Socialinio darbo studentų mokymasis iš tarpasmeninių santykių: profesinės praktikos patirtis

LTStraipsnyje apžvelgiami kokybinio tyrimo rezultatai. Tyrimu buvo siekta atskleisti socialinio darbo studentų mokymosi iš tarpasmeninių santykių patirtį, įgytą profesinės praktikos metu. Tyrime dalyvavo 53 Kolpingo kolegijos socialinio darbo paskutinių studijų metų studentai, atlikę 3 mėnesių trukmės profesinę praktiką įvairiose socialines paslaugas teikiančiose įstaigose. Tyrimo rezultatai parodė, kad socialinio darbo studentai profesinės praktikos metu įgyja unikalią mokymosi iš tarpasmeninių santykių patirtį. Ji suvokiama kaip socialinis procesas, kurio metu studentai kuria ir transformuoja žinias, įgūdžius, įsitikinimus, vertybes, jausmus, prasmes ir nuostatas. Socialinio darbo studentai praktikos metu mokosi iš skirtingų socialinių situacijų, bendraudami su klientais ir įstaigos darbuotojais, dalydamiesi su jais savo žiniomis ir patirtimi. Tyrimo rezultatai gali būti naudingi tobulinant socialinio darbo studentų praktikos organizavimą. Pabrėžiama studentų įgytos patirties reflektavimo būtinybė ir poreikis konsultuoti studentus dėl profesinės veiklos.

ENThe article presents the results of a qualitative research study. The research aim was to reveal the experience of learning from interpersonal relationships gained by social work students in the course of their professional practice. Research participants comprised 53 final-year social work students from the Kolping University of Applied Sciences upon completion of their 3-month professional practice in various organizations providing social work services. Unstructured written reflection was used for the collection of data. Reflections were written by students on returning from their long-term practice during which they worked with specific social work cases. The data were analysed using the grounded theory method (Strauss & Corbin, 1990) which was applied in order to discover and generate clarifications of the phenomenon in question on the basis of subjective experiences of research participants. Open, axial and selective coding was performed. The research results revealed that in the course of their professional practice social work students undergo a unique experience of learning from interpersonal relationships. The learning experience is perceived as a social process during which students create and transform the experience acquired: skills, knowledge, beliefs, values, feelings, meanings and attitudes. During the practice social work students learn from different social situations in communication with clients and an organization’s employees by sharing their knowledge and experiences with them. The results showed that warm, interpersonal relationships based upon confidence and attachment between students and clients enable students to understand the problems of their clients better, to plan social assistance, to realize the specific nature of social work, and to know themselves better.Friendly, mutual relationships based on cooperation and respect between students and an organization’s employees construct a space for students’ effective learning in the course of their professional practice. The research revealed that reflection by social work students enabled them to describe, analyze and evaluate their thoughts, beliefs, feelings, and actions; and that the learning experience acquired is necessary in the practice. The experience realized in the course of reflection leads to learning, and this learning proceeds to students’ personal and professional improvement. The research results may contribute to the improvement of organization of the practice for social work students. The results highlight the necessity of students’ reflecting on their practice experience, and of their need for supervision.