Earlier chapters elucidated the complexity of the fluctuating social, political and economic cultures in which current social work practice is embedded. This chapter will examine how reflective engagement as a learning paradigm promotes and supports social work practitioners by offering them a lifelong tool and a technology that will govern an effective response to clients over time. Both the literature and empirical studies carried out in the School of Applied Social Studies in University College Cork (UCC) support this stance (Halton et al, 2007; Dempsey et al, 2008; Murphy et al, 2008, 2010). In particular, this chapter will outline the nature of reflective inquiry and review how it forms and re-forms social workers in relation to continuing professional development (CPD). The roots of reflective inquiry are in educational theory (Dewey, 1933; Schön, 1983; Freire, 1996 [1972]). Its primary tool, the portfolio, is best described as a developmental and formative assessment tool (Lyons, 1998), which can be used at all stages of social work training and in ongoing professional development. As a result, it has the potential for generative and creative learning in the social work context. It can help social workers to reclaim the moral and ethical stance of the profession, and promote a sense of agency among professionals (Fook, 2002; Rath, 2010) through the formation and articulation of professional judgement. We believe that a more informed and proactive professional judgement fortifies the practitioner to face the challenges of the fluctuating cultures and contexts of contemporary postmodern practice (Fook et al, 2000). This chapter will consider the contribution that reflective inquiry can make in terms of helping social workers to respond with thoughtful and intentional deliberation to the many uncertain conditions and contexts of practice. It will also explore the potential of reflective learning in terms of supporting and facilitating practitioners’ ongoing professional development and what Ferguson (2001: 45) has called ‘the re-negotiation of their professional identities’.

Complexity and professional judgement

As the complexity of the social work role has grown, so too have the requirements of social workers, whose work is situated within changing and competing social and political contexts and where presenting problems reflect human intricacy and unpredictability. Social work is an inherently practical and contextual activity that involves making professional judgements about people, service users who do not follow the immutable laws of physics or chemistry.