The Self-Awareness Workbook for Social Workers by Juliet C. RothmanThis workbook can be used in social work practice courses, and is particularly well-suited for use in courses that deal with ethnic-sensitive practice or practice with vulnerable and oppressed groups. The workbook enables students to explore their own issues and feelings around self-identity, difference, experiences with others, and negative beliefs and stereotypes about others. The workbook format provides personalized exercises and assignments that allow students to address the issues most relevant to them. The tear-out pages allow students to keep their workbook pages for private self-examination. Three Unit Assignments address principal goals, and are intended to be submitted as class assignments. Unit I explores the value base of the profession, and asks the student to reflect upon his/her values and their relationship to the reasons that he/she is seeking professional social work education, affirming areas of congruence between personal and professional values and commitments.Unit II engages the student in personal self-assessment, including a review of influential persons in the student, s life, beliefs and feelings about others, and helps the student to develop a definition of identity, both individually and in terms of group affiliations. Unit III asks students to consider the work of Unit I and II together, and to explore areas where personal beliefs, attitudes and values may impact negatively on professional obligations and competent professional practice. The workbook is written in a friendly and casual style, to encourage students to feel comfortable in exploring difficult material
How self awareness solves problems
The Path to Self-Awareness
Please take this quick survey to tell us about what happens after you publish a paper. Clinical Social Work Journal. Teaching self awareness is an important and sensitive task in the supervision of the clinical casework student. However, lack of self awareness on the part of the supervisor may lead to a serious impaction of this learning process, and unfortunately, there is no institutionalized process for reviewing lack of supervisory self awareness as there is for students. Some occasions in which problems in supervisory self awareness are likely to occur are: the supervisor who has difficulty in responding appropriately to the student's dependency demands in supervision, responding either by withdrawing from the student or being overprotective of him; the supervisor who is threatened by students whose character styles are very different from his own; and the supervisor who views client behavior from the perspective of a value system very different from the student's. Unable to display preview. Download preview PDF.
Jaye Harry. Richard Ramsay. SOWK March Note: The hard copy of this paper was scanned and digitalized.
Much of the journey to becoming an effective social worker comprises developing our own self-awareness — with professors, classmates and clients continuously challenging us to be cognizant of our feelings. The process of being self-aware is not always easy, but is a worthwhile and magnanimous achievement. In deepening our understanding of ourselves, both professionally and personally, we can develop a greater capacity to objectively tend to the needs of our clients, and this is emphasized throughout the MSW USC curriculum. We strive to understand ourselves, strengthening and building our own self-awareness in the interest of accumulating knowledge and sensitivities that can be applied to positively affect the lives of others. As social workers, we must not only know ourselves but also be open-minded enough to adjust our thought processes and sensitivities to address the specific needs and realities of individual clients.
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Culture and cultural identity are crucially important concepts in health and social care, and this is borne out in literature, legislation and social work training. Social workers need not as is often claimed be highly knowledgeable about the cultures of the people they serve, but they must approach culturally different people with openness and respect, and a willingness to learn., What is it and why is it important in the workplace? Emotional intelligence is a phrase that encompasses many different traits that a person could have as far as maintaining control in the workplace and also how to read people and different things they may be feeling.
It begins by looking at infant psychological development and theories that attempt to explain how, as human beings, our unique self is formed and what factors play a part in this process. It considers whether experiences in infancy later shape who we are as people and professionals, and how we might come across to others. The paper then looks at coverage of the term use of self in selected social work publications, some of which point to the absence of a coherent theoretical framework from which to teach, research and apply this subject in direct practice. It explores how this gap could be bridged by developing a conceptual framework that links the term use of self to the concept of internal working models; a gendered perspective; theories relating to non-verbal forms of communication; and the importance of self-awareness. Most users should sign in with their email address.
The Professional Development and Self-Awareness Program PDSA stems from the vision of a community where all CSSW students, faculty, and administrators feel safe, supported, and accountable within their individual experiences with privilege, power and oppression. PDSA programs seek to develop mechanisms by which systems of oppression that operate within CSSW are publicly recognized and openly confronted. PDSA promotes an inclusive environment that fosters the development of self-awareness and accountability. PDSA aims to build an environment that acknowledges and challenges injustices and their many forms, while simultaneously promoting dialogue surrounding personal experience and accountability. PDSA recognizes that forms of oppression often lead to the pain and silencing of many students, faculty and administrators. PDSA understands that there are many students, faculty and administrators that consistently work to achieve these goals, and supports these existing efforts by providing grants, administrative resources, and spaces for significant discussions and actions to occur.
A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. Schools of social work have undertaken the difficult task of preparing social work students to facilitate and promote culturally responsive services. This article outlines one such practical strategy, referred to as the Ethnic Roots Assignment, which has been used over several semesters in a graduate social justice course at a public university in the Southwest. With a focus on offering specific strategies for facilitating student self-awareness, this article describes detailed components of the Ethnic Roots Assignment, practical suggestions for implementation including classroom utilization and navigating potential challenges , and concludes with student responses to the assignment.