A master thesis from Aalborg University
Neurodivergent i socialt arbejde - en kvalitativ og praksisnær undersøgelse af krav og tilpasning i nyuddannede socialarbejderes møde med arbejdslivet
[Neurodivergent in social work - a qualitative and practice-oriented study of demands and adaption in newly graduated social workers encounter with work life.]
Forfatter(e)
Semester
4. semester
Uddannelse
Udgivelsesår
2025
Afleveret
2025-05-26
Antal sider
114 pages
Abstract
This master thesis explores how neurodivergent social workers experience the transition from been a student to becoming an employee. Our findings reveal these experiences as individual and shaped by the gap between personal needs and the demands of the professional environment. A central theme is the neurodivergent social worker’s dilemma, whether to be an out and open neurodivergent employee or to keep the neurodivergence in the closet. As far as deciding to be in or out goes, many of our interview participants struggle due to fear of stigma, judgment or dismissal. Some choose to suppress their neurodivergence to come off as a normal, whole and multi experienced professional. But only in front of their boss and colleagues. In the interaction where the neurodivergent social worker meets the client, we find that the neurodivergence gets articulated as an undefined superpower. Another theme is the difference between the types of help and support offered by the educational institutions vs. the types of help, support and compensation in the professional environment. Our findings are based on interview participants’ statements and based on these, the responsibility for seeking compensation lies with the neurodivergent student/social worker. However, it is more attractive to ask for compensation during education than during work. This discrepancy creates barriers for neurodivergent social workers, who may struggle to meet job demands without adequate compensation. We conclude that neurodivergent social worker’s ability to thrive depends on their own needs and their willingness to adapt. Based on our findings we furthermore conclude that professional social workers without neurodivergence express concern that educational compensations contribute to a non-realistic description of the many complexities of social work.
Emneord
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