How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence

Abstract

ABSTRACTEvidence-based practice in social work is an intensely debated topic, with many differing perspectives on how it should be done. However, we know surprisingly little about how social workers actually engage in professional problem-solving and about the knowledge base of those processes. To shed light on this topic of social work expertise, we present a novel model of scientific reasoning and argumentation and investigate how experts and novices differ in the reasoning processes they engage in as they are confronted with social work problems. Vignettes were used to capture reasoning processes, and the corresponding verbal data were then analysed. In this study, 26 probation officers and 22 social work students participated. The findings show that experts differ from novices with respect to both their knowledge bases and the epistemic activities in which they engage. Furthermore, a cluster analysis revealed three common problem-solving strategies: evidence-based solution seeking (15 experts and 15 novices), shared problem-solving (8 experts) and explanation seeking (1 expert and 7 novices). The results indicate the need to improve the practical problem-solving skills of students through situated teaching methods.