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Abstract
The aim of this paper is to develop a better understanding of the concept of meta-competence as it applies in social work. Eighteen social work students took part in a five-scenario Objective Structured Clinical Examination adapted for social work consisting of a 15-minute interview followed by a 15-minute reflective dialogue following structured questions designed to elicit dimensions of meta-competence. Ninety reflections were transcribed and analyzed revealing variation in students' ability to conceptualize practice, to intentionally use self, and to learn from reviewing their practice. Also, each meta-competence was found to be grounded in a similar structure, that of a continuum with reflections ranging from in-depth, rich, textured discussions to those that are more superficial, scant, and concrete. Variation in students' ability to conceptualize practice and use diversity concepts was found, related to students' emotional reactions. Some students described becoming emotionally ‘dysregulated’ and therefore unable to use knowledge in practice. Implications include the importance of articulating the inter-relationships and links between concepts and practice when teaching and assisting students to develop emotional self-regulation.
Acknowledgements
The work reported in this article was funded by The Social Sciences and Humanities Research Council of Canada.