Reluctant learners: social work students and work with older people

Abstract

Reflective learning requires active, motivated learners. Stimulating reflective learning when the student is uninterested in the subject is problematic. In the case of social work students an example of such disinterest is their negative attitude towards work with older people. Many studies have shown a hierarchy of students' client group preferences with children and families at the top and older and disabled people at the bottom. In Britain, older people are the major group of users of social services. There is a mismatch between users' (and agencies') needs and social work students' client group preferences. Reasons for students' disinterest in this area of work are considered, alongside more general barriers to learning. The use of a repertory grid technique with a group of first-year social work students undergoing professional training is discussed, with the aim of assisting students to articulate their views about work with older people. Such techniques can enhance reflective learning in other contexts, and engage reluctant learners.