Towards professional identity: The development of the self among student social workers through storytelling

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dc.contributor.advisorVan der Westhuizen, Marichen
dc.contributor.authorvan Heerden, Marika
dc.date.accessioned2024-04-10T13:29:38Z
dc.date.accessioned2024-11-07T08:14:46Z
dc.date.available2024-04-10T13:29:38Z
dc.date.available2024-11-07T08:14:46Z
dc.date.issued2023
dc.descriptionMagister Artium (Social Work) - MA(SW)en_US
dc.description.abstractThis study responded to an identified need to explore ways to include personal experiences in learning and teaching activities to support the development of the self and professional identity formation. The research questions of how student social workers can be empowered to develop the self and the professional identity through storytelling, as well as how the Appreciative Inquiry model can be used as a framework for storytelling in learning and teaching activities guided the study. The aim was to explore and describe 1) how storytelling can empower students to develop and integrate the self and the professional identity, and 2) how the Appreciative Inquiry model can be used as a framework for storytelling in learning and teaching activities.en_US
dc.identifier.urihttps://hdl.handle.net/10566/18750
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectAppreciative Inquiryen_US
dc.subjectBachelor of Social Work Education and Trainingen_US
dc.subjectEmpowermenten_US
dc.subjectSelf and Professional Identityen_US
dc.subjectStorytellingen_US
dc.titleTowards professional identity: The development of the self among student social workers through storytellingen_US

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