Work

Identification with the SocialWork Profession: The Impact of Education

Year: 2015

Type: article

Abstract: The aim of this study is to examine how education affects students' identification with the social work profession. In particular, we examine the impact of students' experiences of their interactions with teachers, peers and supervisors at placement. A longitudinal design is applied. Data were collected from students during their first and third (final) year in social work education from seven universities and university colleges in Norway, representing a sample (panel) of 390 students. To evaluate the degree of students' identification with the profession, comparisons with student nurses are conducted. The analyses indicate (i) that students' dedication to and identification with the social work profession are largely established at a very early stage of education and (ii) that education has a positive impact on students' identification with the social work profession. At the end of their social work education, students who experience support and feedback from teachers and have confidence in their supervisors' competence express a higher degree of identification with the social work profession.

Source: The British Journal of Social Work

DOI: 10.1093/bjsw/bcv026

Authors: Lars Inge Terum, Kåre Heggen

Institutions: OsloMet – Oslo Metropolitan University, Volda University College

Language: English

Topic: Social Work Education and Practice

Subfield: Public Administration

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

Funders: Høgskolen i Oslo og Akershus, Universitetet i Oslo, Norges Forskningsråd