Competence(s) without tears?

Horder, William

doi:10.1080/02615479811220111

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Rooted in functionalist theory and driven by the rising demand for professional accountability, competence-based education and training gained momentum in the late 1980s. The concept of competence-based education and training refers to professional training, based on certain predefined knowledge and skills (Hager, 2004; Horder, 1998; Kelly & Horder, 2001; O’Hagan, 1996). Trainees or students of a particular profession are expected to demonstrate knowledge and skills at entry-level competence that meet the requirements for granting a license to practice or a professional degree.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Suitability for Social Work Practice

Tam

Coleman

Boey

2011

Research on Social Work Practice

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Objective: The purpose of this study was to identify the underlying dimensions of professional suitability. Method: Data were collected from a province-wide mail-out questionnaire surveying 341 participants from a random sample of registered social workers. Results: The use of an exploratory factor analysis identified a 5-factor solution on professional suitability: social consciousness suitability, ethical suitability, practice suitability, and personal suitability, and distractors. This factor solution accounted for 47.4% of variance and achieved strong internal consistency with an overall Cronbach's a value of .89, and subscales values ranged between .89 and .72. Conclusion: The identified underlying dimensions of professional suitability provide groundwork for the development of a psychometrically sound instrument for assessing performance of social work students and/or practicing social workers.

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Section: Literature Reviewmentioning

confidence: 99%

Professional Suitability for Social Work Practice

Tam

Coleman

Boey

2011

Research on Social Work Practice

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“…A number of writers have pointed out the tendency of work within this framework to decontextualise service users and need, with serious consequences for attempts to sustain anti-discriminatory practice (Horder, 1996). Howe (1996, p. 92) views this as encouraging an approach whereby 'Practice does not respond to the inherent meaning of the case.…”

Section: Implications For Social Workmentioning

confidence: 98%

The how and the why: Competences and holistic practice

Horder¹,

Kelly²

2001

Social Work Education

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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 con icts and complex tasks. It argues that there is a need for a new synthesis drawn from the strengths of technical rationalism and holistic re ective practice.

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“…Competence-based education and professional development has been widely criticised (Horder, 1998;Dominelli, 1996;Yelloly, 1995;Parkinson, 2000) for being reductionist, fragmenting the social work role and discouraging reflection. At the same time, social work has been seen to lack a secure, identifiable knowledge base.…”

Section: The Current Context Of Mental Health Social Workmentioning

confidence: 99%

Reflective practice in a process for the re-approval of ASWs: An exploration of some inevitable resistance

Jordan¹,

Parkinson²

2001

Journal of Social Work Practice

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In this article a mental health trainer and a group facilitator explore the background to developing a new protocol to manage the re-approval of mental health social workers in an inner London borough. The new procedure involved social workers attending a series of small group sessions in which they were invited to present and reflect on their work with clients. The dynamics of these sessions and particularly some of the transferential material between group members and facilitator are explored here. The significance for mental health social work, post-qualifying learning and the possibilities of reflective practice is considered.

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Competence(s) without tears?

Cited by 5 publications

References 5 publications

Professional Suitability for Social Work Practice

Professional Suitability for Social Work Practice

The how and the why: Competences and holistic practice

Reflective practice in a process for the re-approval of ASWs: An exploration of some inevitable resistance

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