Factors of Social Work Students’ Professional Identity Significance during Professional Training
DOI:
https://doi.org/10.18662/rrem/13.3/455Keywords:
professional identity, significance, factors, social work students, higher education institutionsAbstract
The paper reveals the results of empirically study of factors of social work students’ professional identity significance during professional training. The respondents group consisted of 311 social work students of 1-4 years of Ukrainian higher education institutions. The low-level predominance of professional identity significance in the majority of students is defined. The development of students’ professional identity significance is due to various factors. In the 1st year – the position of students regarding to the status of a social worker in society and respect for the social worker in society; positive attitude of students to the social worker profession. In the 2nd year – a positive attitude of students to the social worker profession; personal significance of the social worker profession. In the 3rd year – a positive attitude of students to the social worker profession; students’ position about the positive impact of the future professional activity of a social worker on their life. In the 4th year – the personal significance of the social worker profession. The factor “students’ position regarding the status of a social worker in society” has a direct impact on the importance of professional identity for 3rd year students and opposite – 4th year students. The position of all students about the prestige of the social worker profession in the country does not affect their professional identity significance.
References
Argyle, M. (1972). The social psychology of work. London : Allen. Lane.
Bogo, M., Raphael, D., & Roberts, R. (1993). Interests, Activities, and Self-Identification Among Social Work Students. Journal of Social Work Educational, 29 (3), 279-292. doi: 10.1080/10437797.1993.10778824
Borysiuk, A. S. (2010). Profesiina identychnist medychnoho psykholoha : sotsialno-psykholohichnyi analiz [Professional Identity of the Future Medical Psychologist : Social and Psychological Analysis]. Chernivtsi : Knyhy – ХХІ.
Ciocănel, A., Lazăr, F., Munch, S., Harmon, C., Rentea, G.-C., Gaba, D., & Mihai, A. (2018). Helping, mediating, and gaining recognition : The everyday identity work of Romanian health social workers. Social Work in Health Care, 57(3), 206-219. doi: 10.1080/00981389.2018.1426674
Cleak, H., Roulston, A., & Vreugenhil, A. (2016). The Inside Story: a survey of social work students’ supervision and learning opportunities on placement. British Journal of Social Work, 46(7), 2033-2050. doi: 10.1093/bjsw/bcv117
Craig, S. L., Iacono, G., Paceley, M. S., Dentato, M. P., & Boyle, K. E.H. (2017). Intersecting Sexual, Gender, and Professional Identities Among Social Work Students : The Importance of Identity Integration. Journal of Social Work Education, 53, 466-479. doi: 10.1080/10437797.2016.1272516
Hackett, S., Kuronen, M., Matthies, A.-L., & Kresal, B. (2003). The motivation, professional development and identity of social work students in four European countries. European Journal of Social Work, 6(2), 163-178. doi: 10.1080/1369145032000144421
Lam, C. M., Wong, H., & Leung, T. T. F. (2007). An unfinished reflexive journey : Social work students’ reflection on their placement experiences. British Journal of Social Work, 37(1), 91-105. doi: 10.1093/bjsw/bcl320
Leung, T. T. F., Lam, C. M., & Wong, H. (2007). Repositioning Risk in Social Work Education: Reflections Arising from the Threat of SARS to Social Work Students in Hong Kong during their Field Practicum. Social Work Education, 26(4), 389-398. doi: 10.1080/02615470601081704
Levy, D., Shlomo, S. B., & Itzhaky, H. (2014). The “building blocks” of professional identity among social work graduates. Social Work Education, 33(6), 744-759. doi: 10.1080/02615479.2014.883600
Maisch, M., Burry, M., Cannie, S., Clark, R., Howorth, P., & Ransom, M. (1997). Developing practice teaching for social work students in Romania : An attempt at ‘sequential action research’. Educational Action Research, 5(1), 43-54. doi: 10.1080/09650799700200019
Ministerstvo osvity i nauky Ukrainy. Ministry of Education and Science of Ukraine. Zakon Ukrainy «Pro osvitu» [Law of Ukraine “On Education”]. (2020). Retrieved from https://zakon.rada.gov.ua/laws/show/2145-19#Text
Ministerstvo sotsialnoi polityky Ukrainy. Ministry of Social Policy of Ukraine. Zakon Ukrainy «Pro sotsialni posluhy» [Law of Ukraine “On Social Services”]. (2020). Retrieved from https://zakon.rada.gov.ua/laws/show/2671-19#Text
Melnik, Zh. V., & Spіvak, D. V. (2019). Peculiarities of Professional Self-attitude Formation of Future Social Workers during their Training in High School. Psychological Journal, Vol. 5, № 10(30), 26-34. doi: 10.31108/1.2019.5.10.2
Moorheada, B., Boettoa, H., & Bella, K. (2014). India and Us: Student Development of Professional Social Work Identity through a Short-term Study Abroad Program. Social Work Education, 33(2), 175-189. doi: 10.1080/02615479.2013.768614
Mo, Y. H., & Chan, T. M. S. (2020). Professional identity of social work students in Mainland China : social work educator accounts. China Journal of Social Work. Retrieved from https://www.tandfonline.com/doi/full/10.1080/17525098.2021.1835149
Povarenkov, Ju. P. (2002). Psihologicheskoe soderzhanie professional'nogo stanovlenija cheloveka [Psychological content of a person's professional development]. Moskva : URAO.
Shnejder, L. B. (2001). Professional'naja identichnost' [Professional Identity]. Moskva : MOSU.
Shlomo, S. B., Levy, D., & Itzhaky, H. (2012). Development of professional identity among social work students: Contributing factors. The Clinical Supervisor, 31(2), 240-255. doi: 10.1080/07325223.2013.733305
Webb, S. (2017). Matters of professional identity and social work. In S. Webb (Ed.), Professional identity and social work (pp. 1-18). New York : Routledge.
Zeer, Je. F. (2005). Psihologija professij [Psychology of professions]. Moskva : Akademicheskij proekt.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND