| Title | Social work students’ fears of their professional competence – narratives and supervision reflections: a multiple cultural study | |
| Authors | Spyridoula Lekkou¹ and Helle Ingrid Strauss²
1. Assoc. Prof. Department of Social Welfare, Technological Educational Institution of Athens, Athens Greece 2. Prof. Institute for Social Work, International Coordinator, Secretary of IASSW, Metropolitan University College, Kronprinsesse Sofies vej 35, Frederiksberg, Denmark |
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| Citation | Lekkou, S., Strauss, H.I.: Social work students’ fears of their professional competence – narratives and supervision reflections: a multiple cultural study, Epitheorese Klin. Farmakol. Farmakokinet. 25(3): 149-158 (2011) | |
| Publication Date | Accepted for publication: November 10, 2011 | |
| Full Text Language | English | |
| Order – Buy | Ηλεκτρονική Μορφή: pdf (10 €) – Digital Type: pdf (10 €)
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| Keywords | Social work students, fears, competence, narratives, supervision, multiple cultural. | |
| Other Terms | review article | |
| Summary | Papers in clinical journals dealing with social work education rely mostly on opinions of educators and trainees. The purpose of the present study was to present senior students’ perspective by analyzing how they narrate their fears about possible professional future problems. A total of 110 students (77 Greeks and 33 students from different European countries, studying in the International Course of Metropolitan University College, Copenhagen, Denmark) who most of them were by the end of their studies were asked to participate. A crucial finding was that participants (52%) described Clients’ Problems difficult to face (e.g. dysfunctional family issues, pathological behaviors, serious illnesses and loss), while (48%) described Self Concerns as inadequacy, personal development, collaboration with colleagues’ issues and the National Welfare System. Significant differences between the two groups were found due to cultural issues. Benefits of conducting clinical research include experiential learning that has the potential to lead to practice change and improved client outcomes that are evidence based. Implications for further educational and supervision support are discussed. | |
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