Abstract
ABSTRACT The following paper will apply a social constructionist paradigm to the concepts of the reflective self, creativity and intuition as valuable skills in social work practice education. The students' learning process and their integration of self-reflective, intuitive and creative knowledge and skills will be illustrated through excerpts from their final papers in an advanced social work practice course taught by this instructor. A qualitative analysis will focus on three main themes that emerged from these final papers: learning from the client, the use of intuition, and helplessness and omnipotence. The author's underlying thesis is that on-going self-examination, intuitive knowledge and a creative use of self are not only crucial skills in clinical practice in general but should continue to be emphasized in social work practice education.
Published Version
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