BSW Students Personal Reflection and Self-Correction: Teaching Implications
Sam Copeland, Emmerentie Oliphant

Abstract
This article focuses on the evaluation of three hundred and fifty undergraduate students attending a rural university in East Texas. The results from the study helped to develop teaching strategies to enhance Baccalaureate Social Work (BSW) students in understanding personal reflection and self-correction. The data was collected over a period of eight years. In this study social work educators were interested in helping students become aware of the personal values that must be addressed once they enter the program. Identifying selfreflective approaches allows students to explore personal strengths and challenges. As a result of this selfreflection, students can begin their journey toward professional growth, overcome limitations, and develop professional competencies.

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