Introduction
This reflective essay explores my experience of engaging with a Person with Lived Experience (PWLE) during a skills session as part of my social work studies. The purpose of this assessment is to critically reflect on my personal and professional development in areas such as communication skills, emotional regulation, cultural awareness, group work, anti-discriminatory practice, and the interplay between personal and professional values. Utilising Gibbs’ Reflective Cycle (1988) as a structured model, I will provide context by briefly outlining the PWLE’s story, followed by an evaluation of my thoughts and feelings during the interaction, as well as my performance within a group setting. This reflection aims to demonstrate a sound understanding of social work principles while highlighting areas for growth in my practice.
Context of the PWLE Interaction
During the skills session, I worked in a small group tasked with formulating questions to ask a PWLE about her personal journey. The PWLE shared a poignant account of her son being removed from her custody, a deeply traumatic event that left her feeling isolated and unsupported. Her story highlighted systemic challenges often faced by individuals in contact with social services, including perceived power imbalances and a lack of empathetic communication from professionals. Listening to her narrative provided a unique opportunity to connect theoretical social work principles with real-world experiences, reinforcing the importance of person-centred practice as advocated by Rogers (1951). This context set the stage for a profound emotional and professional learning experience, prompting me to consider how I responded both individually and as part of a group.
Thoughts and Feelings During the Interaction
As the PWLE recounted her feelings of despair and loneliness following the removal of her son, I experienced a strong emotional reaction, including sadness and empathy. Her raw honesty about having “no one” to turn to was particularly striking, evoking a sense of responsibility to ensure that, as a future social worker, I provide the support she lacked. Initially, I found it challenging to balance these emotions with the need to remain professional, a tension noted in literature on emotional labour in social work (Hochschild, 1983). However, I demonstrated an ability to regulate my emotions by focusing on active listening, maintaining a calm demeanour, and refraining from offering unsolicited advice, which could have undermined her narrative. This self-regulation aligns with the British Association of Social Workers (BASW) Code of Ethics (2021), which emphasises the importance of maintaining professional boundaries while showing empathy.
Communication Skills and Anti-Discriminatory Practice
Effective communication was central to this interaction, as it facilitated a respectful and supportive dialogue with the PWLE. I ensured my tone was warm and non-judgmental, reflecting the principles of anti-discriminatory practice by avoiding assumptions about her circumstances. For instance, I was mindful not to frame questions in a way that might suggest blame or stigma, a practice supported by Thompson’s (2016) Personal, Cultural, and Structural (PCS) model, which encourages awareness of oppressive dynamics in interactions. Although I feel my verbal communication was largely effective, I recognise that my non-verbal cues, such as maintaining eye contact, could be further developed to convey greater reassurance. This awareness indicates a commitment to continuous improvement in line with social work standards (Social Work England, 2019).
Cultural Awareness and Sensitivity
The PWLE’s cultural background differed from my own, prompting me to consider how her identity and experiences might shape her perspective on social services. I made a conscious effort to acknowledge potential cultural differences, for example, by reflecting on how family structures or community expectations might influence her feelings of loss. This approach aligns with the concept of cultural competence in social work, which requires practitioners to adapt their practice to respect diverse backgrounds (Sue et al., 1992). While I felt confident in considering these aspects during the session, I acknowledge that my understanding of her specific cultural context was limited. This limitation highlights the need for further education on cultural nuances, an area I intend to address through additional reading and training.
Group Work and Collaboration
Working in a small group to prepare questions for the PWLE was a valuable exercise in collaboration. I contributed actively by suggesting questions that focused on the PWLE’s emotions rather than solely on factual events, which helped foster a more empathetic dialogue. My ability to listen to and incorporate my peers’ ideas demonstrated teamwork skills, a critical component of social work practice as noted by Payne (2014), who argues that interprofessional collaboration is essential for effective outcomes. However, at times, I noticed a tendency within the group to dominate certain discussions, which I later reflected could have stifled quieter members. This realisation has encouraged me to adopt a more facilitative role in future group settings, ensuring equitable participation.
Personal and Professional Values
Engaging with the PWLE prompted me to examine how my personal values intersect with my professional ones. Personally, I hold a strong belief in the importance of family unity, which initially made it difficult to remain neutral when hearing about child removal. However, I recognised the necessity of aligning with professional values, such as prioritising the child’s safety and adhering to legal frameworks, as outlined in the Children Act 1989 (UK Government, 1989). This internal conflict reflects the challenges social workers face in managing value clashes, a theme explored by Banks (2021), who advocates for reflective practice as a tool to navigate such dilemmas. By acknowledging this tension, I was able to maintain a professional stance, though I believe ongoing supervision will be crucial to further reconcile these differences.
Conclusion
In conclusion, reflecting on my engagement with the PWLE using Gibbs’ Reflective Cycle has illuminated key areas of personal and professional development. The emotional impact of the PWLE’s story underscored the importance of emotional regulation and empathetic communication, while cultural awareness and anti-discriminatory practice emerged as critical to fostering trust. My ability to collaborate within a group was evident, though I identified scope for improvement in ensuring inclusivity. Moreover, exploring the intersection of personal and professional values highlighted the complexities of social work practice, reinforcing the need for ongoing reflection. This experience has ultimately enhanced my understanding of the skills and values required in social work, equipping me to approach future interactions with greater sensitivity and professionalism. Moving forward, I aim to deepen my cultural competence and refine my group facilitation skills to better uphold the principles of social justice and empowerment central to this field.
References
- Banks, S. (2021) Ethics and Values in Social Work. 5th ed. Palgrave Macmillan.
- British Association of Social Workers (BASW) (2021) The Code of Ethics for Social Work. BASW.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Hochschild, A. R. (1983) The Managed Heart: Commercialization of Human Feeling. University of California Press.
- Payne, M. (2014) Modern Social Work Theory. 4th ed. Palgrave Macmillan.
- Rogers, C. (1951) Client-Centered Therapy: Its Current Practice, Implications and Theory. Constable.
- Social Work England (2019) Professional Standards. Social Work England.
- Sue, D. W., Carter, R. T., Casas, J. M., Fouad, N. A., Ivey, A. E., Jensen, M., LaFromboise, T., Manese, J. E., Ponterotto, J. G., and Vazquez-Nutall, E. (1992) Multicultural Counseling Competencies and Standards: A Call to the Profession. Journal of Counseling & Development, 70(4), pp. 477-486.
- Thompson, N. (2016) Anti-Discriminatory Practice: Equality, Diversity and Social Justice. 6th ed. Palgrave Macmillan.
- UK Government (1989) Children Act 1989. UK Legislation.
(Note: This essay is approximately 1,050 words, including references, meeting the minimum word count requirement.)
