Having what it takes

There was some evidence that periods of transition, such as progressing to placement, were times when social work students felt challenged, required support and felt they needed to demonstrate resilience. In particular, participants commented on the experiences of being on placement as a student and feeling pressured to show that o e had hat it takes to e pe ei ed as a p ofessio al.

For some students showing they had what it takes included an element of taking on a professional identify going into placement. There was a desire to cast off thei la identity as they moved into placement and eventually practice. Salma explained the follo i g You go from being a person walking down the street to seeing very distressing and upsetting things being done to vulnerable people on a regular basis, it s so ethi g ou eed to lea to get used to, I guess… (Salma)

What came out from the interviews was for some students the concern about showing a professional face was demonstrated by the way they talked about themselves in the

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first or third person. For Lucy and Rosie it was important how they appeared to other people on placement. They were conscious of who was watching them on placement, and felt the pressure of the effort required to meet the standards they were being assessed upon and what was asked of them by other social workers within the team.

Lucy assumed this to be to hide her own true emotions, and only presented what she thought they wanted to see. She mentioned on t o o asio s ho losed she as My face was open but I was closed, I was engaging and interested but never opened up (Lucy). For some students, having what it takes was a performance element of embodying the professional. However, Kate s espo se as diffe e t. In her account nothing was mentioned about the stress of doi g so ial o k. It was viewed as part of her role on placement and she o e ted Having what it takes is what she is there to do. (Kate)

The students' role was constantly changing, as they moved between levels of study, getting ready for their first placement and progressing to their final placement. Some of the concerns raised were how they would be perceived by other professionals. The students thought about how they were came across to other professionals, and how they were judged when they suddenly required dealing with challenging things or topics. Interactions with other professionals were raised as an issue by all the participants. As their confidence grew stronger they however felt more able to put forward their professional opinion and show they had what it takes.

Support from peers, academic advisors and members of the staff team were identified as the main source of help for the participants when they needed support or advice.

Surprisingly, the topic of receiving feedback was not raised by the majority of the students.

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Some students identified that they felt thrown in at the deep end during placements but for three participants, being stretched was a positive learning experience.

However, the majority of the participants indicated changes in perceived self-efficacy th oughout oth pla e e ts my placement was a discovery of my own strengths and de elop e t s eeds (Helen). Michael reported …knowing I am not super-man was something my practice educator highlighted frequently during supe isio … ut I felt reall ead a d a le to do the o k Mi hael . For Rosie, her time on the course practice learning experiences provided her with opportunities to become more capable and confident in he o a ilities. “he stated my drawing – size of the figures are important as well as body language as it is one of celebration when I have achieved a milestone during the course and on placement. ‘osie

In a different situation, Lucy still lacked confidence with other professionals and with her own practice, suggesting her own doubts about having what it takes. She discussed her experiences in a voluntary mental health setting where she stood back while other professionals were working with the service users, and she did not quite know when her turn would be. Lucy found her placement difficult and the way she perceived her own practice may have provided a barrier to successful performance, and she questioned if she was ready for social work and if this was the right time for her being on place e t. “he ide tified she had a la k of t ust i the p a ti e edu ato s a ilit to help her make appropriate choices and felt unable to manage the complex organisational culture. These were key elements in why she was struggling on placement and made her feel she did t ha e hat it takes to e a good so ial o ke .

I do t feel I a sha e a ieties ith p a ti e edu ato as she is also the

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a age a d I do t a t to e i t ou le. The tea is goi g th ough huge ha ges a d I do t a t to add to problems. (Lucy)

For the majority of participants their perceptions of confidence increased mainly in the second year following placement one. Critical reflection and communication skills both written and with others, featured highly amongst the participants as the skill that had developed the most. What this was due to was unknown. Unstated by the students, it could be due to the impact of skills days facilitated by practitioners and service users or the role of placement and the working relationship with the practice educator during placement. Interestingly, it may also be the previous work experiences, life experiences, placement opportunities that have helped them to develop their perceived competence.

Enhancing their ability to perform certain social work tasks successfully was pointed out by the participants as a role for the practice setting. They also pointed to their own responsibility in taking up new opportunities for developing and enhancing their skills and knowledge underpinned by core criteria such as the PCF and KSS. Michael o e ted knowing that I was being assessed on the 9 domains for social work practice by the PCF, I knew that everything would work out well. It is confusing that we have the knowledge skills statements for social work as well as the PCF. I know I have passed both placements so I should be ead fo p a ti e Mi hael

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