Personal Change of Social Work Students through Establishing the Relationships in Professional Practice
DOI:
https://doi.org/10.17770/sie2015vol1.293Keywords:
client, personal change, social work, studentAbstract
The article presents the results of qualitative research carried out with 53 social work students in Lithuania. The research focused on the personal change in social work students taking place during the professional practice in which students establish relationships with different participants in the practice. . The use of unstructured reflection as a data collection method enabled students to remember, think over and put their practice experiences in writing. The data were analysed by applying grounded theory (Strauss & Corbin, 1990). Findings revealed that social work students differently experience the establishment of relationships in the professional practice. These experiences lead to students’ professional growth and personal change. The findings provide an opportunity to deepen the knowledge about students’ experiences of relationships. These new experiences can promote students’ self-awareness, the change of worldviews, beliefs and values as well as adding the new trends for the analysis of goals in professional practice of social work.
References
Barlow, C., Hall, B. L. (2007). “What about Feelings?”: A Study of Emotion and Tension in Social Work Field Education. Social Work Education, 26(4), 399-413.
Chawane, T., Vuuren, L., Roodt, G. (2003). Personal Change as a Key Determinant of The Outcomes of Organisational Transformation Interventions. A Journal of Human Resource Management, 1(3), 62-76.
Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. (2nd Ed.). Thousand Oaks, California: Sage Publications.
Edwards, M., Sen, G. (2000). NGO’S, Social Change and The Transformation of Human Relationships: A 21st Century Civic Agenda. Third World Quarterly, 21(4), 605-616.
Fortune, A. E., McCarthy, M., Abramson, J. S. (2001). Student Learning Processes in Field Education: Relationship of Learning Activities to Quality of Field Instruction, Satisfaction, and Performance Among MSW Students. Journal of Social Work Education, 37(1), 111-124.
Heydt, M. J., Sherman, N. E. (2005). Conscious Use of Self: Tuning the Instrument of Social Work Practice with Cultural Competence. The Journal of Baccalaureate Social Work, 10(2), 25-40.
Litvack, A., Mishna, F., Bogo, M. (2010). Emotional Reactions of Students in Field Education: an Exploratory Study. Journal of Social Work Education, 46(2), 227-243.
Neuman, K. M., Friedman, B. D. (1997). Process Recordings: Fine-Tuning an Old Instrument. Journal of Social Work Education, 33(2), 237-244.
Orb, A., Eisenhauer, L., Wynaden, D. (2001). Ethics in Qualitative Research. Journal of Nursing Scholarship, 33(1), 93-96.
Raudeliunaite, R. (2010). Experience in Study Practice of Social Work Students: Analysis of Written Reflections. Social Work. Research Papers, 9(2), 48-55.
Reupert, A. (2009). Students‘ Use of Self: Teaching Implications. Social Work Education, 28(7), 765-777.
Strauss, A., Corbin, J. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13(1), 3-21.
Urdang, E. (2010). Awareness of Self-A Critical Tool. Social Work Education, 29(5), 523-538.
Young, J. C. (2013). Understanding Transfer as Personal Change: Concerns, Intentions, and Resistance. New Directions for Adult and Continuing Education, 137, 71-82. doi: 10.1002/ace.200.
Downloads
Published
Issue
Section
How to Cite
