The Contradictions of Contemporary Social Work: An Ironic Response

A Fisher-eye lens on social work reform

“…The repurposing of words disrupts their symbolism, but does not completely eclipse it, allowing the symbolism associated with protest to be used to nullify and disrupt protest (Lacan, 2006). The point has been made elsewhere that neoliberalism colonises language in this way, leaving the old symbolism in place but overpowering it with a new meaning (Garrett, 2012;Higgins & Goodyer, 2014). The use of the terms 'radical' or 'revolutionary' conjures up all the romanticism of the determined idealist fighting for significant change but, as we will see below, this symbolism is invoked whilst simply describing a reiteration of the establishment approach.…”

Specialist Communication Skills for Social Workers

“…The competency model had been criticised for a narrow focus upon the demonstrated task-based behaviour of a professional, rather like a checklist approach, than the view of a professional continually developing their expertise throughout their career (Preston-Shoot, 2004;Higgins and Goodyer, 2014). The PCF brings a new developmental approach to assessment, with social workers' increasing capacity or potential to learn and adapt to increasingly complex situations and demands being a distinguishing feature (Higgins and Goodyer, 2014). All social workers, whether qualifying or qualified and registered as practitioners or managers, are assessed at designated levels of capability for the integration of their developmental learning of all the PCF domains with the provision of a sufficiency of evidence of this integration.…”

Social Work Students Sharing Practice Learning Experiences: Critical Reflection as Process and Method

“…To this extent the researchers were interested in student perceptions of critical reflection both on placement and in University. Government and professional reports and literature (Higgins and Goodyer 2015;Laming 2009;Munro 2011;Social Work Task Force 2009; Social Work Reform Board 2011) also underline the importance of critical reflection and analysis in order to enhance assessment and decision-making and ultimately protect vulnerable children and adults. Models of reflection allow a structured approach to critical reflection and it is important that practitioners find a model or framework to support their practice that they are comfortable with and one which will work well for them.…”

“…Although the UK government has made their views about social work education known, student voices are seldom sought or heard. Evidence from a review of the literature suggests there are gaps relating to pedagogical methods and strategies that may promote students' confidence and capacity to engage in critical reflection (Higgins and Goodyer 2015;McCusker 2013). This highlights the need for further studies to explore the effectiveness of particular pedagogical approaches and strategies and provided the rationale for the study under discussion.…”

“…Social Work practitioners operate in an increasingly globalised context (Morley 2004) and by engaging with critical reflection as a pedagogical method, the significance of reflection and critical analysis creates greater possibilities to recognise and challenge structural inequalities, for as Twikirize (in Spitzer and Twikirize 2014, 146) states: 'Social work educators in collaboration with social welfare agencies have a public role and obligation to produce professionally competent, critically aware, culturally sensitive social work practitioners'. Insights into the relevance and practice value of critical reflection from students' perspectives is seen as key in reducing the theory/ practice divide (Gant et al 2019), whilst exploring students' experiences of critical reflection offers the potential to identify and understand the range of variables that may promote or inhibit reflective learning (Higgins and Goodyer 2015;Staempfli, Adshead, and Fletcher 2015).…”