Uncertainties, mysteries, doubts and Approved Social Worker Training

Parkinson, Clare; Thompson, Paul Β.

doi:10.1080/02650539808415132

Cited by 6 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although continuity during graduate training is ideal, prior research in the helping professions has suggested that there is often misalignment between the values taught in the classroom and those used to guide workplace practices (Melia, 1984;Parkinson & Thompson, 1998); this is represented in Figure 1 by a dotted double arrow. When students encounter these discrepancies, they experience dissonance and work to alleviate these feelings by engaging in sensemaking.…”

Section: Figure 1 Conceptual Model Of Professional Socialization Intmentioning

confidence: 99%

“…With this said, research in nursing and social work suggested the content and structure of professional training contribute to challenges newcomers experience during the transition to full-time practice (e.g., Melia, 1984;Parkinson & Thompson, 1998). Although helping professions have dual training systems consisting of coursework and concurrent fieldwork to convey the beliefs, values, knowledge, and skills required for practice, there are frequently gaps between curricular and practical training experiences (e.g., Melia, 1984;Perez, 2014).…”

Section: Contributions Of the Helping Professions Literaturementioning

confidence: 99%

“…Moreover, helping professions are applied fields that use similar models of training where new practitioners engage in coursework and fieldwork (Kuk & Cuyjet, 2009;Melia, 1984;Parkinson & Thompson, 1998). In fact, the Council for the Advancement of Standards in Higher Education (2012) indicated that student affairs master's candidates should complete "a minimum of 300 hours of supervised practice consisting of at least two distinct experiences" (p. 356) as they concurrently take courses exploring topics such as the foundations of the profession, college student development theory, the organization and administration of student affairs, and assessment, evaluation, and research.…”

Section: Contributions Of the Helping Professions Literaturementioning

confidence: 99%

See 2 more Smart Citations

A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

Perez

2016

JSPTE

View full text Add to dashboard Cite

Prior research exploring professional socialization in student affairs has been grounded in models that do not fully capture the distinct features of the field. Moreover, these studies have primarily focused on the transition into full-time work positions, and they have captured what happens to new professionals rather than how individuals understand their socialization experiences. With these gaps in mind, this conceptual paper presents a new model of professional socialization in student affairs graduate preparation programs that draws upon literature in the helping professions (i.e., nursing, social work), research on doctoral students and pre-tenure faculty, and the theoretical frameworks of sensemaking and self-authorship to highlight the dynamic relationship between individuals and organizations during the socialization process. Specifically, this model attempts to illuminate the cognitive mechanisms that undergird how individuals interpret their professional socialization. In doing so, the model proposes different ways individuals may make sense of their student affairs graduate training experiences based on (a) whether or not they encounter discrepancies and (b) their developmental capacity for self-authorship. The conceptual model presented here has implications for shaping graduate level coursework and fieldwork within student affairs preparation programs.

show abstract

Section: Figure 1 Conceptual Model Of Professional Socialization Intmentioning

confidence: 99%

Section: Contributions Of the Helping Professions Literaturementioning

confidence: 99%

Section: Contributions Of the Helping Professions Literaturementioning

confidence: 99%

See 1 more Smart Citation

A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

Perez

2016

JSPTE

View full text Add to dashboard Cite

show abstract

“…This includes initial, qualifying training, continuing professional development and regular supervision. The creation of a reflective space in ASW qualifying training has been discussed by the author elsewhere (Parkinson & Thompson, 1998). What has emerged here is the need for reflective space as a continuous component of professional development.…”

Section: Concluding Reflectionsmentioning

confidence: 97%

Devils and deep blue seas: the social worker in-between

Thompson¹

2003

Journal of Social Work Practice

Self Cite

View full text Add to dashboard Cite

This paper examines the role of the approved social worker, as defined by s.114 of the Mental Health Act 1983, with particular regard to ethical dilemmas in crisis intervention. Issues of management accountability, health and safety are set against the approved social worker's statutory responsibility to assess people experiencing mental health problems and, where necessary, admit to psychiatric hospital under compulsion. Consideration is given to the impact of this work upon the worker, on whom extreme and sometimes conflicting demands are made. An attempt is made to integrate these viewpoints within a fundamentally psychodynamic perspective.

show abstract

“…Lewis (1998) and Parkinson and Thompson (1998) have written about the value of developing reflective skills in ASW practice while Schon (1983Schon ( , 1992 discusses the significance of reflection in developing 'professional artistry'. These themes were central to the thinking behind appointing an external facilitator.…”

Section: Implementing a New Proceduresmentioning

confidence: 99%

Reflective practice in a process for the re-approval of ASWs: An exploration of some inevitable resistance

Jordan¹,

Parkinson²

2001

Journal of Social Work Practice

Self Cite

View full text Add to dashboard Cite

In this article a mental health trainer and a group facilitator explore the background to developing a new protocol to manage the re-approval of mental health social workers in an inner London borough. The new procedure involved social workers attending a series of small group sessions in which they were invited to present and reflect on their work with clients. The dynamics of these sessions and particularly some of the transferential material between group members and facilitator are explored here. The significance for mental health social work, post-qualifying learning and the possibilities of reflective practice is considered.

show abstract

Uncertainties, mysteries, doubts and Approved Social Worker Training

Cited by 6 publications

References 1 publication

A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

Devils and deep blue seas: the social worker in-between

Reflective practice in a process for the re-approval of ASWs: An exploration of some inevitable resistance

Contact Info

Product

Resources

About