Theoretical and Practical Learning

There are a number of differences between theoretical learning and practical learning. Each type of learning has specific components and factors that distinguish it as a learning type. They can be interdependent, and information gained in either learning setting can be combined with teachings from the other. Social service professionals may often use what they know from first hand experience, integrated with what they have learned in school about theory and practice, to aid clients in achieving positive outcomes. Each learning setting involves exercises related to legal and ethical practices as well as the application of social work theories which become more evidently helpful in real world experience. Theories such as Migration Theory, Systems Theory and Intersectionality can be more thoroughly understood while supporting clients and successfully applying them to work practice. Both theoretical learning and practical learning are valuable to optimising the educational and work experience of people in the social service sector, but they lay claim to different aspects of traditional experience. It is important to be able to differentiate between two.

As theoretical learning provides the opportunity to retain information related to the social service field that has been informed by over a century of social work evolving across the globe, it also provides up to date information in classroom settings so that students have the opportunity to actively discuss news, policy, theory and practice. It is done through readings, lectures, research, assignments and classroom discussion. This type of learning provides a basis of understanding for real life situations that may impact everyday life for clients and the community that an SSW may serve. Theoretical learning can also be done in virtual settings through e-learning which provides benefits by meeting needs of flexibility in time and space to learn, but may lack important components to the learning experience such as opportunity to provide feedback, practice, or to debate ideas with others (Bondarouk & Ruël, 2010). Engaging in live discussion is one component of theoretical learning in an in-person setting that can be very different for those who engage in e-learning. Though theoretical learning is focused on the process of retaining information that is usually in written and published form, it is rooted in the collection of experiences and studies. This adds immense value to theoretical learning as a basis for all social work practice.

Practical learning is done as a person working in the social service work field is able to apply what they have learned in classroom settings, to real life situations and client interactions. Through practical learning, an aspiring social service worker can enhance their knowledge, not only developing an understanding for reasons why certain theories, movements, policies, institutions and theoretical frameworks exist, but learning where best to apply and involve them, while efficiently assessing the psychosocial and developmental stages and tasks of those they serve. Possessing knowledge of community demographics and trends in addition to theoretical expectations of life stages and related crises, can help to discern appropriate moments to implement best practices and strategies related to the helping process. People in social service positions ranging from those who are in volunteer or frontline roles, to those that oversee entire social service agencies, often carry a wealth of information amassed through practical learning. This often proves valuable to researchers and policy makers when informing needs for data collection and social policy reform. For an SSW, the scope of practice includes assessment, treatment, and evaluation of an individual's interpersonal and societal problems through the use of social service work (Code of ethics and standards of practice handbook 2008). For active work with clients, enhanced comprehension and competence regarding concepts such as social location and community demographics, and ways that they include various intersections of adversity, discrimination and even privilege, can also present as evidence that the provision of these practices is best refined through field interaction. An example of practical knowledge informing efforts might be an organisation that serves as integral to a small community, taking steps to start a food pantry when a local grocery store closes down and residents begin to disclose concerns about lack of transportation and food insecurity.

The importance of social determinants and their effects on our health can be discussed in a class setting, with different experiences and insights shared by people who have come from around the world. In theoretical learning settings, knowledge learned from the evidence and expertise of leaders in the field, as well as the in-class experience of listening to present day anecdotal recounts of varying experiences applicable to theory can help to prepare an SSW to provide concrete support. However, in the social service field, providing aid through the struggles and transformations of individuals, families, and local residents who support and care for each other despite often belonging to communities that are overlooked and under-resourced, can serve as a profound opportunity to understand the best spaces to assume the 10 roles of an SSW. As theoretical learning can be applied to practice, practical learning also informs theory. Both learning types are essential to the success of anyone who works in social services. A well known theme in the social service sector is that the “personal is political” This means that the greatest need for social work does not exist because of individuals themselves, but because of a society that continues to rapidly evolve among underpinnings of harmful, real world issues and isms that negatively impact its people. Theoretical learning provides an opportunity to understand social change movements of the past, while practical learning works to motivate those of the future.

References

Bondarouk, T., & Ruël, H. (2010). Dynamics of e-learning: Theoretical and practical perspectives. International Journal of Training and Development, 14(3), 149–154. https://doi.org/10.1111/j.1468-2419.2010.00348.x

Ontario College of Social Workers and Social Service Workers. (2008, July 1). Code of ethics and standards of practice handbook. www.ocswssw.org. https://www.ocswssw.org/wp-content/uploads/Code-of-Ethics-and-Standards-of-Practice-September-7-2018.pdf