Vicarious growth among social work students: What makes the difference?
Corresponding Author
Anat Ben-Porat PhD
Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan, Israel
Correspondence
Anat Ben-Porat, Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan 52900, Israel.
Email: [email protected]
Search for more papers by this authorShelly Gottlieb MSW graduate
Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan, Israel
Search for more papers by this authorTehila Refaeli PhD
The Charlotte Jack Spitzer Department of Social Work, Ben-Gurion University of the Negev, Beer Sheva, Israel
Search for more papers by this authorShachar Shemesh MSW graduate
Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan, Israel
Search for more papers by this authorRonit Reuven Even Zahav PhD
Department of Social Work, School of Social and Community Science, Ruppin Academic Center, Emek Hefer, Israel
Search for more papers by this authorCorresponding Author
Anat Ben-Porat PhD
Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan, Israel
Correspondence
Anat Ben-Porat, Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan 52900, Israel.
Email: [email protected]
Search for more papers by this authorShelly Gottlieb MSW graduate
Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan, Israel
Search for more papers by this authorTehila Refaeli PhD
The Charlotte Jack Spitzer Department of Social Work, Ben-Gurion University of the Negev, Beer Sheva, Israel
Search for more papers by this authorShachar Shemesh MSW graduate
Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat-Gan, Israel
Search for more papers by this authorRonit Reuven Even Zahav PhD
Department of Social Work, School of Social and Community Science, Ruppin Academic Center, Emek Hefer, Israel
Search for more papers by this authorAbstract
This study examined the contribution of background variables, personal factors (professional commitment) and environmental factors (peer support and supervision) to social work students' vicarious growth as an implication of their field practicums with trauma victims. Special emphasis was placed on examining the role of secondary traumatisation in the growth process. The sample consisted of 259 social work students at three social work schools in Israel. All students conducted their field practicums in social services and worked with trauma victims. The findings indicated that the mean level of growth was moderate and significant contribution was made by the student's year of study. Specifically, students in their third year of social work school showed more growth than did students in their first year. In addition, a positive contribution was made by the students’ supervision satisfaction, professional commitment and secondary traumatisation. The findings thus highlight the possibility of students' growth during their field practicums. In addition, the study emphasises the significant role played by supervisors in these practicums, in terms of both helping students grow as well as dealing with the distress they may feel during this part of their social work training.
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