Professionalization In Social Work

The historical rise of professions coincides with the unprecedented demand for expertise in matters concerning complex social and economic issues (Walker & McLean, 2013). Members of society increasingly seek the protagonist qualities of the professionals who represent a source of dexterity and competence. In this sense professionals have come to occupy a predominant place as the problems solvers of the modern era (Pandey, 1990). In the context of the child welfare domain, social work is generally considered to be the lead profession in matters concerning child protection (Jackson et al., 2003). In more recent times however, the reputation of the social worker has wavered amidst public scandals outlining the failures to protect children from …show more content…
In the wake of modern industrialisation sociologists began to examine the complex dynamics of the newly emerging labour market (Lichtenstein, 2011). Pioneering theorists considered the notion of societal evolution, depicting the professional workforce as a separate occupational entity distinctive in their ability to apply specialised knowledge and skills. For Freidson (1988) the unique constructs of each organisation occur through the process of professionalisation. In this sense, he proposed that in order for an individual to be valued as a professional they must first obtain pertinent education, training and experience. Hence this process enables practitioners to strengthen their occupational status by acquiring ownership over a specific area of expertise (Reeves et al., 2011). In order to maintain the parameters and idiosyncrasies of the established profession Abbott (2014) considers the competitive interactions that ensue within the wider context. Professionals must exert control over their specialised area of knowledge and adapt to prevent other professional groups from encroaching on their …show more content…
As advocated by McGee & Fraser (2011) the reflective practice model enables teachers to look past the technical rationality, an approach that merely condenses teaching into a sequential process of techniques to be applied to their students. Instead reflection in and on action makes it possible for teachers to implement their newly acquired knowledge and monitor the effectiveness of their innovative changes. Hence Bolton (2010) advocates the functional mechanism of reflective practice as an avenue for challenging preconceptions, ideologies, assumptions and holding personal behaviours accountable. Recognition of reflection as an integral part of practice can therefore contribute towards professional growth and change for strengthening purposeful practice frameworks (Munford et al.,