Reflective ability, empathy, and emotional intelligence in undergraduate social work students: a cross-sectional study from India

Selwyn Stanley, G.B Metilda

Research output: Contribution to journalArticle

Abstract

The extant literature indicates that social work is a high stress profession owing to multifarious and complex demands of practice. There is also evidence of stress experienced by student trainees who aspire for a career in social work. Working with service users and the distressing life scenarios encountered on placement often involves negotiating complex emotions and requires reflective skills. Effective practice requires rapport building skills and the ability to demonstrate empathy is a core skill for effective practice. While there is a plethora of Western literature on these issues, the Indian literature has not adequately explored them. Framed against this background, this quantitative study collected data from students of all three years of their undergraduate social work course from a ‘women only’ college in India. Standardised instruments to assess empathy, reflective ability and emotional intelligence were administered. Statistical tests revealed a higher manifestation of these dimensions in final-year students than those in the first year. Further it was seen that the total emotional intelligence and empathy scores were positively correlated. Implications of these findings for the education and training of social work students has also been discussed in this article.

Original languageEnglish
Pages (from-to)560-575
Number of pages15
JournalSocial Work Education: The International Journal
Volume35
Issue number5
DOIs
Publication statusE-pub ahead of print - 21 Apr 2016
Externally publishedYes

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emotional intelligence
empathy
cross-sectional study
social work
India
ability
student
statistical test
trainee
emotion
profession
career
scenario
evidence
literature
education

Cite this

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