ABSTRACT

Emotional wellbeing is seen as a critical part of becoming a ‘professional’ and increasingly linked to suitability for the profession. With Social Work England’s clarity on student wellbeing as a university responsibility to enable and to assess, it is critical for social work education to consider innovative design in supporting professional and personal transformational learning. What is evidenced, is students’ mental health is poorer when compared to their non-student peers. What is less known, is the unique nature of mental health and wellbeing among those students studying for professional degrees, such as social work. A qualitative multiple-method research study explored the role of student hubs within a Social Work Teaching Partnership in England and examined whether they supported student social workers wellbeing. A three-stage approach involved semi-structured interviews with Practice Education Leads as facilitators of the hubs, a qualitative questionnaire and focus groups with student social workers. Thematic analysis of the findings created four major themes which have been developed into ‘The 4 Cs Model of Wellbeing Education’ involving Clarity, Community, Connections and Creativity. The research proposes learning and strategies that can be transferable to health, education and other professional degrees.

摘要

情绪健康被视为成为“专业人士”的关键部分，并且与是否适合该专业越来越相关。英格兰社会工作部明确将学生的福祉作为大学的责任来实现和评估，因此社会工作教育必须考虑创新设计来支持专业和个人转型学习。有证据表明，与非学生同龄人相比，学生的心理健康状况较差。鲜为人知的是，在那些攻读社会工作等专业学位的学生中，心理健康和幸福感的独特性。一项定性的多方法研究探讨了学生中心在英格兰社会工作教学合作伙伴关系中的作用，并检查了他们是否支持学生社会工作者的福祉。一个三阶段的方法包括与作为中心促进者的实践教育主管的半结构化访谈、定性问卷和与学生社会工作者的焦点小组。对调查结果的主题分析创造了四个主要主题，这些主题已发展成为“幸福教育的 4 C 模型”，涉及清晰度、社区、联系和创造力。该研究提出了可以转移到健康、教育和其他专业学位的学习和策略。