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Journal ArticleDOI

Knowledge and Reasoning in Social Work: Educating for Humane Judgement

17 Oct 2005-British Journal of Social Work (Oxford University Press)-Vol. 36, Iss: 6, pp 937-954
TL;DR: The authors argue that the focus on making certainty out of uncertainty glosses over the ways in which both knowledge and practice often propel practitioners towards early and certain judgements when a position of "respectful uncertainty" might be more appropriate.
Abstract: Much has been made of the uncertainties and contingencies of practice, and of the need for social workers to make more explicit use of formal knowledge in order to reduce this uncertainty. However, we argue that this focus on making certainty out of uncertainty glosses over the ways in which both knowledge and practice often propel practitioners towards early and certain judgements when a position of ‘respectful uncertainty’ might be more appropriate. Facilitating learning that will help social workers to deal with uncertainty raises challenges for social work educators. If they are to equip social workers with the skills to exercise ‘wise judgement under conditions of uncertainty’, they will need to recognize the ways in which both theory and popular knowledge are invoked to make unequivocal knowledge in case formulation. In this paper, we suggest ways in which students can be helped to remain in uncertainty and interrogate their knowledge and case reasoning.
Citations
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Journal ArticleDOI
TL;DR: A particular feature of this paper is that it locates the knowledge that service users and carers bring to the encounter within the same framework as the knowledge demonstrated by social workers, other professionals and involved individuals.
Abstract: Summary The starting point for this paper is the view that social work practice is a highly skilled activity and one that calls for an extensive knowledge base and considerable intellectual abilities. However, considerable confusion remains about what constitutes the knowledge base of social work and how this can be applied to the dilemmas regularly encountered in direct work. This article begins with an account of key writing on the subject of knowledge and, drawing on these works, it describes a framework that includes three interweaving features: (i) theoretical knowledge (or theory); (ii) factual knowledge (including research); and (iii) practice/practical/personal knowledge. A particular feature of this paper is that it locates the knowledge that service users and carers bring to the encounter within the same framework as the knowledge demonstrated by social workers, other professionals and involved individuals. Since most of the published works on the subject of social work knowledge tend to be written by academics, a central aim of this paper is to make this subject accessible to social work practitioners, students, service users and carers in order to encourage their contribution to the debate on what constitutes the knowledge base of social work.

221 citations


Cites background from "Knowledge and Reasoning in Social W..."

  • ...…seek out evidence Downloaded from https://academic.oup.com/bjsw/article-abstract/38/6/1212/1655039 by University of Tasmania Library user on 15 August 2018 that confirms a hypothesis, rather than searching for ‘disconfirming’ evidence’ (Taylor and White, 2006, p. 939), is termed confirmation bias....

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  • ...To a lesser and greater degree, this understanding will always be incomplete and uneven because, in the realm of human experience, life is unpredictable and uncertainty inevitable (Marris, 1996; Parton, 2000; Taylor and White, 2006)....

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  • ...This can be particularly worrying when a values perspective is being used uncritically or to justify decisions for unsound reasons (Taylor and White, 2006)....

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  • ...Social work, it is argued, has difficulty articulating and demarcating an exclusive knowledge base (Eraut, 1994, p. 3; Taylor and White, 2006) and, perhaps for this reason, what constitutes knowledge within social work continues to be a difficult subject....

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  • ...And just as facts need to be underpinned by theory, theory needs to be underpinned by facts (Taylor and White, 2006)—and both need to underline direct practice to ensure that this is knowledge-based....

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Journal ArticleDOI
TL;DR: In this article, the authors analyse and discuss standardisation in human service organizations and its implications for professionals and for professionalism in social work, and highlight the role of professionals within a field influenced by organisational demands and market endeavour.
Abstract: This article analyses and discusses standardisation in human service organisations and its implications for professionals and for professionalism in social work. The theoretical framework derives from neo-institutional theory and theories regarding professionalism. By highlighting the role of professionals within a field influenced by organisational demands and market endeavour, this article contributes to the understanding of increased standardisation as a way to reduce uncertainty and enhance legitimacy for human service organisations, but at the expense of traditional professional discretion. This development has been interpreted as de-professionalisation and as an adjustment to organisational demands. It could also be seen as a professional strategy to strengthen professional trust and provide a sense of certainty for professionals. It can also lead to professional uncertainty about how to handle the discretion in the light of standardised tools. This development might, depending on the organisational...

85 citations


Cites methods from "Knowledge and Reasoning in Social W..."

  • ...The use of manuals and procedures has been criticised for not being complex enough to solve social work tasks and for reducing necessary professional reflexivity (see for example Munro, 2008, 2011; Taylor & White, 2001, 2006; White et al., 2009)....

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Journal ArticleDOI
TL;DR: For example, the authors evaluated the impact of a degree-level qualification in social work on those entering the workforce, using focus groups with stakeholders and a three-year evaluation of the implementation of the degree.
Abstract: After many years of debate in the UK about the need for a degree-level qualification in social work, the arguments for a minimum degree-level qualification were accepted. The requirements for the degree in England were developed drawing on work from a number of sources, including a benchmark statement for undergraduate degrees in social work and focus groups with stakeholders. The new degree in England, launched in 2003, involves one extra year’s study; improvements in the qualifying standard for social work; and specific curriculum and entrance requirements. At the time of launching the degree, the government department responsible for funding (Department of Health) commissioned a three-year evaluation of the implementation of the new degree to establish whether the new qualifying level leads to improvements in the qualified workforce. The aim of the evaluation is to describe the experiences of those undertaking the degree, collect the views of the various stakeholders about the effectiveness of the degree and measure the impact of a degree-level qualification on those entering the workforce. This article, written by the team undertaking the evaluation of the England degree, explores the reasons for the methodological approach adopted and the issues that have arisen in setting up the research.

66 citations

Journal ArticleDOI
TL;DR: In this paper, a qualitative, empirical study explores and describes the variation in how evidence-based practice (EBP) is understood in social work, and a phenomenographic approach to design and analysis was applied.
Abstract: This qualitative, empirical study explores and describes the variation in how evidence-based practice (EBP) is understood in social work. A phenomenographic approach to design and analysis was appl ...

57 citations


Cites background from "Knowledge and Reasoning in Social W..."

  • ...Also, emotion and interpretation are seen as important features in social work (Taylor and White, 2006)....

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Journal ArticleDOI
TL;DR: In this article, the authors present a review of the issues and evidence in assessing the needs of children and young people in the context of serious case reviews and inspections, highlighting the tension between policy and practice in the exercise of analysis and judgement.
Abstract: Professionals involved in assessing the needs of children and young people are required to make sense of complex information. Judgements may be made intuitively or through more explicit, analytical thinking. Judgements are required in relation to risk and need and will impact on children and young people's lives in the immediate future and ultimately across the lifespan. While there are many demands placed on those developing best practice in assessment, two themes appear consistently from studies of serious case reviews and inspections. The quality of assessments has improved but there is a persistent difficulty with levels and quality of analysis in assessments. Also, there is a repeated failure amongst professionals to pay sufficient attention to what children and young people may be saying about their own needs and experiences. There are tensions between policy and practice in the exercise of analysis and judgement. This journal article reviews the issues and evidence.

56 citations

References
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Journal ArticleDOI
TL;DR: Preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.
Abstract: A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. Scores derived from the SDQ and Rutter questionnaires were highly correlated; parent-teacher correlations for the two sets of measures were comparable or favoured the SDQ. The two sets of measures did not differ in their ability to discriminate between psychiatric and dental clinic attenders. These preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as well as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.

11,877 citations

Book
01 Jan 1983
TL;DR: In this paper, a reflection cycle and guiding questions are designed to assist licensure candidates in the reflection process and enable them to better understand the process and address the question; "How does this piece of evidence demonstrate my knowledge and skill level in this activity?".
Abstract: The reflection that accompanies the evidence a candidate presents in the performance-based product is a critical part of the candidate's development. Through reflection the candidate begins the ongoing process of blending the art and science of good teaching practice. Reflection requires thoughtful and careful reporting and analysis of teaching practice, philosophy, and experience. Understanding why an activity or practice was productive or nonproductive in the classroom is a key element in the progression from novice to master teacher. The reflection cycle and the guiding questions included in this packet are designed to assist licensure candidates in the reflection process. They will enable candidates to better understand the reflection process and address the question; "How does this piece of evidence demonstrate my knowledge and skill level in this activity?". The following reflection cycle offers a prescriptive structure while allowing the flexibility necessary for candidates to demonstrate their knowledge, skill, and ability in the unique context of their area and environment. The reflections of the novice teacher are also vital to the assessors charged with the responsibility for judging whether the teacher has met the required level of performance for each standard based activity. Through their responses to the guiding questions, candidates will better be able to put evidence into perspective for the review team members by explaining how the evidence or artifact addresses the standard through the activity.

9,821 citations

Book
01 Jan 1999
TL;DR: "Do You Believe in Reality?" News from the Trenches of the science wars Circulating Reference: Sampling the Soil in the Amazon Forest Science's Blood Flow: An Example from Joliot's Scientific Intelligence From Fabrication to Reality: Pasteur and His Lactic Acid Ferment The Historicity of Things: Where Were Microbes before Pasteur? A Collective of Humans and Nonhumans: Following Daedalus's Labyrinth The Invention of the Science Wars: The Settlement of Socrates and Callicles A Politics Freed from Science: The Body Cosmopolitic The Slight Surprise
Abstract: "Do You Believe in Reality?" News from the Trenches of the Science Wars Circulating Reference: Sampling the Soil in the Amazon Forest Science's Blood Flow: An Example from Joliot's Scientific Intelligence From Fabrication to Reality: Pasteur and His Lactic Acid Ferment The Historicity of Things: Where Were Microbes before Pasteur? A Collective of Humans and Nonhumans: Following Daedalus's Labyrinth The Invention of the Science Wars: The Settlement of Socrates and Callicles A Politics Freed from Science: The Body Cosmopolitic The Slight Surprise of Action: Facts, Fetishes, Factishes Conclusion: What Contrivance Will Free Pandora's Hope? Glossary Bibliography Index

3,677 citations

Book
01 Jan 1994
TL;DR: The context for professional education and development is discussed in this paper, where the authors discuss the influence of context on knowledge use and its character, development and use in the context of professional education.
Abstract: The Context for Professional Education and Development. Part 1 - Professional Knowledge - Its Character, Development and Use: The Influence of Context on Knowledge Use - What is Learned from Continuing Professional Education and How Kinds of Professional Knowledge - Modes of Knowledge Use and Knowledge Creation The Acquisition and Use of Theory by Beginning Teachers Headteachers Learning about Management - Types of Management Knowledge and the Role of the Management Course Learning Professional Processes - Public Knowledge and Personal Experience Theories of Professional Expertise. Part 2 - Professional Competence and Qualifications: Concepts of Competence and their Implications Competence in the NVQ/SVQ System The Assessment of Competence in the Professions. Part 3 - Professional Accountability: Professional Accountability and Client Outcomes.

3,529 citations