follows fixed norms and rituals that set reliable boundaries for the children and adolescents. These boundaries are defined by the values and norms of society and their content is adapted to the lifeworld of the children and adolescents and their needs, enforced and represented by specialist staff. In dealing with the clientele, the aim is always to enable a reflexive and participatory approach in which the personality and individuality of the child or adolescent is taken into account and supported. Nevertheless, a holistically accepting approach according to Thiersch is not feasible in all facets, since we as pedagogical employees are also elected representatives of society. The principle of "helping people to help themselves", i.e. the activating education towards self-responsibility and democracy, on the other hand, is always the guiding principle of education with the goal of returning to the system of origin and especially with the goal of independence. The consideration of the lifeworld orientation is also an important aspect in the everyday life of the residential group. The concept of residential care is strongly systemic, which means that the family and social backgrounds of the systems of origin are always taken into account. Especially with regard to the return to these systems, a direct examination of the living environment of the individual is necessary.
Summary of Chapters
1. Introduction: Presents the two theorists, Silvia Staub-Bernasconi and Hans Thiersch, and outlines the goal of comparing their theories in the context of socio-pedagogical practice.
2. Brief introduction to the discussed theories: Introduces Staub-Bernasconi's human rights-based perspective and Thiersch's lifeworld-oriented approach as the foundational models for the paper.
3. Intersections and differences of the two aforementioned theories: Compares both approaches regarding their definitions of professional action, the nature of social problems, goals, and mandates.
4. Technical-critical consideration: Evaluates the practical application of both theories within residential youth welfare and open outreach work settings.
Keywords
Social Work, Silvia Staub-Bernasconi, Hans Thiersch, Lifeworld Orientation, Human Rights Profession, Inpatient Youth Welfare, Social Problems, Empowerment, Professional Action, Residential Care, Triple Mandate, Pedagogical Principles, Socio-pedagogical Work
Frequently Asked Questions
What is the core focus of this publication?
The work provides a comparative analysis of two prominent social work theories—those of Silvia Staub-Bernasconi and Hans Thiersch—and explores their practical application in various social work fields.
What are the primary theoretical themes covered?
The main themes include human rights as a professional basis, lifeworld orientation, the definition of social problems, and the different mandates of social workers.
What is the primary objective of the comparison?
The goal is to determine how these theories influence professional action and to assess their utility in both inpatient residential care and open, outreach youth work.
Which scientific methods are discussed or referenced?
The paper discusses a science-of-action approach (Staub-Bernasconi) versus a subject-centered, lifeworld-oriented pedagogical approach (Thiersch).
What does the main body of the work address?
The main body systematically compares the theorists' views on professional action, the definition of social problems, objectives, and the mandates of social work, followed by a critical assessment of their practical relevance.
Which keywords best characterize this work?
Key terms include Social Work, Lifeworld Orientation, Human Rights Profession, Empowerment, and Residential Care.
How does the author characterize the difference between the "mandate of society" and the "mandate of the client"?
The author identifies this as a conflict between the normative approach (society's requirements) and the holistically accepting approach (focusing on the client's everyday life).
Why is the "triple mandate" significant in Staub-Bernasconi's theory?
It is significant because it expands the traditional dual mandate (worker-client) to include science-based methodology and the professional code, specifically human rights.
How does the context of residential care influence the applicability of these theories?
The author argues that in residential settings, the need for adherence to social norms often complicates a purely "holistically accepting" approach, making it a balancing act compared to open outreach work.
- Citar trabajo
- Reiner Neuhaus (Autor), 2012, Theories of Social Work. Silvia Staub-Bernasconi and Hans Thiersch, Múnich, GRIN Verlag, https://www.grin.com/document/1169169
