Teaching Embodied Self-Care as Self-Preservation in Social Work Education

Autor/inn/en	Martin, Elisa M.; Myers, Karen; Brickman, Kirstiana
Titel	Teaching Embodied Self-Care as Self-Preservation in Social Work Education
Quelle	In: Journal of Teaching in Social Work, 43 (2023) 3, S.290-304 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2023.2221924
Schlagwörter	Social Work; Counselor Training; Daily Living Skills; Counselor Educators; Teacher Attitudes; Teaching Methods; Curriculum Design; Teacher Surveys; Ethics + Suchen Sie Ihr Suchwort? Soziale Arbeit; Alltagsfertigkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Ethik
Abstract	Self-care is receiving increased emphasis in the NASW Code of Ethics, and while social work programs may teach about self-care, it has yet to be embedded in the curriculum. This paper examines the idea of self-care being taught using an embodied framework and integrated throughout social work education programs. Research examining social work educators' thoughts about self-care within the curriculum and how they educate students about self-care practices is explored and analyzed within the context of the framework, suggesting there is a foundation to build upon but work that still needs to be done to address some misconceptions before embodied self-care is fully recognized and embedded in social work education. To build upon that foundation, the authors introduce an embodied self-care framework and suggest ways for self-care to be infused throughout the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01