Promoting reflexivity among social work students: The development and evaluation of a programme

Promoting reflexivity among social work students: The development and evaluation of a programme

• Chow, Amy Y. M. University of Hong Kong
• Lam, Debbie O. B. University of Hong Kong
• Leung, Grace S. M. University of Hong Kong
• Wong, Daniel F. K. City University of Hong Kong
• Chan, Bobo F. P. University of Hong Kong

Social Work Education, 30(2), 141-156, 2011

Routledge

2011

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GH Sport Science, Health & Welfare

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

With the growing complexity of social problems, there is a shift of emphasis from competence-based approaches to a reflective practice paradigm in social work education. Reflexivity is the foundation of reflective practice of professional social workers. This article examines the development of a course to promote reflexivity among first-year social work students in Hong Kong. This included structured experiential learning in the classroom and at a campsite, and student-directed social problem analyses and presentations. Small-group teaching was used to increase student-teacher interaction. Thirty-four students participated in a three-time point study with measurements taken at pre-course, post-course and nine-month follow up. There were statistically significant increases in mean total scores on a standardised scale measuring 'engagement in reflection', 'need for reflection', 'insights', and a decrease in 'personal distress'. The results are in line with course objectives. Future directions in strengthening the course design and evaluation are proposed.
[Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02615479.2011.540377]

• English

Journal Articles

• 02615479

• 10.1080/02615479.2011.540377

https://bibliography.lib.eduhk.hk/bibs/96a76631

2011-06-10