Blundell, Nicola (2024) Values Development in Transitioning spaces: An Interpretative Phenomenological Analysis (IPA) of the Final Placement Experiences of master’s Level Social Work Students. Doctoral thesis, Liverpool Hope University.
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Abstract
In the last 15 years, social work education has undergone a series of significant reforms. This period has coincided with neoliberal ideology becoming a cultural norm, extensive cuts to welfare services reducing available resources, and an increased emphasis on individualism and personal responsibility. This research examines the evolving landscape of social work education and practice placements in this context. It considers if such developments have influenced the way social work values, such as social justice and human rights, are understood and experienced on placement by final year MA students.
Using the qualitative research approach Interpretative Phenomenological Analysis (IPA), this research provides a unique insight into the motivations that students share for choosing social work, and how these students navigate the transitioning spaces from classroom to practice placement. Five key themes were identified from the data analysis namely, connecting the past to the present, values development in transitioning spaces, feeling like a burden (navigating relationships), the bigger picture (doing right for others) and connecting the present to the future.
The significance of these findings confirms much of the extant literature, suggesting that although there have been many reforms, little has changed experientially for students on placements. One of the most significant enablers for the positive construction of professional identities continues to be the relationship between student and practice educator. However, the status of practice educators remains low and workload expectations remain high. Due to sustained welfare cuts the limitations of resources in practice can contribute to both staff and students experiencing ethical stress. Evidence from this research suggests that this can result in social work values, being perceived as either a motivational philosophy that supports ‘doing right for others’ or an idealistic classroom theory that leads to unrealistic expectations in practice.
Through the examination of first-hand accounts from students on final placement, the original contribution of this research reveals that the combination of organisational culture, the need for belonging, and the constant scrutiny that accompanies student status, compromises the ability to challenge certain practices. Pedagogical recommendations include robust preparation for practice that empowers students to challenge and resist neoliberal discourses and have the confidence to engage in professional relationships with radical candour.
This work contributes to the ongoing discourse surrounding the intersection of social work education, social work values and the prevailing neoliberal paradigm during a period where recruitment and retention in the profession is at crisis point.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Additional Information and Comments: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Social Sciences |
| Depositing User: | Nicki Blundell |
| Date Deposited: | 01 Jul 2024 08:14 |
| Last Modified: | 01 Jul 2024 08:14 |
| URI: | https://hira.hope.ac.uk/id/eprint/4307 |
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