The historical rise of professions coincides with the unprecedented demand for expertise in matters concerning complex social and economic issues (Walker & McLean, 2013). Members of society increasingly seek the protagonist qualities of the professionals who represent a source of dexterity and competence. In this sense professionals have come to occupy a predominant place as the problems solvers of the modern era (Pandey, 1990). In the context of the child welfare domain, social work is generally considered to be the lead profession in matters concerning child protection (Jackson et al., 2003). In more recent times however, the reputation of the social worker has wavered amidst public scandals outlining the failures to protect children from abuse and neglect. Consequently modern social work practice is frequently subjected to intense public and political scrutiny, to make idealistic professional judgements that comply with the controlling forces of their own organisation (Leigh, 2013). This paper seeks to critically analysis the contemporary professional issues of social work practitioners responsible for children and families. Reconciliation of both reflective and purposeful models of practice will be considered within the context of the professional environment. In addition theories of paradox and change will be discussed in relation to the ethical integrity of the practitioner. To begin with however, it is necessary to establish the prerequisite for professionalism within the context of social work practice. Academia, predating the early twentieth century, identifies an expansive timeline of scholarly interest in the function of professions.
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In the wake of modern industrialisation sociologists began to examine the complex dynamics of the newly emerging labour market (Lichtenstein, 2011). Pioneering theorists considered the notion of societal evolution, depicting the professional workforce as a separate occupational entity distinctive in their ability to apply specialised knowledge and skills. For Freidson (1988) the unique constructs of each organisation occur through the process of professionalisation. In this sense, he proposed that in order for an individual to be valued as a professional they must first obtain pertinent education, training and experience. Hence this process enables practitioners to strengthen their occupational status by acquiring ownership over a specific area of expertise (Reeves et al., 2011). In order to maintain the parameters and idiosyncrasies of the established profession Abbott (2014) considers the competitive interactions that ensue within the wider context. Professionals must exert control over their specialised area of knowledge and adapt to prevent other professional groups from encroaching on their discipline. For social workers the context of their practice is situated within the wider sphere of ‘helping professions’ (Higham, 2006:5). Unlike some of their more prestigious scientific counterparts, such as medicine, the social work lineage is more closely affiliated with philanthropy and moral welfare (Lubove, 1965). This focus facilitated a desire to improve societal adversity and to support disadvantaged members of the community (Dulmus & Sowers, 2012). Yet these founding notions were heavily based on the humanitarian perspectives of religious charity groups during the nineteenth century. Although aspirational, their lack of knowledge regarding human behaviour did little to secure possession of specific expertise and professional status (Zastrow, 2009). Only at the turn of the century did pioneering educators in the field seek to establish a more scientific basis for social work practice. Hence the predominant psychodynamic theories and the development of intervention approaches during the early twentieth century helped to shape the emergence of social work as a highly valued profession (Healy, 2014). Presently the diverse complexities of social work are encapsulated within the ‘Global Definition of Social Work’. Accordingly this definition articulates the fundamental objectives of the profession to enhance the well-being of society by promoting social change, empowering and enriching lives and preventing dysfunctional human relationships through problem solving (International Federation of Social …show more content…
As advocated by McGee & Fraser (2011) the reflective practice model enables teachers to look past the technical rationality, an approach that merely condenses teaching into a sequential process of techniques to be applied to their students. Instead reflection in and on action makes it possible for teachers to implement their newly acquired knowledge and monitor the effectiveness of their innovative changes. Hence Bolton (2010) advocates the functional mechanism of reflective practice as an avenue for challenging preconceptions, ideologies, assumptions and holding personal behaviours accountable. Recognition of reflection as an integral part of practice can therefore contribute towards professional growth and change for strengthening purposeful practice frameworks (Munford et al.,
In the wake of modern industrialisation sociologists began to examine the complex dynamics of the newly emerging labour market (Lichtenstein, 2011). Pioneering theorists considered the notion of societal evolution, depicting the professional workforce as a separate occupational entity distinctive in their ability to apply specialised knowledge and skills. For Freidson (1988) the unique constructs of each organisation occur through the process of professionalisation. In this sense, he proposed that in order for an individual to be valued as a professional they must first obtain pertinent education, training and experience. Hence this process enables practitioners to strengthen their occupational status by acquiring ownership over a specific area of expertise (Reeves et al., 2011). In order to maintain the parameters and idiosyncrasies of the established profession Abbott (2014) considers the competitive interactions that ensue within the wider context. Professionals must exert control over their specialised area of knowledge and adapt to prevent other professional groups from encroaching on their discipline. For social workers the context of their practice is situated within the wider sphere of ‘helping professions’ (Higham, 2006:5). Unlike some of their more prestigious scientific counterparts, such as medicine, the social work lineage is more closely affiliated with philanthropy and moral welfare (Lubove, 1965). This focus facilitated a desire to improve societal adversity and to support disadvantaged members of the community (Dulmus & Sowers, 2012). Yet these founding notions were heavily based on the humanitarian perspectives of religious charity groups during the nineteenth century. Although aspirational, their lack of knowledge regarding human behaviour did little to secure possession of specific expertise and professional status (Zastrow, 2009). Only at the turn of the century did pioneering educators in the field seek to establish a more scientific basis for social work practice. Hence the predominant psychodynamic theories and the development of intervention approaches during the early twentieth century helped to shape the emergence of social work as a highly valued profession (Healy, 2014). Presently the diverse complexities of social work are encapsulated within the ‘Global Definition of Social Work’. Accordingly this definition articulates the fundamental objectives of the profession to enhance the well-being of society by promoting social change, empowering and enriching lives and preventing dysfunctional human relationships through problem solving (International Federation of Social …show more content…
As advocated by McGee & Fraser (2011) the reflective practice model enables teachers to look past the technical rationality, an approach that merely condenses teaching into a sequential process of techniques to be applied to their students. Instead reflection in and on action makes it possible for teachers to implement their newly acquired knowledge and monitor the effectiveness of their innovative changes. Hence Bolton (2010) advocates the functional mechanism of reflective practice as an avenue for challenging preconceptions, ideologies, assumptions and holding personal behaviours accountable. Recognition of reflection as an integral part of practice can therefore contribute towards professional growth and change for strengthening purposeful practice frameworks (Munford et al.,