The how and the why: Competences and holistic practice

William Horder

46 citations0/0 files storedSocial Work Education

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Social Work Education and Practice Social Sciences and Policies Competency Development and Evaluation

Abstract

Social work education and training in the UK was, in the 1990s, restructured on a competence-based model. Drawing on the literature and a survey of students from one Diploma in Social Work programme, this paper offers a critical appraisal of this approach to social work education, placing it in the context of opposing ideological frameworks. It reviews the strengths and limitations of the system and discusses some of the problems and dilemmas arising in training for work involving values conflicts and complex tasks. It argues that there is a need for a new synthesis drawn from the strengths of technical rationalism and holistic reflective practice.

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References

1987Educating the reflective practitioner 2002Developing Professional Knowledge And Competence 1997Higher Education: A Critical Business 1999Audit Culture and Anthropology: Neo-Liberalism in British Higher Education 1994The Limits of Competence: Knowledge, Higher Education and Society 1987Mind over machine: The power of human intuition and expertise in the era of the computer 2001Competence-based assessment 2000Framework for the assessment of children in need and their families

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2012Identifying Student Competencies in Macro Practice: Articulating the Practice Wisdom of Field Instructors 2013Perfect Opportunity Perfect Storm? Raising the Standards of Social Work Education in England 2007The Great Forgotten Issue: Vindicating Ethics in the European Qualifications Framework (EQF)2016The fall and rise of ‘use of self’? An exploration of the positioning of use of self in social work education 2008E‐teacher Challenges and Competences in International Comparative Social Work Courses

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