Journal Articles
Repositioning risk in social work education: Reflections arising from the threat of SARS to social work students in Hong Kong during their field practicum
- Repositioning risk in social work education: Reflections arising from the threat of SARS to social work students in Hong Kong during their field practicum
- Social Work Education, 26(4), 389-398, 2007
- Routledge
- 2007
-
- Hong Kong
-
- 1997.7 onwards
-
- Post-Secondary Education
- The social work profession has always been involved in dealing with uncertainty and risk in the life politics of clients. However, it is not easy for young social work students to translate this philosophical disposition into their real life practice with clients. In spring 2003, when the SARS epidemic broke out in Hong Kong, a group of social work students from the Chinese University of Hong Kong were doing their fieldwork practicum. Suddenly confronted by a collective sense of risk in their role as social workers, the students went through a period of unrest, as performing their helping duties brought with it a simultaneous exposure to personal risk. This paper is based on four focus group interviews with these social work students, to understand how they processed their experience of risk during their exposure to the SARS crisis, and how they connected the experience to their social work practice with clients. It is found that the predicament arising from the exposure to personal risk brought about by the SARS crisis during the students' field placement engendered the reflective process that enabled a renewed and personalized meaning of professionalism. The results provide a basis for reflection among social work educators on the role of risk in the training of prospective social workers, and on how social work education can better prepare students for practice in a high-risk environment. [Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02615470601081704]
-
- English
- Journal Articles
-
- 02615479
- https://bibliography.lib.eduhk.hk/bibs/bcc541b3
- 2010-09-27
Recent Journal Articles
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settingsJournal Articles
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategiesJournal Articles
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefsJournal Articles
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015Journal Articles
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacherJournal Articles
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, ChinaJournal Articles
Exploring predictors of STEM aspirations from a STEM capital perspectiveJournal Articles
English as a foreign language education in East-Asian early childhood education settings: A scoping reviewJournal Articles