Ready or Not, Here We Come: Field Education and Developing a Professional Identity

Stepteau-Watson, Desiree
April 2012
Reflections: Narratives of Professional Helping;Spring2012, Vol. 18 Issue 2, p15
Academic Journal
This paper explores my experiences conducting a field seminar for bachelor of social work (BSW) students. I discuss the transformational process of moving from student to professional and my observations during this fourteen-week course. From my early concerns about their readiness to enter their field placement to their acquisition of a professional identity, the students demonstrate that professional identity development is a process that can have a rocky start, but result in a positive outcome.


Related Articles

  • Dealing with Client Death and Dying: A Letter to Social Work Practicum Students. Fulton, Amy // Reflections: Narratives of Professional Helping;Spring2012, Vol. 18 Issue 2, p69 

    The article is written as a letter to social work practicum students about dealing with client death and dying in their field education experience and in their future practice. The author's personal experience as a faculty liaison working with a student who experienced a client death is...

  • A Comparison of Two Methods of Teaching Research to Master of Social Work Students. Walsh, Christine Ann; Hewson, Jennifer // International Journal of Higher Education;May2012, Vol. 1 Issue 1, p14 

    While various curriculum strategies have been presented for teaching research, little is known about the effectiveness of different teaching approaches. This study compared two models for teaching research to MSW students: a mentorship model (TM1) and a more structured, didactic model (TM2)....

  • Teaching Note: Infusing Diversity Content Into the BSW Curriculum: An LGBT Elders Example. Meyette, Ginger // Journal of Baccalaureate Social Work;2014, Vol. 19, p21 

    Diversity is a topic that is increasingly important in BSW curriculum content. Social work students are going into practice in a multicultural milieu, and there is not enough room in the core curriculum for BSW educators to add unlimited elective courses to cover every diverse population group....

  • Teaching Note: Using Wilensky and Lebeaux's 'Conceptions of Social Welfare' in Social Welfare Policy Classes. Barton, Thomas R. // Journal of Baccalaureate Social Work;2014, Vol. 19, p45 

    In 1965 Wilensky and Lebeaux wrote about Americans having residual and institutional conceptions of social welfare. The former emphasizes individual self-reliance with little assistance from a social welfare system, whereas the latter emphasizes a welfare system that is fully integrated in...

  • Educational Correlates of Antigay Bias: A Survey of Australian Social Work Students. Chonody, Jill; Yu, Nilan // Journal of Baccalaureate Social Work;2014, Vol. 19, p1 

    The study reported here examined three educational correlates of students' attitudes toward gay men and lesbian women: coursework prior to attending the university that included information about sexual minorities, coursework at the university that included information about sexual minorities,...

  • From Education to Action: The Immediate and Long-Term Results of Intergroup Dialogue on BSW Students' Social Justice Activity. Lopez-Humphreys, Mayra; Araujo Dawson, Beverly // Journal of Baccalaureate Social Work;2014, Vol. 19, p31 

    This article examines the effect of intergroup dialogue (IGD) on BSW students' levels of social justice activity a year after completing the course. Twenty- seven undergraduate social work students on two campuses of a sectarian college completed surveys that ranked their levels of activity...

  • My Life as a Practicum Director. Calloway-Graham, M. Diane // Reflections: Narratives of Professional Helping;Spring2012, Vol. 18 Issue 2, p8 

    This is an account of my personal experience as a practicum director over the past 21 years. The intent is to provide a practical context for theoretical ideas about the signature pedagogy of the field practicum. Through a narrative lens, I pay particular attention to the intricate process of...

  • "Driving Ms. Jane Addams": Students and Instructors Learn in Field Education. Watson, Jerry // Reflections: Narratives of Professional Helping;Spring2012, Vol. 18 Issue 2, p32 

    In this narrative article, I share the story of two white female social work students from small predominantly white Midwestern towns, who were placed at the same site in an African American urban inner-city field assignment in Chicago, Illinois. Invariably, the students and I encountered...

  • El trabajo Fin de Grado en la Facultad de Trabajo Social de la Universidad de Murcia. MARTÍNEZ-FUENTES, MARÍA TERESA; PASTOR SELLER, ENRIQUE // Azarbe;2014, Issue 3, p83 

    The degree dissertation is a subject of the Degree in Social Work at the University of Murcia. This subject is governed by the Regulation adopted by University of Murcia. This subject consists of 6 ECTS and when the student exceeds the subjects he/she reaches his/her Degree in Social Work. This...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics