The string to my kite : how supervision contributes to the development of a newly qualified social worker's professional identity : a thesis presented in partial fulfilment of the requirements for the degree of Master in Social Work, Massey University, Palmerston North, Aotearoa New Zealand
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Date
2021
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Massey University
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Abstract
This thesis examines how social work supervision contributes to the development of newly qualified social workers' (NQSW) professional identity. The research explored how NQSWs conceptualise their professional identity, what NQSWs require to successfully transition and adjust to their professional identities moving from student to a professional and the influence supervision has on professional identity development. Themes in the international and Aotearoa New Zealand literature informed the analysis and discussion of the research findings. A qualitative methodology informed by a social constructivist framework was utilised together with an interpretive approach to explore the research questions. The data was collected via semi-structured interviews with eight NQSWs. Thematic analysis was utilised to identify important patterns and themes in the data that enabled the research question to be addressed. There were six key findings from the study. (1) Professional identity is conceptualised on an individual level or collectively, based on shared values and fields of practice. Observing experienced social workers and experiential learning influences NQSWs to begin to perceive, develop and realise their professional identity; (2) Transitioning and adjusting to one's professional identity requires a support system in order for NQSWs to manage professional status; (3) Supervision was identified as an important source of support to build confidence and autonomy that enhanced NQSWs' professional identity; (4) Learning through reflective supervision, constructive feedback and professional development ensures NQSWs remained engaged in the construction, maintenance and ongoing shaping of professional identity; (5) NQSWs' professional identities will only develop if they are active participants in the supervision process; and (6) Organisations that provide challenges and barriers for NQSWs to access effective supervision have a negative impact on developing professional identities. The implications and recommendations from this study recognise that NQSWs' social work qualification represents the beginning of a new learning process. This involves the continuous development of knowledge, practice skills and experience over time before professional identity as a social process can fully engage the social worker. A commitment by employers and regulatory bodies is essential to provide the support required for NQSWs to develop as professionals and build confidence with practice competence and their social work identity.