Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings

Abstract

The study focuses on emotional processes that may arise for practice educators when working with struggling or failing students in practice learning settings. Informed by a thematic review of the literature exploring the phenomenon of ‘failing to fail’, the study draws on two UK qualitative studies that highlighted the emotional distress experienced by practice educators when working with a marginal or failing student. The study draws key examples from these prior studies and argues that the psychoanalytic concept of projective identification offers a plausible and illuminating account of the states of mind experienced and reported by some practice educators in the ‘failing to fail’ dilemma. The notion is proffered as a conceptual framework for practice educators to explore and apply to their own practice as a means of making explicit unconscious states of mind, helping to recognise and rationalise these, thus supporting confidence in making appropriate assessment decisions.

Keywords::

• failing students
• practice educators
• emotions
• projective identification
• containment
• reflection

Acknowledgements

The authors would like to thank Professor Stephen Briggs and Professor Pamela Trevithick for helpful comments on an early draft of this paper.

Notes

^1. In recognition of an international readership, it is important to clarify terms. The term practice educator is used consistently in this discussion, although it is recognised that other terms are used internationally. For example, field instructor is the term that is used in North America. The term practice learning setting is used here to describe the placement or practicum – i.e. an assessed period of practice in the field. It is recognised that these are UK-specific terms.

^2. Other frames of reference or theoretical perspectives might certainly be proposed and indeed it is hoped that by suggesting projective identification as one possibility, others will in due course be set out, thus extending the debate and benefiting practice educators.

Additional information

Notes on contributors

Jo Finch

Jo Finch is a Senior Lecturer in Social Work, Cass School of Education and Communities, University of East London. Address: Cass School of Education and Communities, University of East London, Water Lane, Stratford, London E15 4LZ, UK. [E-mail: [email protected]]

Jason Schaub

Jason Schaub is a Senior Lecturer in Social Work, School of Social Sciences, Primary Care and Education, Buckinghamshire New University. Address: School of Social Sciences, Primary Care and Education, Buckinghamshire New University, Queen Alexandra Road, High Wycombe HP11 2JZ, UK. [E-mail: [email protected]]

Roger Dalrymple

Roger Dalrymple is a Principal Lecturer in Education, Faculty of Health and Life Sciences, Oxford Brookes University. Address: Faculty of Health and Life Sciences, Oxford Brookes University, Gipsy Lane, Oxford OX3 0BP, UK. [E-mail: [email protected]]