Resilience Among Social Workers: The Role of Informal Learning in the Workplace

Abstract

In issues of key scholarly social work journals over the past few years (British Journal of Social Work, Practice and Australian Social Work), articles have addressed the importance of work-based resilience for social work professionals. To date, however, the process of developing resilience has not been well documented in the social work literature. A possible way forward lies in taking account of the practice wisdom and tacit knowledge generated through worker networks both within and beyond the worker's organisational setting. The authors canvass the possibility that worker resilience could be understood as a product of the professional learning process over time, as social work professionals actively create and consolidate norms about effective practice, through testing individual situations against an accumulating evidence base of successful practice.

Practice wisdom: the art and science of social work

“…Agency field instructors in practice settings can play a key role in aiding students with this integration through the process of experiential learning. Carson et al (2011) identify social work supervision as an important component in the skill development of workers and characterize the relationship between the two as a supporter in the development of tacit knowledge and practice wisdom. Field instructors within organizations, by providing constructive feedback and encouraging reflection in practice for students, can facilitate experiential learning and support the growth of practice wisdom (Thompson & West, 2013).…”

“…Within the realm of the practice world, the concept of worker networks has emerged, where workers connect in learning communities beyond the borders of organizations and provide peer learning and support to each other as a way to develop tacit knowledge and practice wisdom for working professionals (Carson et al, 2011). According to Carson et al (2011), practice wisdom can be acquired through 'iterative and generative learning strategies such as team building, mentoring and professional development policies within organizations ' (pp.…”

“…According to Carson et al (2011), practice wisdom can be acquired through 'iterative and generative learning strategies such as team building, mentoring and professional development policies within organizations ' (pp. 268 -269).…”

Reflective Supervision: Guidelines for Promoting Resilience Amongst Designated Social Workers

“…Resilience in this context is a complex interaction between a person at risk and a given social ecology that engages in resilience-supporting processes which encourage functional outcomes in the face of challenging circumstances (Ungar, 2011(Ungar, , 2013. Given the attention drawn to CPSWs' particularly taxing work contexts, as well as the mandatory role they play in the protection of vulnerable children, it became imperative for us to better understand the resilience of CPSWs and more specifically South African DSWs (Carson, King & Papatraianou, 2011). Enhancing resilience in CPSWs has not been given much attention in relevant literature (Truter, 2014), and in South Africa resilience-enhancement guidelines for professionals at risk have been investigated only in professions such as teaching and nursing (Koen, 2010;Wood, Ntaote & Theron, 2012).…”

The role of practice educators in initial and post qualifying social worker education

“…Like emotional intelligence, resilience is not a fixed attribute and can be altered positively or negatively (Carson, King, & Papatraianou, 2011;Collins, 2008;Grant & Kinman, 2013). Practice educators can support social workers to develop resilience 'by adding resources, bolstering and improving relationships and coaching people to develop skills that build self-efficacy' (Lishman, 2007(Lishman, :2005.…”