Supplementary materials for PhD thesis “Student writing in social work education”

<i>This dataset comprises the files contained on a CD-ROM which was attached to the thesis when it was submitted in 2008. It was uploaded to ORDO in 2024 for preservation purposes. For more information, please refer to the thesis</i><i> “</i><i>Student writing in social work education</i><i>” via</i><i> ORO.</i><b>Abstract</b>This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors.<br><br>Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education.<br><br>My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the students' actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.

本数据集包含2008年提交学位论文时随附的光盘内所有文件。本数据集于2024年上传至ORDO平台，用于长期保存。如需了解更多信息，请通过ORO查阅学位论文《Student writing in social work education》。

摘要
本论文以2001年英国远程学习社会工作专业学生的评估性学术写作为研究对象，探讨该群体的学习体验。本研究以“学术读写能力（academic literacies）”概念为理论基础，结合社会心理学视角，从学生与导师的实践体验出发，剖析社会工作领域学生写作的本质。

社会工作领域的写作要求学生融入个人经历与价值观的反思。鉴于该类写作涉及个人化内容，笔者尤为关注身份认同与写作之间的关联。为此，笔者一方面借鉴基于社会学视角的作者身份相关研究，另一方面批判性审视笔者统称为“社会心理学（psychosocial）”路径的概念潜在贡献——该路径融合心理学、精神分析学元素与社会学世界观。具体而言，本研究探讨社会心理学视角下的作者身份如何帮助我们理解高等教育中学生学术文本创作的写作实践。

本研究的核心论点为：社会工作领域的学术写作因缺乏明确规范，且要求作者进行大量自我披露，对学生作者及其导师均构成特殊挑战。研究表明，与高等教育整体情况一致，社会工作领域的写作惯例往往隐含且自相矛盾。此外，将个人经历与价值观融入理论探讨的过程，会给学生与导师带来显著困难。这类“自我披露”的影响，在以社会心理学视角分析作者身份时尤为凸显。笔者结合写作实践的三大特征——情感性、循环性与人际互动，梳理了上述影响。此处的情感性既包括学生在写作过程中产生的情绪，也涵盖他们针对反馈作出回应时的情绪体验。这一过程兼具循环性，不仅涉及学生自身的行为，还包括他们与他人（主要是导师）的互动。最后，笔者提出若干教学法层面的启示，并基于本研究展望未来的研究方向。