Recently Qualified Social Workers’ Perspectives of Transition From Education to Work in Children and Families Statutory Social Work Services

Abstract

This qualitative research study explores subjective experiences of recently qualified social workers making a transition from university to work in children and families statutory social work services. The majority of studies in this area investigate preparedness for practice of newly qualified social workers. This study looks at factors that shape recently qualified practitioners’ preparation for, the process, as well as the outcomes of transition into work in a specific practice setting. The following research questions guide the study:

1. How do recently qualified social workers view the process, outcome and experience of transition?

2. Do expectations of transition match the reality of the process in the context of practice in children and families statutory services?

Eight recently qualified social workers were recruited from three local authority social work departments in Scotland. Qualitative case study was the preferred method for this study. In-depth interviews and background information questionnaires were utilised to develop participant profiles and to generate themes.

The research findings indicate that transition from training to practice in child protection social work is a dynamic, multi-dimensional process influenced by a number of aspects such as self-perceived quality of social work education and support mechanisms available to those who recently graduated. For those participants who developed realistic expectations of practice, either through previous experience of work in a similar sector or during the course of social work education, the transition into post-qualified practice appeared to be less problematic than for others. Bourdieu’s theories of capital and habitus, as well as the concept of resilience were found particularly useful in the analysis of some of the emergent themes. Across the eight participants there were commonalities and differences between transition experiences.

Date of Award	2018
Original language	English
Awarding Institution	University of Dundee
Supervisor	Fernando Lannes Fernandes (Supervisor) & Lynn Kelly (Supervisor)