Teaching self-care: understanding the learned and lived self-care experiences of social work students.
Professional self-care in social work is regarded as paramount to ethical and competent practice. However, the absence of an agreed upon operationalization of self-care leaves social work educators directionless on the teaching and modeling of self-care. This study investigated the learned and lived...
| Publicado en: | Social Work Education Vol. 44; no. 2; pp. 232 - 250 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2025
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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=184710925&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 184710925 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: Mar2025 vid: 44 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 184710925 10.1080/02615479.2024.2316176 ppf: 232 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 371KB tig: atl: Teaching self-care: understanding the learned and lived self-care experiences of social work students. aug: au: Lamb, Jenny Peterson Dealey, Rhonda affil: Department of Social Work, Washburn University, Topeka, KS, USA su: Social work students Social work education Cultural values Social services Cooperative education sug: subj: Social work students Social work education Cultural values Social services Other Individual and Family Services Cooperative education keyword: Self-care self-care curriculum self-care experience social work education teaching self-care Self-care self-care curriculum self-care experience social work education teaching self-care ab: Professional self-care in social work is regarded as paramount to ethical and competent practice. However, the absence of an agreed upon operationalization of self-care leaves social work educators directionless on the teaching and modeling of self-care. This study investigated the learned and lived self-care experiences of BSW and MSW students (n = 80) in their final field education experience. Data collection included an anonymous online survey, focus groups, and a follow-up online survey. Broadly, students were asked to consider three aspects of self-care: 1) their understanding of self-care, including the sources of that understanding; 2) their experienced internal and external barriers to self-care; and 3) the interface between self and systems when practicing self-care. Utilizing a general inductive approach to data analysis, several evocative themes emerged suggesting gaps between the learned experience and the lived experience of self-care including the conflict between familial or cultural values and formal self-care education, a divide between their positive experiences with self-care and their actual performance of self-care, and inhibitory components of professional systems to the personal practice of self-care. Students exhorted their social work educators to model self-care, teach it explicitly, provide in-vivo practice opportunities, and to understand the student experience. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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