Exploring Latinx social work graduate students’ self-awareness by integrating Johari window, Photovoice and Mandala

ABSTRACT

Numerous researchers have addressed the role of self-awareness in personal and professional development over decades. Recent studies have addressed the effectiveness and outcomes of gaining self-awareness. In this study, the goal was to explore individuals’ self-awareness elements in relationship to the views of others. Thirteen graduate social work students agreed to participate in this qualitative study for a duration of a semester. The exploration was framed within the Johri window model and supplemented by Photovoice and Mandala. The main finding indicated that all identified self-awareness elements were not viewed as equally important and were not equally noticeable by others. Others particularly paid attention to the participants’ Other-Oriented Traits. Cognition and Emotion-Oriented traits were only noticed by others if the participants strongly focused on them. An additional finding revealed that there was a solid and complementary relationship between traits that were hidden from others (Façade) and individuals’ unconscious (Mystery). The final finding confirmed the role of experiential learning in promoting self-awareness.

KEYWORDS:

• Experiential learning
• self-awareness
• Johari window
• Photovoice
• Mandala

Disclosure statement

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

Additional information

Notes on contributors

Leyla Feize

Dr. Leyla Feize is an Associate Professor at the University of Texas Rio Grande Valley, School of Social Work. She has conducted research in areas of cultural competence, self-awareness and mindfulness. Her research interests include social work education, minority mental health, Immigration and Autism/ADHD. She has more than 25 years of experience in the mental health profession arena and is currently licensed as a Clinical Social Worker and Supervisor (LCSW-S) by the state of Texas.