Publications from ODSW Social Insights: Letters by DSW (Vol 2) | Seite 16

Fundamentals of Social Work
For example: Working in Multi-Disciplinary Teams
One situation that is fast becoming a norm is that of working in
multi-disciplinary teams. Although traditional practice advocates
multi-disciplinary work as part of good practice, the more complex
environment that systems now have to respond to have precipitated
the increased presence of multi-disciplinary teams. Such situations
often call for the ability to use critical reflection, an increase in
confidence to engage with change, speaking out and challenging
effectively the different professionals in the multi-disciplinary team.
These attributes link more closely with that of exercising professional
judgment rather than relying on ‘tick-box’ procedures.
Reading widely into research for example should point towards the
need for openness and respect for the contributions and roles of
various professions in order to deliver good services and outcomes
for patients, clients and users of service.
Good students and those who aspire towards a thriving career will want
to score and do well at exams and this is good. However, what is equally
important is the ability to adopt a different level of thinking about self,
situations, and others, the confidence to express values, the ability to
see different ways of dealing with issues, the ability to problem solve,
and the ability to help others engage positively with change. Bloom et al
(1956)161 identified these attributes as ‘higher level thinking skills’ in which
practitioners not only apply knowledge and understanding to practice but
also demonstrate the ability to analyse, synthesise, evaluate and reflect
critically on situations and problems. These skills should equip students to
better deal with future change.

Leadership knowledge and skills
What about leadership knowledge and skills for social work practitioners?
Should these be learned in social work education? Most students would
appreciate the focus on knowledge and skills that are applicable to potential
job roles. However, there is also a sense that perhaps these could be acquired
post-education as part of career development training and continuing
professional development. Being in a system and in a team lead role in
a job could make the knowledge and strategies of engaging with change
effectively more relevant post-education. Likewise, supervision skills and
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Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy
of educational objectives: The classification of educational goals. Handbook I: Cognitive
domain. New York: David McKay Company.
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