Year: 2020
Type: article
Abstract: While navigating numerous pressures as they work with vulnerable clients and communities, social workers are expected to use their emotional responses intentionally rather than to be ruled by them. Social work accreditation competencies require that students demonstrate regulation of their own affective processes, but their ability to do so will vary. This paper explores methods that instructors can take to support students’ developmental growth through the concept of intersubjectivity within a relational theory framework.
Author: Katherine M. McCarthy
Language: English
Subfield: Public Administration
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2998920679