ABSTRACT
In the past two decades there has been much discussion of how to enhance professionalism in probation. Professionals working in probation now have at their disposal a range of relevant knowledge about the subject and a variety of evidence-based methods, behavioural interventions and instruments. In general, professionals in probation see this new knowledge as useful and important support in exercising their profession; but it also raises questions for them (Geuijen et al., 2010; Hermanns and Menger, 2009). One primary question is how they can use their discretion when working with detailed structured protocols (as, for example, in accredited programmes). Another is the appreciation of their tacit knowledge, based on experience, in a setting where evidence-based working has become the overall norm. For some, the question even arises whether the protocols and instruments are strengthening or – to the contrary – at odds with their professionalism.
