Social Work Students and Self-awareness: How does it happen?

Abstract

Do student social workers develop the capacity to reflect and develop awareness of their own attitudes and values? If they do, what is significant in the process? These are seen as important elements of teaching for social work practice. Writers about teaching and learning suggest that learning is likely to be deeper or more connected to practice when it includes reflection: the ability to connect new information with personal meaning or past experiences [Salmon P. (1988) Psychology for Teachers: An Alternative Approach (Hutchinson); Kolb, D.A., Rubin, I.M. & Osland, J. (1991) Organisational Behavior: An Experiential Approach, 5th edn (Englewood Cliffs, NJ, Prentice Hall)]. I decided to explore these questions with ten graduating students from the social work course in which I teach, most of whom were mature age students with some relevant experience in the field. I used a semi-structured interview with each of them. All of the students felt this was a significant area in the course, nine were able to give examples of increased self-awareness and eight changes in values and attitudes. This had come about in a variety of ways; significant factors being the introduction of new knowledge, interactions with other students both formally and informally, their experience of the student group, the culture of the course, field work and making connections across classes. The use of small group work and exercises, having to articulate their values and modelling by lecturers were also seen as important.