Tolerance of Ambiguity: Individual Differences and Teaching

Abstract

Uncertainty is inherent in social work practice, yet there is minimal research in the profession's literature on ambiguity tolerance or its implications for professional socialization and education. There is substantial evidence that ambiguity tolerance is a stable personality trait or cognitive style. In light of such evidence, professional education should acknowledge individual differences and include pedagogical strategies that promote student self- awareness, make explicit student differences in tolerance of ambiguity, and consider implications for practice. This teaching note first discusses the construct of tolerance of ambiguity and the need for educators' attention to it as a variable and stable characteristic in students. Teaching strategies for future social work practitioners, including the measurement of ambiguity tolerance; adaptations to traditional uses of case studies; and uncertainty management strategies are presented to address these issues in the classroom.