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A comparison of social work standards and competencies

A comparison of social work standards and competencies. Anne-Marie Spera. 4 documents:. Standards of accreditation (2012) ( CASWE-ACFTS) Educational Policy and Accreditation Standards (2012) ( CSWE)

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A comparison of social work standards and competencies

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  1. A comparison of social work standards and competencies Anne-Marie Spera

  2. 4 documents: Standards of accreditation (2012) (CASWE-ACFTS) Educational Policy and Accreditation Standards (2012) (CSWE) Référentiel de compétences des travailleusessociales et travailleurssociaux (2012) (OTSTCFQ) Entry-Level Competency Profile for the Social Work Profession in Canada (2012) (CCSWR)

  3. Document structure

  4. Table of comparison

  5. Social justice CASWE-ACFTS: • Standards encourage and support diversity and social justice in all aspects/domains of social work programs (p.4). CSWE: • Social workers advance human rights and social and economic justice (p.5). L’OTSTFCQ: • «the profession reunites social workers who work to promote social justice and foster social development (p.7)»

  6. Social Justice CCSWR: • «using a broad range of strategies and activities, social workers assist individuals, families, groups, and communities with developing their skills and their ability to use various resources in order to resolve individual, personal problems as well as address broader social issues such as social injustice, discrimination, poverty, unemployment, and domestic violence» (p.7).

  7. …and the CCSWR? • «social justice» ispresentonly once in the french document. • the word «evaluate» isused 36 times • ...emphasize the importance of the relationship-centered, ecological focus

  8. Context, diversity and complexity CASWE-ACFTS: «These policies and standards are not aimed at uniformity of social work education; instead, they are intended to promote the uniqueness and diversity of social work programs across Canada and enable them to better respond to their respective contexts and stakeholders.» (p.3).

  9. Context, diversity and complexity CSWE: • Education policy 2.1.9 «respond to contexts that shape practice» • Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers continuously discover...(p.6).

  10. Context, diversity and complexity L’OTSTCFQ: «It is important for them to reach out and take into consideration all possible environments and contexts of practice. Ideally, these diverse contexts of practice will allow for varying degrees of complexity in approaches to social problems» (p.6).

  11. Context, diversity and complexity CCORTS: «In addition to favouring full labour mobility, such a framework can be used to clarify standards of social work practice across jurisdictions and, thereby, facilitate the monitoring of expectations and performance in diverse fields of social work practice». » (p.16)

  12. Context, diversity and complexity CCSWR: 2examples of sub-competencies: • #44 «Assess the impact of cultural factors on the client system» • #59 «Interview clients to gather information on their cultural background»

  13. Critical and reflective thinking CASWE-ACFTS: «Social work students develop the ability to critically assess the social, historical, economic, legal, political and institutional and cultural contexts of social work practice at local, regional, provincial, national and international levels» (p.11).

  14. Critical and reflective thinking CSWE: • «Apply critical thinking to inform and communicate professional judgements». • Creativity and curiosity L’OTSTCTFQ: Domain 1 : ethical, critical and reflective practice Component 1.2.1: Being able to demonstrate the attitudes and abilities associated with critical thinking: interrogate the political ideologies and discourses in the construction of social problems; becoming aware of one’s own values, beliefs and prejudices; demonstrate intellectual integrity; know how to call into question one`s own points of view as much as the point of view of others CCSWR: • No mention of critical thinking or reflective thinking in their definition of social work

  15. Critical and reflective thinking CCSWR: • 2 sub-competencies: # 131 «Assessadequacy of existingpolicies and practices in light of professional standards» (2012, p.15) # 138 «Promote changes in organizational practices and policies in the best interests of the clients» (2012, p.15)

  16. Ethics CASWE-ACFTS (p.11): • Social work students have knowledge of the relevant social work code of ethics in various professional roles and activities and institutional contexts with a particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups. CSWE: • National Association of Social Workers Code of Ethics • International Federation of Social Workers • International Association of Schools of Social Work Ethics in Social Work L’ OTSTCFQ (2012, p.8): • Legal and regulatoryframework • Code of conduct • Provincial laws, Charter of rights

  17. Ethics CCORTS: «The professionals have an obligation to engage in ethical practice and decision making, protect client`s rights, and follow ethical guidelines and principles in their interactions with clients, colleagues and external partners» (p.51).

  18. Ethics • l’Ordre = 6 components • CCORTS = 22 sub-competencies • focus on ethics in the context of intervention only

  19. Theoretical knowledge and professional practice CASWE-ACFTS: • Social work education links together the interdisciplinary theoretical knowledge base of social work and professional practice. (p.4). CSWE : • Educational policy 2.1.6 • research-informed practice • practice-informed research : OTSTCFQ : • continuous integration of theory and practice CCSWR: • No explicit linkbetweentheory and practice • Social workerswillacquire advanced competencies in their respective places of employment.

  20. Conclusion • Inauthentic simplicity: «Insofar as competencies separate out various elements of complex social interactions and take frozen snapshots of dynamic processes, they fragment the qualitative nature of social intercourse and abstract it out of existence» Dominelli (1996, p.162). «Because competencies must be expressed as behavioral and measurable objectives, the tasks in the assessment block have the effect of producing social work (read casework) as problem-based and expert driven[…]The assessment block tasks fix the social worker-client relationship in static terms, positioning the social worker as the finder and the arbitrator of the «truth». The client is clearly in deficit mode and the social worker`s relationship with the client is inherently one of «othering» (Rossiter et Heron, 2011, p.307). • Reflects a social work perspective of an expert «fixing» the problem

  21. Thank you / Merci

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