Navigating Student Self-Disclosure Through a Relational Lens: Examples of Increased Self-Awareness from a Social Work Cl
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ORIGINAL PAPER
Navigating Student Self‑Disclosure Through a Relational Lens: Examples of Increased Self‑Awareness from a Social Work Classroom Pamela Szczygiel1
© Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract Self-disclosure is a nuanced practice issue that often generates complex questions for even the most seasoned clinicians. While the social work literature has grappled with this intricate topic as it pertains to clinicians, field supervisors and social work instructors, there is little discussion about student self-disclosure within the classroom. Despite the focus on selfawareness within social work education, there is a gap in the literature regarding how to best prepare students for appropriate engagement in self-disclosure. This paper offers a relational perspective for navigating student self-disclosure in the classroom and posits that carefully attending to students’ disclosures offers profound opportunities for grasping concepts pivotal to the process of social work practice: transference-countertransference responses, self-other boundaries, and relational vulnerability. Such a perspective also informs the manner in which instructors respond to and work with students’ disclosures. Case examples from a social work classroom are offered to illustrate the value of a relationally-informed approach to student self-disclosure. Keywords Self-disclosure · Relational theory · Self-awareness · Countertransference
Introduction In the realm of clinical practice self-disclosure is typically framed as complex and controversial (Dewane 2006; Gibson 2012; Goldstein 1994; Knight 2012, 2014; Urdang 2010). While existing literature provides rich inquiry into this intricate topic as it relates to clinicians, field supervisors and social work instructors (Gibson 2012; Goldstein 1994; Knight 2014; Newman et al. 2008; Rasmussen and Mishna 2008), there is limited conversation about student self-disclosure (SSD) in the classroom. To this point, Knight (2014) has pointed to a notable gap in the literature devoted to helping students understand how to appropriately engage in self-disclosure. Such a gap is curious given that the typical social work curriculum often includes assignments and activities that implicitly or explicitly encourage students to self-disclose (i.e. self-reflection papers, personal statements, journal entries, classroom sharing and discussion). While there exists a general notion that drawing upon personal * Pamela Szczygiel [email protected] 1
School of Social Work, Bridgewater State University, Burrill Office Complex, Bridgewater, MA 02325, USA
experiences can support students in developing the selfawareness and insight necessary for professional growth (Booth 2012; Fook and Askeland 2007) a nuanced discussion regarding the professional value of carefully punctuating and attending to SSD in the classroom setting is often missing. Given the intricacies involved in deciding when and how to self-disclose in the context of everyday social work practice it is incumbe
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