Social Work in the Frame of a Professional Competencies Approach (European Social Work Education and Practice)

Preface
Acknowledgements
Contents
Contributors
About the Editor
Part I: Understanding a Professional Competencies Approach
	Chapter 1: Introduction to the Professional Competency Framework in Social Work
		1.1 Professional Competence Between the “Source and Mouth” of the Profession
		1.2 Areas and Content of Professional Competencies of Social Workers
		1.3 Overview of Research Practice in Researching Professional Competencies in Social Work
		1.4 Heuristic Potential of Professional Competence Framework in Social Work
		References
	Chapter 2: Criticisms of the Competency-Based Education (CBE) Approach
		2.1 Competence and Competence-Based Education
		2.2 Ideological and Political Implications
		2.3 Educational Consequences
		2.4 Discussion
		References
Part II: Major Areas of Professional Competencies
	Chapter 3: Knowledge Base and Process Competencies in Social Work Practice
		3.1 Knowledge – Base and Professional Judgement in Social Work Practice
		3.2 Process Competencies in Social Work Practice
			3.2.1 Competencies for Developing a Professional Relationship with Service Users
			3.2.2 Competencies for Making Assessments in Social Work Practice
			3.2.3 Competencies for Developing an Individual Plan and Contracting
			3.2.4 Competencies for Interventions in Social Work
			3.2.5 Competencies for Monitoring and Evaluating the Impact of Professional Work
		3.3 Digital Competencies for Direct Practice in Social Work
		References
	Chapter 4: Professional Competencies for Social Change
		4.1 Competencies for Critical Structural Analysis
		4.2 Cross-Cultural Competence and Respect for Diversity
		4.3 Competencies for Critical Practice and Advocating for Social Justice and Human Rights
		4.4 Competencies for Community and Macro Practice
		4.5 Competencies for Environmental Practice as an Emerging Field of Social Work Practice
		References
	Chapter 5: Leadership and Professional Socialisation
		5.1 Leadership in Social Work
			5.1.1 How to Define It?
			5.1.2 Skills and Characteristics of a Leader
			5.1.3 Education for Leadership in Social Work
			5.1.4 Leadership Models in Social Work – Totally Different from Others?
			5.1.5 How Can a Leader Have an Influence on the Working Collective?
		5.2 Professional Socialisation of Social Workers
			5.2.1 Miller’s Conceptual Framework of Professional Socialisation
			5.2.2 Professional Identity of Social Workers and Perception of the Profession
		5.3 Instead of the Conclusion
		References
Part III: Measuring Professional Competencies and Education Outcomes
	Chapter 6: Starting from Scratch: How to Conceptualise, Operationalise and Measure Professional Competencies in Social Work
		6.1 Why Was It Important to Establish a Professional Competency Framework in Croatia?
			6.1.1 Identity Issues in Social Work as a Basis for the Professional Competency Framework
			6.1.2 Crisis of the Profession as a Source of the Need to Define a Professional Competency Framework
			6.1.3 Aligning Education to Practice in Social Work as the Basis for Developing a Professional Competency Framework
		6.2 Conceptualisation of the Professional Competence Framework for the Specific Croatian Situation
		6.3 Methodological Approaches to the Operationalisation of Professional Competencies
		6.4 The Large National Research into Professional Competencies
		6.5 Significance of the Established National Framework of Professional Competence for Social Work in Croatia
		References
	Chapter 7: Everything But the Kitchen Sink: Making Sense Out of Social Work Education Outcome Assessment
		7.1 Introduction
		7.2 The Purpose of Outcome Assessment in Social Work Education
		7.3 Conducting the Outcome Assessment: First Step: Setting the Goals of the Assessment
		7.4 Conducting the Outcome Assessment: Second Step: Choosing Outcome Assessment Tools
			7.4.1 Evaluating Course Outcomes vs. Programmatic Outcomes: Curriculum Mapping as a Programmatic Evaluation Tool
			7.4.2 Evaluating Outcomes at the Programmatic Level: Standardized Measures
			7.4.3 Evaluating Outcomes at the Course Level: The Role of Rubrics
			7.4.4 Evaluating Knowledge, Skills, Values, Cognitive and Affective Processes, Respectively: Standardized and Nonstandardized Tools
			7.4.5 Evaluating Outcomes in the E-Learning Environment
			7.4.6 Evaluating Interdisciplinary Practice Learning Outcomes
		7.5 Conducting the Outcome Assessment: Third Step: Data Analysis and Interpretation
			7.5.1 The Importance of Benchmarks
		7.6 Conducting the Outcome Assessment – Fourth Step: Closing the Loop
		7.7 Concluding Thoughts
		References
	Chapter 8: The Evaluation Self-Efficacy Scale – III
		8.1 Self-Efficacy
		8.2 Our Research Program
		8.3 The Current Study
			8.3.1 Method
				8.3.1.1 Study Design and Participants
				8.3.1.2 Measures
				8.3.1.3 Procedure
				8.3.1.4 Data Analysis Strategy
		8.4 Results
			8.4.1 Descriptive Statistics
			8.4.2 Factor Structure
			8.4.3 Reliability, Validity and Sensitivity to Change
		8.5 Discussion
		References
Part IV: Professional Competencies and Professional Development
	Chapter 9: A Model of Holistic Competence in Social Work: Implications for Education
		9.1 Competence: An Overview
		9.2 Toward Developing a Conceptualization of Competence in Social Work
		9.3 A Model of Holistic Competence in Social Work
		9.4 Implications for Social Work Education
		9.5 Conclusion
		References
	Chapter 10: The Professional Capabilities Framework (PCF) for Social Workers in England: Creating an Embedded Culture of Excellence, Ambition and Shared Values Across the Profession
		10.1 Introduction
		10.2 A Unified Profession of Social Work? The Policy Background to the Emergence of the PCF
			10.2.1 The Response of Social Work Education in the 1990s
			10.2.2 Statutory Regulation and the New Social Work Degree Around the Millennium
		10.3 Rebuilding Optimism and Setting New Ambitions – The Creation and Development of the PCF
			10.3.1 From Competencies to Capabilities
			10.3.2 The Original PCF
		10.4 The Development and Application of the PCF 2018
			10.4.1 The Key Elements of the PCF 2018
			10.4.2 Applying the PCF
			10.4.3 Generic Versus Specialist Capabilities
			10.4.4 Domains, ‘Super Domains’ and Levels
			10.4.5 Superdomains
			10.4.6 Using the PCF at Each Level of Initial Education and Career Development
			10.4.7 A Domain Example
			10.4.8 Reflecting Lived Experience of Using Social Work Services in the PCF
		10.5 What Next for the PCF?
		References
Index