ABSTRACT

Education in self care is a core focus for beginning generalist social work trainees to boost trauma awareness, or the ability to recognize and respond to emotional responses from direct practice with clients with a history of trauma, and oppression,as well as for diminishing worker burnout. This paper presents a description and assessment of an asynchronous teaching module comprised of a video lecture, quiz and assignment piloted with beginning graduate-level social work students in the United States to situate self care as a component of professional development toward trauma-informed and ethical care. The module aimed to translate knowledge and skills in self care directly to practice and framed targets of self care including emotional regulation, and meaning-making. It provided students opportunities to identify self care practices at the individual level on their own, as well as agency-based self care practices in consultation with their field supervisors. The module was piloted with 57 master’s students enrolled in beginning generalist practice courses and the outcomes of a survey and thematic analysis suggests it warrants consideration as a tool for promoting competency regarding self care in an asynchronous, easily transportable format for online or hybrid learning.

摘要

自我保健教育是初级通才社会工作学员提高创伤意识的核心重点，或者识别和应对与有创伤史和压迫史的客户直接实践的情绪反应的能力，以及减少工人的倦怠. 本文介绍了一个异步教学模块的描述和评估，该模块由视频讲座、测验和作业组成，在美国的社会工作初级学生中进行试点，将自我保健作为专业发展的一个组成部分，以实现创伤知情和道德关心。该模块旨在将自我保健方面的知识和技能直接转化为自我保健的实践和框架目标，包括情绪调节和意义创造。它为学生提供了机会，让他们自己确定个人层面的自我保健做法，以及在与现场主管协商后确定基于机构的自我保健做法。该模块在 57 名硕士学生中进行了试点，这些学生参加了开始通才实践课程，一项调查和主题分析的结果表明，值得考虑将其作为一种工具，以异步、易于传输的在线或混合学习形式提升自我护理能力。