Forging an Identity as a Newly Qualified Worker in the Non-government Community Services Sector

Harrison, Gai; Healy, Karen

doi:10.1080/0312407x.2015.1026913

Cited by 22 publications

(26 citation statements)

References 20 publications

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“…In Australia, Harrison and Healy (2015) explored perceptions of 32 new practitioners (11 of them social work qualified) to occupational identity in nongovernment agencies. In general there was little overt identification with their profession and some, including social workers, claimed to entirely reject a professional identity.…”

Section: Literature On the Identities Of Newly Qualified Social Workersmentioning

confidence: 99%

“…The current literature provides fertile ground to further explore lived experiences of professional identity, particularly in Australia, as research and understanding of social work identity during the first 12 months postqualification remains scant. There is an opportunity for longitudinal research with practitioners from diverse fields, as suggested by Harrison and Healy (2015). It is relevant to explore the meaning of this distinct period of professional development in the Australian context where identity in the workplace is rapidly changing and no longer as stable as in previous eras (Harrison & Healy, 2015).…”

Section: Literature On the Identities Of Newly Qualified Social Workersmentioning

confidence: 99%

“…There is no explicit mention of social work identity in other key documents for practitioners, such as the Australian Supervision Standards (AASW, 2014) and Australian Practice Standards (AASW, 2013). Furthermore, little research has been undertaken in Australia to explore the construction and development of social work identity, especially in contemporary workplace environments characterised by increasing diversity in job availability and roles (Harrison & Healy, 2015).…”

mentioning

confidence: 99%

“…This can include having little time for reflection (Agllias, 2010). As such, there have been calls in Australia to further explore the development of professional identity (Harrison & Healy, 2015), as well as systemic support and development mechanisms across educational, organisational, and professional systems (Cheron-Sauer, 2012). These trends reiterate that navigating social work identity during a time of development and changing organisational contexts, is a relevant topic of research; one that is largely under-researched in Australia.…”

mentioning

confidence: 99%

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Exploring the Development of Professional Identity with Newly Qualified Social Workers

Moorhead

Bell

Bowles

2016

Australian Social Work

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This paper discusses the experiences of newly qualified social workers as part of a research project exploring professional identity. Drawing on literature in this area and a subset of data from a larger study involving Australian practitioners, it is argued that while several studies explore experiences of identity, the phenomenon remains under-researched, especially in Australia. Seventeen people participated in three in-depth, semistructured interviews across a 12-month period. A subset of the data explores how participants were actively motivated and benefitted from reflecting on their identities through the research process. Findings indicate newly qualified social workers appreciate meaningful opportunities to critically reflect upon their social work identities. It is concluded that further research is needed, to understand the identities and needs of newly qualified social workers in Australia. ARTICLE HISTORY

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Section: Literature On the Identities Of Newly Qualified Social Workersmentioning

confidence: 99%

Section: Literature On the Identities Of Newly Qualified Social Workersmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Exploring the Development of Professional Identity with Newly Qualified Social Workers

Moorhead

Bell

Bowles

2016

Australian Social Work

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“…The EIPCs role has involved the formation of a distinct professional identity, where both disciplines work in very similar ways, despite their different disciplinary backgrounds. In recognition of these contemporary trends in the human services workforce it is important to acknowledge the less rigid professional boundaries that are becoming more common in organisations (Harrison & Healy, 2015), where human service professionals are being employed in roles that do not strictly align with their professional qualifications (Healy & Meagher, 2004).…”

Section: The Influence Of Contextmentioning

confidence: 99%

Developing the professional knowledge of early intervention parenting clinicians: from product to process

Cullen¹

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This thesis is an exploration of the professional knowledge of Early Intervention Parenting Clinicians (EIPCs), social workers and psychologists, with the intention to understand more comprehensively the diversity of knowledge that informs their understanding of parenting. Accordingly, the study aimed to: Gain an understanding of what constitutes the professional knowledge of EIPCs;Identify what impacts on professional knowledge, including the sources of knowledge used;Gain insight into how knowledge is used and subsequently developed for practice.Two research questions guided the study:What impacts on the professional knowledge of EIPCs?How do EIPCs use professional knowledge?The study is premised on the vi ew that there is much m ore to know about the prof essi onal knowledge of practitioners in the human services, and a need to understand how knowledge is being translated and expressed in everyday practice (Payne, 2007;. A gap noted in the literature related to professional knowledge is that it is often discipline specific, which can have implications in understanding professional knowledge when various professions are employed to undertake the same role. Eraut's (1994Eraut's ( , 2007 framework for professional knowledge provides the conceptual lens through which to analyse and understand the findings of the study. Eraut recognises the complexity of prof essi on al kn owl edge i n i ts b roadest sen se, a n d arti cul ates a m odel rel ev an t to a ran ge of professions. Professional knowledge is characterised as including: 'procedural knowledge, propositional knowledge, practical knowledge, tacit knowledge, skills and know-how' (Eraut, 1994, p. 16).The study used a qualitative, multi-method design in order to examine the professional knowledge of twelve EIPCs employed by Queensland Health. Data was collected in two stages. The methods used were, semi-structured interviews, which included concept mapping and use of a vignette, and written practice reflections. The methods aimed to gather participants' views on parenting and the parent-child relationship, asking them to share their understandings and the knowledge informing these understandings. Data was then analysed by inductive and deductive approaches.iii The findings focus on what impacts on the professional knowledge of EIPCs, and how EIPCs use knowledge to inform their understandings of parenting. It was thought at the outset of the study that participants' experience and discipline would have an impact on their professional knowledge, however this was not the case. Context was identified as impacting on knowledge, specifically the organisational, theoretical, and individual and practice contexts. A distinction was noted between participants who gave preference to using an organisationally prescribed approach, as compared to those who sought and adopted broader approaches to knowledge, which included interactions with service users, colleagues, supervisors and personal life experiences.How knowledge is used was influenced by the degree of refl...

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Process evaluation of dialectical behavior therapy dissemination: Knowledge retention and recursive training effects

2020

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Forging an Identity as a Newly Qualified Worker in the Non-government Community Services Sector

Cited by 22 publications

References 20 publications

Exploring the Development of Professional Identity with Newly Qualified Social Workers

Exploring the Development of Professional Identity with Newly Qualified Social Workers

Developing the professional knowledge of early intervention parenting clinicians: from product to process

Process evaluation of dialectical behavior therapy dissemination: Knowledge retention and recursive training effects

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