AISW Vol. 8, No. 1:AISW Vol. 5, No. 2


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Editorial

James G. Daley

With great pride, we offer this special issue on a critical review of theories of
human behavior in the social environment (HBSE). The original idea for
this special issue stemmed from several simultaneous issues. First, I taught

a doctoral class on theory development twice, with three resulting articles (Daley et
al., 2005; Gentle-Gennitty et al.; and Decker et al. featured in this issue), which indi-
cated that theory critique and advancement was rarely in the social work journal lit-
erature. Second, the Council on Social Work Education (1994) has required that
Master in Social Work students should be able to “use theoretical frameworks to
understand the interactions among individuals and between individuals and social
systems” (p. 137) and that “the professional foundation must provide content about
theories and knowledge of the human bio-psych-social development, including the-
ories and knowledge about the range of social systems in which people live” (p. 140).
Third, there are various textbooks that focus on HBSE and discuss different theories
(i.e., Shriver, 2004; Zastrow & Kirst-Ashman, 2007). Fourth, we could not find such a
critique in any recent journal. In summary, our profession seemed to require HBSE
theories for our education; the theories are frequently discussed but not critically
evaluated in popular HBSE textbooks and such a review is long overdue.

We sent a call for papers with five parameters for each manuscript. First, we asked
for each author to describe a historical analysis of theory development, including
how theory links to HBSE. Second, we asked that the author clearly describe the
components of theory and operationalize the relationship between the variables
within the theory. Third, we asked that the author provide a discussion of the goals
or outcomes intended with theory and the boundaries of the theory. Fourth, we
required that the author provide a description of empirical studies that have sup-
ported and/or progressed the theory. Fifth, we requested that each author describe
any specific next steps for theory progression and implications for social work. We
received a wide range of manuscripts that were diverse in perspective. Some articles
focused on well-known theories, such as ecological theory or psychodynamic theo-
ry. Some articles introduced innovative theories that are new to our profession, such
as semiotic metatheory or complexity theory. The result is a special issue that is like-
ly to expand any reader’s horizons!

There are some cautions to consider. Different scholars have developed frame-
works for evaluating theories (e.g., Fischer, 1973; Payne, 2005; Turner, 1996; Witkin &
Gottschalk, 1988) and some of those authors would challenge our emphasis on
“operationalize” or “empirical studies” as being positivist biased. Other authors
would probably acknowledge the importance of empirical testing but say that we
should have demanded proof that the theory advanced social justice or was ethical
or that everything is unique in its own way and cannot be compared to another set-
ting. The arena of theory development is rampant with diverse perspectives of what
constitutes a theory, what value any evaluation has, and whether theory progression
is a useful term to use. I have had lively discussion in my course on these very top-



ics. Each reader must decide for him or herself how much weight to put on empiri-
cal validation of the theory.

I encourage the reader to see each article as an intellectually stimulating journey
into a theory’s framework and credibility. Consider how that theory could be incor-
porated into your professional toolbox of skills. How might this article help you to
better understand your client and the context of their actions? Then compare and
contrast different articles and theories. How could affect control theory (Forte) be
compared to attachment theory (Page & Norwood) or kinship ties (Hall)? Finally,
consider, after you have read all the articles, what expansion of knowledge has
occurred in you. Social work is a broad profession demanding a diverse set of skills.
These articles can help you continue to heighten your awareness of the many ways
to impact our clients, whether person, family, or community.

References

Council on Social Work Education (1994). Handbook of accreditation standards and procedures.
Alexandria, VA: author.

Daley, J.G., Peters, J., Taylor, R., Hanson, V., & Hill, D. (2005). Theory discussion in social work journals: A
preliminary study. Advances in Social Work, 7(1), 1-19.

Decker, V.D., Suman, P.D., Burge, B.J., Deka, A., Harris, M., Hymans, D.J., Marcussen, M., Pittman, D.,
Wilkerson, D., & Daley, J.G. (2007). Analysis of social work theory progression published in 2004.
Advances in Social Work, 8(1), 81-112.

Fischer, J. (1973). A framework for the analysis and comparison of clinical theories of induced change. In
J. Fischer (Ed). Interpersonal helping (pp. 110-130). Springfield, IL: Charles C. Thomas.

Gentle-Gennity, C.S., Gregory, V., Pfahler, C., Thomas, M., Lewis, L., Campbell, K., Ballard, K., Compton, K.,
& Daley, J.G. (2007). A critical review of theory in social work journals: A replication study. Advances in
Social Work, 8(1), 62-80.

Payne, M. (2005). Modern social work theory, 3rd edition. Chicago, IL: Lyceum Books Inc.

Shriver, J.M. (2004). Human behavior and the social environment: Shifting paradigms in essential knowl-
edge for social work practice, 4th edition. New York: Allyn & Bacon.

Turner, F. (Ed) (1996). Social work treatment: Interlocking theoretical approaches, 4th edition. New York: The
Free Press.

Witkin, S., & Gottschalk, S. (1988). Alternative criteria for theory evaluation. Social Service Review, 62, 211-
224. 

Zastrow, C., & Kirst-Ashman, K.K. (2007). Understanding human behavior and the social environment, 7th

edition. Belmont, CA: Thomson Higher Education.

ii ADVANCES IN SOCIAL WORK