From Poster on The Contribution of Theorizing and Theory Translation Expertise to Collaborative Leadership

1. The Contribution of Theorizing and
Theory Translation Expertise to
Collaborative Leadership
James A. Forte, Salisbury University,
Department of Social Work, Salisbury, MD 21801
jamesforte@mac.com http://jamesaforte.com
(Slide version of poster presented at NASW Annual
Conference, “Social Work Courage, Hope & Leadership,”
Washington, DC July 23-26, 2014)

2. Interpretive Barriers to Collaborative
Knowledge Use

3.  Differing Conceptions of Ideal Knowledge (Language and assumptions of
basic science versus language and assumptions of applied science)
 Scientific Languages (Translation difficulties, jargon, scientific
communication conventions)
 Stake in Primary Theoretical Language (resistance to learning new
language, investment, embedded locally, schema perseverance)
 Communication and Status Differences (Status and power battles
across disciplines, professions, theoretical traditions)
 Organizational Context for Learning Theoretical Languages (Work
demands, lack of support & incentives, disagreements about
preferred knowledge)
 Education and Professional Training in Multiple Theoretical
Languages (Gaps in education, new knowledge issues, lack of continuous
education)

4. Collaborative Knowledge Use:
Crossing Boundaries in Trading Zones

6. Collaborative Knowledge Use:
The Social Worker as Theory Translator

8. Collaborative Knowledge Use:
A Model of Theory Translation Processes

10. Collaborative Knowledge Use: Using Theory
Translation Devices to Communicate Across
Barriers

11.  Major term interpreting is a translation process of identifying the major terms or key
words of a theoretical language and rendering them into other words from the theory
(intralinqual translation, into Standard English terms or into the idiomatic language
preferred by the client (interlingual translation).
 Mapping theory is the visual representation of a theory and its elements to guide
assessment formulation and intervention planning.
 Mapping theoretical structure is an intersemiotic translation process (across two
different types of sign systems) when the translation product is a diagram and an
intralingual process (within the same language) when the product is a narrative.
 Marking excellence involves the critical reflection on theories by referring to
standards including the standards of science, practical standards like relevance, and
professional standards such as the affirmation of difference in social work.
 Memorable word exegesis refers to the critical reflection on quotations from
exemplary theorists and scholarly practitioners.
 Metaphorical imagining is the comparison of theoretical ideas to everyday objects.
 Middle-range theorizing is the creation of conceptualizations and narratives of small-
scale theoretical models that represent a theory-informed case.
 Model profiling is the profiling and imitation of exemplary theorists with reference to
their contributions to assessment or intervention.

12. Collaborative Knowledge Use:
Using Theorizing Skills For Inquiry and
Intervention

14. Professor Jim Forte’s Recent Books
 ForteForte’s An Introduction to Using Theory’s An Introduction to Using Theory
in Social Work Practice (Routledge,in Social Work Practice (Routledge,
2014)2014)
 ForteForte’s’s Skills for Using Theory in SocialSkills for Using Theory in Social
WorkWork: 32 Lessons for Evidence-Informed32 Lessons for Evidence-Informed
Practice (Routledge, 2014)Practice (Routledge, 2014)

15. Professor Forte’s Free Resources for
Teaching and Learning “Theories” and
“Theorizing Skills”)
 Go to
https://app.box.com/s/2ppny2xhvg8cisnvt
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