Talking about emotion: how are conversations about emotion enabled in the context of social work practice education?

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    It is widely acknowledged that emotion is a potent force in social work practice and practice education which can have a significant impact on both practice and practitioner experience. So too, is the recognition that social work students may face higher levels of stress than their qualified colleagues—social work itself, one of the professions where workers often experience higher levels of emotional
    demand than do other occupational groups. In terms of professional training courses for students entering the ‘helping professions’, there is a visible theme of heightened student pressure that relates, in some way, to the practicum aspect of their qualifying course. Relatedly, there is a clear consensus that the quality of the student-Practice Educator relationship is a key determinant of student learning and student experience. This article presents the findings of a small-scale qualitative research study, investigating how conversations about emotion are enabled within supervision, from a sample of final year qualifying students (n = 4) and Practice Educators (n = 5). It intends to make a contribution
    to the literature concerned with the development of good practice in this area, with a particular focus on the facilitative approaches of Practice Educators and the preparation of students for professional practice.
    Original languageEnglish
    Pages (from-to)846-860
    Number of pages15
    JournalSocial Work Education
    Issue number7
    Publication statusPublished - 31 Mar 2019

    Bibliographical note

    This is an original manuscript / preprint of an article published by Taylor & Francis in Social Work Education on 31/03/2019, available online:


    • Emotion
    • discussions
    • enabled
    • practice educators
    • students
    • supervision


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