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Reflective Inquiry in Social Work Education

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Handbook of Reflection and Reflective Inquiry

Abstract

One of the central preoccupations of social workers is the increasing bureaucratisation of the profession. As Saltiel (2003) notes, a theme emerging from his research was the importance of social workers being able to exercise autonomous judgement rather than acting in accordance with management imperatives. “ The tension between this managerialism on the one hand and, on the other, the practitioners’ skills of flexibility and creativity whereby new knowledge for practice was being created, seemed to me to be at the heart of practice ” (p. 109). Managerialist and technicist approaches to practice contribute to a climate where professional activity is challenged and monitored (Healy 2005). This engenders an approach to the work that emphasises defensive practice, which at times seems to value adherence to practice protocols at the expense of professional creativity. The tension between professionalism and bureaucratisation in agencies has given a new impetus for reflection in social work education.

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Author information

Authors and Affiliations

  1. Applied Social Studies, University College Cork, Cork, Ireland

    Marian Murphy

Authors
  1. Marian Murphy
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  2. Maria Dempsey
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  3. Carmel Halton
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Corresponding author

Correspondence to Marian Murphy .

Editor information

Editors and Affiliations

  1. Dept. Education, University College Cork, Donovan's Road, Cork, Ireland

    Nona Lyons

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Murphy, M., Dempsey, M., Halton, C. (2010). Reflective Inquiry in Social Work Education. In: Lyons, N. (eds) Handbook of Reflection and Reflective Inquiry. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-85744-2_9

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