ABSTRACT This exploratory study set out to examine the impact of weekly mindfulness practices on Year 4 Bachelor of Social Work students’ ability to develop attentional processes, therapeutic presence, and empathy in classroom-based role-play scenarios and practicum placements. Participants (n = 24) received a brief, 10– 15 minute mindfulness practice each week at the start of class. Individual interviews were conducted (n = 9) following completion of the course and thematic analysis was used to surface salient themes. Findings were grouped into the following themes: (1) benefits of mindfulness; (2) challenges of mindfulness; (3) mindfulness practices; (4) readings; (5) instructor factors; (6) future mindfulness practice; and (7) knowledge transfer. Our findings suggest undergraduate social work students can elucidate the benefits of mindfulness practice but struggle transferring these benefits to clinical practice.

中文翻译：

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BSW 学生对简短的、基于课堂的正念练习效用的看法

摘要 这项探索性研究旨在检查每周正念练习对社会工作学士 4 年级学生在课堂角色扮演场景和实习安排中培养注意力过程、治疗存在感和同理心的能力的影响。参与者（n = 24）每周在课堂开始时接受一次简短的 10-15 分钟的正念练习。课程结束后进行了个人访谈（n = 9），并使用主题分析来揭示突出主题。调查结果分为以下主题：（1）正念的好处；(2) 正念的挑战；(3) 正念练习；(4) 读数；(5) 导师因素；(6) 未来的正念练习；(7) 知识转移。