The reform of adult social care is a major preoccupation within England. It is presented as the inevitable consequence of the changed expectations of people who use services; in addition, the detail of policy is portrayed as being in accordance with what those people specify they want from social care. However, there appears to be little recognition of the complexities and contradictions that characterize much of the policy. Of these, the inadequacy of the resource base of adult social care is most significant; consequently, rationing of scarce resources will continue to be a priority. The paper also highlights problems in other areas, including the rhetoric that accompanies policy change and the evidence base for that change, the lack of connection between issues of independence and protection, the partial understandings of partnership that appear to characterize it and the inadequate conceptualizations both of the nature of those people who require social care support and of the character of that support. In discussing these issues, the paper emphasizes that there remain continuities in the context of policy, while noting the continual focus on discontinuity within government documents.
• Summary: Social work education in Britain has recently been dominated by a competence-based frame of reference, which has proved to be inadequate in preparing social workers for the professional judgements that have to be applied in practice. At the same time the concept of reflective practice, which emphasizes the need for professionals to demonstrate creativity in their practice, has gained currency. This article explores the possibility of reconciling the two principles of competence and creativity within social work education. • Findings: The article concludes that it is possible to see competence as a necessary stage to the development of the level of creativity that should characterize highly skilled social work practice. This implies the need for more systematic development of post-qualifying education that is directly aimed at the enhancement of practitioners' creativity. • Applications: At a time of flux in British social work education, this recognition needs to inform the strategic development of qualifying and post-qualifying education in the future. It has a similar application in respect of the development of social work education internationally.
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