ABSTRACT

Self-care is a trending topic in social work, both in the professional workplace and the social work curriculum. There is an imperative that newly minted social workers, and their seasoned peers, cultivate self-care practices that can help minimize or avoid the risks related to the human services workplace. Social work programs in higher education are on the front lines of delivering self-care content to students in preparation for their transition to the workplace so that those they serve are protected from workers who are burnt out. But how do social worker educators and their higher education institutions practice and support self-care? Social work educators’ role extends beyond the delivery of course content because they also model the implementation of social work knowledge, values, and skills. This research sheds light on the self-care practices of social work educators, what supports and undermines their self-care, and how their institutions support self-care. Results show that social work educators rely most heavily on psychological and physical self-care. Participants identified a range of supportive factors and barriers to self-care. Areas of future research and implications for social work curriculum are discussed.

摘要

自我保健是社会工作中的一个热门话题，无论是在专业工作场所还​​是社会工作课程中。新成立的社会工作者及其经验丰富的同行必须培养自我保健实践，以帮助最大限度地减少或避免与人类服务工作场所相关的风险。高等教育中的社会工作计划处于向学生提供自我保健内容的第一线，为他们过渡到工作场所做准备，从而保护他们所服务的人免受精疲力竭的工人的伤害。但是社会工作者教育者和他们的高等教育机构如何实践和支持自我保健呢？社会工作教育者的角色超越了课程内容的传递，因为他们还为社会工作知识、价值观和技能的实施建模。这项研究揭示了社会工作教育工作者的自我保健实践，支持和破坏他们自我保健的因素，以及他们的机构如何支持自我保健。结果表明，社会工作教育者最依赖心理和身体的自我照顾。参与者确定了一系列支持因素和自我保健的障碍。讨论了未来研究的领域和对社会工作课程的影响。