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Projective Identification and the Fear of Failing: MakingSense of Practice Educators’ Emotional Experiences ofFailing Social Work Students in Practice Learning Settings

机译：投射识别与失败恐惧：制造实践意识教育者的情感体验在实践学习环境中未能参加社会工作的学生

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摘要

The paper focuses on emotions and processes that may arise for practice educators when working with a struggling or failing student in a practice learning setting.1 The paper firstly documents a previously undertaken thematic review of the literature, which explored why practice educators appeared to find it difficult to fail students in practice learning settings. Secondly, the paper draws on two UK qualitative studies that highlighted the emotionaldistress experienced by practice educators when working with a marginal or failing student. The paper documents key findings using a case study approach from both studies. We argue that the concept of projective identification offers a plausible and illuminating account of the states of mind experienced by practice educators and in making explicit, unconscious states of mind, our aim is that practice educators will feel confident to make appropriate assessment decisions when required.
机译：本文着重于在实践学习环境中与处境艰难或表现欠佳的学生一起工作时，实践教育者可能会产生的情绪和过程。1本文首先记录了先前对文献进行的主题回顾，探讨了为什么实践教育者似乎会找到它。学生很难在实践学习中失败。其次，本文借鉴了两项英国的定性研究，这些研究突出了实践教育者在与边缘学生或学习失败的学生一起工作时所经历的情绪困扰。本文使用案例研究方法记录了两项研究的关键发现。我们认为，投射式认同的概念提供了对实践教育者所经历的心理状态的合理且有启发性的说明，并且在制定明确的，无意识的心理状态时，我们的目标是使实践教育者对根据需要做出适当的评估决定充满信心。

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