Pub Date : 2022-08-03DOI: 10.1080/10437797.2022.2094516
Karin Wachter, Cherra M. Mathis
ABSTRACT The purpose of this study was to glean understanding of student learning, global perspectives, and self-care in an elective that explored violence against women in diverse contexts. The study consisted of a survey with quantitative measures of global perspectives and self-care, and discussion groups conducted at four time-points. Results from the quantitative analysis showed significant increases for two global perspectives subscales and a slight (nonsignificant) increase in self-care frequency. Thematic analysis of qualitative data generated three themes: (a) forging connections, (b) learning in a global pandemic, and (c) grappling with preconceptions. The findings highlight the dramatic impact of the COVID-19 pandemic, opportunities for integrating critical global perspectives, and need for an explicit decolonizing framework to guide instructors and students.
{"title":"Global Perspectives on Violence Against Women: A Study of a Social Work Elective During COVID-19","authors":"Karin Wachter, Cherra M. Mathis","doi":"10.1080/10437797.2022.2094516","DOIUrl":"https://doi.org/10.1080/10437797.2022.2094516","url":null,"abstract":"ABSTRACT The purpose of this study was to glean understanding of student learning, global perspectives, and self-care in an elective that explored violence against women in diverse contexts. The study consisted of a survey with quantitative measures of global perspectives and self-care, and discussion groups conducted at four time-points. Results from the quantitative analysis showed significant increases for two global perspectives subscales and a slight (nonsignificant) increase in self-care frequency. Thematic analysis of qualitative data generated three themes: (a) forging connections, (b) learning in a global pandemic, and (c) grappling with preconceptions. The findings highlight the dramatic impact of the COVID-19 pandemic, opportunities for integrating critical global perspectives, and need for an explicit decolonizing framework to guide instructors and students.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47164400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/10437797.2022.2089306
Katherine Occhiuto, Karen M. Sewell, K. Asakura
ABSTRACT This article reports the use of online live-streamed simulations (online LSS), implemented on Zoom with Master of Social Work students. A thematic analysis was conducted from an online survey (n = 26 responses) to explore, 1) if online LSS can offer the same potential to develop holistic competence as in-class simulations, and 2) how students experienced learning social work practice through online LSS. Students reported learning procedural and meta-competencies, and indicated that online LSS provided a space to focus in on the procedural, relational and affective elements of online client sessions. We suggest that online LSS can offer similar training potential as face-to-face simulations, and that online LSS can offer unique learnings to assist students in developing competencies relevant to online practice.
{"title":"Pivoting to Online Live-Streamed Simulations: Students’ Experiences in Clinical Social Work Education","authors":"Katherine Occhiuto, Karen M. Sewell, K. Asakura","doi":"10.1080/10437797.2022.2089306","DOIUrl":"https://doi.org/10.1080/10437797.2022.2089306","url":null,"abstract":"ABSTRACT This article reports the use of online live-streamed simulations (online LSS), implemented on Zoom with Master of Social Work students. A thematic analysis was conducted from an online survey (n = 26 responses) to explore, 1) if online LSS can offer the same potential to develop holistic competence as in-class simulations, and 2) how students experienced learning social work practice through online LSS. Students reported learning procedural and meta-competencies, and indicated that online LSS provided a space to focus in on the procedural, relational and affective elements of online client sessions. We suggest that online LSS can offer similar training potential as face-to-face simulations, and that online LSS can offer unique learnings to assist students in developing competencies relevant to online practice.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59654066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-12DOI: 10.1080/10437797.2022.2089305
J. Sanders, Hazel Antia, Esther Bernal, Jessica Landon, Andrew James Reed, Ariel A. Seale, Hayley M. Sullivan, Emma Sutton, M. K. Arundel, R. Csiernik
ABSTRACT In response to the COVID-19 pandemic, schools from elementary to post-secondary suddenly shifted to remote learning, placing a heavy burden on parents and caregivers. Likewise, social work practicum placements pivoted to remote learning, compounding existing difficulties securing practicum opportunities. This article describes a response to these challenges. The Support and Aid to Families Electronically (SAFE) practicum pilot program was developed through a community-university partnership between the King’s University College at Western University’s School of Social Work and the Thames Valley District School Board. SAFE addresses parental stress and mental health through free and immediate online counselling, while providing stable remote practicum placements. SAFE provides a model for increasing practicum opportunities while simultaneously supporting the needs of underserviced communities.
{"title":"Support and Aid to Families Electronically (SAFE): Addressing Intersecting Academic and Community Needs","authors":"J. Sanders, Hazel Antia, Esther Bernal, Jessica Landon, Andrew James Reed, Ariel A. Seale, Hayley M. Sullivan, Emma Sutton, M. K. Arundel, R. Csiernik","doi":"10.1080/10437797.2022.2089305","DOIUrl":"https://doi.org/10.1080/10437797.2022.2089305","url":null,"abstract":"ABSTRACT In response to the COVID-19 pandemic, schools from elementary to post-secondary suddenly shifted to remote learning, placing a heavy burden on parents and caregivers. Likewise, social work practicum placements pivoted to remote learning, compounding existing difficulties securing practicum opportunities. This article describes a response to these challenges. The Support and Aid to Families Electronically (SAFE) practicum pilot program was developed through a community-university partnership between the King’s University College at Western University’s School of Social Work and the Thames Valley District School Board. SAFE addresses parental stress and mental health through free and immediate online counselling, while providing stable remote practicum placements. SAFE provides a model for increasing practicum opportunities while simultaneously supporting the needs of underserviced communities.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47889570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-11DOI: 10.1080/10437797.2022.2089304
Zvi D. Gellis, C. Gregory, Denise Lamarra, J. Radway, Hannah Cao, Sophia Connors, J. Delgado, Kelli Sloan, Joslyn Trovati
ABSTRACT Nationally, social work students face limited access to clinical education that examines the intersection of older adults, chronic disease, and mental health. This is critical due to a rapidly aging population and a shortage of geriatrics trained social workers. Scant data exists on the effectiveness of clinical simulations to prepare social work students in geriatrics and mental health specialties. In this study, 118 MSW students completed a simulation through the Standardized Patient (SP) Program consisting of a gerontology course, patient interview, debriefings, self-efficacy and counseling skill outcomes, and qualitative surveys. Students reported gains in knowledge, counseling self-efficacy, and clinical skill competency. Simulations assess students in clinical scenarios to improve counseling skills towards achieving clinical competency.
{"title":"Effectiveness of an Integrated Simulation in Teaching Clinical Social Work Skills: Geriatric Mental Health Proficiency","authors":"Zvi D. Gellis, C. Gregory, Denise Lamarra, J. Radway, Hannah Cao, Sophia Connors, J. Delgado, Kelli Sloan, Joslyn Trovati","doi":"10.1080/10437797.2022.2089304","DOIUrl":"https://doi.org/10.1080/10437797.2022.2089304","url":null,"abstract":"ABSTRACT Nationally, social work students face limited access to clinical education that examines the intersection of older adults, chronic disease, and mental health. This is critical due to a rapidly aging population and a shortage of geriatrics trained social workers. Scant data exists on the effectiveness of clinical simulations to prepare social work students in geriatrics and mental health specialties. In this study, 118 MSW students completed a simulation through the Standardized Patient (SP) Program consisting of a gerontology course, patient interview, debriefings, self-efficacy and counseling skill outcomes, and qualitative surveys. Students reported gains in knowledge, counseling self-efficacy, and clinical skill competency. Simulations assess students in clinical scenarios to improve counseling skills towards achieving clinical competency.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45228945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10437797.2022.2091392
D. Parrish
among marginalized populations in the teaching note “Preparing Students to Engage Voters Through the Lens of Political Justice.” This note discusses the connection of political justice to the social work Code of Ethics and discusses potential benefits of this educational experience. The research note “Equity and Justice in the Social Work Explicit Curriculum,” by Woo, Cano, and Pitt-Catsouphes, reports on the analysis of online school of social work course descriptions and syllabi for equity and justice-related content within the explicit curricula of 19 programs in the United States. The authors discuss results and the need to increase consideration and content of information on disparities and inclusion, as well as equity and justice.
{"title":"From the Editor—In This Issue","authors":"D. Parrish","doi":"10.1080/10437797.2022.2091392","DOIUrl":"https://doi.org/10.1080/10437797.2022.2091392","url":null,"abstract":"among marginalized populations in the teaching note “Preparing Students to Engage Voters Through the Lens of Political Justice.” This note discusses the connection of political justice to the social work Code of Ethics and discusses potential benefits of this educational experience. The research note “Equity and Justice in the Social Work Explicit Curriculum,” by Woo, Cano, and Pitt-Catsouphes, reports on the analysis of online school of social work course descriptions and syllabi for equity and justice-related content within the explicit curricula of 19 programs in the United States. The authors discuss results and the need to increase consideration and content of information on disparities and inclusion, as well as equity and justice.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"58 1","pages":"425 - 426"},"PeriodicalIF":1.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42983670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10437797.2022.2091390
Elissa E. Madden, M. Faulkner, D. Aguiniga
As we move into a post–Roe v. Wade reality, it is imperative that social work educators and professionals become proficient in the realities and ethics of adoption. As legal abortion becomes increasingly unavailable in the United States, some anticipate that the number of domestic private adoptions will increase. However, social workers and other social service professionals should understand that adoption is not the simple substitute for abortion that some purport it to be. Rather, it is a complex pregnancy option that has lifelong implications for all members of the adoption triad (i.e., adoptees, birth parents, and adoptive parents). According to the 2007 National Survey of Adoptive Parents, approximately 38% of all adoptions in the United States are private domestic adoptions—the vast majority of which involve infants (Vandivere et al., 2009). Increasingly, adoptees and advocates for adoption have called for reforms to the private adoption industry. Of key importance to this movement is the belief that adoption must exist to meet the needs of children rather than prospective parents who wish to build or expand their families through adoption (National Council for Adoption, 2020; North American Council on Adoptable Children, n.d.). However, in the now infamous leaked Supreme Court opinion, the authors referenced a 2008 Centers for Disease Control and Prevention report that referred to the “domestic supply of infants” (“Dobbs v. Jackson Women’s Health Organization,” 2022, p. 34). There was a social media outcry, as it would seem that many Americans were loath to hear children referred to as economic commodities. Yet domestic private adoption, also referred to as infant adoption, is estimated to be a multibillion-dollar industry (Carroll, 2011). The cost of a typical private infant adoption averages between $20,000 and $45,000 per child (Child Welfare Information Gateway, 2016).
{"title":"Adoption Competency in a Post–Roe v. Wade Reality","authors":"Elissa E. Madden, M. Faulkner, D. Aguiniga","doi":"10.1080/10437797.2022.2091390","DOIUrl":"https://doi.org/10.1080/10437797.2022.2091390","url":null,"abstract":"As we move into a post–Roe v. Wade reality, it is imperative that social work educators and professionals become proficient in the realities and ethics of adoption. As legal abortion becomes increasingly unavailable in the United States, some anticipate that the number of domestic private adoptions will increase. However, social workers and other social service professionals should understand that adoption is not the simple substitute for abortion that some purport it to be. Rather, it is a complex pregnancy option that has lifelong implications for all members of the adoption triad (i.e., adoptees, birth parents, and adoptive parents). According to the 2007 National Survey of Adoptive Parents, approximately 38% of all adoptions in the United States are private domestic adoptions—the vast majority of which involve infants (Vandivere et al., 2009). Increasingly, adoptees and advocates for adoption have called for reforms to the private adoption industry. Of key importance to this movement is the belief that adoption must exist to meet the needs of children rather than prospective parents who wish to build or expand their families through adoption (National Council for Adoption, 2020; North American Council on Adoptable Children, n.d.). However, in the now infamous leaked Supreme Court opinion, the authors referenced a 2008 Centers for Disease Control and Prevention report that referred to the “domestic supply of infants” (“Dobbs v. Jackson Women’s Health Organization,” 2022, p. 34). There was a social media outcry, as it would seem that many Americans were loath to hear children referred to as economic commodities. Yet domestic private adoption, also referred to as infant adoption, is estimated to be a multibillion-dollar industry (Carroll, 2011). The cost of a typical private infant adoption averages between $20,000 and $45,000 per child (Child Welfare Information Gateway, 2016).","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"58 1","pages":"427 - 430"},"PeriodicalIF":1.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49140161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/10437797.2022.2069625
Eunjung Lee, K. Bowles, Marley Tratner, Andrea Greenblatt
ABSTRACT Training social workers to provide competent professional practice is of utmost importance. However, there have been ongoing dilemmas in enhancing practice competence in clinical social work, such as the challenges of selecting treatment approaches among numerous empirically supported approaches. Increasingly, common factors and common elements approaches are incorporated into clinical social work practice to address these issues, yet there is still a gap in addressing how to foster skill building in clinical social work. Using theories of psychotherapy integration and corrective experiences as a transformative change mechanism, we propose a microchange process, Activation–Contract–Processing (ACP), within sessions across various treatment approaches. This common process was developed based on both literatures and widely circulated master-tapes of therapy sessions from four empirically supported treatment models—cognitive therapy, behavioral activation, emotion-focused therapy, and interpersonal therapy. To guide social work students and clinicians, we elaborate on each step in ACP with illustrative examples around therapeutic proceedings, while incorporating core aspects of clinical social work, including but not limited to: person-in-environment perspectives, relationship, social justice and diversity, and evidence-based practice. We conclude by sharing the implications of the proposed common process to clinical social work practice, training, and research.
{"title":"A Microchange Process of Activation–Contract–Processing (ACP) Across Treatment Models: A Common Process in Clinical Social Work Practice","authors":"Eunjung Lee, K. Bowles, Marley Tratner, Andrea Greenblatt","doi":"10.1080/10437797.2022.2069625","DOIUrl":"https://doi.org/10.1080/10437797.2022.2069625","url":null,"abstract":"ABSTRACT Training social workers to provide competent professional practice is of utmost importance. However, there have been ongoing dilemmas in enhancing practice competence in clinical social work, such as the challenges of selecting treatment approaches among numerous empirically supported approaches. Increasingly, common factors and common elements approaches are incorporated into clinical social work practice to address these issues, yet there is still a gap in addressing how to foster skill building in clinical social work. Using theories of psychotherapy integration and corrective experiences as a transformative change mechanism, we propose a microchange process, Activation–Contract–Processing (ACP), within sessions across various treatment approaches. This common process was developed based on both literatures and widely circulated master-tapes of therapy sessions from four empirically supported treatment models—cognitive therapy, behavioral activation, emotion-focused therapy, and interpersonal therapy. To guide social work students and clinicians, we elaborate on each step in ACP with illustrative examples around therapeutic proceedings, while incorporating core aspects of clinical social work, including but not limited to: person-in-environment perspectives, relationship, social justice and diversity, and evidence-based practice. We conclude by sharing the implications of the proposed common process to clinical social work practice, training, and research.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45162411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.1080/10437797.2022.2039821
Hannah E. Karpman, R. Crath
ABSTRACT The election of Donald Trump was an astounding moment in the history of the United States. As academics across disciplines and social work as a profession struggled to understand the election and its effects, several syllabi were crowd sourced to explain the phenomenon known as Trumpism. This article describes a social work social policy course derived from these syllabi, as well as the pedagogical choices and consequences of teaching this course at the graduate level.
{"title":"Teaching Note—Teaching Trumpism","authors":"Hannah E. Karpman, R. Crath","doi":"10.1080/10437797.2022.2039821","DOIUrl":"https://doi.org/10.1080/10437797.2022.2039821","url":null,"abstract":"ABSTRACT The election of Donald Trump was an astounding moment in the history of the United States. As academics across disciplines and social work as a profession struggled to understand the election and its effects, several syllabi were crowd sourced to explain the phenomenon known as Trumpism. This article describes a social work social policy course derived from these syllabi, as well as the pedagogical choices and consequences of teaching this course at the graduate level.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/10437797.2022.2069626
K. Asakura, Karen M. Sewell, M. Rawlings, U. Bay, Toula Kourgiantakis
ABSTRACT This tribute article highlights Professor Marion Bogo’s groundbreaking work on simulation-based social work education. We highlight Professor Bogo’s lifetime commitment to enhancing social work education through research, mentorship, and innovation. Professor Bogo advanced the use of simulation with trained actors by implementing a structured and evidence-informed approach to competency development among social work students. For student assessment, Professor Bogo adapted the Objective Structured Clinical Examination (OSCE) for social work educators. She uniquely implemented a post-simulation reflection to assess the complex and contextual nature of social work practice. Through her extensive program of research, the evidence for simulation-based social work education has been well established and sets a foundation for future research on pedagogical innovations.
{"title":"Marion Bogo, a Visionary, Innovator, and Leader: Reflecting on Her Groundbreaking Work on Simulation-Based Social Work Education","authors":"K. Asakura, Karen M. Sewell, M. Rawlings, U. Bay, Toula Kourgiantakis","doi":"10.1080/10437797.2022.2069626","DOIUrl":"https://doi.org/10.1080/10437797.2022.2069626","url":null,"abstract":"ABSTRACT This tribute article highlights Professor Marion Bogo’s groundbreaking work on simulation-based social work education. We highlight Professor Bogo’s lifetime commitment to enhancing social work education through research, mentorship, and innovation. Professor Bogo advanced the use of simulation with trained actors by implementing a structured and evidence-informed approach to competency development among social work students. For student assessment, Professor Bogo adapted the Objective Structured Clinical Examination (OSCE) for social work educators. She uniquely implemented a post-simulation reflection to assess the complex and contextual nature of social work practice. Through her extensive program of research, the evidence for simulation-based social work education has been well established and sets a foundation for future research on pedagogical innovations.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"602 - 609"},"PeriodicalIF":1.3,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49389653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-17DOI: 10.1080/10437797.2022.2069624
Nicole Nicotera, Tyler M. Han, Jennifer A. Sedivy, J. Andelora
ABSTRACT This qualitative study explored MSW students’ perceived facilitators and barriers to self-care. Research suggests MSW students experience high stress from heavy course workloads, internship, and exposure to human suffering. MSW students report difficulty engaging in self-care, even when provided by their programs. Hence, it is important to gain insights into what promotes and prohibits MSW student self-care. MSW students participated in four semi-structured focus groups (N = 27, x– age = 27.8 years, 85.2% female, 55.6% white, 44.4% students of color). Analysis followed a combination of constant comparison and template analysis. Five themes underscore barriers and facilitators to self-care. Findings suggest importance of fostering a culture of self-care in MSW programs and assisting students to alter cognitive roadblocks to self-care.
{"title":"A Qualitative Study of MSW Student Self-Care and Wellness: Implications for Social Work Education","authors":"Nicole Nicotera, Tyler M. Han, Jennifer A. Sedivy, J. Andelora","doi":"10.1080/10437797.2022.2069624","DOIUrl":"https://doi.org/10.1080/10437797.2022.2069624","url":null,"abstract":"ABSTRACT This qualitative study explored MSW students’ perceived facilitators and barriers to self-care. Research suggests MSW students experience high stress from heavy course workloads, internship, and exposure to human suffering. MSW students report difficulty engaging in self-care, even when provided by their programs. Hence, it is important to gain insights into what promotes and prohibits MSW student self-care. MSW students participated in four semi-structured focus groups (N = 27, x– age = 27.8 years, 85.2% female, 55.6% white, 44.4% students of color). Analysis followed a combination of constant comparison and template analysis. Five themes underscore barriers and facilitators to self-care. Findings suggest importance of fostering a culture of self-care in MSW programs and assisting students to alter cognitive roadblocks to self-care.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46138815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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