Reflective learning for social work practice

Abstract

Abstract The conventional, normative characterization of the cognitive processes involved in social work practice is that theory is selected and deductively applied to meet the contingencies of the case and the context of practice. This model protects some sectional — particularly academic — interests, mystifies the actual nature of social work practice, and should be regarded as a form of ideology. Donald Schon has developed a powerful case for believing that the epistemological basis of practice can more accurately be understood as ‘reflection-in-action’, a view that theory used in practice is practitioner-led, implicit, and developed through experiential learning. It is suggested that there are parallels between Schon's notion of ‘reflection-in-action’ and Kelly's meta-psychology of personal construct theory: Kellian methods of repertory grid technique may be one procedure for helping students and practitioners to articulate and develop their personal and shared practice theories.