Themes in the supervision of social care students in Ireland: building resilience

References

• Abbott, A. A., & Lyter, S. C. (1999). The use of constructive criticism in field supervision. The Clinical Supervisor, 17(2), 43–57. doi: 10.1300/J001v17n02_02
   Google Scholar
• Adamson, C., Beddoe, L., & Davys, A. (2014). Building resilient practitioners: Definitions and practitioner understandings. British Journal of Social Work, 44, 522–541. doi: 10.1093/bjsw/bcs142
   Web of Science ®Google Scholar
• Barlow, C., & Hall, B. L. (2007). ‘What about feelings?’: A study of emotion and tension in social work field education. Social Work Education, 26(4), 399–413. doi: 10.1080/02615470601081712
   Google Scholar
• Barton, H., Bell, K., & Bowles, W. (2005). Help or hindrance? Outcomes of social work student placements. Australian Social Work, 58(3), 301–312. doi: 10.1111/j.1447-0748.2005.00222.x
   Google Scholar
• Beddoe, L., Davys, A. M., & Adamson, C. (2014). ‘Never trust anybody who says “I don't need supervision”’: Practitioners’ beliefs about social worker resilience. Practice: Social Work in Action, 26(2), 113–130. doi: 10.1080/09503153.2014.896888
   Google Scholar
• Beddoe, L., Davys, A., & Adamson, C. (2013). Educating resilient practitioners. Social Work Education, 32(1), 100–117. doi: 10.1080/02615479.2011.644532
   Google Scholar
• Bogo, M. (2006). Field instruction in social work. The Clinical Supervisor, 24(1–2), 163–193. doi: 10.1300/J001v24n01_09
   Google Scholar
• Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide. The Clinical Supervisor, 26(1–2), 99–117. doi: 10.1300/J001v26n01_08
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
   Google Scholar
• Brodie, I., & Williams, V. (2013). Lifting the lid: Perspectives on and activity within student supervision. Social Work Education, 32(4), 506–522. doi: 10.1080/02615479.2012.678826
   Google Scholar
• Criss, P. (2010). Effects of client violence on social work students: A national study. Journal of Social Work Education, 46(3), 371–390. doi: 10.5175/JSWE.2010.200900038
   Web of Science ®Google Scholar
• de las Olas Palma-García, M., & Hombrados-Mendieta, I. (2014). The development of resilience in social work students and professionals. Journal of Social Work, 14(4), 380–397. doi: 10.1177/1468017313478290
   Web of Science ®Google Scholar
• Davys, A., & Beddoe, L. (2000). Supervision of students: A map and a model for the decade to come. Social Work Education, 19(5), 437–449. doi: 10.1080/026154700435968
   Google Scholar
• Fletcher, D., & Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts and theory. European Psychologist, 18(1), 12–23. doi: 10.1027/1016-9040/a000124
   Web of Science ®Google Scholar
• Fortune, A. E., & Kaye, L. (2003). Learning opportunities in field practica. The Clinical Supervisor, 21(1), 5–28. doi: 10.1300/J001v21n01_02
   Google Scholar
• Fortune, A. E., Lee, M., & Cavazos, A. (2007). Does practice make perfect? The Clinical Supervisor, 26(1–2), 239–263. doi: 10.1300/J001v26n01_15
   Google Scholar
• Gilligan, R. (1991). Irish child care services: Policy, practice and provision. Dublin: Institute of Public Administration.
   Google Scholar
• Globerman, J., & Bogo, M. (2003). Changing times: Understanding social workers’ motivation to be field instructors. Social Work, 48(1), 65–73. doi: 10.1093/sw/48.1.65
   PubMed Web of Science ®Google Scholar
• Grant, L., & Kinman, G. (2012). Enhancing wellbeing in social work students: Building resilience in the next generation. Social Work Education, 31(5), 605–621. doi: 10.1080/02615479.2011.590931
   Google Scholar
• Grant, L., & Kinman, G. (2013). ‘Bouncing back?’ Personal representations of resilience of student and experienced social workers. Practice: Social Work in Action, 25(2), 349–366. doi: 10.1080/09503153.2013.860092
   Google Scholar
• Grant, L., Kinman, G., & Baker, S. (2015). ‘Put on your own oxygen mask before assisting others’: Social work educators’ perspectives on an ‘emotional curriculum’. British Journal of Social Work, 45, 2351–2367. doi: 10.1093/bjsw/bcu066
   Web of Science ®Google Scholar
• Grotberg, E. (1995). A guide to promoting resilience in children: Strengthening the human spirit. La Haya: Bernard Leer Foundation.
   Google Scholar
• Harr, C., & Moore, B. (2011). Compassion fatigue among social work students in field placements. Journal of Teaching in Social Work, 31(3), 350–363.
   Google Scholar
• Higgins, M. (2014). Can practice educators be a ‘bridge’ between the academy and the practicum? The Journal of Practice Teaching and Learning, 12(3), 62–78. doi: 10.1921/7802120301
   Google Scholar
• Hughes, M. (2011). Do challenges to students’ beliefs, values and behaviour within social work education have an impact on their sense of well-being? Social Work Education, 30(6), 686–699. doi: 10.1080/02615479.2011.586567
   Google Scholar
• Irish Association of Social Care Educators. (2009). Practice placement manual. Retrieved from http://staffweb.itsligo.ie/staff/pshare/iasce/Placement20Manual2029mar09.pdf
   Google Scholar
• Irish Association of Social Workers. (2016). About social work. Retrieved from https://www.iasw.ie/
   Google Scholar
• Kampen, J. K., & Tamás, P. (2014). Overly ambitious: Contributions and current status of Q methodology. Quality & Quantity, 48, 3109–3126. doi: 10.1007/s11135-013-9944-z
   Web of Science ®Google Scholar
• Kearney, N. (2005). Social work education: Its origins and growth. In N. Kearney & C. Skehill (Eds.), Social work in Ireland: Historical perspectives (pp. 1–12). Dublin: Institute of Public Administration.
   Google Scholar
• Kearns, S., & McArdle, K. (2012). Doing it right? – accessing the narratives of identity of newly qualified social workers through the lens of resilience: ‘I am, I have, I can’. Child and Family Social Work, 17(4), 385–394. doi: 10.1111/j.1365-2206.2011.00792.x
   Web of Science ®Google Scholar
• Knight, C. (2001). The process of field instruction: BSW and MSW students’ views of effective field supervision. Journal of Social Work Education, 37(2), 357–379. doi: 10.1080/10437797.2001.10779060
   Web of Science ®Google Scholar
• Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31–52.
   Google Scholar
• Lazard, L., Capdevila, R., & Roberts, A. (2011). Methodological pluralism in theory and in practice: The case for Q in the community. Qualitative Research in Psychology, 8, 140–150. doi: 10.1080/14780887.2011.572749
   Google Scholar
• Lefevre, M. (2005). Facilitating practice learning and assessment: The influence of relationship. Social Work Education, 24(5), 565–583. doi: 10.1080/02615470500132806
   Google Scholar
• Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional reactions of students in field education: An exploratory study. Journal of Social Work Education, 46(2), 227–243. doi: 10.5175/JSWE.2010.200900007
   Web of Science ®Google Scholar
• Mason, J. (2002). Qualitative interviewing: Asking, listening and interpreting. In T. May (Ed.), Qualitative research in action. (pp. 225–241). London: Sage.
   Google Scholar
• McAllister, M., & McKinnon, J. (2009). The importance of teaching and learning resilience in the health disciplines: A critical review of the literature. Nurse Education Today, 29, 371–379. doi: 10.1016/j.nedt.2008.10.011
   PubMed Web of Science ®Google Scholar
• McSweeney, F. (2017). Supervision of students in social care education: Practice teachers' views of their role. Social Work Education, 36(1), 26–47. doi: 10.1080/02615479.2016.1249837
   Web of Science ®Google Scholar
• McSweeney, F., & Williams, D. (2016, April). Recognising the complexity of the transition to practice: Social care students anticipations and preparedness for practice. Paper presented at Social Care Ireland Conference, Naas, Co. Kildare.
   Google Scholar
• Miehls, D., Everett, J., Segal, C., & du Bois, C. (2013). MSW students’ views of supervision: Factors contributing to satisfactory field experiences. The Clinical Supervisor, 32(1), 128–146. doi: 10.1080/07325223.2013.782458
   Google Scholar
• Nye, C. (2007). Dependence and independence in clinical supervision. The Clinical Supervisor, 26(1–2), 81–98. doi: 10.1300/J001v26n01_07
   Google Scholar
• Petrie, P., Boddy, J., Cameron, C., Wigfall, V., & Simon, A. (2006). Working with children in care: European perspectives. Maidenhead: Open University Press.
   Google Scholar
• Rajan-Rankin, S. (2014). Self-identity, embodiment and the development of emotional resilience. British Journal of Social Work, 44, 2426–2442. doi: 10.1093/bjsw/bct083
   Web of Science ®Google Scholar
• Riger, S., & Sigurvinsdottir, R. (2015). Thematic analysis. In L. A. Jason & D. S. Glenwick (Eds.), Handbook of methodological approaches to community based research: Qualitative, quantitative and mixed methods (pp. 33–41). Oxford: Oxford University Press.
   Google Scholar
• Shinebourne, P., & Adams, M. (2007). Q methodology as a phenomenological research method. Existential Analysis, 18(1), 103–116.
   Google Scholar
• Smith, M., & Whyte, B. (2008). Social education and social pedagogy: Reclaiming a Scottish tradition in social work. European Journal of Social Work, 11(1), 15–28. doi: 10.1080/13691450701357174
   Web of Science ®Google Scholar
• Social Care Ireland. (2016). What is social care work? Retrieved from https://www.socialcareireland.ie
   Google Scholar
• Staempfli, A., Kunz, R., & Tov, E. (2012). Creating a bridge between theory and practice: Working with key situations. European Journal of Social Education, 22/23, 60–69.
   Google Scholar
• Stephens, P. (2009). The nature of social pedagogy: An excursion in Norwegian territory. Child & Family Social Work, 14(3), 343–351. doi: 10.1111/j.1365-2206.2008.00605.x
   Web of Science ®Google Scholar
• Thompson, N. (2006). Promoting workplace learning. Bristol: The Policy Press.
   Google Scholar
• Ungar, M. (2003). Qualitative contributions to resilience research. Qualitative Social Work: Research and Practice, 2(1), 85–102. doi: 10.1177/1473325003002001123
   Google Scholar
• Vågstǿl, U., & Skǿien, A. K. (2011). “A learning climate for discovery and awareness”: Physiotherapy students' perspective on learning and supervision in practice. Advances in Physiotherapy, 13, 71–78. doi: 10.3109/14038196.2011.565797
   Google Scholar
• Wilson, G. (2013). Evidencing reflective practice in social work education: Theoretical uncertainties and practical challenges. British Journal of Social Work, 43, 154–172. doi: 10.1093/bjsw/bcr170
   Web of Science ®Google Scholar
• Wilson, G., & Kelly, B. (2010). Evaluating the effectiveness of social work education: Preparing students for practice learning. British Journal of Social Work, 40, 2431–2449. doi: 10.1093/bjsw/bcq019
   Web of Science ®Google Scholar
• Wilson, G., O’Connor, E., Walsh, T., & Kirby, M. (2009). Reflections on practice learning in Northern Ireland and the Republic of Ireland: Lessons from student experiences. Social Work Education, 28(6), 631–645. doi: 10.1080/02615470903027348
   Google Scholar