Continuing Professional Education and Competency
Implications for Social Work Practice
Keywords:Education, Competence, Professional, Social Work
Competent professional practice requires ongoing professional development. Not only to enhance current competency but also to develop the necessary competency to address new and emerging issues within and given profession. Though it has long been understood that a training need exists when an individual lacks the skill or knowledge to perform adequately, many professions, including social work, historically did not pay attention to the relationship between training and improved practitioner performance. However, with public expectations of competent performance and credentialing activities to insure such, the professions are aware that they must maintain high levels of competence and that Continuing Professional Education (CPE) is a valuable tool in achieving such. This article is a discussion of how CPE can play a significant role in developing and enhancing professional social work practice competency.
ASTD INFO-LINE (1985). Writing better behavioral objectives (Issue 505). Alexandria VA: American Society for Training and Development.
Barker, R. L. (1992). Social work in private practice. (2nd ed.). Washington: NASW Press.Cervero, R. M. (1988). Effective continuing education for professionals. San Francisco: Jossey-Bass.
Cervero, R. M. (1989). Continuing education for the professions. In S. B. Merriam, & P. Cunningham (Eds.), The handbook of adult and continuing education (pp. 513-524). San Francisco: Jossey-Bass.
Code of ethics of the National Association of Social Workers. (1990). Washington, DC: NASW.
Cohen, M. B., & Deri, R. (1992). The dilema of "grandparenting" in state licensure: Confronting the training needs of nondegreed workers. Social Work, 37(2), 155-158
Continuing education workshops. (1994, Spring). University of North Carolina at Chapel Hill School of Social Work.
Cormier, L. S., & Hackney, H. (1987). The professional counselor: A process guide to helping. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Curry, L. & Wergin, J. F. (1993). Educating professionals- Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass.
Davenport, J. (1992). Continuing social work education: The empirical base and practice guidelines. Journal of Continuing Social Work Education,_5(3), 27-30.
Dhooper, S. S., Royse, D. D., & Wolfe, L. C. (1990). Does social work education make a difference. Social Work, 35(1), 57-61.
Dinerman, M., & Geismar, L. L. (Eds.). (1984). A quarter century of social work education. New York: Copublished by: NASW, ABC-CLIO, CSWE [New York].
Educational Policy and Accreditation Standards for Baccalaureate and Master’s Social Work Programs (2015). Alexandria, VA: CSWE.
Elman, N. S., Illfelder-Kaye, J., & Robiner, W. N. (2005). Professional Development: Training for Professionalism as a Foundation for Competent Practice in Psychology. Professional Psychology: Research and Practice, 36(4), 367.
Ewalt, P. L. (Ed.). (1979). NASW conference proceedings: Toward a definition of clinical social work, Washington, DC: NASW.
Falkenheim, J. V., (1993). The education of a clinical social worker: Finding a place for the humanities. Clinical Social Work Journal, 21(1), 85-96.
Freedman, L. (1987). Quality in continuing education: Principles, practices, and standards San Francisco: Jossey-Bass.
Gartner, A. (1976). The preparation of human service professionals New York: Human Sciences Press Behavioral Publications Inc.
Gessner, Q. H. (Ed.). (1987). Handbook on continuing higher education New York: Macmillan.
Gilley, J. W. Eggland, S. A. (1989). Principles of human resource development.
Reading, MA: Addison-Wesley.
Hartman, A. (1990, January). Education for direct practice. Famili_e_s__MS_ocietyi. The Journal of Contemporary Human Services. 71(1), 44-50.
Helper, J. B., & Noble, J. H. (1990). Improving social work education: Taking responsibility at the door. Social Work, 35(2), 126-133.
Houle, C. 0. (1980). Continuing learning in the professions Washington, DC: Jossey-Bass.Hughes, E. C., Thorne, B., DeBaggis, A. M., Gurin, A., & Williams, D. (1973). Education for the professions of medicine, law. theology and social welfare New York: McGraw-Hill Book Company.
Jarvis, P. (1983). Professional education London: Croom Helm.
Kameoka, V. A., & Lister, L. (1991). Evaluation of student learning outcomes in MSW programs. Journal of Social Work education, 3, 251-257.
Kledaras, C. G. (1995, Spring). Continuing education. North Carolina Certification Board for Social Work Update, p. 2.
LeBreton, P. P., Bryant, V. E., Zweizig, D. L., Middaugh, D. G., Bryant, A. G., & Corbett, T. C. (Eds.). (1979). lksaahatisapismainuingsAuratimiapakaismatsi A systems view. Seattle : University of Washington.
Lieberman, F. (Ed.). (1982). Clinical social workers as psychotherapists New York: Gardner Press, Inc.
Loavenbruck, G. (1981). Continuing social work education provision: Trends and future developments, New York: CSWE.
Merriam, S. B. (1984). Adult development: implications for adult education. Columbus, OH: The Ohio State University. (ERIC Document No. NIE C 400 81 0035)
Merriam, S. B., & Caffarella, R. S. (1991). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass Publishers.
NASW. (1991). NASW guidelines on the privatepractic_e_of clinical social work [Brochure]. Silver Spring, MD: Author.
NASW. (1981). NASW standards for the classification of social work practice [Brochure]. Washington, DC: Author.
NASW. (1982). NASW standards for continuing professional education [Brochure]. Washington, DC: Author.
NASW. (1989). NASW standards for the practice of clinical social work [Brochure]. Washington, DC: Author.
Nowlen, P. M. (1988). A new approach to continuing education for business and prpfessionals: The performance model. New York: Macmillan.
O'Neil, M. J. (1984). The general method of social work practice. Englewood Cliffs, NJ: Prentice-Hall Inc.
Openshaw, L. L. (1981). School social work and the handicapped: Assessment and training (Doctoral dissertation, University of Utah, 1981). University Microfilms International, 8127517.
Queeney, D. S., & Smutz, W. D. (1990). Enhancing the performance of professionals: The practice-audit model. In S. L. Willis, & S. S. Dubin (Eds ), Maintaining professional competence: Approaches to career enha _cement, vitality, and Success throughout a work life (pp. 162-187). San Francisco: Jossey-Bass.
Reinhart, M. A., & Keefe, C. W. (1990). Measuring individual differences in clinical competence: The case of emergency medicine. In S. L. Willis, & S. S. Dubin (Eds.), Maintaining professional competence: Approaches to Career enhancements vitality_ and success throughout a work life (pp. 125-146). San Francisco: Jossey-Bass.
Robotham, D. (2003). Learning and training: developing the competent learner. Journal of European Industrial Training, 27(9), 473-480.Saari, C. (1986). Clinical social work treatment. New York: Gardner Press Inc.
Schein, E. H. (1972). Professional education. New York: McGraw-Hill.
Schon, D. A. (1983). The reflective practitioner. New York: Basic Books, Inc.
Spruill, Jean, et al. "Becoming a competent clinician: Basic competencies in intervention." Journal of Clinical Psychology 60.7 (2004): 741-754.
Todd, F. (Ed.). (1987). Planning continuing professional development. London: Croom Helm.
Tyler, R. W. (1949). 13asic principles of curriculum and instruction, Chicago: The University of Chicago Press.
Whyte, L. M. (1979). The effect of certification on the attitudes, wages, and income of critical care nurses (Doctoral dissertation, University of Rochester, 1979). University Microfilms International, 7922970.
Wodarski, J. S. (1986). An introduction to social work education, Springfield, IL: Charles C. Thomas.
How to Cite
Copyright (c) 2016 Mark R. Marquez
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.