Childhood Adversity and Self-Care Education for Undergraduate Social Work and Human Services Students

Autor/inn/en	Newcomb, Michelle; Burton, Judith; Edwards, Niki
Titel	Childhood Adversity and Self-Care Education for Undergraduate Social Work and Human Services Students
Quelle	In: Journal of Teaching in Social Work, 37 (2017) 4, S.337-352 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newcomb, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2017.1345821
Schlagwörter	Daily Living Skills; Disadvantaged; Child Development; Role Models; Interviews; Student Attitudes; Undergraduate Students; Social Work; Human Services; Counselor Training; Student Needs; Teaching Methods; Skill Development; Trauma; Foreign Countries; Guidance; Theory Practice Relationship; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Kindesentwicklung; Identifikationsfigur; Interviewing; Interviewtechnik; Schülerverhalten; Soziale Arbeit; Humanitäre Hilfe; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Beratung; Theorie-Praxis-Beziehung; Fragebogen; Australien
Abstract	Many students pursuing social work and human services courses have experienced adverse childhoods. This article focuses on their learning about self-care, an important skill for future practice. Interviews with 20 undergraduate students with a history of childhood adversity found unmet needs both for conceptualizing self-care and developing strategies to implement self-care in their day-to-day lives. Many cited limited role modeling and little importance placed on self-care during childhood. Teaching self-care is conceptualized as not only a core skill for practice but also an equity issue for students with a history of childhood adversity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01