Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings
Finch, J., Schaub, Jason and Dalrymple, Roger 2013. Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings. Journal of Social Work Practice. 28 (2), pp. 139-154.
|Authors||Finch, J., Schaub, Jason and Dalrymple, Roger|
The paper focuses on emotions and processes that may arise for practice educators when working with a struggling or failing student in a practice learning setting.1 The paper firstly documents a previously undertaken thematic review of the literature, which explored why practice educators appeared to find it difficult to fail students in practice learning settings. Secondly, the paper draws on two UK qualitative studies that highlighted the emotional distress experienced by practice educators when working with a marginal or failing student. The paper documents key findings using a case study approach from both studies. We argue that the concept of projective identification offers a plausible and illuminating account of the states of mind experienced by practice educators and in making explicit, unconscious states of mind, our aim is that practice educators will feel confident to make appropriate assessment decisions when required.
|Journal||Journal of Social Work Practice|
|Journal citation||28 (2), pp. 139-154|
|Publisher||Taylor & Francis|
|Accepted author manuscript|
|Web address (URL)||http://dx.doi.org/10.1080/02650533.2013.854754|
|30 Oct 2013|
|Publication process dates|
|Deposited||21 Jan 2016|
|Copyright information||This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Social Work Practice on 30.10.13, available online: http://wwww.tandfonline.com/10.1080/02650533.2013.854754|
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