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dc.contributor.authorDove, Lakindra Mitchell
dc.creatorDove, Lakindra Mitchell
dc.date.accessioned2023-07-24T15:46:46Z
dc.date.available2023-07-24T15:46:46Z
dc.date.issued2023-07-21
dc.identifier.urihttp://hdl.handle.net/20.500.13013/2951
dc.description.abstractThis narrative is an account of my experiences as a professor, teaching remotely during a pandemic. It addresses the impacts that COVID-19 has had on students, shifting how we prepare students to enter the helping professions. I incorporate my personal experiences of how I modified my teaching practices to support students, and in doing so, realized that the ways in which we have historically prepared students to enter the helping professions may no longer be applicable. This narrative examines professionalism and its usefulness for the social work profession, and how the pandemic has challenged us to consider the role of professionalism and how it may contribute to the inhibition of authentic engagement. This is a critical turning point for helping professions to examine outdated practices and explore incorporating inclusive practices that promote authenticity. This narrative discusses the need to deconstruct professionalism and promote the importance of authentic engagement.
dc.language.isoen_USen_US
dc.publisherSchool of Social Worken_US
dc.subjectauthentic engagementen_US
dc.subjecthelping professionsen_US
dc.subjectsocial work educationen_US
dc.subjectsocial work practiceen_US
dc.subjectuse of selfen_US
dc.titleA Professor’s Reflection: What the Pandemic is Teaching Us About the Importance of Deconstructing Professionalismen_US
dc.typeArticleen_US
dc.source.journaltitleReflections: Narratives of Professional Helping
dc.source.volume29
dc.source.issue1
dc.source.beginpage26
dc.source.endpage34
dc.date.displayJuly 21, 2023en_US


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