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

Research output: Contribution to journalArticle

Abstract

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
Volume38
Issue number7
DOIs
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: http://www.tandfonline.com/10.1080/02615479.2019.1591361

Keywords

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

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