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

Crisp, Beth R., Anderson, Mark R., Orme, Joan and Green Lister, Pam 2006, What can we learn about social work assessment from the textbooks?, Journal of social work, vol. 6, no. 3, pp. 337-359, doi: 10.1177/1468017306071180.

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Title What can we learn about social work assessment from the textbooks?
Author(s) Crisp, Beth R.ORCID iD for Crisp, Beth R. orcid.org/0000-0001-7863-4482
Anderson, Mark R.
Orme, Joan
Green Lister, Pam
Journal name Journal of social work
Volume number 6
Issue number 3
Start page 337
End page 359
Publisher Sage
Place of publication London, England
Publication date 2006
ISSN 1468-0173
Keyword(s) assessment
social work education
social work practice
United Kingdom
Summary 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.

Language eng
DOI 10.1177/1468017306071180
Field of Research 160799 Social Work not elsewhere classified
130213 Vocational Education and Training Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Sage Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003798

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