Abstract
This thesis critically examines how higher education contributes to a creative pedagogy that supports emotional resilience in undergraduate trainee social workers, exploring the transformative potential of creative pedagogy within reflective learning spaces. These spaces are positioned as environments where emotional resilience can be intentionally cultivated and strengthened. The thesis further investigates why resilience is essential for effective social work practice and considers how educators can use creative pedagogical approaches to support the cognitive and emotional development of trainees.To achieve this, the research involved students studying on a social work degree in the United Kingdom in a series of intentionally designed workshops that applied creative teaching techniques to facilitate deep reflection, help reframe sources of stress, and support the development of adaptive coping strategies. The research offers both a conceptual and practical framework for understanding how resilience can be cultivated through creative pedagogy.
The inquiry was conducted through two interconnected studies involving two separate cohorts of trainee social workers. Study One informed the refinement of a robust research methodology for Study Two, establishing an incremental and iterative design. Drawing on hermeneutic theory and interpretative phenomenological analysis, the research adopted a mixed-methods approach to explore how creative pedagogy contributes to resilience-building. Qualitative data was collected from artefacts, group forums, questionnaires, and semi-structured interviews, while quantitative data was derived from the application of the Connor-Davidson Resilience Scale (CD-RISC-25).
Findings demonstrate that creative pedagogy effectively enhances trainee social workers capacity to manage adversity and adapt to challenges. The evidence highlights the need for a pedagogical shift from assessment-driven frameworks toward curricula that prioritise emotional learning, creativity, and holistic personal development. The research advocates for creative pedagogical innovations in social work education, providing evidence that such approaches can strengthen trainee social workers understanding of resilience and better prepare them for the complexities of professional practice.
| Date of Award | Apr 2026 |
|---|---|
| Original language | English |
| Supervisor | Shelley Duncan (Supervisor) & Mark Farwell (Supervisor) |