Social work self-care education informed during the pandemic

Experience, reflection, and suggestion

Datos Bibliográficos

ID9974682
AutoresXiaoran Wang (0009-0000-2671-7382, Beijing University of Technology, autor de correspondencia), Yiwei Zhang (0000-0003-2935-6898, University of Nebraska Omaha, USA)
Año2022
Volumen67
Número2
Páginas558-562
Fecha de publicación2022-07-12
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Social Work (JOURNAL)
Identificadores de la revistaISSN: 0020-8728 • E-ISSN: 1461-7234
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/00208728221104580
OpenAlexW4285039533
IdiomaEN
Referencias citadas9

During the coronavirus pandemic, self-care practice was more than ever underscored for social work students as they have encountered increasing stress in their personal life, schoolwork, and professional practice. These stressors have been interweaved with social problems, further increasing the pressure on them. For social work educators, this situation highlights the necessity of developing students’ self-care competency. This brief note reflects upon the challenges we face in integrating self-care components in social policy courses since the outbreak of the pandemic and suggests that social work self-care education can be broadened in terms of purpose, scope, and content in the future

Coronavirus disease 2019 (COVID-19 · Face (sociological concept · Pandemic · Pedagogy · Political science · Public relations · Scope (computer science · Social science · Sociology · Stressor · Work (physics · Interprofessional Education and Collaboration · Medicine · Psychology · Social Work Education and Practice · Social Work