Contemplative Practices for Self-Care in the Social Work Classroom.
Sherry Warren, Jennifer Chappell Deckert
Social Work December 1, 2019 DOI: 10.1093/sw/swz039 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Keywords | Humans Self care Professional competence Students, health occupations Social workers Self-care Photovoice Contemplative practices Labyrinth walking |
| Key points | Argues that contemplative practices in the social work classroom can facilitate student self-care during and after the intensity of formal education and better prepare graduates for wellness in professional settings. The authors provide examples of three practices used in their classrooms, illustrate student reactions, and note precautions and safety considerations associated with intense personal reflection. |
Abstract
Social work educators prepare students for the demands of the profession by teaching them the skills, knowledge, and values graduates will use in their work with various clients within the context of varied practice settings. It is crucial that we pair these educational objectives with techniques to take care of themselves as they experience the emotional, psychological, and physically taxing work of being with people whose life circumstances carry trauma, grief, and stress. This article illustrates how contemplative practices in the social work classroom can facilitate self-care during and after the intensity of formal education and better prepare students for wellness in professional settings after they graduate. Specific examples of three contemplative practices used in the authors' classrooms are provided as is an illustration of student reactions to these practices. Precautions and safety considerations associated with intense personal reflection are referenced and resources for instructors and practitioners are cited.
Comparable studies
Other theoretical and historical papers on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness: A proposed operational definition. | 2004 | Theoretical or philosophical paper | |
| Mechanisms of mindfulness | 2005 | Theoretical or philosophical paper | |
| How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective | 2011 | Theoretical or philosophical paper | |
| Mindfulness-based cognitive therapy for depression | 2006 | Theoretical or philosophical paper | |
| Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness | 2012 | Theoretical or philosophical paper |
Citations in the library
Cited by 2
Cites 7
- Mindfulness and acceptance: expanding the cognitive-behavioral tradition Choice Reviews Online July 1, 2005
- Mindfulness, Self-Care, and Wellness in Social Work: Effects of Contemplative Training Journal of Religion & Spirituality in Social Work Social Thought July 1, 2011
- School-based Meditation Practices for Adolescents: A Resource for Strengthening Self-Regulation, Emotional Coping, and Self-Esteem Children & Schools July 1, 2010
- Learning as a Path, Not a Goal: Contemplative Pedagogy – Its Principles and Practices Teaching Theology & Religion April 1, 2011
- Contemplative Pedagogy: Frequently Asked Questions Teaching Theology & Religion April 1, 2011
and 2 more in the library