The Good Lives Model: A Strengths-Based Approach to Rehabilitation

The Good Lives Model (GLM) represents a positive and strengths-based approach to offender rehabilitation. Developed by Tony Ward in 2010, it focuses on promoting personal fulfilment, well-being, and the pursuit of meaningful life goals rather than solely addressing risk factors or deficits. While it differs in emphasis from the traditional Risk-Need-Responsivity (RNR) framework, the GLM complements risk management by providing a more holistic, person-centred and engaging structure for rehabilitation (Ward & Fortune, 2013).

At the core of the GLM lies the belief that all individuals strive to achieve certain “primary human goods.” These are fundamental needs and aspirations that contribute to psychological well-being, such as life, knowledge, creativity, pleasure, spirituality, friendship, community, inner peace, excellence in work and play, and excellence in agency or autonomy. People pursue these goods through “secondary goods,” which are the specific activities or means used to achieve them. For example, running might be a secondary good that satisfies the primary good of excellence in play. However, when individuals lack the internal skills or external resources to pursue these goods in healthy and pro-social ways, they may resort to harmful or illegal behaviours. A person might, for instance, engage in harmful sexual behaviour as a misguided attempt to meet needs for intimacy or inner peace (Willis, Yates, Gannon & Ward, 2012).

The GLM views intervention as a process that helps individuals build the skills, strengths, and supports necessary to pursue their goals without harming others. Practitioners work collaboratively with clients to explore their values, aspirations, and personal definitions of a “good life.” Together, they develop a Good Lives Plan, identifying alternative and socially acceptable ways to meet primary goods while addressing risk factors that could hinder success (Purvis, Ward & Willis, 2011). This approach aims to replace harmful behaviours with positive strategies that allow individuals to live meaningful, fulfilling lives that do not cause harm to others.

Although originally developed for adults who had engaged in sexual offending, the GLM has been successfully adapted for use with children and young people by G-MAP, a UK-based service. This adaptation, known as the GLM-A, simplifies the model’s language and concepts to make them accessible and relevant to younger audiences. In this version, “primary goods” are referred to as “my needs,” while secondary goods are described as “how I meet my needs.” The eleven adult-focused primary goods have been condensed into eight primary needs that are more suitable for young people: having fun, achieving, being one’s own person, having people in one’s life, having purpose and making a difference, emotional health, sexual health, and physical health.

The GLM-A provides a framework for understanding the needs that drive a young person’s behaviour and informs the interventions required to help them meet these needs in appropriate ways. Interventions are carried out collaboratively, involving the young person and their family or carers, and recognising the importance of the wider social and systemic context (Fortune, Ward & Print, 2014).

In Scotland, the G-MAP model has been implemented through the Safer Lives Programme, introduced in 2008. This programme trains practitioners to use the GLM-A as part of their therapeutic work with young people who display harmful sexual behaviour. Initial evaluations of the GLM-A have been highly positive (Leeson & Adshead, 2013). Practitioners reported that the model improved their understanding of young people’s behaviours, enhanced engagement with children and carers, and provided a motivational and hopeful framework for change. Young people themselves found the model easy to understand and empowering, as it helped them recognise why they acted as they did and what steps they could take to change.

Further research into the implementation of Safer Lives in Scotland (Simpson & Vaswani, 2015) found that practitioners viewed the GLM-A as enriching their practice, sometimes by adding useful tools, and at other times by transforming their overall approach. They appreciated the model’s alignment with person-centred and strengths-based values and welcomed its shift away from a purely risk-focused perspective toward one that fosters growth and rehabilitation.

Despite its strengths, some critics have argued that the GLM focuses too narrowly on individual change and does not give enough attention to the social contexts that influence offending behaviour. McNeill and Weaver (2010) suggest that building social capital—such as supportive relationships, community involvement, and legitimate opportunities for participation—is essential to long-term desistance from offending.

Although the GLM and GLM-A have been applied primarily to individuals engaging in harmful sexual behaviour, the principles are equally relevant to other forms of offending. By focusing on personal growth, well-being, and the pursuit of pro-social goals, the GLM offers a promising framework for a wide range of rehabilitative practices.

In conclusion, the Good Lives Model and its adaptation for young people mark an important shift in offender rehabilitation, moving from a focus on risk and deficit toward one of growth, meaning, and human potential. By understanding and addressing the underlying needs that drive behaviour, the GLM empowers individuals to build better lives for themselves and safer communities for others.

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Supporting Adults with Autism: Best Practice Approaches in Social Work

Introduction

Autism spectrum disorder (ASD) is a lifelong developmental condition that affects how individuals perceive the world, process information, and relate to others. While much attention has historically been directed toward children with autism, recognition of the needs of autistic adults has been steadily growing in recent years. Research suggests that around 1% of the UK adult population, equating to roughly 700,000 people, are on the autism spectrum. Despite this significant figure, adults with autism often experience barriers in accessing support, navigating social services, and achieving independence in their daily lives.

Social workers are uniquely positioned to address these challenges by providing person-centred, strengths-based support that promotes wellbeing, independence, and inclusion. The Manual for Good Social Work Practice: Supporting Adults Who Have Autism (2015), commissioned by the Department of Health, offers practical guidance and values-based frameworks to improve outcomes for autistic adults and their carers. This essay critically examines the principles and practices outlined in the manual, with reference to the Care Act 2014 and the Mental Capacity Act 2005, highlighting best practice approaches in assessment, communication, carer support, crisis intervention, stress management, and advocacy.

Understanding Autism and Its Implications

Autism is described by the National Autistic Society as a “lifelong developmental disability that affects how a person communicates with, and relates to, other people, and how they make sense of the world around them.” Autism is a spectrum condition, meaning individuals share certain traits but experience them in unique ways. While some autistic adults live independently, others require specialist lifelong support due to co-occurring learning disabilities or sensory differences.

One of the greatest misconceptions is that autism manifests in a uniform way. In reality, the adage “if you’ve met one person with autism, you’ve met one person with autism” is particularly true. This underscores the necessity of person-centred approaches in social work. Each autistic adult has their own strengths, needs, coping mechanisms, and goals, which must be recognised without assumption. Furthermore, many autistic individuals experience heightened anxiety due to sensory overload, communication barriers, or difficulties adapting to change. Understanding these factors is fundamental for effective practice.

Core Principles of Social Work with Adults with Autism

The manual emphasises that good social work with autistic adults must be grounded in the principles of the Care Act 2014. These include promoting individual wellbeing, preventing or delaying the need for support, providing person-centred care, and supporting carers. For social workers, this means not only addressing needs but also recognising capabilities, fostering independence, and supporting community inclusion.

Ethical practice requires respect, empathy, and partnership working. Social workers should adopt a strengths-based lens, focusing on what individuals can do and how they can achieve their goals, rather than viewing autism through a deficit model. Additionally, the Mental Capacity Act 2005 requires practitioners to assume capacity unless proven otherwise, ensuring that autistic adults are supported to make decisions rather than having decisions made for them. These legal and ethical frameworks shape every aspect of practice.

Assessment Practices

Assessment is one of the most critical tasks in social work, but also one of the most complex when supporting autistic adults. The manual warns against condition-specific or assumption-based assessments. Instead, practitioners must invest time to build rapport, understand the individual’s perspective, and tailor the process to their communication style and pace.

Practical considerations include minimising repetition, scheduling short and focused visits, and ensuring the assessment environment is calm and sensory-friendly. Social workers should ask open but clear questions about relationships, daily routines, sources of stress, and goals for the future. Importantly, assessments must account for fluctuating abilities and co-existing conditions, as some adults may present differently depending on context.

Creative approaches are encouraged, such as using visual aids, structured agendas, or stress management plans co-designed with the person. For example, agreeing on contingency plans for stressful situations, or using health passports to reduce repetition at medical appointments. Such strategies respect the person’s autonomy while promoting clarity and accuracy in assessment outcomes.

Communication Strategies

Communication is often one of the most significant barriers faced by autistic adults, making this a vital area of social work practice. Clear, consistent, and respectful communication can foster trust and reduce anxiety. The manual highlights several best practices:

Preparation and consistency: Social workers should provide advance notice of meetings, share agendas, and keep appointments punctual. Changes in routine, appearance, or setting should be minimised where possible.
Avoiding jargon: Abstract language, metaphors, or ambiguous phrases can cause confusion. Clear, concrete language should be prioritised.
Respecting silence: Many autistic adults require additional processing time. Allowing silence, rather than rushing to fill it, demonstrates patience and respect.
Alternative communication modes: Some individuals may prefer written communication, email, or visual aids. Flexibility in communication methods is essential.

Trust-building is central. Consistency in behaviour, transparency about what is achievable, and sensitivity to sensory issues (such as noise, lighting, or strong perfumes) can help autistic adults feel safe and respected. Importantly, communication must be collaborative, enabling the individual to co-author their support and exercise choice.

Supporting Carers and Families

Carers—whether family members, friends, or partners—play a crucial role in supporting autistic adults, but they too need recognition, validation, and support. The Care Act 2014 establishes carers’ rights to assessment in their own right, acknowledging their needs as distinct from those of the cared-for person.

Social workers must avoid assumptions about carers, especially when parents of autistic adults are themselves autistic. Stigma and mistrust of services are common, stemming from past experiences of blame or exclusion. Good practice involves recognising carers as experts in the person’s life, consulting them respectfully, and planning for the long-term future when carers may no longer be able to provide support.

Supporting carers also means enabling them to pursue their own wellbeing, employment, and social lives. Facilitating access to respite, peer support networks, and community groups can help carers sustain their role without experiencing burnout. Ultimately, supporting carers is inseparable from supporting autistic adults, as both are deeply interconnected.

Crisis Intervention

Autistic adults often face unique challenges in times of crisis, whether related to mental health, social changes, or sensory overload. Effective crisis intervention requires preparation, empathy, and collaboration.

The manual emphasises understanding the individual’s own definition of crisis, which may differ significantly from a professional perspective. For example, a delayed bus may trigger overwhelming distress, while a seemingly “serious” issue may not be perceived as such by the person. Respecting this subjectivity is key.

Pre-emptive planning—such as role-playing scenarios, identifying triggers, and creating safety plans—can help reduce the intensity of crises. Social workers should remain calm, self-aware, and avoid reactive “knee-jerk” responses. At times, firm decision-making may be required to prevent harm, but this must be balanced with respect for autonomy and dignity.

Multi-agency collaboration is critical, as autistic adults often “fall through the gaps” between services. Social workers should coordinate with health professionals, mental health teams, and voluntary organisations, advocating for reasonable adjustments and rapid access to appropriate support.

Stress, Coping, and Minimisation

Stress is a near-constant factor for many autistic adults. What might seem trivial to others—such as a change in bus schedule, an unfamiliar environment, or sensory discomfort—can feel overwhelming. Social workers must approach these stressors with empathy rather than dismissal.

The manual highlights the risk of minimisation, where autistic adults may downplay their struggles as a coping strategy. Social workers should remain attentive, validate experiences, and encourage honest dialogue about stress. Special interests, often stereotyped as obsessions, can in fact serve as valuable coping mechanisms and sources of joy. Practitioners should respect and integrate these interests into support planning rather than pathologising them.

Parallel and contingency planning are also recommended. By preparing for multiple outcomes, autistic adults can feel more secure in navigating change and uncertainty. For example, if a preferred activity is cancelled, having an alternative plan in place can prevent escalation of anxiety.

Representation, Advocacy, and Wider Practice Issues

Advocacy is an essential component of social work with autistic adults, particularly when individuals face barriers in expressing their needs, navigating services, or challenging discrimination. Independent advocates can help ensure voices are heard, rights are respected, and decisions are genuinely person-centred.

Beyond individual cases, social workers also contribute to systemic change. By promoting autism awareness, challenging stereotypes, and building inclusive community services, they help create environments where autistic adults can thrive. This aligns with the Care Act’s emphasis on prevention, wellbeing, and community capacity building.

The manual also warns against deficit-based labels such as “high-functioning” or “low-functioning,” which oversimplify complex realities and can obscure genuine needs. Instead, practitioners should focus on practical support and empowerment, recognising that needs vary across contexts and over time.

Conclusion

Supporting adults with autism requires more than technical knowledge—it demands empathy, patience, flexibility, and a commitment to person-centred practice. Social workers must balance legal frameworks with ethical values, ensuring that autistic adults are empowered to live meaningful lives within their communities.

Best practice includes conducting holistic and creative assessments, fostering trust through clear communication, supporting carers as partners, preparing for crises with calm professionalism, and addressing stress with empathy and planning. Advocacy and representation further ensure that autistic adults are not marginalised but instead are recognised as equal participants in society.

As awareness of autism continues to grow, social workers must adapt, learn, and reflect, recognising that each individual’s journey is unique. The guidance provided in A Manual for Good Social Work Practice: Supporting Adults Who Have Autism offers a foundation, but it is through ongoing practice, reflection, and partnership with autistic people themselves that the profession can truly deliver the best outcomes.

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Trauma informed Social Work Practice

Trauma-informed social work practice is an approach to social work that takes into account the impact of trauma on the lives of individuals, families, and communities. This approach recognizes that trauma can have long-term effects on a person’s mental health, physical health, and well-being, and that individuals who have experienced trauma require specialized care and support.

The goal of trauma-informed social work practice is to create a safe and supportive environment for individuals who have experienced trauma. This approach emphasizes the importance of building trust and collaboration with clients, as well as empowering clients to make decisions about their own care. Trauma-informed social work practice also recognizes the role that societal and institutional trauma can play in the lives of individuals, and seeks to create change at a systemic level.

One of the key principles of trauma-informed social work practice is understanding the prevalence of trauma. Research has shown that a significant percentage of the population has experienced some form of trauma in their lives. This trauma can range from individual experiences, such as physical or sexual abuse, to collective experiences, such as discrimination or systemic oppression. Understanding the prevalence of trauma is essential in creating an environment that is sensitive to the needs of individuals who have experienced trauma.

Another principle of trauma-informed social work practice is the importance of safety. Trauma can create feelings of fear, anxiety, and vulnerability, which can make it difficult for individuals to engage in social work services. Trauma-informed social work practice emphasizes the importance of creating a safe environment for clients, both physically and emotionally. This may involve providing privacy and confidentiality, ensuring that clients have control over their own care, and creating a space that is calm and welcoming.

Trauma-informed social work practice also emphasizes the importance of empowerment. Clients who have experienced trauma often feel disempowered and may have difficulty trusting others. Trauma-informed social work practice seeks to empower clients by providing them with information, support, and tools to help them make decisions about their own care. This may involve working collaboratively with clients, recognizing their strengths and resources, and supporting them in setting goals that are meaningful to them.

Cultural humility is also a key aspect of trauma-informed social work practice. Social workers must recognize the ways in which cultural differences can impact the experience of trauma, as well as the ways in which cultural beliefs and practices can be a source of strength and resilience. Cultural humility involves recognizing one’s own cultural biases and limitations, and working to create a culturally responsive and inclusive environment for clients.

Finally, trauma-informed social work practice recognizes the importance of collaboration and partnership. Addressing the impact of trauma requires a multidisciplinary approach, and social workers must work collaboratively with other professionals, such as mental health providers, medical professionals, and educators. Trauma-informed social work practice also recognizes the importance of community partnerships, and seeks to create partnerships with community organizations and leaders to create a more supportive and responsive environment for individuals who have experienced trauma.

In conclusion, trauma-informed social work practice is an approach to social work that recognizes the impact of trauma on the lives of individuals, families, and communities. It emphasizes the importance of understanding the prevalence of trauma, creating a safe and empowering environment for clients, practicing cultural humility, and collaborating with other professionals and community partners. By adopting a trauma-informed approach, social workers can provide more effective care and support to individuals who have experienced trauma, and contribute to creating a more just and equitable society.

Introduction to “Self” and “Use of Self” in Social Work

The concept of “self” is essential in social work practice. Yet, there is no universal agreement on what “self” means, leading to challenges in applying and teaching “use of self.” This term refers to the ways social workers use their personalities, insights, and emotional responses to engage with clients. The article seeks to define “self” within a theoretical framework that social workers can rely on for effective practice.

Theories of “Self” in Developmental Psychology

Trevithick delves into infant psychological development to explain how a sense of self emerges. The theories examined include:

Bowlby’s Attachment Theory: Describes “internal working models” formed in early caregiver relationships, shaping individuals’ future attachments and self-perceptions.
Feminist Perspectives on Gendered Self: Feminist theories argue that identity formation is influenced by societal roles, often creating distinct gendered expectations and identities for boys and girls.
Psycho-Social Development Models: Several models (e.g., Erikson’s stages of psycho-social development, Piaget’s cognitive development stages) view human development as a series of stages shaped by relationships and experiences, each contributing to self-identity.

Core Concepts of Self

The “self” can be described with various characteristics:

Core vs. Adaptive Self: The “core self” is a stable inner identity, while the “adaptive self” reflects how individuals adjust to different contexts.
Public and Private Self: Some aspects of “self” are public (how one behaves socially), while others are private, more intimate, and inner-directed.
True and False Self: Introduced by Winnicott, the “true self” represents one’s authentic nature, while the “false self” is a defensive response to protect the “true self” in adverse environments.

Bowlby’s Internal Working Models

These models are mental frameworks developed from early experiences that guide expectations in future relationships. For social workers, understanding their own internal working models, as well as those of clients, helps create more supportive interactions.

Non-Verbal Communication in Social Work

The article highlights the importance of non-verbal cues in social work, which often reveal underlying emotions and states. Practitioners should be adept at reading body language, tone, and expressions to understand clients better. This skill enhances the “use of self” by allowing social workers to respond empathetically and intuitively.

Self-Awareness and Reflexivity

Self-awareness is fundamental in the “use of self,” enabling practitioners to recognize their reactions, biases, and emotions. This awareness aids social workers in maintaining objectivity and empathy, vital for effective client interactions. Trevithick emphasizes that self-awareness should be continuously cultivated through reflection, emotional honesty, and a “curious exploration of self.”

Developing a Coherent Framework for “Use of Self”

Trevithick proposes a theoretical framework linking three elements:

Internal Working Models: Practitioners should recognize how these models influence their reactions and interactions.
Communication Theory: Understanding non-verbal cues enriches the relational dynamics of social work.
Self-Awareness: Reflecting on one’s behavior, beliefs, and emotions is key to developing a responsive and ethical practice.

Conclusion

The article emphasizes that to apply “use of self” effectively, social workers need a coherent framework grounded in psychological theories, communication skills, and self-awareness. This approach fosters genuine connections and therapeutic relationships in social work, highlighting the profession’s relational essence and commitment to client-centered care.

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Strengths-Based Approaches in Social Work

Strengths-based approaches (SBAs) in social work represent a significant shift from traditional models that often focus on deficits and needs. Instead, SBAs prioritize the inherent strengths, assets, and capacities of individuals, families, and communities. This philosophical and practical approach encourages empowerment, resilience, and co-production, aiming to improve well-being and foster independence. Emerging prominently after the implementation of the Care Act 2014 in England, SBAs have become a central framework for adult social care, emphasizing personal well-being and outcomes-focused practices. This article explores the theoretical foundations, implementation strategies, challenges, and impacts of SBAs, drawing on findings from a comprehensive study conducted between 2020 and 2021.

The theoretical underpinning of SBAs lies in a salutogenic perspective, which prioritizes health and capacity over pathology and deficiency. Saleebey’s seminal work in 2009 emphasized focusing on the strengths and resources available to individuals rather than their problems. This approach aligns with the values of self-determination and human resilience, urging practitioners to view individuals as active agents capable of participating in their own care. Central to this perspective is the belief that by identifying and leveraging existing strengths—whether within individuals, their communities, or their broader networks—greater autonomy, independence, and long-term well-being can be achieved.

In practice, SBAs have been embraced by many local authorities in England as part of their adult social care strategies. The study referenced here used a two-stage design to understand how SBAs are being implemented and what outcomes they generate. The first stage involved an online survey completed by 32 social care practitioners, including social workers, managers, and commissioners. The second stage comprised in-depth interviews with ten participants from the survey cohort, allowing for nuanced insights into the practical application of SBAs.

Implementation of SBAs varied widely across different settings, from mental health services to safeguarding teams and community-led support initiatives. Many practitioners employed specific models, such as the “Three Conversations” approach, which focuses on listening, intensive work, and building a better life for service users. However, most respondents reported adapting these models to fit their local context, creating hybrid frameworks tailored to organizational needs and individual circumstances. For some, SBAs were not confined to a specific method or toolkit but represented an overarching ethos influencing all aspects of practice, from policy formulation to frontline interactions.

Training played a vital role in the adoption of SBAs, equipping practitioners with the skills and knowledge required to integrate these principles into their work. While many participants expressed satisfaction with the training they received, others noted that it often reiterated existing practices rather than introducing genuinely innovative concepts. This reflects a broader challenge in conceptualizing SBAs, as many practitioners felt they were already applying similar principles under other frameworks, such as person-centered or personalized care. The lack of a clear, distinctive definition of SBAs sometimes led to confusion about their unique contributions to social work.

The impact of SBAs on service users has been overwhelmingly positive, fostering a sense of control, engagement, and hope. By emphasizing strengths rather than deficiencies, SBAs help individuals feel valued and empowered, encouraging active participation in managing their own care. For many, this approach has led to improved well-being, greater trust in social care services, and enhanced independence. Community-level benefits have also been observed, with stronger relationships, better support for carers, and increased utilization of local resources contributing to a more holistic care environment.

Social care practitioners themselves reported significant benefits from adopting SBAs. Many felt a renewed sense of purpose and professional identity, as the approach allowed them to move beyond procedural tasks and focus on meaningful, person-centered interactions. This shift not only improved their job satisfaction but also fostered creativity and autonomy, enabling them to explore innovative solutions to complex problems. However, these positive outcomes were not universal. Some practitioners experienced increased anxiety due to the heightened responsibility and autonomy required by SBAs, particularly when operating in resource-constrained environments. The lack of sufficient managerial support or reassurance compounded these challenges, underscoring the need for robust organizational structures to support SBA implementation.

Organizational processes have also been significantly influenced by SBAs, with many local authorities streamlining bureaucratic systems to align with the ethos of the approach. Simplified assessment forms, reduced paperwork, and more efficient triaging systems have not only saved time but also improved the quality of interactions between practitioners and service users. For example, shifting the focus from procedural compliance to meaningful conversations has enhanced the immediacy and relevance of care provided at the first point of contact. Nevertheless, these systemic changes often required significant restructuring and resource investment, posing challenges for organizations operating under financial constraints.

Despite the many benefits of SBAs, their implementation is not without challenges. Resource limitations, both in terms of funding and workforce capacity, emerged as a critical barrier. Many practitioners found it difficult to consistently apply SBA principles in the face of high workloads and limited time for in-depth assessments. Additionally, existing financial and commissioning systems often conflicted with the ethos of SBAs, requiring practitioners to adapt or compromise their approaches to meet organizational requirements. The COVID-19 pandemic exacerbated these issues, highlighting the fragility of community resources and the increasing demands on social care services.

A key area of concern is the potential for SBAs to inadvertently place undue responsibility on individuals, particularly in cases where systemic or structural barriers limit their capacity to act on their strengths. For instance, emphasizing personal resilience without addressing broader social inequalities risks alienating or further marginalizing vulnerable individuals. Practitioners also noted that not all service users were receptive to the SBA ethos, with some preferring more traditional, directive forms of support. These challenges highlight the need for a nuanced application of SBAs, balancing individual empowerment with systemic support and structural change.

Looking ahead, the future of SBAs in social work depends on addressing these challenges and building a stronger evidence base for their effectiveness. While qualitative data from practitioners underscores the transformative potential of SBAs, robust quantitative evaluations are needed to capture their full impact. Engaging directly with service users and their carers will also be crucial in understanding how these approaches intersect with lived experiences and contribute to long-term well-being. Policymakers must ensure that sufficient resources and systemic support are available to sustain the adoption of SBAs, recognizing their potential to reshape social work practice and improve outcomes for all stakeholders.

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The Importance of Workplace Learning for Social Workers

Workplace learning is a crucial element for the ongoing professional development of social workers across their careers. Drawing on recent empirical evidence from Scotland, it becomes clear that learning through practice in the workplace offers rich opportunities that are often undervalued or under-recognised both by individuals and by the organisations that employ them. Understanding the complexity of how social workers learn through daily tasks and in diverse workplace settings invites a reconceptualisation of workplace learning strategies. This Insight seeks to highlight the importance of recognising and intentionally supporting learning in the workplace as a fundamental component of professional growth for social workers.

Social work education and continuous professional development are shaped by varying frameworks and regulatory structures across the UK. In Scotland, the Scottish Social Services Council (SSSC) regulates both qualifying education and continuing professional learning requirements. Although there are requirements for ongoing learning to maintain registration, there is no formal post-qualifying learning framework, creating inconsistencies in access to learning opportunities. Ongoing changes, such as the move toward a National Care Service, add to the uncertainty and highlight the need for a structured approach to workplace learning that appreciates the ambiguous and dynamic nature of social work roles and tasks.

Social work learning is usually understood to include the development of skills and competences which enable practitioners to undertake a role which is rooted in human rights and social justice, where ethical practice needs to be negotiated within a work role where there are competing moral, legal, organisational and policy demands.
(Ferguson, 2021, p20)

Understanding how social workers learn within the workplace environment requires a multi-dimensional view. Influences include the ways organisations support learning, how individuals perceive their learning needs, and how professional learning and development are balanced across formal, informal, and self-directed activities. Workplace learning is often shaped by broader theories from adult education and learning culture research. Experiential and reflective learning is central to social work practice, where autonomy, motivation, and the emotional and physical realities of work deeply influence how learning occurs. Learning environments can either enable or restrict development depending on how workplaces are structured and how tasks are allocated and supported.

Workplace learning theories offer valuable perspectives in understanding social workers’ professional development. Theories emphasise that workplaces can be expansive or restrictive in offering learning opportunities. Models such as those by Illeris stress the interplay between individual and organisational factors, suggesting that work tasks and environments dynamically influence learning. For social workers, the diversity of tasks and settings means that their learning experiences are uniquely complex compared to many other professions.

Social workers’ learning experiences are best conceptualised as a web of sensory and emotional engagements across spaces and tasks. Themes such as the journey of self, learning through others, and learning by chance weave together individual learning narratives. Understanding this intricate web can inform effective strategies for professional development and organisational planning.

Professional development for social workers is a continuous personal journey rather than a checklist of skills. Embodied experiences, personal motivation, and the integration of professional identity with personal values are central to how learning is experienced. Social workers often navigate feelings of both readiness and unreadiness throughout their careers, reflecting the complexity and demands of the profession. Workplace learning is not static but evolves in tandem with personal biography and professional experiences.

The diverse and often extraordinary nature of social work workplaces further enriches learning. Settings such as hospital wards, courtrooms, and private homes expose social workers to intense physical and emotional experiences. Sensory experiences—smells, sounds, textures—play a significant role in how social workers learn and reflect on practice. Moreover, the legislative and policy context, organisational cultures, and the degree of physical proximity to other social workers all influence learning environments.

You have to think through your senses … thinking about domestic violence, parental substance misuse, what children’s lived experiences are, a lot of that comes through your senses. You can’t pin it down to what you know, to what you see, it’s what you feel, what you smell, all these different things and you know this is just as, if not more, important than some of the bigger grandiose stuff.
(Danny, in Ferguson, 2021, p151)

The complexity of practice tasks also shapes learning. Social workers frequently deal with unpredictable, high-stakes situations where there are no clear right or wrong answers. Through practice, they learn to navigate moral, legal, and organisational tensions. The immediacy and seriousness of their responsibilities—often involving life-altering decisions—underscore the importance of experiential learning that formal training alone cannot replicate.

There’s not a rule book you know, we have all got these practice guidelines and things like that but when it comes down to the minutiae there is not a yes or a right answer for lots of things that we do… sometimes if we do the same thing twice some people might say that one was right and that one wasn’t right.
(Boab, in Ferguson, 2021, p92)

Learning from those who use social work services is a foundational component of professional learning. Direct engagement with individuals, children, families, and communities provides critical insights into human experiences, risks, and realities that textbooks cannot convey. Through these interactions, social workers develop a deeper understanding of social contexts, family dynamics, and the consequences of systemic neglect or support.

The role of peer learning is another vital element. Formal and informal interactions with other social workers significantly contribute to professional identity formation and skill development. However, changes in organisational structures and the rise of multi-professional environments have reduced opportunities for social workers to learn exclusively with and from each other. This highlights a need for dedicated spaces for social worker-specific learning alongside interdisciplinary education.

Physical and emotional labour are often underestimated aspects of social workers’ learning. Navigating high-stress environments and emotionally charged situations requires more than technical knowledge; it demands resilience, emotional intelligence, and bodily awareness. Sensory experiences and emotional responses are integral to critical reflection and long-term professional growth. Negative emotions such as fear, anxiety, and shock often shape profound learning moments and underscore the challenges inherent in the role.

Significant elements of social workers’ learning often happen by chance. Where a social worker is placed, the tasks they are assigned, and the colleagues they interact with can have lasting impacts on their professional trajectory. Current planning around placements and task allocation can be inconsistent, leading to variable learning opportunities. Recognising and addressing this randomness can strengthen professional development structures and create more cohesive learning pathways.

Finally, organisational practices have a crucial role in enhancing workplace learning. Despite rhetoric recognising broad approaches to learning, organisations often default to mandatory, generic training as the primary model for professional development. Research suggests that integrating workplace learning more fully into strategic planning and recognising its value as part of daily practice can improve outcomes. Effective workplace learning practices include thoughtful allocation of tasks, support for reflective practice, and encouragement of peer learning.

Social workers undertake extraordinary work in challenging and diverse environments. Their learning is not incidental but deeply embedded in the daily practice of their roles. Recognising, supporting, and strategically planning for workplace learning are critical to fostering resilient, skilled, and reflective practitioners. Understanding workplace learning as an essential—not peripheral—part of professional development can ensure that social workers are better equipped to meet the evolving demands of their profession and the needs of the communities they serve.

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