Promoting Competence: Multistage Conceptualization, Empirical Evidence, and Current Controversies on Licensure to Inform a Future Research Agenda

Abstract

This article examines the role of social work licensure in the promotion, assessment, and oversight of professional competence in social work practice. We ground our discussion of licensure and competence within a broader conceptualization of professional competence. The article (a) presents conceptual and assessment models of a multistage competence, (b) considers the extant empirical evidence on the assessment of competence at each stage, (c) discusses the role of state regulatory and licensing bodies in credentialing and upholding entry-level and continuing competency in social work practice, and (d) presents recommendations for future empirical research to inform best practices. The article engages with contemporary debates around licensure, including evidence of structural racism in the licensure process. The unique challenges associated with articulating, assessing, and regulating competence in a broad-based, values-driven profession practiced in complex and diverse settings are considered throughout.

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