Thinking at the Edge: Enhancing Self-Awareness in Social Work Education

Abstract

Self-awareness and the ability to translate body sensing into knowledge are vital skills for social workers. This study examined the impact of a course module for master’s students in social work in Israel, incorporating Thinking at the Edge (TAE), a method for fostering self-awareness and reflection. The goal was to explore how students applied TAE to their personal development and professional practice. Twenty students participated in a modified TAE module, engaging in exercises focused on body sensing and reflection. They documented their experiences in reflection diaries, which were thematically analyzed to identify key insights about their learning process and its professional relevance. Analysis revealed the following three categories: (1) clearing the space, where students recognized and processed both negative and positive body sensations; (2) forming metaphors and patterns from the felt sense, enabling an awareness of self-patterns and behaviors; and (3) applying TAE in social work practice. Students reported increased self-awareness and acknowledged TAE’s utility in engaging with clients. The findings underscore the potential of TAE to enhance self-awareness and professional skills in social work students, offering a practical framework for integrating reflective practices into personal and client-based contexts.