Factors Affecting the Hierarchical Level of Reflective Thinking Among Social Workers in Community Centers in Korea

Background: Reflective thinking is a significant factor influencing social workers’ practice and utilization of social work skills (Lee, 2016; Bang, 2015; Yoo, 2016). This study used the reflective thinking concepts presented in previous studies (Peltier et al., 2005; Yoo, 2009; Bang, 2015). The level of reflective thinking was suggested as habitual behavior, understanding, reflection, and intensive refection. Reflective social work practice is influenced by individual factors and environmental (organizational) factors that promote or hinder it (Manzoukas & Jasper, 2004). Organizational climate influences the quality of service, service performance, morale enhancement, adoption of innovative service methods, and organizational effectiveness in social organization (Glisson, 2007; Wells et al., 2015; Verbeke et al., 1998).

Methods: The subjects of this study were social workers in community welfare centers in the Busan metropolitan city. Data were collected using mail surveys; data from 528 respondents were used for the final analysis. These data were analyzed using descriptive statistics and a multiple regression analysis using PASW23 program. The data indicated that respondents’ mean age was 32.11 (SD 7.06); respondents were primarily female (n=373; 70.6%), had graduated from universities (n=402; 76.1%), and earned their first social worker certificates (n=354; 67.0%).

Results: The results of the regression analysis of social workers’ reflective thinking level differ according to individual factors and organizational factors. In terms of non-reflective thinking, habitual reflection and understanding were associated with second certificates, fewer reeducation hours, higher job stress, and greater self-efficacy. Meanwhile, in terms of reflective thinking, reflection and intensive reflection were associated with a higher education level, first certificates, more reeducation hours, higher self-efficacy, greater autonomy, and more supervision. 

Implications: As the ethical conflicts and problems experienced in social work practice as well as difficulties in decision making are increasing, the challenges facing social workers are growing (Pawar & Anscombe, 2015). It is necessary to provide a curriculum that can help narrow the gap between social work theory and practice fields through the reflective social work practice curriculum. Social welfare organizations need to develop a new reflective culture that promotes organizational learning and individuals’ professional growth.