The Emotional Impact of Social Work Practice

Dwyer, Sandra M.

doi:10.1080/02650530601173607

Cited by 21 publications

(12 citation statements)

References 10 publications

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“…Working in close proximity with painful human experience affects those involved. Too intense an involvement with powerful emotions can be debilitating but too great a distancing, or denial of the feelings evoked, renders practice unsafe (Dwyer, 2007;Horwath, 2016;Stanley & Goddard, 2002). One of the purposes of supervision is to offer a space where emotions are valued and legitimised.…”

Section: Containing the Containermentioning

confidence: 99%

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Patterson

2019

ANZSWJ

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INTRODUCTION:Stepping into a supervisory role in social work involves a shift of status, perspective and identity. New supervisors bring skills and experience which can be both asset and hindrance as they make the transition. Frequently they encounter gaps in training, support and supervision as well as dissonance between espoused policy and their own experience. This article identifies ways in which supervisors can be resourced to meet the challenge of their role and, as a result, be better placed to support others. It explores what is involved in supervising the supervisors, drawing on the experience of teaching managers on post-qualifying courses in professional supervision in Scotland. APPROACH:Themes commonly applied to the supervision of practitioners are explored in relation to those who are one or more steps removed from direct practice; seeking to identify what has shared relevance and what may be distinctive to those in a supervisory role. CONCLUSION:A congruent approach to support and supervision across all levels of an organisation helps foster a reflective culture which can engage with emotions and with complexity.

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Section: Containing the Containermentioning

confidence: 99%

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Patterson

2019

ANZSWJ

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“…EI is considered an important aspect for effective stress management (Slaski & Cartwright, 2003;Gohm, Corser, & Dalsky, 2004). If students are not adequately prepared for the emotional realities of practice, they could develop 'defensive manoeuvres' which may negatively impact their wellbeing, job performance and retention (Dwyer, 2007). EI has also been considered to underpin five core aspects of social work practice namely engagement, assessment and observation, decision making, collaboration and cooperation and dealing with stress, developing coping strategies, and resilience (Morrison, 2007).…”

Section: Implications For Social Work Education and Trainingmentioning

confidence: 99%

Reflective ability, empathy, and emotional intelligence in undergraduate social work students: a cross-sectional study from India

Stanley

Bhuvaneswari²

2016

Social Work Education

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The extant literature indicates that social work is a high stress profession owing to multifarious and complex demands of practice. There is also evidence of stress experienced by student trainees who aspire for a career in social work. Working with service users and the distressing life scenarios encountered on placement often involves negotiating complex emotions and requires reflective skills. Effective practice requires rapport building skills and the ability to demonstrate empathy is a core skill for effective practice. While there is a plethora of Western literature on these issues, the Indian literature has not adequately explored them. Framed against this background, this quantitative study collected data from students of all three years of their undergraduate social work course from a 'women only' college in India. Standardised instruments to assess empathy, reflective ability and emotional intelligence were administered.Statistical tests revealed a higher manifestation of these dimensions in final year students than those in the first year. Further it was seen that the total emotional intelligence and empathy scores were positively correlated. Implications of these findings for the education and training of social work students has also been discussed in this article.

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“…Similarly in Social Work literature there have been several articles, which discuss the emotional content of social work and how students and practitioners manage their emotions within this (Barlow and Hall 2007, Dwyer 2007, Ingram 2015 Although we are a profession with a focus on the importance of the therapeutic use of self, holism and client-centred practice there has been no explicit research into the emotional aspects of our professional practice. Some occupational therapy authors have highlighted issues around the profession's lack of focus on the 'felt' experiences of those we work with.…”

Section: Literature Reviewmentioning

confidence: 99%

Emotion management and occupational therapy student learning on placement: A post-structuralist exploration

Healey

2017

British Journal of Occupational Therapy

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The Emotional Impact of Social Work Practice

Cited by 21 publications

References 10 publications

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Reflective ability, empathy, and emotional intelligence in undergraduate social work students: a cross-sectional study from India

Emotion management and occupational therapy student learning on placement: A post-structuralist exploration

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