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ERIC Number: EJ1011551
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1043-7797
Students' Role Confusion when Working with Older Adults: The Voices of Foundation Students
Smith, Judith R.
Journal of Social Work Education, v49 n2 p250-264 2013
A qualitative research project was carried out to investigate how first-year graduate students integrated their field work learning with their classroom leaning ("N"?=?17). The study reveals the students' difficulty in integrating their practical learning with theoretical classroom knowledge. Using grounded theory analysis, two types of student reactions to integrating knowledge were found: role confusion and role clarity; most fit into the role confusion group. Performing supportive social work, working with involuntary clients, and the age of the client were all linked to the students' role confusion. Implications for teaching strategies using reflective practice are discussed, as well as possible connections between beginning students' confusion, ageism, and lack of interest in the field of aging. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A