Authenticity, Reflexivity and Self-Regulation in Social Work with Students: Implications for Education

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17200%2F20%3AA210276D" target="_blank" >RIV/61988987:17200/20:A210276D - isvavai.cz</a>

Result on the web

<a href="https://www.europeanproceedings.com/article/10.15405/epiceepsy.20111.10" target="_blank" >https://www.europeanproceedings.com/article/10.15405/epiceepsy.20111.10</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15405/epiceepsy.20111.10" target="_blank" >10.15405/epiceepsy.20111.10</a>

Result language

angličtina

Original language name

Authenticity, Reflexivity and Self-Regulation in Social Work with Students: Implications for Education

Original language description

Problem statement: Social work is an emotionally demanding profession, where workers must reflect and regulate emotions. Education does not prepare students for this emotion management, which often leads to unauthenticity. Research question: What are the relationships between authenticity, self-regulation and reflexivity for Czech students of social work? Purpose of the study: The article aims to map the relationships between authenticity, self-regulation and reflexivity in Czech social work students and to determine the implications for social work based on these relationships mapping. Research methods: The data were obtained by quantitative research strategy; specifically by a questionnaire survey, in which 102 sets of questionnaires (Authenticity Scale, Generalized Expectancy for Negative Mood Regulation Scale and Groningen Reflexion Ability Scale) were obtained by intentional criterion selection. The data were processed using the Pearson's correlation coefficient, the analysis of variance (ANOVA) and the Krustal-Wallis test. Findings: The research has found that: a) a high degree of reflexivity is associated with a low degree of authenticity; b) a high degree of self-regulation is associated with a low degree of authenticity; c) a high degree of reflexivity is associated with a high degree of self-regulation; and d) the length of practice is related to reflexivity. Conclusions: High reflexivity enhances high self-regulation and this leads to low authenticity. However, there is a question of how reflexivity is constructed by students of social work. For social work students, reflexivity seems to be viewed through the technical rationality. Therefore, it is necessary to strengthen holistic reflexivity of students, which can strengthen their authenticity in practice.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50403 - Social topics (Women´s and gender studies; Social issues; Family studies; Social work)

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

European Proceedings of International Conference on Education & Educational Sciences EpICEEPSY

ISBN

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ISSN

2672-8141

e-ISSN

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Number of pages

12

Pages from-to

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Publisher name

European Publisher

Place of publication

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Event location

Online

Event date

Oct 6, 2020

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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