Navigating Student Self-Disclosure Through a Relational Lens: Examples of Increased Self-Awareness from a Social Work Classroom

Abstract

Self-disclosure is a nuanced practice issue that often generates complex questions for even the most seasoned clinicians. While the social work literature has grappled with this intricate topic as it pertains to clinicians, field supervisors and social work instructors, there is little discussion about student self-disclosure within the classroom. Despite the focus on self-awareness within social work education, there is a gap in the literature regarding how to best prepare students for appropriate engagement in self-disclosure. This paper offers a relational perspective for navigating student self-disclosure in the classroom and posits that carefully attending to students’ disclosures offers profound opportunities for grasping concepts pivotal to the process of social work practice: transference-countertransference responses, self-other boundaries, and relational vulnerability. Such a perspective also informs the manner in which instructors respond to and work with students’ disclosures. Case examples from a social work classroom are offered to illustrate the value of a relationally-informed approach to student self-disclosure.