Integration of Personal/Professional Self (IPPS) Through Reflective/Experiential Learning

Abstract

This mixed-method in vivo exploratory study examines the learning strategies that prepare students for social work practice and shows that these strategies can make a measurable difference. Though many authors have called for self-awareness to promote cultural sensitivity, the concept of the integrated personal/professional self has not previously been defined, operationalized, or formally validated with any instrument. From 1999 to 2004, a total of 24 Title IV-E stipend students explored personal life issues through an individualized “SELF” course. Thematic analyses and t-tests of alumni data showed significant improvement in cognitive and ethical development, burnout reduction, and competency enhancement by participation in SELF.

KEYWORDS:

• integrated self
• experiential learning
• Title IV-E training
• family-of-origin issues
• self care
• SELF course
• social work alumni