Emotional Regulation in Peer-to-Peer Role-Play in Canadian Social Work Education: The Contribution from Standardized Clients in Medicine

Autor/inn/en	Tufford, Lea; Lee, Barbara; Thieu, Vivian; Zhao, Rose
Titel	Emotional Regulation in Peer-to-Peer Role-Play in Canadian Social Work Education: The Contribution from Standardized Clients in Medicine
Quelle	In: Journal of Teaching in Social Work, 43 (2023) 5, S.627-643 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2023.2266521
Schlagwörter	Emotional Response; Role Playing; Social Work; Professional Education; Foreign Countries; Medical Schools; Simulation; Canada + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Rollenspiel; Soziale Arbeit; Berufsausbildung; Ausland; Medizinische Ausbildung; Simulation program; Simulationsprogramm; Kanada
Abstract	Peer-to-peer role-play in social work education continues to have widespread use in the teaching of generalist social work skills. For many students, however, the unfamiliarity of role-playing the client in conjunction with discussing clinical concerns may lead them to become emotionally dysregulated during the social work-client encounter. To explore strategies by which students can maintain emotional regulation when playing the client role, this study garnered the perspectives of Standardized Clients from Canadian medical schools who conduct repeated, simulated performances in the client role. Standardized Clients (N = 116) responded to an online, qualitative survey which explored how they manage their emotions during simulations. Thematic analysis revealed the following regulation strategies: (1) Internal: (a) Distance self from the role, (b) Immerse in the role, (c) Focus on emotions; and (2) External: (a) Putting on a performance, and (b) The importance of self-care. This paper offers suggestions for social work educators to assist students playing the client in peer-to-peer role-play exercises. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01