Practice-Based Design for Professional Learning and Knowledge Sharing: Adapting the ‘Key Situation Model’ for Social Work in England

Staempfli, Adi. 2020. Practice-Based Design for Professional Learning and Knowledge Sharing: Adapting the ‘Key Situation Model’ for Social Work in England. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Abstract or Description

How can social workers be supported to continuously develop knowledgeable and ethical practice? Acknowledging the dilemmas and uncertainties in social work practice that unfolds in complex environments, this thesis turns to practice-based perspectives in response to the main question. It foregrounds the interplay of humans within physical and social environments with a focus on ‘practices’ and considers the challenges for social workers as practitioners, professionals and knowledge workers. In relation to individual decision-making, the role of research, theory, tools, emotions, experience and reflective deliberation are explored. On an organisational level, evidence-informed and best practice, knowledge transfer, group reflection approaches and the role of technology are examined. The author argues that knowledgeable and ethical practice emerges from knowledge related (epistemic) practices within organisations that are grounded in what professionals do. This requires reflexive and mindful professionals who are able to weave together different forms of knowledge and ethical principles with practice situations and with organisations who will support epistemic practices and environments for reflective learning, knowledge co-production and the sharing of knowledge. Building on earlier work (Tov et al., 2016; Staempfli et al., 2012), the author argues that the Key Situation Model can support both practices and environments. Key situations are the typical practices that social workers regularly encounter and thus reflect what social workers actually do. 116 key situations in social work in England are developed and validated in a modified three-round Delphi study with experienced social workers from diverse sectors from across England (n1= 13, n2= 88 and n3= 41). Based on these and informed by the Activity Centred Analysis and Design (ACAD) framework, this thesis presents design options for social work organisations for the implementation of the Key Situation Model’s blended reflective learning and knowledge sharing. These design options could support the development of knowledgeable and ethical practice.

Item Type:

Thesis (Doctoral)

Identification Number (DOI):

https://doi.org/10.25602/GOLD.00029718

Keywords:

Social Work, Social Work Education, Continuous Professional Learning, Continuous Professional Development, Knowledge Sharing, Delphi Study, Practice Turn, Practice-Based Theory, Situation-Based Learning

Departments, Centres and Research Units:

Social, Therapeutic & Community Engagement (STaCS)

Date:

31 July 2020

Item ID:

29718

Date Deposited:

12 Feb 2021 09:46

Last Modified:

12 Feb 2021 09:46

URI:

https://research.gold.ac.uk/id/eprint/29718

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