Identity development among social workers, from training to practice: results from a three-year qualitative longitudinal study

Sansfaçon, Annie Pullen; Crête, Josianne

doi:10.1080/02615479.2016.1211097

Cited by 19 publications

(17 citation statements)

References 14 publications

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“…Of these, 15 employed qualitative research methods, 10 conducted their research quantitatively, while 3 used a mixed-method approach. Six of the articles (Baginsky & Manthorpe, 2016; Grant, Sheridan, & Webb, 2017; Manthorpe et al., 2015; Pullen Sansfaçon & Crête, 2016; Rai & Lillis, 2013; Yan et al., 2013) withheld sample information to protect participant confidentiality.…”

Section: Resultsmentioning

confidence: 99%

A review of research about the transition from student social worker to practitioner: Exploring diversity

Battaglia

Flynn

2019

Journal of Social Work

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Summary With increasing student mobility to and from western host-universities, newly qualified social workers are more likely to enter the field in an unfamiliar context. To examine whether current knowledge appropriately informs education and support for a diversifying cohort of newly qualified social workers in the Australian context, a scoping review was conducted on 53 articles investigating the transition to social work practice. Research conducted over a 45-year period from a broad range of international contexts was included in the review. Findings Findings suggest that current understandings do not reflect the needs or experiences of the present cohort of newly qualified social workers as they transition to social work practice. Rather, study samples, mostly derived from western contexts, are notably homogenous, with most participants described by researchers, as ‘white’. Additionally, there is an assumption that students transition to practice within the same context as their education. Current knowledge therefore does not capture the various ways internationally mobile, newly graduated social workers may transition to practice, or how it is experienced. Applications Findings suggest that further examination is urgently needed on the pathways navigated to practice by diverse and mobile early career social workers. Further consideration of the influences of diversity and mobility on experience is needed, using more inclusive research methods, to capture the variability and complexity of the transition to practice as the profession diversifies and mobilises.

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Section: Resultsmentioning

confidence: 99%

A review of research about the transition from student social worker to practitioner: Exploring diversity

Battaglia

Flynn

2019

Journal of Social Work

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“…Qualitative Social Work 20(4) literature (Craig et al, 2017;Levy et al, 2014;Pullen Sansfac¸on and Creˆte, 2016). Therefore, it is argued that the intersecting model developed in this study provides a basis framework to further examine PID in international social work students.…”

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confidence: 95%

“…As students establish their identification with the profession from the early stages of their education, initial education significantly influences PID (Wheeler, 2017). Successful integration of personal and professional values, personal identity and support network are influential to PID (Fook et al, 2000;Pullen Sansfac¸on and Creˆte, 2016). Positive interactions with teaching staff and confidence in field education supervisors' competence are found to enhance social work students' identification with and dedication to the profession (Terum and Heggen, 2016).…”

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confidence: 99%

Constructing a conceptual framework for professional identity development in international social work students: A meta-ethnographic review

Yao

2020

Qualitative Social Work

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There has been a significant increase of international students in Australian social work education over the past decade. Issues around international students’ language skills, cultural capital or competence, special needs and field education experiences have been explored in social work literature. However, the literature to date has a tendency to focus on international students’ deficits, or the strategies implemented to address the identified deficits. Professional identity, a critical aspect of social work education, remains an under-researched topic in international students. Professional identity development in social work is often considered a complex process which is influenced by interacting internal or external factors. For example, personal or cultural identities can contribute to professional identity development in social work students in general, while discrimination or institutional oppression is found to negatively affect professional identity development in social work students. Intersectionality sees a person’s identity as fluid and multifold, and offers a useful framework for understanding identity issues in international students. Applying the concept of intersectionality, this meta-ethnography reviews six qualitative studies, guided by the seven phrases established by Noblit and Hare. The findings show professional identity development in international students can be influenced by interacting personal, linguistic, professional, academic, cultural and social factors. An intersecting model incorporating the six identified key themes was developed to provide a conceptual framework for professional identity development in international social work students.

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“…Due to a rapidly changing and complex labor market, professional work roles in (health) care are growing in density and multitude (Caza & Creary, 2016;Kuijpers & Meijers, 2011;Pullen Sansfaçon & Crête, 2016;Trede et al, 2012). Professional work roles are influenced by economic cycles and a withdrawing government.…”

Section: Introductionmentioning

confidence: 99%

“…To cope with these complex and rapidly changing work roles where professional identities (PI) are in flux (Pullen Sansfaçon & Crête, 2016;Sims, 2011;Trede et al, 2012), universities must prepare graduates to develop a PI in a way in which they are ready for future practice (Trede et al, 2012). Professionals have a strong PI if they know who they are as a professional, have confidence and have the skills to practice their profession (Schilder, 2013).…”

Section: Introductionmentioning

confidence: 99%

Towards a strong professional identity within higher education

Engelbertink

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in a Blended Learning Course: a qualitative study 3 Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students 4 The reflection level and the construction of professional identity of university students 5 The professional identity of social work students: a cross-sectional study 6 The added value of autobiographical reflexivity with persuasive technology for professional identities of Social Work students: A randomized controlled trial

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Identity development among social workers, from training to practice: results from a three-year qualitative longitudinal study

Cited by 19 publications

References 14 publications

A review of research about the transition from student social worker to practitioner: Exploring diversity

A review of research about the transition from student social worker to practitioner: Exploring diversity

Constructing a conceptual framework for professional identity development in international social work students: A meta-ethnographic review

Towards a strong professional identity within higher education

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