Reflexivity is acknowledged as a crucial concept and is pivotal in the methodology of qualitative research. Various practices of reflexivity are adopted in the social science disciplines. However, the concept is difficult to pin down and the challenge for researchers is to address how to become reflexive and do reflexivity in research practice. In social work, reflexivity has further been developed and applied in practice contexts. The practice terms, critical reflection and reflection or reflectivity are interrelated in ways that aim to explain reflexivity in the profession which, in turn, can offer an enhanced understanding of reflexivity applied in research. This exploratory article promotes practising reflection – questioning, analysing and evaluating oneself in employing reflexivity in all the research stages: methodological construction, data collection and data analysis by undertaking three key self-focused activities: (1) thinking about one’s own thinking; (2) observation of emotions/thoughts, role boundaries and power dynamics in research relationships; and (3) exploration of perceptual experiences. Maintaining the reflexive stance is achieved through reflectivity. The article is largely descriptive but draws on experience in a doctoral study of cultural competence and promotes the effective use of reflexivity in qualitative social work research.

INTRODUCTION: Student hardship in social work has become the subject of research in recent years. Social work students face particular challenges because of the financial, social and emotional demands of long, unpaid, clinical placements. APPROACH: This article reports on a literature review conducted prior to a mixed-methods study commenced in 2019. This review informed the development of a survey of social work students and recent graduates and a set of qualitative interviews that will be reported elsewhere. A further review was conducted in July 2021 to inform the analysis. FINDINGS: A recurring theme throughout much of the reviewed social work literature examined for this project has been the intensity of struggle that students face in their study. Across the reviewed literature, students, educators, and researchers suggest interventions to reduce hardship. Gaps remain in our understanding of the intersectional factors of ethnicity, gender and disability and, in particular, the impact on Aotearoa New Zealand students.

INTRODUCTION: Cultural competence is one of the most widely used approaches to cross- cultural practice among health and social care professions, including social work. Following the professional code of ethics, social workers must be competent in working with people across cultures. As a result, social work education has sought to teach students to prepare them to become culturally competent. The popular cultural competence model which includes the three components of awareness, knowledge, and skills is often used to measure students’ capability to work in cross-cultural situations. The model has an underlying premise that competency can be achieved through education and training. However, there is insufficient evidence that the three components (or each component in isolation) will improve students’ and practitioners’ competence. METHODS: This article reports on a qualitative study. Qualitative research offers versatile methods of exploring the three components through gathering information about research participants’ educational learning experiences and analysing their application of its into practice. FINDINGS: This study found that cultural competence is about enhancing the capability of practitioners to negotiate with differences in practice. Aotearoa New Zealand content on biculturalism in social work education has played a pivotal role in valuing cultural differences to foster. Cultural safety calls forth recognition of others and being more other-oriented, encompassing cultural humility. A receptive attitude toward difference is a by-product of cross- cultural skills for practice. IMPLICATIONS: The study result strengthens support for the integration of cultural safety and cultural humility in teaching and learning cultural competence in social work education.