TY - JOUR
T1 - Using story retelling to enhance social work students’ openness to diversity
T2 - a pilot RCT
AU - Chan, Chitat
AU - Au Yeung, Hoyee
AU - Lau, Chris O. L.
N1 - Funding Information:
The evaluation study described in this paper was partially supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No. 15604018). The platform described in this paper was funded by the Hong Kong Jockey Club Charities Trust.
Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/5/4
Y1 - 2022/5/4
N2 - Based on the results from a story-retelling workshop for social work students in the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China (PRC), this paper suggests that narrative activities can make unique contributions in nurturing students’ openness to diversity, and such potential is under-researched. This research is a pilot randomized controlled trial (RCT). The workshop arranged students to read website materials and had real dialogues with the protagonist, and then randomly assigned for students to participate in the story-retelling group or the analytical writing group. Psychological changes and reading behaviour of the two groups were compared. The findings showed that the story-retelling group was more efficient than the analytical writing group in increasing critical openness and decreasing the need for cognitive closure. Such results open a discussion about the value of narrative approaches in social work education.基于一个在中国香港为社会工作学生举办的故事重述工作坊结果, 本研究指出叙事活动有助培养学生以开放态度面对多样性, 然而叙事活动的这种潜力并未得到充分研究。本研究是试点性质的随机对照实验, 工作坊安排学生阅读网站资料及与故事人物对话, 然后随机安排学生参与重述故事组或分析写作组。本文比较了两组学生的心理变化及阅读行为。结果显示, 重述故事组比分析写作组更有效地让学生增加明辨开放态度及减少封闭认知倾向。在这一发现的基础上, 论文进一步讨论了叙事取向在社会工作教育中的价值。
AB - Based on the results from a story-retelling workshop for social work students in the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China (PRC), this paper suggests that narrative activities can make unique contributions in nurturing students’ openness to diversity, and such potential is under-researched. This research is a pilot randomized controlled trial (RCT). The workshop arranged students to read website materials and had real dialogues with the protagonist, and then randomly assigned for students to participate in the story-retelling group or the analytical writing group. Psychological changes and reading behaviour of the two groups were compared. The findings showed that the story-retelling group was more efficient than the analytical writing group in increasing critical openness and decreasing the need for cognitive closure. Such results open a discussion about the value of narrative approaches in social work education.基于一个在中国香港为社会工作学生举办的故事重述工作坊结果, 本研究指出叙事活动有助培养学生以开放态度面对多样性, 然而叙事活动的这种潜力并未得到充分研究。本研究是试点性质的随机对照实验, 工作坊安排学生阅读网站资料及与故事人物对话, 然后随机安排学生参与重述故事组或分析写作组。本文比较了两组学生的心理变化及阅读行为。结果显示, 重述故事组比分析写作组更有效地让学生增加明辨开放态度及减少封闭认知倾向。在这一发现的基础上, 论文进一步讨论了叙事取向在社会工作教育中的价值。
KW - identity
KW - Narrative practice
KW - openness to diversity
KW - storytelling
KW - technology
UR - http://www.scopus.com/inward/record.url?scp=85114819200&partnerID=8YFLogxK
U2 - 10.1080/17525098.2021.1976240
DO - 10.1080/17525098.2021.1976240
M3 - Journal article
SN - 1752-5098
VL - 15
SP - 124
EP - 142
JO - China Journal of Social Work
JF - China Journal of Social Work
IS - 2
ER -