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Introduction
The purpose of this blog is to explain the social work interns field education experience and discuss the development of professional identity. The profession of social work is associated with the missions of social change and social justice. The development of professional identity influenced by academic and agency experience should be supported by the social workers commitment to helping vulnerable and diverse clients.
Main body
During the practicum experience, the social work intern engaged in the practice by interacting with clients, colleagues, and instructors at the practicum agency. Field education experience allowed the intern to apply social work practice skills in real-life situations and develop a professional identity (Laureate Education, 2013). Vatsalya Adult Medical Daycare Center provided the social worker with opportunities to interact with ethnically diverse clients referred to the agency for a variety of reasons, such as dementia management, aging concerns, trauma, and socialization issues. Working under supervision ensured guidance during all stages of the change process and contributed to the development of cultural competency, organizational skills, compliance with the NASW competencies/standards, and resolution of ethical dilemmas.
Namely, the sessions with the vulnerable dementia-affected client performed by the intern demonstrated the importance of applying the social work skills (empathy, active listening) and tools (affective perception) for establishing rapport and improving compliance.
The development of professional identity required a clear understanding of the goals and challenges of the profession, as well as the social workers roles, values, and skills to be employed for the benefit of clients. Observation and reflection on colleagues attitudes, decisions, and behavior at the agency helped shape the interns professional identity and prepare this intern for effective functioning at all levels of practice (Garthwait, 2017).
The professional identity included the social workers aim to improve the social functioning of individuals (micro level) or families (mezzo level) or create/influence public policies (macro level) to support positive social functioning and social justice. For example, the case of a client recovering from a stroke required the social worker to focus on micro-level interventions and use process recording to identify strengths and areas for improvement to restore the clients integrity.
Respect for diversity and differences is another essential aspect of the social workers identity that was developed during the personal field education experience at Vatsalya through interaction with ethnically and culturally diverse clients. The social work intern encountered the Hispanic client, who experienced socialization issues, and applied professional skills and competencies learned and practiced at the placement agency to develop an appropriate plan for the change process. To assist in positive social functioning, the practicum intern needed to be aware of the cultural structures, values, and spiritual practices of Hispanic clients, as well as relevant social work theories (psychosocial/systems) (Kirst-Ashman & Hull, 2018). As a result of the intervention respecting cultural differences, the client acquired a sense of integrity, learned about the causes of her problems (ethnocentric perspective), and began to build a new support system.
Conclusion
To sum up, field education experience prepared the intern for future social work practice and real-life challenges by providing opportunities to employ academic knowledge and develop a professional identity. Working with diverse clients and challenges required the intern to demonstrate professional competencies and employ a set of skills and tools to accomplish the missions of social justice and change. The practicum experience encouraged the social worker to use professional identity on micro, mezzo, and macro levels of practice.
References
Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Pearson.
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Understanding generalist practice (8th ed.). Cengage Learning.
Laureate Education (Producer). (2013). Self-assessment and looking ahead. Web.
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