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Including student narratives in teaching
- Author:
- SKUMSNES Anne M.
- Journal article citation:
- Journal of Teaching in Social Work, 27(3/4), 2007, pp.185-197.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Further education in mental health involves creating a learning environment in which psychological theories can become personalised and thus used when students encounter psychological phenomena in practice. This study involves mature social work students (aged 28-60) in a class exploring reaction to crises, and discusses the contribution made by their own short and anonymised narratives of an experience (direct or indirect) of violence. At the end of the session in which the narratives were written, the participants completed anonymous questionnaires and they also analysed narratives in small groups. Six out of ten students felt their own narratives had contributed to their understanding of the theoretical aspects of crisis reactions, and 70% had learned something from the narratives of others. Smaller numbers felt that they had learned something about themselves. None believed that the method should not be used because it was too emotionally intense. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
The development of "good clinicians - narrative understanding of infant observation
- Author:
- SOMMERSETH Rita
- Journal article citation:
- Nordisk Sosialt Arbeid, 21(3), 2001, pp.178-188.
- Publisher:
- Universitetsforlaget AS
Infant observation was introduced at Tavistock Clinic in London in 1948. In 1978 and 1984, as part of clinical further education in child and youth psychiatry, two Norwegian educational institutions introduced infant observation for students including social workers. In the 1990 the method came into use in the training of social workers at several universities in England. The reason was that social workers needed more knowledge of children and interaction. This article argues that texts and stories in infant observation should be treated as narratives. When it comes to the basis of clinicians' development, three author discusses whether learning about development and interaction in ordinary families, as opposed to client families, increase identification processes which are of significance for development as social worker and/or a clinician. It is also argued that learning which concerns self-development and professional identification seems to be influenced in large measure by the child. When it comes to reflecting on competence to act and give advice, it appears to be field of tension which can be an obstacle to the development of emotional reflection.