Promoting self care for trauma awareness: a piloted teaching module for beginning generalist practice.
Education in self care is a core focus for beginning generalist social work trainees to boost trauma awareness, or the ability to recognize and respond to emotional responses from direct practice with clients with a history of trauma, and oppression,as well as for diminishing worker burnout. This pa...
| Publicado en: | Social Work Education Vol. 43; no. 5; pp. 1270 - 1285 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=180732442&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180732442 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jul2024 vid: 43 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 180732442 10.1080/02615479.2023.2172719 ppf: 1270 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 427KB tig: atl: Promoting self care for trauma awareness: a piloted teaching module for beginning generalist practice. aug: au: Bressi, Sara affil: Graduate School of Social Work and Social Research, Bryn Mawr College, Bryn Mawr, PA, USA su: Health self-care Social services Emotional trauma Psychological burnout Education sug: subj: Health self-care Social services Emotional trauma Psychological burnout Education Administration of Education Programs All Other Miscellaneous Schools and Instruction Educational Support Services Other Individual and Family Services keyword: Generalist practice Self care Trauma awareness Generalist practice Self care Trauma awareness ab: Education in self care is a core focus for beginning generalist social work trainees to boost trauma awareness, or the ability to recognize and respond to emotional responses from direct practice with clients with a history of trauma, and oppression,as well as for diminishing worker burnout. This paper presents a description and assessment of an asynchronous teaching module comprised of a video lecture, quiz and assignment piloted with beginning graduate-level social work students in the United States to situate self care as a component of professional development toward trauma-informed and ethical care. The module aimed to translate knowledge and skills in self care directly to practice and framed targets of self care including emotional regulation, and meaning-making. It provided students opportunities to identify self care practices at the individual level on their own, as well as agency-based self care practices in consultation with their field supervisors. The module was piloted with 57 master's students enrolled in beginning generalist practice courses and the outcomes of a survey and thematic analysis suggests it warrants consideration as a tool for promoting competency regarding self care in an asynchronous, easily transportable format for online or hybrid learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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