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Author(s): Sharon E. Moore, Linda K. Bledsoe, Armon R. Perry and Michael A. Robinson
Source: Journal of Social Work Education, Vol. 47, No. 3 (FALL 2011), pp. 545-553
Published by: Taylor & Francis, Ltd. on behalf of Council on Social Work Education
Stable URL: https://www.jstor.org/stable/23044470
Accessed: 16-04-2019 01:30 UTC
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SOCIAL WORK STUDENTS AND SELF-CARE: A MODEL
ASSIGNMENT FOR TEACHING
The literature reveals scant research on self-care practices among social work
students; yet self-care is vital as students prepare to be practitioners who are not
only effective in working with all aspects of the clients' total selves, but who are
themselves healthy They are not prepared to be good practitioners unless they
have first learned to care for themselves. This article discusses a self-care assign
ment that was developed by the first author for students enrolled in a lst-year
master's-level social work foundation practice class. This assignment can serve
as a model for those who wish to teach students about the importance of self
care. Implications for social work education are also addressed.
ashford, lecroy, and lortie (2006) define social work students because of the high
well-being as "a person's emotional and psydemands placed on their time by faculty, fam
chological capacity to cope with demandsily, and employers as well as looking out for
across time, circumstance, and setting" (p. the well-being of others. Students often as
530). This definition also includes the individsume numerous roles, which sometime result
ual's physical, social, and spiritual dimenin high levels of stress. Not only are they stu
sions, all of which make up the total selfdents, but they are also parents, heads of
(Aguilar, 1997). Self-care enhances well-beinghouseholds, caregivers for aging parents, and
and involves purposeful and continuousother roles. The relationship between stress
efforts that are undertaken to ensure that all and chronic diseases such as high blood pres
dimensions of the self receive the attention sure and heart disease has been documented
that is needed to make the person fit to assist (Alexander-Snow & Johnson, 1999; Schure,
others. It is an important consideration for Christopher, & Christopher, 2008). Therefore,
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JOURNAL OF SOCIAL WORK EDUCATION
was a way
is an important consideration for college stu to incorporate self-care into the
dents because it has been found to be associat curriculum of the program. The student indi
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SOCIAL WORK STUDENTS AND SELF-CARE
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JOURNAL OF SOCIAL WORK EDUCATION
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SOCIAL WORK STUDENTS AND SELF-CARE 549
Spiritual
with family
with out-of-town family
at a new church
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JOURNAL OF SOCIAL WORK EDUCATION
TABLE 1. (Cont.)
Physical
Exercised (21)
Walked
Social
Note. Only those activities that were reported at least twice are included here.
aNumbers in parentheses indicate number of journal entries with this content.
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SOCIAL WORK STUDENTS AND SELF-CARE 551
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JOURNAL OF SOCIAL WORK EDUCATION
social work students should be taught to take work curriculum all the more crucial. The
the necessary precautions to protect them researchers hope that others will replicate this
selves from burnout, stress, and all of the out model or develop their own self-care assign
comes that arise from a lack of self-care. More ments that will encourage students to attend
over, the Council on Social Work Education to their own needs, in a purposeful and holis
can indicate their commitment to future social tic way, so as to render themselves ready to
workers by making student self-care a part of meet the myriad requests and challenges of
the mission statement.
those they are being prepared to assist.
Limitations References
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SOCIAL WORK STUDENTS AND SELF-CARE
Accepted: 11/10
Sharon E. Moore is professor, Linda K. Bledsoe is associate research professor, and Armon R.
Perry is assistant professor at the University of Louisville. Michael A. Robinson is assistant pro
fessor at the University of Alabama.
Address correspondence to Sharon E. Moore, Raymond A. Kent School of Social Work, University of
Louisville, Louisville, KY 40292; e-mail: semoor02@louisville.edu.
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