Social work self-care education informed during the pandemic

Experience, reflection, and suggestion

Dados Bibliográficos

ID9974682
AutoresXiaoran Wang (0009-0000-2671-7382, Beijing University of Technology, autor correspondente), Yiwei Zhang (0000-0003-2935-6898, University of Nebraska Omaha, USA)
Ano2022
Volume67
Fascículo2
Páginas558-562
Data de publicação2022-07-12
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Social Work (JOURNAL)
Identificadores do periódicoISSN: 0020-8728 • E-ISSN: 1461-7234
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/00208728221104580
OpenAlexW4285039533
IdiomaEN
Referências 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