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It is useful to reflect on some of the common issues related to theory which students and beginning practitioners are confronted with. Although it may be difficult for experienced practitioners to "walk in those shoes" again, attempting to do so helps in tuning into the anxiety and disorientation which so often accompany that initial period of practice.

Some examples of issues raised by students and inexperienced workers include the following:

1. What is the reason for making home visits since it seems easier to see children and their parents at school or in my agency office?
2. What should I do in my sessions with Ah Ming (aged 6), who does not seem to understand that the has a problem?
3. I know I should not have asked what was going on in our interagency meeting, but it was obvious to me that the other agencies expected us to "carry the ball."
4. It is very hard to get parents and others in the community to be motivated; they act as though anything the school board decides is alright with them.
5. Every time I asked Ah Ming's father or the child a question, Ah Ming's Mother tried to speak for them .
6. None of the other staff in this agency want to hear what I have to say since I am only a student (or a beginning practitioner).
7. I have tried many thing with my group and nothing works.
8. I cannot get 16year-old Chu-Lui or her sister to follow through on any of my suggestions, but I do not think gender is a factor;
9. I suggested meeting with Ah Sing and his parents and it worked. But I am not sure why it worked.

Most of these issues focus on how a beginning worker could or should have handled a particular situation or on a "how to" question. Underlying each of those issues, however, is also a "what" question or one that relies on theories to explain what is occurring in the situation. The latter type of question must be addressed with inexperienced workers and students in order for them to be able to answer the former: one should know first what is going on in a situation in order to decide accurately how to intervene in it.

Even experienced workers often confront difficult issues related to theory, although their concerns may be more complex and at a more sophisticated level. For example, their concerns often include the following:

1. How do I continue to grow and be creative in my use of theories when what I use over and over again has proven to be effective in particular problem situations?
2. What are some ways I can integrate theories of individual functioning with those that explain how larger social systems function? It is much easier to stay focused on individuals, families, and peer groups.
3. I know the client's problems have been resolved somewhat while the relationship between her parents is likely to get worse, but how do I "stay on top or' this changing situation now that I am being asked to do more work with families?
4. It is difficult for me to be effective with the M's family because the practitioner who is working with their son has different goals and is using a different theoretical approach.
5. The climate in my agency has changed with the new administrator's policy changes, but it is not clear to me what has changed specifically and what can be done about it, and
6. I can see that referrals to my agency have made some family situations worse, particularly with minority and immigrant families, but how can I possibly make a difference?

Although the quality of these issues may differ somewhat from those of inexperienced workers and students, they relate to theory integration in the same general manner. In particular, the last issue noted above about the effects of the worker's presence on the client's situation is useful for focusing this brief review of theories and some of the related issues which inexperienced and experienced workers are confronted with.

For instance, a failure on the part of workers to integrate theory and practice may sometimes cause them to misunderstand various aspects of client's natural environments as well as the effects of other systems that impinge on those environments. It is more difficult for workers to accomplish that integration when the view from those systems, including the organization which the worker represents, distorts their perspectives about clients' needs (Pincus & Minahan, 1973). Thus, the view from that imposed environment may discourage integration of theories and lessen a worker's understanding of those needs.

For a discussion with a focus on theories relevant to the natural environment, and theories that are also useful for understanding the imposed environment, please refer to Freeman and Pennekamp (1988, chapter 8).

First Level Integration of Theory with Practice in Fieldwork