Capturing the Space-in-between: Understanding the Relevance of Professional "Use of Self" for Social Work Education and Practice through Hermeneutic Phenomenology

The University Archives has determined that this item is of continuing value to OSU's history.Session 6. Presenter: Tara Earls Larrison, Ph.D., University of Illinois at Urbana-Champaign (2009) - "Capturing the Space-in-between: Understanding the Relevance of Professional "Use of Self" for Social Work Education and Practice through Hermeneutic Phenomenology".The Ohio State University College of Social Wor

Aprendizaje transformativo en tiempos de pandemia: nuevos desafíos para la comunidad universitaria

https://bok.uni.mau.se/Fac. de Trabajo SocialFALSEsubmitte

Capturing the space in-between: Understanding the relevance of professional “use of self” for social work education through hermeneutic phenomenology

The purpose of this research was to explore the intersection of pedagogy and practice in social work education by using theoretical and methodological principles of hermeneutic phenomenology. The study sought to better understand the processes by which “professional use of self” (use of self) is developed, fostered, modeled, and applied through the educational processes and relational experiences of educators and students in one MSW Program. Field study data were generated through individual interviews, focus group conversations, and observations. Masterful application of use of self is articulated as the integrated embodiment of knowledge and action—captured metaphorically as the nuanced “space in-between”—that enables the practitioner to purposefully and intentionally bring elements into the transaction to illuminate new understanding. The findings provide greater conceptual understanding of the relevance and impact of use of self as a phenomenon for social work education. Use of self is both explicit and implicit in the educational environment, pedagogies, and practices of social work educators and students, and plays an integral role in practitioner identity and actions. Dialogical methods, phenomenological writing, and creative analytic practices contributed to an emphasis on the interplay between the researcher's use of self as an instrument for inquiry, interpretation, and analysis. Through these processes, understanding of the phenomenon was enlarged. Theoretical and practical implications for social work education and practice are suggested in the dialogical meaning created in the space of the inquiry itself

Capturing the Space in-Between: Understanding the Relevance of Professional "Use of Self" for Social Work Education Through Hermeneutic Phenomenology

228 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.Dialogical methods, phenomenological writing, and creative analytic practices contributed to an emphasis on the interplay between the researcher's use of self as an instrument for inquiry, interpretation, and analysis. Through these processes, understanding of the phenomenon was enlarged. Theoretical and practical implications for social work education and practice are suggested in the dialogical meaning created in the space of the inquiry itself.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

It’s not a Book. It’s a BoK: Ruminating in the Margins on the Role of Self-Reflective Journaling in Fostering Personal and Professional Socialization

This presentation offers a case study approach to rethink the contemporary understandings and implementations of journaling in higher education. Drawing on educational theory and lived experience, the author presents the Book of Ken (BoK) as a tool for self-reflection, critical thinking, and transformative learning. Through unrestricted creative processes, the BoK served as a method of discovery for students within an undergraduate social work course that emphasized the role of the individual throughout the learning process. Using page entries as data, the author demonstrates what creative journaling looks like in both substance and style and its relativity to personal and professional socialization in teaching and learning environments. From adopting reflective processing methodology, the author details a newfound comprehensive awareness about oneself and the various intersectionalities that make up the self. Such realizations exhibit the effectiveness of the BoK in fostering critical consciousness and personal and professional development. A recommendation follows for increased application of self-reflective journaling in professional education contexts, with the BoK as the means to do so.Ope

Measuring and Validating a Transformation Learning Survey Through Social Work Education Research

This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures’ reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learnin

Measuring and Validating a Transformation Learning Survey Through Social Work Education Research

This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures’ reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learnin

Introduction: the pandemic that shook social work education

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“Its not a book; it’s a Bok” : social work students’ experience of using creative journaling practices as a pedagogical tool to develop transformative learning during the COVID-19 pandemic

This paper reports on an international research project designed to explore the relevance and impact of creative journaling as a pedagogical tool during the COVID-19 pandemic. The project involved seven social work and social policy educators from eight countries: namely, Canada, India, Israel, Jersey Island, Spain, Sweden, the United Kingdom, and United States of America. Our work comes out of a larger mixed-method project that aimed to understand how creative journaling may help to facilitate transformative learning experiences and professional socialization processes of social work students. The data used for this article explicitly interpret conversations from two transnational focus groups, comprising 15 students from six participating countries (Canada, Spain, Jersey, India, UK, United States of America) in 2020–2021. Five significant themes emerged: Remote Learning during COVID-19, Self-care during COVID-19, Learning through the use of the Bok, Personal and Professional Identities, and Pathways toward Transformative learning. The findings revealed that creative journaling practices were important components of students’ professional development processes. Our intention with this paper is to contribute conceptual and practical insights into the implementation and impact of creative journaling practices.