Table Of ContentRhonda Peterson Dealey
Michelle R. Evans Editors
Discovering
Theory in
Clinical
Practice
A Casebook for Clinical Counseling and
Social Work Practice
Discovering Theory in Clinical Practice
Rhonda Peterson Dealey • Michelle R. Evans
Editors
Discovering Theory
in Clinical Practice
A Casebook for Clinical Counseling
and Social Work Practice
Editors
Rhonda Peterson Dealey Michelle R. Evans
Department of Social Work School of Social Work
Washburn University Aurora University
Topeka, KS, USA Aurora, IL, USA
ISBN 978-3-030-57309-6 ISBN 978-3-030-57310-2 (eBook)
https://doi.org/10.1007/978-3-030-57310-2
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To my students who inspired this book
To my teachers, especially Fred, who
nurtured my enthusiasm for clinical theory
To my clients who taught me more than a
million books ever could
And to my family and colleagues for their
endless patience and encouragement
—Rhonda Peterson Dealey
To the many people that have taken time to
show me a different perspective—colleagues,
mentors, students, and clients—and to the
social workers and clinicians that come after
me, this book is for you.
—Michelle R. Evans
Preface
The idea for this book originated several years ago when we were part of a cohort
of clinical doctoral students studying together for our oral and written comprehen-
sive exams. The idea had merit at the time, but trying to add a book project while
doing full-time social work, adjunct teaching, and preparing for examinations and
dissertation proposals was not realistic. The idea, like many other grand ideas of
overzealous doctoral students, was set aside with little expectation of its eventual
realization. However, the true passion for the book came as a result of years of
teaching graduate social work students interested in clinical practice and trying to
help them make the connection between the theories in their textbooks and their
real-world clients. How could we facilitate integration of the ideas that students
were analyzing into their experiences with the clients they were hoping to serve? We
returned to that original idea and decided the time was right to pursue this text.
The study of theory related to clinical practice can be cumbersome and confus-
ing. A recent graduate student in a course which provides an overview of clinical
theory remarked, “It feels like when I go to the eye doctor and they ask me, ‘Which
is better, #1 or #2? Now which is better, #2 or #3?’ I read about one theoretical
model and think, ‘This is really interesting.’ And then I read the next thing and
think, ‘I really like this, too.’ How am I supposed to decide which one fits me?”
Our students expressed a desire to be able to visualize how those theories
described in textbooks and lectures, some of which were conceptualized decades
ago, were being applied in the here and now. They wanted even more examples and
contexts than they were already being given. As instructors we suspected that other
instructors were experiencing the same phenomenon and having difficulty finding
current cases to satisfy their students’ needs.
We also recognized from our recent graduates that they were craving ways to
continue their learning and apply the knowledge they had gained in their beginning
clinical practice. They were looking for models that could help them understand
their clients better and expand their clinical skills. Likewise, their clinical supervi-
sors were always on the lookout for resources that could aid in the supervision
process.
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viii Preface
In thinking about this book, we asked ourselves these questions: How can we
help students gain a greater connection to the use of theory to inform practice deci-
sions? How can we assist educators to bring theory to life for their students? How
can we aid newly-minted clinicians to expand their understanding of the use of
clinical theory in practice?
It is our hope that this text will serve as a resource for students, instructors, and
practitioners, for both those who get excited about theory as well as for those less
inclined to enjoy the practice of theoretical contemplation yet desire to engage in
best practices. We recommend beginning with Chap. 1, which invites the reader to
consider valuable ways that theory informs clinical approaches, briefly reviews the
historical evolution of clinical theory, and demonstrates how theory guides the clini-
cal process. With this foundation, we suggest the reader then proceed with whatever
theory or case seems most intriguing. Each chapter presents with the same format,
but there is no need to read the chapters sequentially. A section on cultural consid-
erations and discussion questions are provided in each chapter to aid the reader in
thinking further about the theory and case. The cases represent a variety of clients,
children and adults, of varying ethnic, racial, and gender identities, who present
with a variety of concerns. All cases represent actual clients, some as a composite of
cases, and all have been anonymized to protect the clients’ privacy. Hence some
cases resolve with exceptional outcomes and some end prematurely. But all repre-
sent a clinician’s fullest efforts to provide thoughtful, theory-based practice for
their client.
Topeka, KS, USA Rhonda Peterson Dealey
Aurora, IL, USA Michelle R. Evans
Contents
1 Theory in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Michelle R. Evans and Rhonda Peterson Dealey
2 Interpersonal Theory: The Case of Lisa . . . . . . . . . . . . . . . . . . . . . . . . 13
Angela Song
3 Object Relations Theory: The Case of Elyse . . . . . . . . . . . . . . . . . . . . 27
Alison Smith Mitchell
4 Self Psychology: The Case of Evan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Rhonda Peterson Dealey
5 Psychoanalytic Theory: The Case of Emma . . . . . . . . . . . . . . . . . . . . . 57
Neil Gorman
6 Person-Centered Therapy: The Case of Tommy . . . . . . . . . . . . . . . . . 73
Ann F. Trettin
7 Cognitive Behavioral Therapy: The Case of Wally . . . . . . . . . . . . . . . 85
Jessica D. Cless
8 Dialectical Behavioral Therapy: The Case of Moses . . . . . . . . . . . . . . 99
Rachel M. Bailey
9 Solution-Focused Brief Therapy: The Case of Jim . . . . . . . . . . . . . . . 121
Philip Miller
10 Narrative Therapy: The Case of J.J. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
So’ Nia L. Gilkey
11 Relational Cultural Theory: The Case of Monica . . . . . . . . . . . . . . . . 147
Ashley Davis and Nina Aronoff
12 Systems Theory: The Case of Esperanza . . . . . . . . . . . . . . . . . . . . . . . 163
Madeline Pérez De Jesús, Enitzaida Rodríguez, and Gladis Anaya
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x Contents
13 Bowen Family Systems Theory: The Case of Juliette . . . . . . . . . . . . . 179
Robin Shultz
14 Experiential Therapy: The Case of Sam . . . . . . . . . . . . . . . . . . . . . . . . 197
Wendy Seerup, Jennifer Anderson, and Joan Fedota
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
About the Editors
Rhonda Peterson Dealey, DSW, LSCSW is an assistant professor of social work
and the Master of Social Work Program Director at Washburn University in Topeka,
Kansas. She has been a licensed clinical social work practitioner for more than 25
years, working with individuals and families across the lifespan in the arenas of
child welfare, health care, and school social work. Her research interests include
children’s mental health and well-being and particularly the role of play, and some
of her favorite people call her Nanna. She is eternally grateful for the lessons her
clients and students teach her every day. Dr. Dealey earned a BA in social work and
psychology from Bethany College in Lindsborg, Kansas; a Master of Social Work
degree from University of Arkansas at Little Rock; and a Doctor of Social Work
degree from Aurora University in Aurora, Illinois.
Michelle R. Evans, DSW, LCSW, CADC is a Licensed Clinical Social Worker,
Certified Alcohol and Drug Counselor, and Licensed Sex Offender Treatment
Provider and Evaluator with experience in micro-, mezzo-, and macro-level social
work. She has worked primarily with the Latino population throughout her career as
a bilingual and bicultural social worker. She is currently the Hospital Administrator
for Elgin Mental Health Center in Elgin, Illinois. She is in private practice at
Nickerson & Associates, PC as a bilingual therapist where she treats adults and
adolescents with mental health issues, substance abuse issues, and sex addictions.
She also teaches on these topics at Aurora University and University of Chicago in
Illinois. Throughout her career, she has worked to increase equity, justice, and cul-
tural awareness at these institutions. Dr. Evans earned a Doctor of Social Work and
a Master of Social Work degree from Aurora University in Aurora, Illinois.
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