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Critical Thinking and Professional Judgement in Social Work, Lynne Rutter and Keith Brown

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Lee Quinney, Critical Thinking and Professional Judgement in Social Work, Lynne Rutter and Keith Brown, The British Journal of Social Work , Volume 48, Issue 4, June 2018, Pages 1128–1131, https://doi.org/10.1093/bjsw/bcx056

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As a book that will probably be attractive to both final-year and PQ students considering ways of improving and invigorating their practice, this text provides an effective introduction to critical thinking and judgement because it offers a balanced proportionate oversight of literature and key issues: it does what it says it does—I love that! It refers to a raft of well-known age-old writers on critical reflection (e.g. Brookfield, 1987; Schὂn, 1997) and more contemporary ones referring to aspects of risk assessment, judgement and decision making (e.g. Taylor, 2013), capturing the need for much more focused post-qualifying training in the wake of the Laming Report (2009) and move towards more specific education and training for newly qualified social workers and then those in their Assessed First Year in Practice (ASYE). Unfortunately, ASYE is not discussed because the book appears more focused on cognate understanding of critical thinking and judgement in an introductory manner rather than policy and practice capabilities or knowledge and skills statements. This means potentially good chapters analysing critical thinking and reflection at the ASYE stage of a career are lost in this edition. For example, the Professional Capabilities Framework for ASYE refers to showing creativity in tackling and solving problems, and using critically reflective techniques to evaluate information and test hypothesis (see BASW, 2017).

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Critical Thinking and Professional Judgement for Social Work

• Lynne Rutter - Bournemouth University, UK
• Keith Brown - Bournemouth University, UK
• Description

Critical thinking can appear formal and academic, far removed from everyday life where decisions have to be taken quickly in less than ideal conditions. It is, however, a vital part of social work, and indeed any healthcare and leadership practice.

Taking a pragmatic look at the range of ideas associated with critical thinking, this Fifth Edition continues to focus on learning and development for practice. The authors discuss the importance of sound, moral judgement based on critical thinking and practical reasoning, and its application to different workplace situations; critical reflection, and its importance to academic work and practice; and the connection between critical thinking ideas and professionalism.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

Good overview on foundational issues in social work eduction. Easy to read thus appropriate for ESL students. Chapter on critical style proved valuable as a guideline to literature reviews.

This book is written in such a way that it appears the authors are actually speaking to the students and in fact uses 'we' which is as if it is a collegial journey to learning. The content is relevent and is well informed, analytical in enough detail without being too intimidating for non-academic students.

This concise and clearly-written volume is useful across a range of early-career post-qualifying modules.

Very helpful introduction to some introductory reflective learning concepts.

Helpful addition to the students reading list for their unit of study

a concise, revised and accessible text for any NQSW practitioner re their evolving professional practice and beyond in terms of their continual professional development. Revisits key essential themes within a fresh context especially liked Chapters 3 and 4. A useful reference text for any Practice Educator, SW educator and ASYE assessor.

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For instructors, select a purchasing option, related products.

• Practice">E mahi ana Practice
• Core Competence Standards"> Ngā Paerewa Kaiakatanga Matua Core Competence Standards

Ngā Paerewa Kaiakatanga Matua Core Competence Standards

The SWRB Ten Core Competence Standards

The SWRB recognises core competencies that reflect practice standards accepted in social work in New Zealand. The requirements of the Social Workers Registration Act 2003, the International Federation of Social Workers definition of social work and the ANZASW standards of practice have informed the SWRB in determining these standards.

These competence standards are to be read in conjunction with the SWRB Code of Conduct and the ANZASW Code of Ethics. These standards identify minimum standards of practice for the social work profession in New Zealand. They are not intended to describe all of the possible knowledge and practice skills required by social workers. They are the ‘core’ competencies for social work.

These competence standards are demonstrated by the social worker as they engage in professional relationships with individuals, families, whānau, aiga, groups, and institutions with whom they work.

A competent social worker must demonstrate:

1. competence to practise social work with māori.

The social worker demonstrates this competence by:

• demonstrating knowledge of the Treaty of Waitangi, te reo Māori and tikanga Māori;
• articulating how the wider context of Aotearoa New Zealand both historically and currently can impact on practice;
• Te Rangatiratanga: Maintaining relationships that are mana enhancing, self-determining, respectful, mindful of cultural uniqueness, and acknowledge cultural identity.
• Te Manaakitanga: Utilising practice behaviours that ensure mauri ora with a safe space, being mana enhancing and respectful, acknowledging boundaries and meeting obligations.
• Te Whanaungatanga: Engaging in practice that is culturally sustaining, strengthens relationships, is mutually contributing and connecting, and encourages warmth.

2. Competence to practise social work with ethnic and cultural groups in Aotearoa New Zealand

The social worker:

• Acknowledges and values a range of world views including divergent views within and between ethnic and cultural groups;
• Understands that culture is not static but changes over time;
• Demonstrates awareness and self-critique of their own cultural beliefs, values, historical positioning and how this impacts on their social work practice with their clients from other cultural backgrounds;
• Critically analyses how the culture and social work approaches and policies of their employing organisation may compromise culturally safe practice;
• Demonstrates knowledge of culturally relevant assessments, intervention strategies and techniques;
• Engages with people, groups and communities in ways that respect family, language, cultural, spiritual and relational markers.

3. Competence to work respectfully and inclusively with diversity and difference in practice

• demonstrates knowledge of diversity between and within different cultures, including ethnicity, disability, social and economic status, age, sexuality, gender and transgender, faiths and beliefs;
• demonstrates sufficient self-awareness and is able to critically reflect on own personal values, cultures, knowledge and beliefs to manage the influences of personal biases when practising;
• can respectfully and effectively communicate and engage with a diverse range of people.

4. Competence to promote the principles of human rights and social and economic justice

• understands, has a commitment to, and advocates for human, legal and civil rights, social and economic justice, and self-determination;
• understands and challenges mechanisms of oppression and discrimination and also has the knowledge, skills and an understanding of how to appropriately leverage those which enhance power and privilege;
• respects and upholds the rights, dignity, values and autonomy of people and creates an environment of respect and understanding.

5. Competence to engage in practice which promotes social change

• critically analyses policies, systems and structures and understands how they impact on people, groups, communities and wider society;
• advocates the need for social change to provide equity and fairness for all;
• collaborates with others to generate new knowledge that will contribute to the improvement of peoples’ lives, communities and wider society;
• contributes to policy making to make systems and structures responsive to those who use them.

6. Competence to understand and articulate social work theories, indigenous practice knowledge, other relevant theories, and social work practice methods and models.

• demonstrates a critical understanding of specific social work theories and other relevant theories and integrates this into bi-cultural social work practice;
• demonstrates an understanding of human behaviour and integrates this into social work practice;
• demonstrates an understanding of and is able to utilise a variety of social work practice methods, models and interventions whilst drawing upon a wider theoretical framework;
• critically reflects on practice and utilises relevant theories and methods of practice.

7. Competence to apply critical thinking to inform and communicate professional judgements

• can distinguish, appraise and integrate multiple sources of knowledge, including new information and communication technology, research-based knowledge and practice wisdom;
• engages in research-informed practice and practice-informed research;
• demonstrates the ability to work autonomously and make independent judgements from a well-informed social work position and seeks guidance when necessary;
• demonstrates effective oral, written and electronic communication.

8. Competence to promote empowerment of people and communities to enable positive change

• is compassionate, empathetic and respectful and seeks to understand others to adequately assess their needs;
• demonstrates resilience and the ability to manage interpersonal conflict and challenges that arise in social work practice;
• facilitates and promotes clients’ active participation in decision making;
• effectively collaborates and engages with others and works in partnership with clients to gain access to resources;
• reflects on their own social work practice to enable people to realise their potential and participate in their communities.

9. Competence to practice within legal and ethical boundaries of the social work profession

• adheres to the SWRB Code of Conduct , any workplace code of conduct and the professional Code of Ethics;
• identifies and manages ethical dilemmas and issues that arise in practice and seeks supervision or guidance;
• recognises and responds appropriately to actual or potential conflicts of interest;
• demonstrates an understanding of relevant legislation, policies and systems which govern practice and performs any statutory duties with diligence and care;
• upholds the right to privacy and confidentiality of personal information and informs clients of the situations where the information may need to be disclosed;
• keeps clear and accurate records and ensures these records are made at the same time as the events being recorded or as soon as possible afterwards.

10. Represents the social work profession with integrity and professionalism

• demonstrates active promotion and support of the social work profession, acts with integrity and ensures accountability;
• attends to professional roles and responsibilities with diligence, timeliness and care, acknowledges that social work positions carry power and uses authority responsibly;
• behaves in a professional manner, maintains personal and professional boundaries and is accountable for all actions and decisions;
• knows the limits of their own practice and experience, practices appropriate self-care and seeks advice where necessary;
• actively participates in supervision, continual professional development and career-long learning.

You can download a copy of the SWRB Competence Standards below

Core competence standards

Workforce reports available   

Addressing public safety for social worker-like kaimahi, amendments to swra 2003 tabled, application for appointments to the social workers complaints and disciplinary tribunal and social workers registration board.

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2. explicit curriculum, educational policy 2.0—the social work curriculum and professional practice.

The explicit curriculum constitutes the program’s formal educational structure and includes the courses and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the program’s competencies through an intentional design that includes the generalist practice offered at the baccalaureate and master’s levels and the specialist curriculum offered at the master’s level. The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The MSW curriculum prepares its graduates for specialized practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a specialization.

Educational Policy 2.1—Core Competencies

Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. The ten core competencies are listed below [EP 2.1.1–EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Programs may add competencies consistent with their missions and goals.

Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly.

Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers

• advocate for client access to the services of social work;
• practice personal reflection and self-correction to assure continual professional development;
• attend to professional roles and boundaries;
• demonstrate professional demeanor in behavior, appearance, and communication;
• engage in career-long learning; and
• use supervision and consultation.

Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice.

Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers

• recognize and manage personal values in a way that allows professional values to guide practice;
• make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles;3
• tolerate ambiguity in resolving ethical conflicts; and
• apply strategies of ethical reasoning to arrive at principled decisions.

Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments.

Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers

• distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom;
• analyze models of assessment, prevention, intervention, and evaluation; and
• demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Educational Policy 2.1.4—Engage diversity and difference in practice.

Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers

• recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power;
• gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups;
• recognize and communicate their understanding of the importance of difference in shaping life experiences; and
• view themselves as learners and engage those with whom they work as informants.

Educational Policy 2.1.5—Advance human rights and social and economic justice.

Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers

• understand the forms and mechanisms of oppression and discrimination;
• advocate for human rights and social and economic justice; and
• engage in practices that advance social and economic justice.

Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research.

Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers

• use practice experience to inform scientific inquiry and
• use research evidence to inform practice.

Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment.

Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers

• utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and
• critique and apply knowledge to understand person and environment.

Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers

• analyze, formulate, and advocate for policies that advance social well-being; and
• collaborate with colleagues and clients for effective policy action.

Educational Policy 2.1.9—Respond to contexts that shape practice.

Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers

• continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and
• provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

Educational Policy 2.1.10(a)—Engagement Social workers

substantively and affectively prepare for action with individuals, families, groups, organizations, and communities;

use empathy and other interpersonal skills; and

develop a mutually agreed-on focus of work and desired outcomes.

Educational Policy 2.1.10(b)—Assessment Social workers

collect, organize, and interpret client data;

assess client strengths and limitations;

develop mutually agreed-on intervention goals and objectives; and

select appropriate intervention strategies.

Educational Policy 2.1.10(c)—Intervention Social workers

initiate actions to achieve organizational goals;

implement prevention interventions that enhance client capacities;

help clients resolve problems;

negotiate, mediate, and advocate for clients; and

facilitate transitions and endings.

Educational Policy 2.1.10(d)—Evaluation

Social workers critically analyze, monitor, and evaluate interventions.

Educational Policy B2.2—Generalist Practice

Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. BSW practice incorporates all of the core competencies.

Educational Policy M2.2—Specialized Practice

Specialized practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, specialized practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Specialized practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a specialization.

Educational Policy 2.3—Signature Pedagogy: Field Education

Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice.4 In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies.

Accreditation Standard B2.0—Curriculum

• The 10 core competencies are used to design the professional curriculum. The program
• B2.0.1 Discusses how its mission and goals are consistent with generalist practice as defined in EP B2.2.
• B2.0.2 Identifies its competencies consistent with EP 2.1 through 2.1.10(d).
• B2.0.3 Provides an operational definition for each of its competencies used in its curriculum design and its assessment [EP 2.1 through 2.1.10(d)].
• B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0).
• B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies.

Accreditation Standard M2.0—Curriculum

• The 10 core competencies are used to design the generalist and specialized curriculum. The specialized curriculum builds on and applies the core competencies in an area(s) of specialization. The program
• M2.0.1 Identifies its specialization(s) (EP M2.2).
• M2.0.2 Discusses how its mission and goals are consistent with specialized practice (EP M2.2).
• M2.0.3 Identifies its program competencies consistent with EP 2.1 through 2.1.10(d) and EP M2.2.
• M2.0.4 Provides an operational definition for each of the competencies used in its curriculum design and its assessment [EP 2.1 through 2.1.10(d); EP M2.2].
• M2.0.5 Provides a rationale for its formal curriculum design (generalist and specialized), demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0).
• M2.0.6 Describes and explains how its curriculum content (relevant theories and conceptual frameworks, values, and skills) implements the operational definition of each of its competencies.

Accreditation Standard 2.1—Field Education

*The program discusses how its field education program

• 2.1.1 Connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice.
• B2.1.2 Provides generalist practice opportunities for students to demonstrate the core competencies.
• M2.1.2 Provides specialized practice opportunities for students to demonstrate the program’s competencies. 2.1.3 Provides a minimum of 400 hours of field education for baccalaureate programs and 900 hours for master's programs. 2.1.4 Admits only those students who have met the program's specified criteria for field education. 2.1.5 Specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program’s competencies.
• 2.1.6 Specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program competencies. Field instructors for baccalaureate students hold a baccalaureate or master's degree in social work from a CSWE-accredited program. Field instructors for master's students hold a master's degree in social work from a CSWE-accredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished. 2.1.7 Provides orientation, field instruction training, and continuing dialog with field education settings and field instructors. 2.1.8 Develops policies regarding field placements in an organization in which the student is also employed. To ensure the role of student as learner, student assignments and field education supervision are not the same as those of the student’s employment.

2 National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, DC: NASW. 3 International Federation of Social Workers and International Association of Schools of Social Work. (2004). Ethics in Social Work, Statement of Principles. Retrieved January 2, 2008 from http://www.ifsw.org

4 Shulman, L. S. (2005, Summer). Signature pedagogies in the professions. Daedelus, 52-59.

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Student Learning Outcomes-BSW

The Bachelor of Social Work program’s ten core competencies are:

• Identify as a professional social worker and conduct oneself accordingly
• Apply social work ethical principles to guide professional practice
• Apply critical thinking to inform and communicate professional judgments
• Engage diversity and difference in practice
• Advance human rights and social and economic justice
• Engage in research-informed practice and practice-informed research
• Apply knowledge of human behavior and the social environment.
• Engage in policy practice to advance social and economic well-being and to deliver effective social work services
• Respond to contexts that shape practice
• Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities

The 2008EPAS requires that each program assess the core competencies as demonstrated through measureable practice behaviors. Bellow please see the operational definition of each competency, and their associated practice behaviors:

1: Identify as a professional social worker and conduct oneself accordingly.

Social workers serve as representatives of the profession, its mission, and its core values. They know the professions history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth.

Social workers:

1.1 advocate for client access to the services of social work;

1.2 practice personal reflection and self-correction to assure continual professional development;

1.3 attend to professional roles and boundaries;

1.4 demonstrate professional demeanor in behavior, appearance, and communication;

1.5 engage in career-long learning; and,

1.6 use supervision and consultation

2: Apply social work ethical principles to guide professional practice.

Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.

2.1 recognize and manage personal values in a way that allows professional values to guide practice;

2.2 make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work Statement of Principles;

2.3 tolerate ambiguity in resolving ethical conflicts; and,

2.4 apply strategies of ethical reasoning to arrive at principled decisions.

3: Apply critical thinking to inform & communicate professional judgments.

Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information.

3.1 distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom;

3.2 analyze models of assessment, prevention, intervention, and evaluation; and,

3.3 demonstrate effective oral and written communication in working with individuals, families, groups, organizations, and communities.

4: Engage diversity and difference in practice.

Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power and acclaim.

4.1 recognize the extent to which a culture’s structures and values may opposes, marginalize, alienate, or create or enhance privilege and power;

4.2 gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups;

4.3 recognize and communicate their understanding of the importance of difference in shaping life experiences; and,

4.4 view themselves as learners and engage those with whom they work as informants.

5: Advance human rights and social and economic justice.

Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnectedness of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social workers incorporate social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.

5.1 understand the forms and mechanisms of oppression and discrimination;

5.2 advocate for human rights and social and economic justice; and

5.3 engage in practices that advance social and economic justice.

6: Engage in research-informed practice and practice-informed research.

Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.

6.1 use practice experiences to inform scientific inquiry; and

6.2 use research evidence to inform practice.

7: Apply knowledge of human behavior and the social environment.

Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter [people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development.

7.1 utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and,

7.2 critique and apply knowledge to understand person and environment.

8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Social work practitioners understand that policy affects service delivery, and they engage actively in policy practice. Social workers know the history of current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development.

8.1 analyze, formulate, and advocate for policies that advance social well-being; and

8.2 collaborate with colleagues and clients for effective policy action.

9: Respond to contexts that shape practice.

Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.

9.1 continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and,

9.2 provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

10(a) – Engagement

10a.1 substantively & affectively prepare for action with individuals, families, groups, rganizations, and communities;

10a.2 use empathy and other interpersonal skills; and

10a.3 develop mutually agreed-upon focus of work & desired outcomes.

10(b) – Assessment

10b.1 collect, organize, and interpret client data;

10b.2 assess client strengths and limitations;

10b.3 develop mutually agreed-upon intervention goals & objectives; and

10b.4 select appropriate intervention strategies.

10(c) – Intervention

10c.1 initiate actions to achieve organizational goals;

10c.2 implement prevention interventions that enhance client capacities;

10c.3 help clients resolve problems;

10c.4 negotiate, mediate, and advocate for clients; and

10c.5 facilitate transitions and endings.

10(d) – Evaluation

10d.1 Social workers critically analyze, monitor, and evaluate interventions.

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