The use of visual imagery and reflective writing as a measure of social work students' capstone experience
Date
2007-03
Authors
Orton, Dianne J.
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
Traditional means for social work students to share their capstone field work experiences
in the academic setting have primarily focused on articulating this experience using verbal
skills, reports and other forms of written documentation. The ability of students to explain
the nuances of agency environments, clientele, the acquisition and demonstration of
transferable skills such as communication, teamwork, organizing and planning skills and
critical thinking abilities in a descriptively rich fashion is quite limited.
The aim of the study is to determine the perceived meaning, and significance of students’
photographed artifacts. This qualitative study incorporated an exploratory design using
visual imagery, reflective writing techniques and photo-elicitation interviews. This process
provided students the opportunity to illustrate the depth and breath of their capstone field
work experiences.
The study resulted in 110 participant-produced photographs taken in three domains: At the
agency, Outside the agency and Personal. Six overarching themes developed from the
analyzed data: (1) safety, (2) environment and atmosphere, (3) transportation, (4)
frustration and stress, (5) inspiration, coping and hope and (6) transferable skills. The
findings reflect the unique perspective of students’ capstone field work experience that can
be shared with social work students, educators, and practitioners.
Description
Thesis (DPhil (Social Work))--University of Stellenbosch, 2007.
Keywords
Dissertations -- Social work, Theses -- Social work