Developing Professional Competence in Graduate School: Student Experiences of the Social Work Curriculum

Abstract

This qualitative study explores the development of professional competence in masterslevel social work students at a faith-based university in the northeastern United States. Through focus groups, students discuss aspects of the implicit and explicit curriculum that helped them develop mindfulness, self-compassion, and empathy – qualities thought to contribute to professional competence in social work practice.Considering their years of study, students identified specific course topics, activities and assignments as well as relationships with students, advisors, and internship supervisors. Support of fellow students and unconventional experiences such as meeting a homeless man on the street had a strong impact on students’ development of the qualities being studied. Implications for social work education and professional training for the helping professions are discussed. These preliminary results are part of a larger longitudinal study in progress.

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

“…The scope of this curriculum considers the infusion of these activities within courses throughout the BSW and MSW learning experience. Empathy curriculum should develop in graduated complexity and align with other competencies, like the development of critical thinking, analysis of ethical dilemmas, cultural and diversity sensitivity, and professional practice behaviors (Kessen & Turner, 2012). The instructor needs to be empathically proficient to model and provide activities that teach prosocial behaviors.…”