AISW Vol. 8, No. 1:AISW Vol. 5, No. 2 Analysis of Social Work Theory Progression Published in 2004 Valerie D. Decker Philip D. Suman Barb J. Burge Ankita Deka Melanie Harris Dwight J. Hymans Michael Marcussen Donna Pittman David Wilkerson James G. Daley Abstract: The authors reviewed 67 articles that discussed and/or tested human behavior theories from social work journals published in 2004 in order to assess the level and quality of theory progression. The articles were further sorted into Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Foundation Curriculum content areas of HBSE, practice, policy, field educa- tion, values & ethics, diversity, populations-at-risk/social and economic justice, and research for purposes of categorization. Results indicated that HBSE and practice were by far the largest group of articles reviewed. Also found was that social work has a limited amount of theory discussion in the content areas of field, values and ethics, diversity, and populations-at-risk/social and economic justice. Thirty-three articles were found to demonstrate theory progression, eight articles presented new/emerging theories, and 26 articles discussed or critiqued theories without presenting evidence of theory progression. Keywords: Human behavior in social environment (HBSE) evaluation, social work theory, theory progression, social work education, social work practice, social work policy INTRODUCTION For centuries, scholars have attempted to articulate the implication of theory, to establish a meaningful framework for evaluation of a theory’s merit, and to document progression of a theory through the evolutionary stages of concep- 81 Valerie D. Decker, Philip D. Suman, Barb J. Burge, Ankita Deka, Melanie Harris, Dwight J. Hymans, Michael Marcussen, Donna Pittman, and David Wilkerson are doctoral students, and James G. Daley, Ph.D. is asso- ciate professor at the Indiana University School of Social Work, Indianapolis, IN, 46202-5156. Copyright© 2007 Advances in Social Work Vol. 8 No. 1 (Spring 2007) 81-103. Indiana University School of Social Work. tualization, development, and empirical testing. Recently, some social work scholars have taken the stance of rejecting the need to teach theory, instead, advocating a focus on teaching practice skills without communicating the sig- nificance of the profession’s theoretical foundation (Simon & Thyer, 1994). And, yet, researchers must have a starting point from which to begin their inquiries and a roadmap to enable them to recognize where each theory has been. This is essential to direct our scientific progress as a profession. Sherraden (2000) states, “theory has a great deal to do with asking questions well,” (p. 1) and from that stance concludes that “certain structures of inquiry may lead to theories that are more productive than others” (p. 2). It is from this perspective that we have attempted to develop a framework to evaluate the discussion and progression of theories of human behavior in the social environment (HBSE) in primary social work journals published in the calen- dar year 2004. In order to begin our discussion of theory quality, an operational definition of theory is necessary. Payne (2005) defines theory succinctly as “an organized statement of ideas about the world” (p. 5). Turner (1996) offers a similar defi- nition: “a model of reality appropriate to a particular discipline” (p. 2), and Sherraden (2000) conceptualizes it as “theory is what explains why an inter- vention causes an outcome” (p. 3). Since we have limited our discussion to HBSE theory in social work, all of these theories seem valid and complemen- tary. Previous authors have attempted to establish criteria in order to evaluate the merits of human behavior theories (e.g., Fischer, 1973; Payne, 2005; Robbins, Chatterjee, & Canda, 1999; Turner, 1996; Witkin & Gottschalk, 1988), yet these did not seem to adequately encapsulate the full dimensions of the- ory discussion in the literature. The concept of theory progression was absent in all of these frameworks. By theory progression, we mean whether the prac- tical application of the theory was solidified, more thoroughly understood, or extended into a broader explanation of behavior. In this article, we have attempted to develop a system of assessment for theory progression. METHODS The nine members of our research team sorted 67 articles (the pool of articles were drawn from a larger pool sorted by doctoral students and a faculty member (Gentle-Genitty et.al., 2007) based on theory review procedures cited in Daley et.al., 2005) with the sorting emerging from a discussion of theory from primary social work journals published in 2004. The articles were classified into the Council on Social Work Education’s (CSWE) Foundation Curriculum Content areas as defined in the Educational Policy and Accreditation Standards (EPAS) (Council on Social Work Education, 2001). The articles were initially sorted by individual members of the research team, then reviewed collectively by the entire team, who consensually determined the final categorization of each article. The abstracts, authors’ statements regarding the primary focus of the article, and gen- eral content guided the classification process. The articles reviewed included research-based studies, policy analysis, and editorials. 82 ADVANCES IN SOCIAL WORK After sorting, the articles were distributed to seven individual team members (readers) to assess the quality of the theory discussion in each article. Each read- er received approximately 10 articles. To the extent possible, each reader was assigned an entire Curriculum Content area. Areas with more than 10 articles were divided between two readers. The following instructions for summarizing the content of the articles were agreed upon by the team: Describe each article briefly in terms of the author’s discussion of theory includ- ing: • Is it an established theory or emerging? • In terms of the author’s discussion, has the theory been empirically specified and has the historical context been addressed? • Can a reader easily use the article to improve practice, teaching, or policy development? If a reader discovered that an article had been incorrectly classified, he/she alerted the team via a listserv and justified the article’s reclassification. This occurred in two cases. The readers returned their article summaries to be synthe- sized by two team members. The articles, theories, and status of theory progres- sion are individually listed in the tables following each section of this paper ded- icated to individual Curriculum Content areas. Also, a brief summary and specif- ic information related to the featured articles will be found under the headings of each content area below. The following categories were established based on summaries of the articles provided by individual team members: progressed, discussed without progres- sion, and new/emerging. An article was classified as “progressed” if it provided the historical context of an existing theory as well as tested the theory empirical- ly or applied the theory in a new context. Those articles that were “empirically tested” included both quantitative and qualitative studies. Articles that discussed or critiqued an existing theory without attempting to test it empirically were clas- sified at “discussed without progression.” Finally, articles that discussed new or emerging theories comprised the final category. RESULTS Table 1 shows the articles by EPAS area. Subsequent tables give more detail by the EPAS categories. Human Behavior in the Social Environment (HBSE) Within the scope of social work research and practice, a plethora of theories explore the nature of human behavior and the social environment. These theories originate from a multitude of disciplines, including social work, sociology, psy- chology, and economics. Thirty-one theories of HBSE were published in 24 dif- ferent articles in social work journals in the calendar year 2004 (Table 2). Twenty- one theories from 16 articles in this content area were judged as progressing, which is by far the largest group in this study. Four theories were presented as new/emerging and three existing theories were discussed or critiqued with little or no theory progression. 83Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 The theories progressed dealt with four categories: 1) family units, 2) couples, 3) adolescent academic performance, and 4) other. Seven articles progressed theo- ries that dealt with the family unit. A theory of adult development and personal authority in the family system was used to explore intergenerational family rela- tionships (Lawson & Brossart). Family development theory was used to explore the life cycle of a family (Richman & Cook). Family systems theory was used to demonstrate a link between divorce and adolescent emotional adjustment (Vandervalk Spruijt, DeGoede, Meeus, & Maas). Feminist theory (Mack-Canty & Wright) and role theory (Landry-Meyer & Newman) were used to discuss parent- ing. Lifecycle theory was used to explore the effect of consumer debt on the fam- ily (Baek & Hong). Finally, social construction theory was used to examine mean- ing making, empowerment, and narrative for families who have experienced tor- ture (Montgomery). Four articles progressed theories for working with couples at various life stages. Attachment theory was used to explore infidelity (Allen & Baucom). A theory of the division of household labor examined power relationships between husbands and wives (Zipp, Prohaska, & Bemiller). Gender construction was used to explore traditional gender roles and couples relationships (Zuo). Finally, life course theo- ry was used to explore satisfaction of retired couples (Smith & Moen). Three articles dealt with adolescents and their academic performance. Life course (Crosnoe & Elder), psychoanalytic (Jones), and role theories (Baum) were used to explore adolescent academic performance. The remaining two articles discussed trauma theory with respect to child welfare workers (Regehr, Hemsworth, Leslie, Howe, & Chau) and social capital theory to discuss children’s street work in Mexico (Ferguson). 84 ADVANCES IN SOCIAL WORK EPAS Area Progressed (%) Discussed New/ Without Emerging Progression HBSE 16 (66.7%) 4 (16.7%) 4 (16.7%) Practice 7 (43.8%) 7 (43.8%) 2 (12.5%) Policy 3 (42.9%) 4 (57.2%) Populations at Risk 3 (42.9%) 4 (57.1%) - Diversity 2 (33.3%) 3 (50%) 1 (16.7%) Research 2 (50%) 2 (50%) - Values & Ethics - 2 (100%) - Field - 1 (100%) - Grand Total 33 (49.3%) 26 (38.8%) 8 (11.9%) Table 1: Theory Progression by Content Area 85Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Author Progression Titles of Key Points Tested Theories Empirically Allen & Progressed Attachment Article demonstrates the Yes Baucom progression of attachment theory into the area of adult infidelity. Citing previous research briefly, they establish an empirical base and proceed to show how attachment style can be used to predict infidelity. Implications for practice are explored, including using an understanding of attachment style to create empowering narratives for couples dealing with infidelity. Applegate Discussed Psycho- Reviews the application of No without analytic psychoanalytic theory to progression social work's theory base, education and practice. Discusses theory’s decline over the past several decades. Findings from neuroscience on infant attachment have led to a paradigm shift within the theory. Incorporations of new understanding of gender and sexuality, and concern for the “person in situation” have reinvigorated the theory base, making it increasingly viable to social work practitioners, working with oppressed populations. Baek & Progressed Lifecycle Utilizes life cycle theory to Yes Hong examine the effects of life stages on consumer debt. Does an effective job at establishing a link between consumer debt and the family’s life-cycle stage with families in the empty nest, solitary house- hold, and single parent stages showing a lesser likelihood of having installment debt. Table 2: Articles Summaries for HBSE Content 86 ADVANCES IN SOCIAL WORK Author Progression Titles of Key Points Tested Theories Empirically Baum Progressed Role/Role Applied role theory to look Yes Model at the effect of maternal employment on a child’s academic achievement. Found that maternal employment could have a negative impact on a child’s academic performance that is in contrast to what the theory would predict. Castro, New/ Parentifica- The study reflects that Yes Jones & Emerging tion & childhood parentification Mirsalimi Imposter over an extended period of Phenomenon time in part can be explained by the imposter phenomenon. There is a moderate correla- tion between the two con- structs. No significant differ- ences for ethnicity and race and the parentification scores were found. Cau- casians however scored higher on the imposter phenomenon score than African-Americans. Cordon & Critique Trans- Examined the application No Somerton with no theoretical of the transtheoretical progression model of change to work with parents finding its assessment of parenting is viable when used critically and in particular situations. Crosnoe Progressed Life Course Advance life course theory No & Elder by exploring the many factors that contribute to adolescent educational resilience during this one particular life stage. Ferguson Progressed Social Capitol Progressed social capital No theory by applying it to a different culture and demonstrating its relevance to children’s street work in Mexico. Table 2: Articles Summaries for HBSE Content (cont.) 87Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Author Progression Titles of Key Points Tested Theories Empirically Houston Critique with Heuristic Examined Gidden’s No no progression heuristic theory and sought to expand on the theory and establish a position on the constructs of structure and agency. Jones Progressed Psycho- Examined the effect of Yes analytic having a non-resident father on psychological separation and academic performance utilizing psychoanalytic theory as an explanatory model. The findings are consistent with numerous previous studies showing a tie between father involvement and academic performance, but failed to establish a clear link between the results and psychoanalytic theory. Kroska Critique with Division of Describes four theories and No no progression Household applies them to explaining the Labor division of household chores in families. Specifically, the author uses gender ideology, relative resources, time availability, and doing gender. The author found these theories to be helpful in explaining the division of tasks but found that gender remains an important determining factor. Landry- Progressed Role/Role Applied role theory to explore Yes Meyer & Model the grandparent as a caregiver Newman role respectively. Performed a qualitative study interviewing grandparents who were raising grandchildren. Concerns reported were consistent with those that would be predicted by role theory. Table 2: Articles Summaries for HBSE Content (cont.) 88 ADVANCES IN SOCIAL WORK Author Progression Titles of Key Points Tested Theories Empirically Lawson Progressed Adult This study explores Yes & Brossart Develop- differences among ment Per- participants inter- sonal generational family Authority relationships. Results in Family indicate that younger System groups expressed more intimacy and intimidation with each parent and more triangulation with fathers than the older groups. Gender differences revealed that females have slightly stronger and healthier intergenerational relationships with parents. Mack- Progressed Feminist Use a qualitative research Yes Canty & design to demonstrate how Wright a feminist parenting style can assist children to challenge hierarchy and oppression, thereby, assist in advancing feminist theory. McPhail New/ Queer Article questions ideas of No Emerging Feminist gender binaries of (male/ female or homosexuality/ heterosexuality). Discusses post-modernist and queer theorists who have offered new insights on sexuality and social justice. Develops a queer theory critique on compulsory heterosexuality and calls for deinstitutionalization of the gender binaries, which create problems of oppression and social exclusion. Montgomery Progressed Social Author applies the emerging Yes Construction theories to work with families who have experienced torture. Coordinated Management of Meaning model is supported by the findings of this qualitative study. The model suggests how to help families construct empowering and truthful narratives about torture histories. Table 2: Articles Summaries for HBSE Content (cont.) 89Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Author Progression Titles of Key Points Tested Theories Empirically Regehr, Progressed Trauma Authors explore individual, Yes Hemsworth, incident and organizational Leslie, factors that create post- Howe, & traumatic stress distress Chau among child welfare workers. Reports that individuals who develop healthy relationships with others and who exercise greater control on their lives report low levels of stress. Individuals who had fewer contacts with the issue also reported less stress. The organizational environment was the most effective predictor of stress. Richman Progressed Family Authors describe the No & Cook Development Stairstep Framework–an alternative model of family development that encompasses different types of families. It has five life processes: 1) establishing a family, 2) addition of family members, 3) family members pursue inter/independence, 4) separation of family members, 5) adults develop dependence. Smith & Progressed Life Course Analyzes retirement Yes Moen satisfaction among retirees and their spouses- individually and jointly. Results find differences among retirees and spouses in satisfaction level with retirement. Joint satisfaction among couples is lower than the individual levels. The most satisfied couples were retired wives and their husbands who reported that husbands did not exercise any influence in wives decisions. Table 2: Articles Summaries for HBSE Content (cont.) 90 ADVANCES IN SOCIAL WORK Author Progression Titles of Key Points Tested Theories Empirically Sullivan, New/ Health Article enhances the Yes Pasch, Emerging Belief legitimacy of the HBM Cornelius & model to predict couple’s Cirigliano counseling decisions. Results indicate that the most effective predictors were couple’s perceptive barriers and whether or not counseling was recommended to them through some source Utz, Reidy, New/ Widowhood Authors examine how Yes Carr, Nesse, Emerging widowhood affects daily & Wortman household activities. Results indicate that children mediate the affect by helping with errands and housework and that the individual characteristics and intergenerational attributes have impact on the daily household activities in late-life widowhood. Vandervalk Progressed Family Advance family systems Yes Spruijt, Systems theory by demonstrating DeGoede, a link between divorce Meeus, & and adolescent emotional Maas adjustment. Zipp, Progressed Division Asymmetric power Yes Prohaska, of Household relationships between & Bemiller Labor husbands and wives are explored by examining decision-making, division of household labor, and childcare. Results find gender asymmetries in the household are reinforced through routine interactions. Study also reveals marital power, which is difficult to locate and is usually exercised covertly. Table 2: Articles Summaries for HBSE Content (cont.) Practice Twenty theories of practice were published in 16 different articles published in social work journals in the 2004 calendar year (Table 3). Seven theories from the articles in this content area were judged as progressing, which is the second largest group in this study. Two theories were presented as new/emerging, and seven existing theories were discussed or critiqued with little or no theory pro- gression. The theories progressed dealt with four categories: 1) the therapeutic relation- ship, 2) families, and 3) other. Three articles discussed the therapeutic relation- ship. Attachment theory was used by two authors to discuss working with clients individually (Bennett; Ringle). Control-mastery theory was used to discuss thera- pists who work with clients in a psychotherapy setting (Nol). Two articles pro- gressed theories dealing with the family unit. The family resilience model was used to explain how families adjust to economic pressures (Vandsburger & Biggerstaff). A theory of procedural justice was used to explore Family Group Conferencing in child welfare work (Neff). Finally, a theory of social justice was discussed for working on a macro level with activism and policy (Mulroy), and trauma theory was used to discuss social work education (McKenzie-Mohr). Policy Five theories dealing with policy were published in seven different articles in social work journals in the 2004 calendar year (Table 4). Three theories from the articles in this content area were judged as progressing. No theories were pre- sented as new/emerging, and three existing theories were discussed or critiqued, with little or no theory progression. Responsive regulation appeared in three arti- cles and was judged to be progressed by one (Burford & Adams) and discussed in two articles (Kelly; Pennell). The three articles that progressed theories dealt with divergent topics. Ecosystem theory was used to study the impact of systems of care model on fam- ilies and their therapeutic outcomes (Coffey). Responsive regulation was used to understand the dual roles (social control and empowerment) of most practition- ers (Burford & Adams). Finally, transtheoretical theory is used to examine welfare- to-work (McGuire). 91Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Author Progression Titles of Key Points Tested Theories Empirically Zuo Progressed Gender Seeks to advance gender No construction construction theory by examining the link between men’s bread- winner status and the presence or absence of an egalitarian ideology. Table 2: Articles Summaries for HBSE Content (cont.) 92 ADVANCES IN SOCIAL WORK Author Progression Titles of Key Points Tested Theories Empirically Alperin Discussed Dream Identifies and compares No without Analysis four theories of dream progression (Classical analysis. Concludes that Object- overall purpose of dreams Relations, is to develop, maintain, Modern and restore self-object Psycho- relationships analytic, Self- Psychology) Bennett Progressed Attachment Discusses attachment No theory and infant research to understand the therapeutic relationship. Examines how clients who represent the four styles of attachment (secure, insecure ambivalent, insecure avoidant, and disorganized) respond to therapeutic telephone contact, or “disembodied communication.” Patients with insecure avoidant or disorganized attachment did not respond to changes in treatment mode. Brandell Discussed Psycho- Traces the importance No & Ringel without dynamic of the therapeutic progression Attachment relationship in clinical social work and case- work management. Identifies psychoanalytic concepts relevant to social work, including therapeutic alliance, the “holding environment,” transitional objects, and phenomena. Argues that psychodynamic perspective on relationship should be taught in social work curricula. Table 3: Articles Summaries for Practice Content 93Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Author Progression Titles of Key Points Tested Theories Empirically Brownlee Discussed Bereavement Explores perinatal loss No & Oikonen without Cycle and related issues of progression mourning/grief. Provides concise clinical and historical background of theory and family/parental stress during the loss of an unborn. Detailed discussion of empirical research studies with parents, extended family members, and primary care providers to support (attachment/loss/ grief). Also reports limita- tions for women in follow- up clinical services. Burlae New/ Mindful Uses theory to understand No Emerging Space and suggest tools to prevent violence against women. Two forms of violence— invasion and captivity are experienced in subtle ways. Ones emotional energy alerts the receiver on a visceral level when a violation occurs. These cues can prevent destructive violence if the receiver acknowledges them and sets limits. If not, the repeated subtle acts of violence fragment the sense of self. Corcoran Discussed Resiliency Presents a “risk and resilience No & Nichols- without ecological framework” for Casebolt progression client assessment and goal formulation on micro, mezzo, and macro levels. This frame- work, though comprehensive, is massive and may be over- whelming for some. Gubman Discussed Attachment Discusses practical link No without between the theory and progression social work clinical settings using empirical and evidence- based studies about working with “difficult patients.” Table 3: Articles Summaries for Practice Content (cont.) 94 Author Progression Titles of Key Points Tested Theories Empirically Kahng & Discussed Modified Applies MLT to discuss Yes Mowbray without Labeling the process of mental progression illness (MI) stigmatization. Identifies factors contribu- ting to MI stigma(s): self- worth, rejection, and self- esteem. Empirical studies related to chronic/severe MI, social work settings, and family support systems are used in this paper to provide a better under- standing and framework for MLT. Manning, Discussed Afrocentric Identifies three primary No Cornelius & without Egopsychology theories recommended Okundaye progression Spirituality for practice with African American clients that incorporate accounts of racism, oppression, stress, mental, and general health issues. McKenzie- Progressed Trauma Discusses theory as an No Mohr underutilized tool of knowledge in under- graduate and graduate schools of Social Work (SW). Provides in-depth discussion about integrating it into college level curriculum. Offers specific empirical studies that support the need to incorporate skills in SW practice and teaching settings. Also, discusses the possibility of traumatizing SW students who are not emotionally capable of processing first-hand trauma. Mulroy Progressed Systems Provides in-depth look at No Social Justice macro social work practice by discussing several pro- minent theories (systems, social justice, social environ- ment, and community). Examines three levels of social justice and applies them to social work community activism and administrative policy. Table 3: Articles Summaries for Practice Content (cont.) ADVANCES IN SOCIAL WORK 95 Author Progression Titles of Key Points Tested Theories Empirically Neff Progressed Procedural Integrates social No Justice exchange theory with equity theory to explain Family Group Conferencing (FGC). The primary concepts discussed regarding child protection are: restorative, retributive, and group value. Nol Progressed Control- Discusses theory as tool used No Mastery primarily in psychotherapy settings. Author identifies two basic concepts essential in linking theory with practice, 1) clients are motivated to reveal unresolved emotional issues, and 2) therapists provide and develop a trusting relationship in order to allow clients to reveal unconscious materials. Ringel Progressed Attachment Author details a change in No attachment style using a clinical case study with an adult. Asserts that the treat- ment relationship and process facilitate the change. Use of AT shifts focus of treat- ment away from medical model of diagnosis. Rojano New/ Community Community family therapy No Emerging Family (CFT) in this conceptual article is a progressive theory of the ecosystemic model of therapy for economically oppressed populations. A primary goal is moving clients out of poverty and is achieved through three levels of interven- tion facilitated by a “citizen therapist.” The “citizen therapist” is a new role for the therapist and includes coaching, advocacy, networking ability, community activism, and civic leadership. Table 3: Articles Summaries for Practice Content (cont.) Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Populations at Risk Eleven theories dealing with at-risk populations were published in seven differ- ent articles in social work journals in the 2004 calendar year (Table 5). Theories from articles in this content area were judged as progressing. No theories were presented as new/emerging and four existing theories were discussed or cri- tiqued, with little or no theory progression. As with policy, the three articles that progressed theories dealt with divergent topics. Critical constructionist and ecological theories were used to study parents who have been physically abused by their adolescent child (Cottrell & Monk). Marxist theory is used to discuss how alienation of labor, human nature, and humanity has an impact on clients and social workers (Ferguson & Lavalette). Finally, queer theory is used to discuss body image disturbances and psychoso- cial difficulties experienced by some gay men (Wood). SUMMARY OF FINDINGS Several interesting trends related to theory discussion and progression in social work appeared as we reviewed these articles. Our primary purpose was to evalu- ate theory progression within the social work literature. Overwhelmingly, this occurred within the 24 articles in the HBSE category. Of the 24 articles reviewed, 16 demonstrated some level of theory progression. In the practice content area, seven articles demonstrated progression, while seven others showed minimal evolution. The populations-at-risk/social and economic justice and policy con- tent areas both had three articles that suggested theory progression, while the research content area had two articles that showed progression, as did the diver- sity content area. There were no theories discussed that demonstrated progres- sion in the content areas of field or values and ethics. It is reasonable to conclude that social workers are continuing to focus their work on the advancement of the- ories of human behavior and social work practice, while spending less time on the content areas of policy, populations-at-risk/social and economic justice, diversi- ty, and research methods. Across the Curriculum Content areas, eight new and emerging theories were presented in the literature. Among these, four were sorted into the HBSE content 96 Author Progression Titles of Key Points Tested Theories Empirically Vandsburger Progressed Family Evaluates family resiliency Yes & Resilience model/theory to explain Biggerstaff Model how families adjust when challenged with economic pressures. Authors provide discussion of poverty, family functioning, and resiliency. Uses the Stress Adjustment Adaptation Model (ABCX). Table 3: Articles Summaries for Practice Content (cont.) ADVANCES IN SOCIAL WORK 97Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Author Progression Titles of Key Points Tested Theories Empirically Baylis Discussed Lacanian Attempts to analyze No without Analytic the development, or lack progression there of, of social work’s identity as a profession. Provides reader with extensive description of complex theory from a historical context. Without showing any evolution of the theory, the author makes an argument for applying it to current debates regarding the nature of the social work profession. No empirical evidence is provided either in support of the theory or its application to social work’s identity crisis. Burford Progressed Responsive In-depth description No & Adams Regulation of theory that gives both historical context and development of the theory. Provides a way to understand the dual roles (social control and empowerment) of most practitioners. Suggests a framework to negotiate these roles in practice. Coffey Progressed Ecosystem Studies the impact of No systems of care model on families and their therapeutic outcomes. Has comprehensive historical discussion of ecosystemic theory. Links resiliency theory to the model. Provides evidence that the belief that systems of care may have a negative impact on therapy outcomes. Table 4: Articles Summaries for Policy Content area, two were in the practice content area, and one each was classified in the pol- icy and diversity content areas. This could suggest that social work scholars con- tinue to develop new ways to understand human behavior but are not develop- ing new theoretical frameworks to address issues of social justice, research meth- ods, values and ethics, or field education. Of the theories discussed in these articles, Psychoanalytic Theory and Feminist Theory appeared across the widest spectrum. Psychoanalytic Theory was found in articles sorted into the Curriculum Content areas of diversity, practice, HBSE and values, and ethics, while articles related to Feminist Theory were found in the categories of populations-at-risk/social and economic justice, research, values and ethics, and HBSE. Other theories that were examined multiple times include Attachment Theory in practice (three separate articles), and HBSE and research; 98 ADVANCES IN SOCIAL WORK Author Progression Titles of Key Points Tested Theories Empirically McGuire Progressed Trans- Provides a thorough Yes theoretical and clear historical description of the development, empirical study and evolution of the Transtheoretical model and welfare to work. Examines the change process that was initiated when welfare to work became the major method of moving people off of welfare toward self-sufficiency. Mulroy & Discussed Political Looks at the changing No Tamburo without Economy climate of nonprofit progression organizations and welfare-to-work. Provides little discussion on historical evolution of political economy theory. Cites several studies that examine welfare reform programs and policies the political economy frame- work is used to analyze the impact of welfare-to-work on nonprofit organizations and their delivery of services. Pennell Discussed Responsive Provides detailed description Yes without Regulation of the components and progression processes of Family Group Conferencing (FGC). Table 4: Articles Summaries for Policy Content (cont.) Ecosystems or Ecosystemic Family Theory in policy, and populations-at- risk/social and economic justice; and Transtheoretical Change Theory in HBSE and policy. IMPLICATIONS FOR THE PROFESSION As noted earlier in this paper, we categorized social work articles that discussed theory as either progressing the theory, proposing a new or emerging theory, or simply discussing or critiquing a theory without progression. For the purposes of this article, theory progression was defined as an empirical test (quantitative or qualitative) of the tenets of a theory or as a discussion of a theory that proposes innovative applications or examples. Most of this work continues to occur in studies focused on the CSWE Foundation Curricular Content areas of HBSE and practice. Given the current political climate and pending federal and state budg- et cuts for programming, social work would be well served to focus immediate 99Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004 Author Progression Titles of Key Points Tested Theories Empirically Abbott, Discussed Family Authors use family stress Yes Sharma, without Stress theory to interpret the & Verma progression emotional climate within Indian families living in poverty. The authors operationalize the main constructs of family stress theory for the purposes of this study, but results fail to offer firm support of the theory. One possibly beneficial conclusion is the suggestion that poverty alone does not predict satisfaction with family or life in general. Anguiano Discussed Social Studies minority students Yes without Capitol at-risk of dropping out of progression Ecological school using theories. Offer no explanations of previous studies that may have verified either theory. Primary components of each theory is explained. Little attention given to the historical context. They suggest that the types of parental involvement important for students’ high school completion may vary by ethnicity. Table 5: Articles Summaries for Populations-at-Risk/Social and Economic Justice Content and future research efforts on issues of diversity or populations-at-risk/social, and economic justice. It will be necessary to develop new and empowering approaches to working with individuals and families who have been marginal- ized by restrictive social policies. Furthermore, social workers must continue to research the effects of social problems and to evolve theoretical explanations for human behavior in order to develop positive interventions and to assist people of all ethnic backgrounds and people representing diverse sexual orientations and evolving concepts of gender. Social work researchers must also do a better job of reviewing pertinent theories of research and developing theories of research methodology than they did in 2004. Also sorely lacking is theory discussion or progression in the EPAS content areas of field education or policy. Field clearly is a bedrock content area in social work education, and yet, there is minimal evidence to suggest that any scholars researched its theoretical components in 2004. Similarly, policy remains an important content area, yet only seven articles were written in 2004 that included a significant volume of theory discussion and only three of those articles demon- strated theory progression. 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Author’s Note: Address correspondence to: Valerie Decker, MSW, doctoral student, School of Social Work, Indiana University, 902 West New York Street, Indianapolis, IN 46202-5156, USA. e-mail: cgentleg@iupui.edu. 103Decker et al./ANALYSIS OF SOCIAL WORK THEORY PROGRESSION PUBLISHED IN 2004