Reflective-Thinking and Resilience as Predictors of Professionalism in Master of Social Work Students

ABSTRACT

Social work students are expected to learn about and demonstrate several professional competencies during their academic and fieldwork studies. This study explored the associations between professionalism, resilience, and reflective thinking in a sample of 212 students enrolled in a Master of Social Work program. The sample was predominantly female, aged 20 to 29, with an international student enrollment status. Students completed a demographic questionnaire, the Professionalism Assessment Tool (PAT), Reflective Thinking Scale (RTS), and Resilience at University (RAU) instruments. Multilinear regression analyses with bootstrapping identified three RTS variables—Critical Reflection (p = .005), Habitual Action (p = .022), and Understanding (p = .026)—as significant predictors of students’ performance on the PAT Relationships With Others subscale. The RAU factor, Maintaining Perspective, was determined to be a strong predictor in three key PAT subscales: Citizenship & Professional Engagement (p = .01), Lifelong Learning & Adaptability (p = .003), and Relationships With Others (p = .004). The outcomes highlight the importance and relevance of reflective-thinking and resilience skills for social work students’ acquisition of desirable knowledge, attributes, and practices related to professionalism. The implications for social work education curricula and recommendations for further research are also discussed in the article.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics approval

Ethics approval for the project was obtained from the Monash University Human Research Ethics Committee (Project Number: 15205).

Additional information

Funding

The study was funded through a grant received from the Faculty of Medicine, Nursing & Health Sciences Learning & Teaching Research Grant Scheme 2019, Monash University, Clayton, Victoria, Australia. The funding received covered the salary costs of a research assistant who helped with the data collection and data entry.

Notes on contributors

Ted Brown

Ted Brown is Professor and Undergraduate Course Coordinator in the Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University – Peninsula Campus, Frankston, Victoria, Australia.

Richard O’Donovan

Richard O’Donovan is Senior Lecturer in the School of Curriculum Teaching & Inclusive Education, Faculty of Education, Monash University – Clayton Campus, Clayton, Victoria, Australia.

Averil Grieve

Averil Grieve is Senior Lecturer in the Student Academic Support Unit and Department of Social Work, Faculty of Medicine, Nursing & Health Sciences, Monash University – Caulfield Campus, Caulfield, Victoria, Australia.

Mong-Lin Yu

Mong-Lin Yu is Senior Lecturer and Practice Education Coordinator (Clinical Placement) in the Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University – Peninsula Campus, Frankston, Victoria, Australia.

Bella Ross

Bella Ross is Curriculum Design Manager – English at Monash College, Melbourne, Victoria, Australia.

Louise Oliaro

Louise Oliaro was a Senior Lecturer in the Department of Social Work, Faculty of Medicine, Nursing & Health Sciences, Monash University – Caulfield Campus, Caulfield, Victoria, Australia. Currently, she is director of WeSupportU Pty Ltd, Cheltenham, Victoria, Australia; and Learning Diversity Leader, St. Peter’s Primary School, Bentleigh East, Victoria, Australia.

Jamie Etherington

Jamie Etherington is Research Assistant in the Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University – Peninsula Campus, Frankston, Victoria, Australia.