"I Didn't Feel Equipped": Social Work Students' Reflections on a Simulated Client "Coming Out"

Autor/inn/en	Logie, Carmen H.; Bogo, Marion; Katz, Ellen
Titel	"I Didn't Feel Equipped": Social Work Students' Reflections on a Simulated Client "Coming Out"
Quelle	In: Journal of Social Work Education, 51 (2015) 2, S.315-328 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Social Work; Homosexuality; Sexual Orientation; Sexual Identity; Mixed Methods Research; Foreign Countries; Graduate Students; Caseworkers; Test Construction; Competence; Interviews; Vignettes; Self Disclosure (Individuals); Blacks; Females; Minority Groups; Thematic Approach; Grounded Theory; Audio Equipment; Content Analysis; Student Attitudes; Knowledge Level; Job Skills; Anxiety; Self Control; Social Bias; Canada + Suchen Sie Ihr Suchwort? Soziale Arbeit; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Testaufbau; Kompetenz; Interviewing; Interviewtechnik; Black person; Schwarzer; Weibliches Geschlecht; Ethnische Minderheit; Themenzentrierter Unterricht; Audio-CD; Inhaltsanalyse; Schülerverhalten; Wissensbasis; Produktive Fertigkeit; Angst; Selbstbeherrschung; Kanada
Abstract	Few studies have examined social work students' reflections on and experiences working with lesbian, gay, bisexual, queer, and questioning persons and addressing the intersection of race/ethnicity and sexuality within practice. This study explored current master's of social work student (n = 11) and recent graduate (n = 7) reflections on conducting an objective structured clinical practice interaction with an African Canadian youth coming out as a lesbian. Narrative thematic analyses of reflective dialogues highlighted a variation of competence in gay affirmative practice across attitudes (managing personal reactions), knowledge (addressing diversity; terminology and information), and skills (readiness; challenging heterosexism). Curriculum development and agency-based training is recommended to address gaps in knowledge and competence regarding gay affirmative approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01