Negotiating the Contradictions between Competence and Creativity in Social Work Education

Abstract

• Summary: Social work education in Britain has recently been dominated by a competence-based frame of reference, which has proved to be inadequate in preparing social workers for the professional judgements that have to be applied in practice. At the same time the concept of reflective practice, which emphasizes the need for professionals to demonstrate creativity in their practice, has gained currency. This article explores the possibility of reconciling the two principles of competence and creativity within social work education. • Findings: The article concludes that it is possible to see competence as a necessary stage to the development of the level of creativity that should characterize highly skilled social work practice. This implies the need for more systematic development of post-qualifying education that is directly aimed at the enhancement of practitioners' creativity. • Applications: At a time of flux in British social work education, this recognition needs to inform the strategic development of qualifying and post-qualifying education in the future. It has a similar application in respect of the development of social work education internationally.