Constructing social work identity based on the reflexive self

Miehls, Dennis; Moffatt, Ken

doi:10.1093/bjsw/30.3.339

Cited by 112 publications

(86 citation statements)

References 23 publications

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“…Rogers (1975) identified this as the ability to hold one's own emotions while experiencing the emotions of the other. Miehls and Moffatt (2000), both practicing social workers, challenged clinicians not to withhold their affective sharing from the client. According to Miehls and Moffatt, unrestrained interactions could bring a new transparency to session work and elevate treatment outcomes.…”

Section: Intrinsic Empathymentioning

confidence: 99%

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

VanCleave

2017

ASW

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Section: Intrinsic Empathymentioning

confidence: 99%

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

VanCleave

2017

ASW

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“…O'Neill (1997) pointed out that the reflection of the leaders can clearly help them understand oneself and change oneself with the exploratory attitude [13]. Miehlsd and Moffattk (2000) pointed out that the reflective ability contributed to enhancing the individual's ability of insight in practice [14]. The reflective ability can help one to identify, analyze and solve the problem.…”

Section: The Moderating Role Of Leader's Reflection Abilitymentioning

confidence: 99%

Can Employees Get Proper Performance Evaluation if They Speak Out?--the Moderating Effects of Leader's Psychological Characteristics

Jin¹,

Jin²,

Cheng³

et al. 2017

Proceedings of the 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017)

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Abstract. Voice could be utilized as an effective method to improve organizational effectiveness. However, employees will hesitate to speak out because of possible adverse outcomes. This study explores the relationship between the employee voice and performance evaluation rated by their superiors. The paper posits that the leader's power distance, performance orientation, and reflection ability moderate the relationship between voice and performance evaluation. When the leader has lower power distance, higher performance orientation, and higher reflection ability, they will appraise the employee's performance higher when employee voices the concerns of the organization.

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“…However, we would go further to argue that these ideas need to be developed through an approach that includes a psychological constructivist dimension and a focus on self-generated learning. This re-visioned focus starts from the identity of the individual practitioner and learner as a key source of definition in the processes of learning and understanding (Miehls and Moffatt, 2000). Raising the profile of an individualised and holistic human dimension helps to broaden the locus of professional learning in social work across the wide spread of domains traversed by practice in social work.…”

Section: Educational Arguments For Lifelong Professional Developmentmentioning

confidence: 99%

Keeping it personal: self-generated learning tools for lifelong professional development

Cooper¹,

Pickering²

2010

wide particip lifelong learn

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Approaches to learning in the twenty-first century need to reflect student diversity in order to widen and sustain participation in education and continuing professional development (CPD). There is some evidence of success in widening access to professional social care employment through training and qualification programmes but a notable lack of success in sustaining this participation into CPD and lifelong professional learning. This paper argues for an increased contribution of more personalised, self-generated learning approaches to sustainable participation through the development of the Professional Identity and Values Organisation Tools (PIVOT). The tools have been developed by the authors from the constructivist teaching and learning insights of Personal Construct Psychology and are freely available to download and use (see below). The intention is to enhance reflection for professional learners and practitioners through self-generated personal constructs and values and the creation of self-directed learning aims. We argue that the inclusion of enhanced reflective techniques such as PIVOT helps to facilitate a deep, personal engagement in the processes of learning to learn and builds a foundation for sustained participation in and ownership of students' and practitioners' CPD and lifelong learning.

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Constructing social work identity based on the reflexive self

Cited by 112 publications

References 23 publications

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

Can Employees Get Proper Performance Evaluation if They Speak Out?--the Moderating Effects of Leader's Psychological Characteristics

Keeping it personal: self-generated learning tools for lifelong professional development

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