This article is made available through the Brunel Open Access Publishing Fund. Copyright @ The Author 2013. Published by Oxford University Press on behalf of The British Association of Social Workers.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/3.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.Recent social work reforms in the UK have highlighted the need for social work practitioners to be empathetic, reflexive and resilient. Current literature defines resilience as the individual's adaptive response to adversity, stress-resistant personality traits and the ability to ‘bounce back’, yet the processes by which resilience is developed remain underexplored. The stressors associated with training to be a social worker particularly necessitate such an investigation. This study adopts a phenomenological approach to explore social work students' lived experiences of managing emotion and developing resilience. Emotion is constructed as a relational concept, developed within intersubjective space and as an embodied experience. Findings indicate tensions in student narratives around the expression of emotion and ‘being professional’. Critical incident narratives reveal often overwhelming difficulties experienced by students, prior to and during the social work programme. A variety of coping strategies were adopted including active resistance, spirituality, critical reflection and social support. Narratives as ‘discourses-in-the-making’ highlight embodiment as a valuable analytical lens by which emotional conflicts are experienced, deconstructed and resolved through the process of integrating the personal and professional self. Spaces to develop emotional resilience within the social work curriculum are discussed
