The Integration of Personal and Professional Selves: Developing Students' Critical Awareness in Social Work Practice

How social work students incorporate personal and professional selves in the contexts of field education represents a cornerstone of effective and sustainable practice. This paper presents a qualitative component of a study that tracked 15 third-year bachelor of social work students across their first field placement to document their use of self, critical reflections and experiential learning. The project examined students' assessed ‘use of self’ assignments to understand their capacity for and development of critical awareness across this placement. Students were most articulate in being able to identify stressful situations that arose from placement in terms of what they were thinking (mind) and feeling (emotion) and to a much lesser extent to what they were sensing (body). Over time, students demonstrated a growing critical awareness to better identify and respond to their self-reported tensions. The findings provide developmental insights into how students integrate personal and professional selves and potentially shift from reflective and reflexive practices to incorporating praxis in their work. Through considering the linkages between self and practice, this paper explores student experiences whilst on placement and the associated developmental tasks of critical awareness.     

Cultivating students’ reflective capacity through group-based mindfulness instruction

ABSTRACT

Cultivating critically reflective practitioners is a vital professional competency for social work students. However, few reflective models support undergraduate students to foster nonconceptual skills important to developing reflective capacity. This article presents a group-taught mindfulness teaching intervention applied in a professional practice course to facilitate reflective capacity of social work students preparing for their first placement. Trial data derived from pre–post course administration of the Five Facet Mindfulness Questionnaire show significant gains in awareness were produced on two of the questionnaires’ five mindfulness facets of describe and nonjudgment. A developmental model detailing these shifts and its implications for group-based learning is outlined.     

A grounded theory research approach to building and testing TQM theory in operations management

Total quality management (TQM) has continued to develop as a strategic business improvement approach in organisations and within the Operations Management literature. Strategic TQM is a dynamic phenomenon, reflecting the complexity and technology development in the business environment. Therefore, this conception of TQM has led to significant challenges with regards to developing suitable models and research methodology where traditional, and normative research data, includes survey responses associated with deductive theory and testing. Such data, and its use, is often premised on cause and effect rationality and fails to supply deep rich data to address meanings, phenomena and complex socio-political events, which is a feature of strategic TQM.     

THE DEMAND TO REGULATE FRANCHISE MONOPOLY: EVIDENCE FROM CATV RATE DEREGULATION IN CALIFORNIA

The motivation to price control a franchise monopoly is examined in the context of three distinct economic views of regulatory behavior. These views are tested against data from the California cable television market, over the years 1980–85, during which a subset of monopoly firms converted from regulated to unregulated pricing for basic cable service. As the price constraints of regulation appear to be insignificant in a welfare analysis, the demand for such controls by municipalities is derived from their utility in enforcing vote-maximizing transfer schemes–a Peltzmanian political outcome with a Stiglerian economic welfare result.     

Occupational licensing and the transition from welfare to work

Occupational licensing laws erect barriers to entry into various labor markets, impeding the upward mobility of welfare recipients seeking to transition into employment. This paper, recognizing that labor market interventions have often been used precisely because of this effect, proceeds to examine various restrictions which directly affect low-skilled workers in the U.S. economy who now have stronger incentives to participate in labor markets in response to recent welfare policy reforms. Three distinct types of labor market restrictions are identified: (1) the licensing of professional, high-skilled occupations tends to crowd workers into lower-skilled occupations, lowering such wages and thus weakening work incentives among the welfare population; (2) quantity license restrictions (permits which set quotas limiting the overall number of suppliers in a market) suppress demand for low-skilled workers, and may substantially reduce work opportunities and, thus, incentives. Taxi license restrictions alone, for instance, may result in several hundreds of thousands of lost employment opportunities throughout the United States; and (3) quality license restrictions, where entrants face higher entry costs (typically through educational requirements above the requirements of the market), may paradoxically provide welfare recipients with enhanced opportunities for employment, particularly when coupled with job-training subsidies typically extended to welfare recipients. This we call a “de facto liberalization” of occupational licensure. While incumbent workers are certain to resist enhanced entry by welfare recipients into licensed occupations, vocational schools should aggressively support such entry, affording a possible realpolitik to the migration path envisioned. More interestingly, once entry has accelerated under de facto liberalization, occupational license rents will predictably decline, thus increasing the likelihood of explicit liberalization, and further opening labor markets to competitive entry.