Abstract
This mixed-method in vivo exploratory study examines the learning strategies that prepare students for social work practice and shows that these strategies can make a measurable difference. Though many authors have called for self-awareness to promote cultural sensitivity, the concept of the integrated personal/professional self has not previously been defined, operationalized, or formally validated with any instrument. From 1999 to 2004, a total of 24 Title IV-E stipend students explored personal life issues through an individualized “SELF” course. Thematic analyses and t-tests of alumni data showed significant improvement in cognitive and ethical development, burnout reduction, and competency enhancement by participation in SELF.
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