What is the role of social work? What does it mean to be a social worker? What are the changes affecting social work training? Introduction to Social Work addresses these questions and provides an understanding of the knowledge, values, and skills requirements of professional social work. The author has played a key role in constructing the subject benchmarks for the social work degree and offers a reflective and thoughtful commentary upon training, education and practice. Written in a lively and readable style, the book captures the essence of the changes sweeping through social work and engages the reader in these debates. Key features of this book include: - Comprehensive content structured around the guidelines for training and practice - Bridges the gap between theory and real-life practice - Student-friendly features such as case-studies, discussion questions, further reading and a glossary This exciting publication will be a core textbook for trainee social workers as they progress through the qualifying social work degree, or as they begin their practice as newly qualified workers seeking to consolidate their learning. `The unique aspect of this book which distinguishes it from other competitors is that it is constructed explicitly around the key roles and benchmark statements...this book will offer something new and interesting to the growing field of social work education literature and is likely to be relevant to both students and practitioners in the UK and elsewhere' - Dr Caroline Skehill, Queens University Belfast
Chapter 11: Research and Reflective Practice
Research and Reflective Practice
Introduction and Definitions
Chapter 11 discusses linked key factors of research, evidence, and critical reflection for developing capability and expertise at PQ levels. PQ social work practice needs to make effective use of research and other forms of knowledge as ‘evidence’ to inform practice. To acquire this capability, social workers must develop skills in critical reflective practice so that their learning includes knowledge from a variety of sources in a cycle of continuing professional development (CPD).
An emergent consensus within social work and other human service professions argues that professionals should strive to attain ‘evidence-based practice’ (EBP). Some academics prefer the term ‘evidence-informed practice’ to emphasise service users' views and professional judgements as well as a received knowledge ...