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Reflections on empowerment-based practice.

S M Rose1

  • 1Spurwink Center for Research, University of New England, Portland, ME 04103, USA. srose@spurwink.org

Social Work
|October 13, 2000
PubMed
Summary
This summary is machine-generated.

Social work education

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Area of Science:

  • Social Work Education
  • Professional Practice Theory

Background:

  • Social work education equips students with theories for understanding human behavior and social contexts.
  • The origin and selection process of these foundational theories are often unquestioned.
  • This can lead to a disconnect between theoretical knowledge and practitioners' lived experiences.

Purpose of the Study:

  • To critically examine the sources and selection of theories in social work education.
  • To explore the implications of passively receiving knowledge versus actively generating it.
  • To reflect on how formal education interacts with practical social work experience.

Main Methods:

  • Reflective analysis of personal social work experience.
  • Critical examination of the social work knowledge base.
  • Discussion of the impact of theoretical assumptions on practice.

Main Results:

  • The selection of prevailing theories may be controlled by licensing bodies, limiting the scope of knowledge.
  • Practitioners may experience cognitive dissonance when personal feelings contradict taught theories.
  • Receiving knowledge can conflict with social work values like human dignity and social justice.

Conclusions:

  • Formal social work education's reliance on pre-selected theories warrants critical inquiry.
  • Encouraging knowledge generation over passive reception aligns better with social work values.
  • Personal experiences can drive critical questioning and the development of alternative practice models, such as empowerment-based practice.