The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling self-compassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.

冠状病毒 (COVID-19) 大流行已将澳大利亚乃至全球大部分地区的临床社会工作 (CSW) 和心理健康教育转移到在线授课上。COVID-19 造成的破坏给社会工作教育工作者与学生合作培养技能组合带来了意想不到的挑战。这篇文章是昆士兰州一所地区性大学的四位不同国际和文化背景的教育工作者撰写的反思性协作自体民族志。由于社会疏远，我们的大学经历了从主要面对面授课到在线授课的转变。本文以爱的伦理为基础，这是一种基于价值观的以关系为导向的实践，通过自我同情和反思促进人与人之间的关怀、协作对话和团结。我们探讨了 COVID-19 如何迫使作者改变教学实践、应对不确定性并以仁慈的态度回应学生不断变化的需求。我们借鉴了我们作为来自澳大利亚、美国、英国和尼日利亚的不同文化、语言、性别和性行为的教育者的经验，并反思我们如何通过技术同时转向内向和外向。在与学生一起探索自我同情和爱的方法时，我们利用以人为本、叙事、创伤知情和反压迫的临床和教育方法。我们通过为正在经历危机（包括失业、