First published in 1999, in the light of recent moves towards deprofessionalisation and instrumentalism, Karen Lyons has conducted extensive research into the challenges facing social work training as a higher education discipline. Here, these challenges are located in a discussion of wider changes in both higher education and the personal social services, and are also linked to debates about professional education and the nature of knowledge. The analysis is based on original data and includes reference to pedagogical and cultural factors, and to internal and external policies which might make social work viable or vulnerable in the higher education context. This multi-disciplinary perspective reflects a characteristic of social work study itself - a quality which might be seen as either problematic or as a strength. The book concludes that, while the future scale and form of the social work subject area lie partly outside the control of social work educators, they have a key role to play in the development of the discipline. This includes the promotion of research, which should underpin the creation of knowledge and inform professional practice in the changing field of personal social services.

Social work has always been a contested activity and its status as an academic discipline remains uncertain. There is currently renewed interest in the theoretical and research dimensions of social work, at a time when significant changes in the broad social, political and economic context in which practice takes place require a re-evaluation of social work's role and a re-examination of its identity. This timely book brings together leading social work academics to examine the state of social work at the beginning of the 21st century. With their focus on the relationships between research, theory and practice, they reflect critically on the nature of social work as a discipline in higher education and the importance of this to the profession as a whole. The book represents an exploratory conversation among social work academics about the current state and future aspirations of the discipline and the profession. It aims to stimulate wider debate about the dominant constraints and opportunities for social work in the 21st century.

This collection charts the key developments in the social work field from 1970 to the present day and shows how by fully understanding social work's past, we can make better progress for practitioners and service users in the future. It brings together a broad collection of experts from across social work who trace how thinking and approaches to practice have changed over time, examine key legislative developments in the field, look at the impacts of major inquiries and consider the re-emergence of certain specialisms. Providing students and practitioners of social work and social policy with a full picture of the evolution of social work, it also shares important insights for its future directions.

This collection charts the key developments in the social work field from 1970 to the present day and shows how by fully understanding social work's past, we can make better progress for practitioners and service users in the future. It brings together a broad collection of experts from across social work who trace how thinking and approaches to practice have changed over time, examine key legislative developments in the field, look at the impacts of major inquiries and consider the re-emergence of certain specialisms. Providing students and practitioners of social work and social policy with a full picture of the evolution of social work, it also shares important insights for its future directions.

First published in 1999, in the light of recent moves towards deprofessionalisation and instrumentalism, Karen Lyons has conducted extensive research into the challenges facing social work training as a higher education discipline. Here, these challenges are located in a discussion of wider changes in both higher education and the personal social services, and are also linked to debates about professional education and the nature of knowledge. The analysis is based on original data and includes reference to pedagogical and cultural factors, and to internal and external policies which might make social work viable or vulnerable in the higher education context. This multi-disciplinary perspective reflects a characteristic of social work study itself - a quality which might be seen as either problematic or as a strength. The book concludes that, while the future scale and form of the social work subject area lie partly outside the control of social work educators, they have a key role to play in the development of the discipline. This includes the promotion of research, which should underpin the creation of knowledge and inform professional practice in the changing field of personal social services.

This work presents information and ideas about the role and organization of social workers in selected EC countries particulary, France and Germany. Comparisons are made of national policies and practice in relation to specific client groups, and new concerns requiring common responses are identified. This discussion is put in the context of an emerging social agenda of the European Community. The authors argue that EC social policies in relation to citizenship, participation and marginalization are consistent with the aims and concerns of social workers, and relevant to its future development at national and European level.