Rebecca Löbmann, Michael Heinrich
Professional Development in Social Work
Číslo: 4/2024
Periodikum: Sociální práce
Klíčová slova: social work competencies, social work programmes, academic-practice gap
Pro získání musíte mít účet v Citace PRO.
Anotace:
OBJECTIVES: This research explores the perceived disparity between academic training and
professional practice in social work, focusing on competencies. THEORETICAL BASE:
Several studies indicate a disparity between social work education and graduates’ readiness for
practical applications despite the fact that the respective competencies are outlined in academic
frameworks for social work. METHOD: The study comprises two surveys: one targets graduates
of a bachelor’s programme in social work at the Technical University of Applied Sciences
Würzburg-Schweinfurt, examining their daily activities and essential competencies. The second
survey targets professionals in child, youth, and family welfare services in Northern Germany.
OUTCOMES: Results show professionals mainly engage in analysing social issues, coordinating
assistance, conducting help discussions, and collaborating in teams. Legal, theoretical, analytical,
and communicative competencies are crucial, along with self-care skills. Although there are
differences in emphasized activities between the two samples, there is agreement on necessary
competencies. SOCIAL WORK IMPLICATIONS: The findings contribute to ongoing
discussions on the integration of theory and practice in social work education and highlight the
importance of addressing self-care competencies in future curriculum development. The study
suggests that aligning social work programmes with qualification frameworks such as the German
Qualification Framework for Social Work 6.0 effectively conveys essential competencies for
practice.
Zobrazit více »
professional practice in social work, focusing on competencies. THEORETICAL BASE:
Several studies indicate a disparity between social work education and graduates’ readiness for
practical applications despite the fact that the respective competencies are outlined in academic
frameworks for social work. METHOD: The study comprises two surveys: one targets graduates
of a bachelor’s programme in social work at the Technical University of Applied Sciences
Würzburg-Schweinfurt, examining their daily activities and essential competencies. The second
survey targets professionals in child, youth, and family welfare services in Northern Germany.
OUTCOMES: Results show professionals mainly engage in analysing social issues, coordinating
assistance, conducting help discussions, and collaborating in teams. Legal, theoretical, analytical,
and communicative competencies are crucial, along with self-care skills. Although there are
differences in emphasized activities between the two samples, there is agreement on necessary
competencies. SOCIAL WORK IMPLICATIONS: The findings contribute to ongoing
discussions on the integration of theory and practice in social work education and highlight the
importance of addressing self-care competencies in future curriculum development. The study
suggests that aligning social work programmes with qualification frameworks such as the German
Qualification Framework for Social Work 6.0 effectively conveys essential competencies for
practice.