Integration of Personal/Professional Self (IPPS) Through Reflective/Experiential Learning

Abstract

This mixed-method in vivo exploratory study examines the learning strategies that prepare students for social work practice and shows that these strategies can make a measurable difference. Though many authors have called for self-awareness to promote cultural sensitivity, the concept of the integrated personal/professional self has not previously been defined, operationalized, or formally validated with any instrument. From 1999 to 2004, a total of 24 Title IV-E stipend students explored personal life issues through an individualized "SELF" course. Thematic analyses and t-tests of alumni data showed significant improvement in cognitive and ethical development, burnout reduction, and competency enhancement by participation in SELF.

Walking my talk: applying the REFLECT model to personal-professional intersections while re-signing in academia

“…http://www.businessballs.com/personaldevelopment.htm) and authors (e.g. Taylor & Cheung, 2010;Tsang, 2013) also suggest personal-professional identity integration as a means of managing constant change, so this too is a well explored idea. The relatively novel strategy I have offered in this paper is the application of the REFLECT model for exploring personal and professional issues.…”

The Impact of Experiential Learning on Social Work Students’ Application of the NASW Code of Ethics Post-Graduation

“…Saunders et al (2015) describe cultural competence education as a journey that should be facilitated by both the social work student and the institution. Developing a strong sense of selfawareness is an integral step for students in their journey toward cultural sensitivity (Taylor & Cheung, 2010). Schelbe et al (2014) describe how service-learning activities can facilitate the cultural competency process and assist students in becoming more self-aware.…”

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“…Finally, there is much literature (Anderson & Harris, 2005;Lemieux & Allen, 2007;Norris & Schwartz, 2009;Pierpont et al, 2001;Williams et al, 2002) that links experiential learning techniques to developing competent social work practitioners (i.e., competence). For instance, a study examined social work students' use of self through a reflective/experiential project that aided in their overall feelings of competence in the field (Taylor & Cheung, 2010). In this course in which students were enrolled, they also reflected upon the use of self in application to various values and their derivative principles of the Code of Ethics.…”