School of SocialAlmanac, Volume 36 NumberWor35, k15, 1990 Tuesday, May University ofPennsylvania THE PENN APPROACH: An Evolving Philosophy of Education for Social Work Practice

racism and oppression, and the nature of That year the 'Philadelphia Training School In connection with human behavior in the social environment. In for Social Work" was established with William its 80th addition to the varying perspectives, each fac- 0. Easton, educational director of the Central anniversary, ulty member brings his/her own views to YMCA, as director. The teaching staffwas the University of interpreting this statementofsocial philosophy largely composed ofdirectors of local social which serves as a foundation for integrating services agencies. Included among the faculty Pennsylvania School required and elective courses with fieldwork. was Porter R. Lee, who succeeded Mary Social Work has The Penn approach to the education of future Richmond as director of the Philadelphia of social work professionals includes at least three Society for Organizing Charity and, later, was an major perspectives: director of the NewYork School ofSocial Work prepared evolving " for a dear understanding and respect for the past; many years. " In a 1911 letter to the General of statement of philosophy. a realistic interpretation of current issues; Secretary " a vision of the future which reflects a commit- the Federated Charities of Baltimore who had The statement captures the about a school for ment to social change and individual empow- inquired starting training School's erment. social workers in that city, Lee noted that the pioneering past, decision had been made to the A clear and for the expand program understanding respect of the school to include not its highly relevant present, before in discus- Philadelphia only past is necessary engaging any lectures but also "the field work sions of issues and practical and its contemporary moving which to with them." The new hopeful future. toward future ought go envisioning challenges. History school's curriculum included training in "social The statement is the provides an essential foundation on which to work in the public schools, the placing out build a strong knowledge base which will be [foster care] ofdependent children, protective product the School's more readily to a of adaptive changing society. work with children, the study of neighborhood faculty and Dean conditions, problems of public health for chari- A SIGNIFICANT PLACE ties, the work ofthe juvenile training schools, IN Michael J. Austin. SOCIAL WORK HISTORY the work of the juvenile court and probation, The University of Pennsylvania School of medical social service, institutional care of Social Work is one of the oldest schools ofsocial dependent children, organized charity, and INTRODUCTION work in the United States. It originated in 1908 child labor." Over the courseof its eighty year history, when a "Course of Training in Child Helping" Enrollment in the fall of 1910 numbered 63 the of School ofSocial was under the direction ofthe Chil- University Pennsylvania developed students. Fifty-four of these made up the Work has evolved a social which dren's Bureau of Prentice Mur- philosophy Philadelphia. J. school's first graduating class which celebrated the educational it offers, the director ofthe Children's Bureau and a shapes program phy, its commencement at a festive dinner on June 1, research it undertakes, and the it national leader in leadership social services to children, 1911, at the Central YMCA. Alexander Johnson, provides to the profession. This philosophy was the program's director and Carl Kelsey, President of the National Confer- reflects the School's newly-elected commitment to a vision of professor of sociology at the University of ence ofCharities and Corrections, traveled to social work as: was director. Four Pennsylvania, consulting Philadelphia, to speak at the occasion. " a of oriented to the courses were offered in succession over a profession hope, preven- In the fall of1916 the school was incorpo- tion, amelioration and containment ofsocial period of eight months, with an introductory rated under the name of Pennsylvania School problems; lecture by Mary Richmond, General Secretary " ofthe an investment in the future by a humane Philadelphia Orga- issued in society, essential services to meet the nizing Charity providing 1910 noted the needs of those not served by other social insti- expansion tutions; and of the Children's Bureau lecture series into "...a " driven by a fundamental commitment to social and definitely organized justice the elimination ofracism, sex- school with a curriculum ism, anti-semitism, and ageism, homophobia, for both class all other providing forms ofsocial oppression. work and field work and This statement of social philosophy is first with definite tests for and foremost an evolving document. It will be This has revised to reflect the continuously changing Vduationen made.possible requirements of those in greatest need in our through the cooperation It also reflects the commitment society. faculty's of a large number of the to introduce students, particularly MSW stu- city's agencies for social dents, to a variety of perspectives related to work, of which this social work practice, social policy, research, Society is one." Photo by H. Armstrong Roberts

for Social Service and a full-time director was became increasingly hired. A program of instruction by agency influential in the men- administrators was introduced. Some of the tal hygiene movement, courses included. "Social Statistics and Re- schools of social work search," 'Psychology in Social Work," "Housing began to experiment. and Community Sanitation," "Industrial Prob- with adding courses n lems," "Development ofSocial Institutions," and psychoanalytic theory two sections of 'Principles and Techniques of to their practice curric- Casework" The Pennsylvania School for Social ula, the Pennsylvania Service ascribed to a philosophy of social work School among them. In that emphasized understanding ofenvironmen- 1919 an advisory com- talissues as well asindividual and family prob- mittee composed of29 lems. Because ofits dose early history, students eminent psychiatrists at the Pennsylvania Schoolreceived broader, and psychoanalysts, more academic training than did students in including such lumi- schools more closely tied to social service agen- naries as A. A. Brill, cies. The NewYork School of Philanthropy, for William Healy, E. E. example, was founded by and existed aspart of Southard, and William the New York Charity Organization Society A. White, was formed (COS) duringits first half century of existence. to help the school plan Itscurriculum and philosophy of service were a concentration in psy- Photo by Harvey Finkd directly influenced by the practice orientation of chiatric social work For its host agency. When the New York COS-later three years, beginning in 1919, such a concen- cept that one's personality is essentially estab- the Community Service Society-came under tration was offered in the school's catalogue. lished by events in early childhood. Rank saw in human and the the influence of Freudian thought the post However, in 1922, the first yearunder instead that the basic struggle, World War I era, its training school became a Pray's direction, this concentration disappeared source ofmost individual problems, was the leader in developing the diagnostic approach to from the catalogue. In its place was a statement inherent tension between the desire to realize and distinct social work practice based on Freudian theory. of the school's philosophy emphasizing the role one's separate individuality-to of the environment in problem formation and move toward growth and chan e-and the In wish to remain con- The Pioneers as a focus for change. "Training and practice in psyc'tologically fields, such as case work, others, to be cared By the early 1920's several faculty appoint- specialized family =2 dependent upon health research, or commu- for, to retreat from and Rank ments had been made that were to heavily group work, work growth change. in the narrower sense, must also differed from Freud in his of influence the future direction of the Pennsyl- nity organization recognition be founded not substituted for, an under- individual difference in the developmental vania School In 1918 Virginia Robinson, later upon, pro- of the cess. His in the arts and humani- to become instrumental in determining the standing underlying community prob- background theoretical orientation of the school, was hired lems out of which arise the special conditions ties, as opposed to the medical training of to be director of field instruction. That same that confront social and health workers in their Freud and his followers, led Rank to incorpo- Karl DeSchweinitz, another influential daily tasks." rate a broader, more culturally-based perspec- year, tive on human and into figure in the school's history, became General Thus, while other schools changed their cur- growth development his theoretical framework Secretary of the Family Service Society of ricula during the 1920's to incorporate an em- Philadelphia, formerly the Society for Organiz- phasis on individuals as the locus for change, In Rank's view the force for change had to ing Charity, and began teaching courses atthe the Pennsylvania schoolretained its emphasis come from within the individual, from an Pennsylvania School on the sociological aspects ofhuman behavior, active, self-assertive Will. The Will, a central in Rank's theoretical formulation, Also in 1918 Jesse Taft, one of the future on the individual as influenced by participation concept in a of In 1926 the school reaf- refers to the developers, along with Virginia Robinson, of variety groups. organized, integrated personality firmed its of in the follow- in creative action. The thera- the Functional approach to social work prac- philosophy practice engaged positive, "... task, to Rank, is to tice, moved to Philadelphia, to accept a posi- ing statement from the course catalogue: peutic according strengthen the fundamental of view of the individual and/or mobilize the Will The medium tion as director of the Department of Child point through as conditioned his social environment and which this task is is the Study of the Siebert Institution. She toobegan by accomplished helping to be treated his social relations." teaching on an adjunctbasis at the Pennsyl- through relationship. vania school. In that same year Taft, along with The Pennsylvania School's maintenance ofa According to Rank, relationship was central Mary Jarrett, director of the newly-founded broader practice perspective under Prays influ- to the helping process. The focus for under- Smith College School for Social Work, created a ence set the stage for the introduction in the standing was on "experiencing" the otheras furor at theannual meeting of the Conference 1930's of the model of social work practice with s/he presented her/himself in the relationship, on Charities and Corrections when they pre- which the school came increasingly to be iden- as opposed to "knowing" the other through a sented papers identifying the psychiatric base tified, the Functional model. cognitive or intellectual process. Consequently, in was on for all social work practice and callin incorpo- the emphasis helping the here and now, on what was between client and ration ofmaterial on mental hygiene in all pro- The Functional occurring Approach worker, and rather than on fessional social work training programs. to Social Work Practice patient therapist, events and from the As a result of the influence on the future The Functional to social work feelings past. Perhaps greatest approach his on the of the direction ofthe Pennsylvania School for Social was based on the of emphasis importance process practice personality theory that unfolds in the treatment Rank and Health Work as it was known in the 1920's Otto Rank, a member ofFreud's inner circle in relationship, M. identified time as an important therapeutic tool was the appointment 1922 of Kenneth L. Vienna who began to breakaway from his as the school's director. whose aca- and established time limits as a crucial compo- Pray Pray, mentor in the early 1920's. In his first published in had nent of the therapeutic process. Establishing a demic training was political science, work to depart from traditional psychoanalytic time limit for the helping relationship forced been a journalist and community organizer. theory, Trauma ofBirth, published in 1924, the worker and client to focus on the begin- After World War I, as Freudian theory Rank rejected the deterministic Freudian con-

ring, middle, and ending ofthe relationship as social caseworkand psychoanalysis. The differ- standing of individual difference, starting an integral part of the client's growth process. ence as they saw it was in the agency-based where the client is in the growth process, the context ofsocial work Jessie Taft first heard Otto Rankspeak atan practice. Society, as rep- evolving nature of client assessment, the im- international conference on psychoanalysis in resented by the social agency, defined the func- portance of relationship in helping, and a Atlantic City in 1923. She was thoroughly capti- tion and purpose ofthe social worker's task recognition ofthe use of time as an important function also vated by his ideas and, through her relation- Agency established for the client component of the intervention process. These the kind of that could be offered, the terms salient ship with the Pennsylvania School, arranged help principles continue to shape the present forhim to give the school's commencement on which this help was given, and what was day education and research at the Pennsylvania address inJune 1924. This was the beginning of required of the client in return for receiving this School. an ongoing series oflectures and courses given help. Thus, in the Functional model, the agency, at the School Rank to his social as to its and Pennsylvania by up through agreement purpose The Major Principles of death in 1939. So convinced was Taftof the function, became the symbolic representation Functional Social Work Practice of Rank's theories that she entered anal- ofexternal as the client power reality struggled Building on a rich history ofsocial work with him in 1926. Herassociate toward growth and change. ysis Virginia practice theory development, this statement of Robinson her with Rank a completed analysis philosophy reflects the ongoing refinement of later. year Public Social Services the concepts and principles ofsocial work prac- Taft and Robinson were so affected by their The Functional model's notion of individual tice within the context of a pluralistic and ever experiences in treatment with Rank that they empowerment within the limitations of agency changing society. Today the helping process is began seeking ways to incorporate his theories function was particularly relevant to the emer- viewed as a structure through which the social into a model of social work practice. Taftbegan gence of public social services during the Great work practitioner provides intensive assistance studying with a group of Rankian analysts in Depression of the 1930's. As professional social within a limited time period designed to New York and became the English translator of work struggled to respond to the Depression's empower the client to deal with personal and his most importantworks in German. In 1929 catastrophic effects, it became increasingly clear environmental problems related to specific when Rank formally broke with Freud and was that psychoanalytically-based practice models agency mandates. The helping process is subsequently abandoned by most of the Ameri- with their intrapsychic explanations of human incomplete unless the social work practitioner can psychoanalytic community, Jessie Taft difficulties and their focus on psychological engages in a continuous process of planned became identified as one ofhis primary Ameri- understanding as a basis for problem resolution change to improve the delivery of services and can adherents. held little relevance for those caught in the linksocial resources to the areas ofgreatest social and Taking Rank's basic principles ofindividual economic crisis of the period. With need according to values of distributivejustice. its traditional on the psychology and human growth and change, emphasis understanding There are currently nine principles that environmental context and a Taft and Robinson applied them in a new theo- practice model compose the current philosophy of practice. to a of client the retical model of social work practice. This new applicable variety groups, They are summarized below and then defined School was in a practice theory unfolded slowly during the Pennsylvania unique position in greater detath early 1930's, culminating in Taft's seminal to respond to the statement of functional practice which demands of this new appeared as the lead article in the first issue of professional responsi- The Journalof Soda! Work Process, published by bility. the Pennsylvania School in 1934. Studentfield units One of the major themes in the social work were established in practice model that evolved at the Pennsyl- public welfare agencies in vania School was an emphasis on the participa- Pennsylvania, Mary- land, and tory role of the client in her/his own change Delaware; process. The choice of the problem to be public administrators addressed was an attribute of the client role, were invited to teachas not an independent decision made by the social adjunct professors at the school. As a result, workeras it was in the psychoanalytically- the Functional influenced Diagnostic model. In fact, it was practice through the inherent struggle involved in principles, initially out ofa recognizing a problem and working toward its developed pri- vate sector work resolution that client growthand change were case seen to occur. orientation, were honed Whatever client that was to take in a very different con- change text. In 1938 the place would evolve within the helping relation- School of Photo Finkd ship between the client and the worker. It was Pennsylvania by Harvey Social Work published its second volume of also through this process that the workercame 1. The goal ofsocial work practice is client The Journal ofSocial Work Process, entitled to know and understand the self presented by predicated on the belief that all the client. There was "Method and Skill in Public Assistance." empowerment, no separate diagnostic or individuals have the capacity for growth and In the since the Functional assessment phase in the intervention process as ensuing years change and canbe helped to shape their own model was at the was the case in the Diagnostic model. Client developed Pennsylvania destiny. School of Social Work, its basic assessment was viewed as an ongoing and principles have 2. The foundation of social work become an of social practice is evolving outcome of the total intervention. integral part generalist the establishment of a of work the often working relationship A third major differentiating theme in the practice throughout country, mutual between the social work without real awareness of their In respect practi- Functional model was the use ofagency func- origins. tioner and the client. tion as an in their almost any contemporary social work practice organizing concept. Early text a 3. The social work practitioner views the efforts to Rank's ideas into a model practice approach is described that incorporate includes such functional as the client as representative ofa population of for social work practice, Taft and Robinson principles clients and seeks to address the critical client's to self-determination, the under- sys- struggled to define the difference between right

temic, environmental, and social issues which unmet needs. There is increased attention being confronted. Legislative advocacy (lobbying, adversely affect that population. given to discharge planning and the designing coalition building, partisan political activity) of home environments for sub-acute and will likewise take on as 4. The social work practitioner and the fragile greater importance to or care. seek to sources. client work through a structured problem- patients returning family community agencies protect public funding In the field, and solving process which has a beginning, a aging accessing coordinating All these developments reflect a continuing middle, and an end. an array of environmental resources such as change in the nature ofdirect practice. For home health care, chore services, and delivered social workers in the child welfare 5. The specific purpose and functions of example, meals in order to maintain clients in the com- and health will find themselves the social service agency provide the context systems has become a cornerstone ofcase man- in which for social work practice. munity increasingly engaged determining agement. Emerging services to the homeless, clients are most inneed and most at risk in 6. The social work practitioner monitors AIDS patients, pregnant teenagers, and bat- order that agencies can target priority the dynamics ofthe social work process and both individ- tered women require attention to populations. Assessment skills willbecome the ongoing processes of change in the client, ual needs and environmental supports. even more important in this context. the worker, and the agency, in order to gather The of social work in the Short-term crisis intervention be thedata necessary to make the case for change practice coming will at the local, and national levels. years willrely increasingly on the following devoted to acquiringbasic resources forclients, regional, methods and 1) case 7. The social work works for techniques: management, protecting vulnerable persons, and resolving practitioner 2) case and class 3) social conflicts. Social workers will be within the social service advocacy, support interpersonal planned change sys- networks, 4) social skills for clients, more of tem in a continuous effort to insure that social training doing teaching self-help, self-manage- and 5) based ment, and in order to resources are linked to the areas of implementing community living self-change strategies greatest These methods and will need, to the of services, and arrangements. techniques empower clients. The emphasis be on help- improve delivery require a blend of direct and indirect practice clients to to eliminate oppressive and discriminatory ing acquire skills. skills. Social workers will engage more directly Future social workers will also need to be practices within the profession. with oranizations, neighborhoods and infor- better to workand survive in 8. The social work has a in access and prepared organi- practitioner mal social networks order to zations. will need and responsibility to share evidence ofunmet needs mobilize resources for clients, as well as to They superior personal in the and to advocate for the nec- social skills to avoid demoralizing effects of community improve thequality of life that such systems and scarce ofsocial resources and unrelenting pressure, uncertainty, essary realignments afford clients. Forging new models of Where costcontainmentmeasures in the practice resources. changes public policy. that incorporate the bestof direct and indirect are to "weed out" unneces- 9. The social work fosters a cli- methods of the mission of the pressing agencies practitioner practice is part sary functions, social workers will need skills in mate of inquiry within the profession which PennSchool of SocialWork and service, in directs the continuous search for more effective developing marketing engaging In addition to blending direct and indirect collaboration, and solutions to the addressed inter-professional becoming complex problems practice, future social workers will need to participants in coalition building. In those cases social work in service evaluation and by practice. demonstrate skills where agency policies restrict or interfere with accountability. Cost containment, limited humane and effective treatment ofclients, THE 1990s AND BEYOND resources, and servicecontracting practices will social workers will also need skills in organiza- The nine principles represent the coreofour dictate anongoing concernwith service effec- tion change. tiveness, and This trend philosophy of practice atthis time. Some of productivity, efficiency. As we recognize our role as members ofa these as we enter the will continue to be reflected in such principles will change develop- global community, it is clear that our teaching next century and others willbe added. In look- ments as increasingly refined ways of measur- and research will need to reflect more interna- the core there are new the of services, more elaborate infor- ing beyond principles, ing impact tional and comparative perspectives. The expe- the social work mation and in a utilization of challenges facing profession systems, growing rience of child welfare staff in England and and the School in the decade of the 1990s. for data At both computers management Nigeria have lessons forour students. The those the third and direct levels, concerted Defining challenges represents agency practice increasing interdependence of the world econ- and final efforts will be made to better data on component of this evolving statement integrate omy and political developments makes itclear of the outcomes ofdirect service with philosophy. that decisions made halfway around the world program/agency evaluation processes. Social work practitioners and policy makers can have directimpacton the employed and have come to realize that neither individual nor Improved methods of management control, in our local communities. more and unemployed environmental change efforts, in isolation, are including sophisticated accounting sufficient to affect the life circumstance of budgetmonitoring procedures willevolve. many Future social workers will need to be comfort- Conclusion clients. The Functional approach continues to The future the social focus attention both on environ- able with evaluating practice and program out- challenges confronting strengthening comes and data for decision work profession represent the primary educa- mental supports and assisting clients to using making. At the same time as are ser- tion research issues of the Penn School ofSocial increase their competencies in dealing with they evaluating Work Students and are involved in vices, social workers at all levels find them- faculty institutional or environmental blocks to achiev- will the future directions of the their The selves increasingly engaged in program and mapping profession ing objectives. followingexamples as they collaboratively explore the boundaries illustrate the challenges ahead. funding activities that were once thought tobe of new knowledge while building upon the In welfare, the sole province of top management. Diverse child increasing emphasis is rich history of the School. The faculty and stu- on families intact and innovative approaches to fund raising, the placed keeping by working dents have been pioneers in the past in devel- with the entire in crisis situations and identification of new service markets, the mar- family oping and implementing the nationally recog- them to access to resources in the keting of program ideas to new consumer helping gain nized Functional approach to social work as well as isolated families groups, the formulation of proposals, and the community linking of contracts are activities which will practice. The boundaries of future social work with social networks. In the health and negotiating be the collaborative support become moreand more characteristic offuture will again shaped through mental health fields, services to clients include inquiry and experimentation of students and case services to bro- practice. Strategic planning for long-term establishing management faculty. This collaboration and search for and for agency development will become integral to all ker, coordinate, advocate services knowledge are the essence of the School's levels ofpractice as agencies move to reduce clients, promoting social support groups, and philosophy. someof the uncertainty with which theyare practice developing programs and resources to serve