Education for What? Exploring Directions for the Professionalisation of Social Workers

Pelt, Mariël van; Hutschemaekers, G.J.M.; Sleegers, P.J.C.; Hattum, M.J.C. van

doi:10.1093/bjsw/bct113

Cited by 10 publications

(13 citation statements)

References 14 publications

(21 reference statements)

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“…The goal of the MSW program is to improve the quality of professional practice through the professionalization of experienced social workers (van Pelt et al, 2015). Social workers who earned their MSW degree are expected to have thorough expertise regarding content, knowledge of interventions and intervention development, and a professional judgment of quality of social work practice.…”

Section: The Msw Programmentioning

confidence: 99%

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Exploring MSW students’ and social workers’ orientation toward the evidence-based practice process

Zwet

Weling²,

Kolmer

et al. 2016

Social Work Education

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The aim of this exploratory study was to assess whether practicing social workers currently enrolled in Master Social Work (MSW) programs (hereafter referred to as MSW students) were more oriented to the evidence-based practice (EBP) process and more engaged in it than practicing social workers who are not currently enrolled in MSW programs (hereafter referred to as social workers) in the Netherlands. Data were collected from MSW students (n = 32) and from social workers (n = 341) using the EBP Process Assessment Scale. MSW students reported a stronger orientation toward the EBP process, more positive attitudes toward EBP, more familiarity with EBP and more intentions to engage in EBP than social workers did, however, they were less positive about the feasibility of implementing EBP in practice. These preliminary results suggest that there are grounds for optimism about MSW students' acceptance of and engagement in the EBP process. Implications for social work education are discussed. From the start of the twenty-first century, the Dutch government, local authorities, and funding bodies have been demanding more accountability and effectiveness in social work, leading to increasing attention for evidence-based practice (EBP) as a means of professionalization in social work (Steyaert, Van Den Biggelaar, & Peels, 2010). In 2008, a professional Master Social Work (MSW) program for universities of applied sciences (UASs) (Hogescholen) was funded by the Dutch government to deliver professionals who focus on the effectiveness of interventions and accountability of the profession (van Pelt, Hutschemaekers, Sleegers, & van Hattum, 2015). The new professional MSW program is a two-year part-time degree program for practicing social workers (who remain working in practice during the program). Currently three UASs in the Netherlands offer the new MSW program and one UAS offers a Master Healthcare and Social Work. This study explores the orientation toward the EBP process of social workers currently enrolled in the MSW program in the Netherlands. In order to contextualize this study, we first provide a brief

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Section: The Msw Programmentioning

confidence: 99%

“…Unlike other countries, the Netherlands has no MSW program offered by research universities. The Dutch professional Master programs at institutions are comparable to the Swiss and German situation in which UASs (institutions for higher professional education) are also allowed to offer part-time Masters for experienced professionals (van Pelt et al, 2015).…”

mentioning

confidence: 99%

Exploring MSW students’ and social workers’ orientation toward the evidence-based practice process

Zwet

Weling²,

Kolmer

et al. 2016

Social Work Education

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“…Competence of social workers has received sufficient scientific attention concerning the process of development of the notion (Galvão et al 2018), domains of skills regarded as social worker's competence (Galvão et al 2018;Higgins 2015a;van Pelt et al 2015) including the scientific and research-related competences and social work education (ASSYLBEKOVA et al 2016;HIGGINS, 2015a;MIRABITO, 2012;PETERSEN & OLSSON, 2014;Roulston et al 2018;SINGH & COWDEN, 2009;VORONOVA, 2000). Research competence, among all, has been addressed as the one helping to assess the situation and adjust the work in compliance with it as well as establish and maintain communication processes (GALVÃO et al, 2018;VAN PELT et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Social pedagogy in Kazakhstan: diagnosis of research competence to explore future counselors

Zhexembinova

Taubayeva

Yertargynkyzy

et al. 2021

Laplage

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The aim ‎of the study was to distinguish the ways and criteria to diagnose the research competence levels of ‎future counselors in the specialty “Social ‎pedagogy and self-knowledge” and to describe diagnostic tools in ‎accordance with each criterion. The research engaged 103 students acquiring master’s degree in social pedagogy at two Kazakh universities. The participants’ research competence was gauged by 4 criteria and assessed by the “Motives definition of the teaching students of higher educational institutions” test, “The attitude to the research competence of future social workers” test; “Significant attitude to research” test, methods of self-assessment of readiness for professional activity, “Intellectual lability” test, “Assessment of the level of development of research skills of students” test, Common European Framework of Reference for English Language, and the “Diagnostics of the reflexive development level” test. The usefulness of diagnostic tools was approbated for assessment of students’ competence in other pedagogical specialties‎.

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“…Carey and Foster [23] (p. 258) concur, suggesting that 'the overhaul of social work education with pedagogical services making way to 'reductionist' skills and vocational courses' and the increased role of the private sector in social work alongside the purchaser/provider split are examples of the way in which social work is increasingly fragmented in the UK, Canada and Australia. Van Pelt et al [24] (p. 278), writing from a Dutch perspective posit that 'social work is considered an open profession, vulnerable to consumerism, capitalism, bureaucratism and to struggles between professionals and managers over control'. Concomitantly, Freidson [5] (p. 181) postulated 'the reality is and should be a variable mix of all three logics, the policy issue being the precise composition of that mix'.…”

Section: Context: Freidson's Logicsmentioning

confidence: 99%

Even When No One Is Looking: Students’ Perceptions of Social Work Professions. A Case Study in a Northern Ireland University

MacDermott

2019

Education Sciences

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Public perceptions, increased scrutiny and successive governments’ reshaping and attempting to define what is and what is not social work has eroded the progressive and radical force of the profession. This article explores how students’ perceive the profession and presents evidence from a small-scale study conducted in a Northern Ireland University with 37 undergraduate social work students and 25 postgraduate student social workers (training-as-practice educators) on their perceptions of the characteristics of a professional social worker. A quantitative research design was used, consisting of a face-to-face survey distributed to respondents following an input on the Place Model, (Clarke, 2016). Respondents also shared their perceptions in relation to Freidson’s (2001) three logics: professionalism, bureaucracy and the free market, with Ternary graphs and word clouds used as a novel way to present this data. Several themes emerged as important characteristics of social work professionals including reliability, accountability, ethics and appearance. At the other end of the scale, respondents identified unprofessional, de-personalised and cynical as the least aspirational qualities of the profession.

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Education for What? Exploring Directions for the Professionalisation of Social Workers

Cited by 10 publications

References 14 publications

Exploring MSW students’ and social workers’ orientation toward the evidence-based practice process

Exploring MSW students’ and social workers’ orientation toward the evidence-based practice process

Social pedagogy in Kazakhstan: diagnosis of research competence to explore future counselors

Even When No One Is Looking: Students’ Perceptions of Social Work Professions. A Case Study in a Northern Ireland University

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