Reflexivity, its meanings and relevance for social work: a critical review of the literature

The concept of "reflexivity" has become increasingly significant in social work literature in relation to social work education, theory and practice. However, our reading of the literature indicates that there is a lack of clarity about the concept in terms of who is being exhorted to be "reflexive," when and how. This article addresses these questions through a critical review of social work literature since the 1990s that discusses the concept of "reflexivity." Given that many authors seem to use the concepts of "reflexivity" and "(critical) reflection" interchangeably, we also apply this analysis to "reflection" and "critical reflection." This article raises important questions about how the concepts of "reflexivity," "critical reflection" and "reflectivity" are defined and the different consequences such definitions might have for social work education, theory and practice.

What can we learn about social work assessment from the textbooks?

Summary: Although often criticized for inadequacies, textbooks are both highly influential and a readily available source of information about contemporary thinking in social work theory and practice. As part of a series of studies about facilitating learning and teaching about assessment in social work, the authors have been conducting a review of how this professional task is presented in textbooks which are currently known to be used in programmes of social work education in the UK. Relevant chapters of each of the selected textbooks were subjected to an in-depth analysis in order to determine how assessment was understood, assessment processes, relevance to the UK practice context and evidence bases.

Findings: What are considered the key issues in, and skills required for, social work assessment are contested, with considerable variety between textbooks as to the extent of detail and topics covered in relation to assessment. Some issues which are prominent in the policy context, such as the need to ensure the involvement of service user and carer perspectives, and multidisciplinary assessment, were hardly mentioned. Changes in emphasis over time and differences in emphasis between textbooks published in the UK and North America were found.

Applications: Given the many differences in emphasis and depth of content between textbooks ostensibly outlining the same aspects of practice, it is essential that educators have a clear rationale for recommending particular textbooks.

Not just social work academics : the involvement of others in the assessment of social work students

University regulations typically assume that the assessment of students is essentially a task for paid academic staff. However, this is a far cry from much of the current literature about assessment in social work education, of which one of the distinguishing features is the not infrequent references to stakeholders beyond the individuals who are to be assessed and the academic staff employed to teach them. This paper reviews some of the recent literature on the involvement of persons other than social work academics, including students, practice teachers and service users, in assessing students studying in social work programmes. Implications for programme providers of using non-academic assessors are explored.

Gatekeeping or redressing social exclusion : expectations on social work educators in relation to incarcerated students

Until recently, the author was in Scotland, where professional registration in social work extends to students and involves criminal record checks prior to acceptance into a course of study. She is now teaching at Deakin University in Australia, which places a high priority on making higher education available to persons and groups who have traditionally been excluded, both through the provision of courses through off campus (distance education) study mode and an innovative and culturally sensitive mode of provision for indigenous Australians. One result of our attempts to redress social exclusion is that, on occasion, we discover that some of our students are incarcerated. There are important logistical issues which may emerge as a consequence of accepting prisoners into a program of social work education. However, it would seem that the inclusion of prisoners is symbolic of a fundamental difference in philosophy with programmes of social work education in countries where there is a strong expectation that social work educators act as gatekeepers to the profession, especially in respect of students with criminal convictions. This in tum reflects an expectation among social work educators in Australia that it may be more appropriate for professional associations or registration bodies to determine whether or not a graduate with a criminal record is suitable for employment as a professional social worker. In some settings, a prior criminal record is not a barrier to being an effective service provider, as well as international differences in understandings of the social work role and employment
destinations of social work graduates.

Encouraging critical reflections on privilege in social work and the human services

Critical reflection is promoted by many progressive social work writers as a process for facilitating practitioners' capacity to reflect upon their complicity in dominant power relations. However. the critical social work literature tends to focus attention on those who are disadvantaged. oppressed and excluded. Those who are privileged in relation to gender. class. race and sexuality etc are often ignored. Given that the flipside of oppression and social exclusion is privilege. the lack of critical reflection on the privileged side of social  divisions allows members of dominant groups to reinforce their dominance. This article interrogates the concept of privilege and examines how it is internalised in the psyches of members of dominant groups. After exploring the potential to undo privilege from within. the article encourages social work educators to engage in critical reflections about privilege when teaching social work students about social injustice and oppression.

Assessment methods in social work education: a review of the literature

Student assessment is an important component of social work education, and consumes considerable effort on behalf of both students and staff members. Social work educators in higher education face the challenge of constructing assessment methods, which encourage the development of reflective and critical learning, as well as enabling students to demonstrate acquisition of required knowledge and/or skills. While there is now a substantial literature on field education, the assessment of classroom-based units has warranted less attention. This paper examines the range of assessment methods reported in the social work education literature, the evidence which supports the use of these methods and issues associated with the identified assessment methods.

Not just for romance: applications of speed dating in social work education

In this article we address how a contemporary adaptation of the 'speed dating' model was used for educational purposes with two cohorts of social work students. We outline the dimensions of 'speed dating' as a contemporary social phenomenon, then address how this model relates specifically to groupwork process, and can be used to facilitate social work student learning. The curriculum for two classroom group activities using the 'speed dating' model are outlined, the first to develop university level study skills, the second for debriefing field placement learning experiences. Finally we examine why the 'speed dating' metaphor was successful in provoking a playful yet constructively creative space for students to engage in groupwork process.

Assessment practices in Scottish social work education: a practice audit of Scottish universities providing qualifying social work courses

Student assessment is a critical component of social work education. In the last ten years, the nature of assessment in social work education has changed considerably. Alongside innovations to more traditional forms of assessment such as essays and examinations, there has been increased emphasis on student participation in assessment in various forms of self- and peer-assessment. However, there is a dearth of published information on assessment strategies and methods employed in mainstream social work education programmes. The inception of the new qualifying courses across the UK has catalysed interest in the development of innovative assessment strategies and tools. In Scotland, the Scottish Institute for Excellence in Social Work Education (SIESWE) has commissioned research into innovative assessment strategies. This paper reports on the findings of a practice audit of current assessment practices in social work education in Scotland.

Social work research : ethical and political contexts

Written in an engaging and accessible style, this book bridges the gap between theory and reality by discussing a range of research paradigms and placing them in the context of professional social work. It also discusses the political and ethical contexts that are intrinsic to social work practice.