Mindfulness training as social work pedagogy: Exploring benefits, challenges, and issues for consideration in integrating mindfulness into social work education

Gockel, Annemarie; Deng, Xiaolei

doi:10.1080/15426432.2016.1187106

Cited by 35 publications

(24 citation statements)

References 26 publications

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“…The present small scale study has been useful in informing decisions about the integration of Mindfulness training into the curriculum for social work education in one university, highlighting issues around the structure, format and timing or the Mindfulness course. Key issues for consideration emerging from this study were similar to those identified by Gockel and Deng (2016) utilised (Raheim and Lu, 2014), as have the advantages of longer periods of Mindfulness practice (Gockel and Deng, 2016). The goals of the Mindfulness training were also considered.…”

Section: Discussionmentioning

confidence: 86%

“…Whilst the focus of this evaluation was on specific factors associated with student functioning: well-being, stress and resilience, a wider application of Mindfulness has been noted in the literature. Benefits have been found in a number of areas, including: promoting increased empathy (Krasner et al, 2009); enabling social work students to integrate theory into practice; integrating Mindfulness into students professional and personal self (Lynn and Mensinga, 2016), engaging in critical reflection, and considering issues of class, power and oppression, (Gockel andDeng, 2016: Wong, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…They did report that two studies (Bonifas and Napoli, 2013; McGarrigle and Walsh, 2011), which used quasi-experimental designs, had found that the use of Mindfulness had improved the social work students' and practitioners' ability to cope with stressful situations. Other findings suggest that Mindfulness can help social work practitioners by developing their ability to concentrate, calm and stabilise their minds (Gockel and Deng, 2016) although the processes by which this happens may not yet be fully understood (Rajan-Rankin, 2014). Research supports the fact that positive changes can occur through experiential learning and through Mindfulness practice (Hyland, Lee and Mills, 2015;Manotas, Segura, Eraso, Oggins and McGovern, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the impact of mindfulnesss on mental wellbeing, stress and resilience of undergraduate social work students

Roulston

Montgomery

Campbell

et al. 2017

Social Work Education

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Mindfulness is becoming more popular as emerging research demonstrates its benefits for self-care, by cultivating calmness and decreasing stress or anxiety. This pilot study aimed to measure the impact of a six-week Mindfulness course, modelled on the manualised treatment program developed by Kabat-Zinn, on the mental well-being, stress and resilience of undergraduate social work students in Northern Ireland. This was a mixed methods study involving two groups: (1) intervention group participants who attended a six week Mindfulness course (April-May 2016) and (2) control group participants. Basic socio-demographic data were collected from all participants and all were invited to complete the Warwick-Edinburgh Mental Well-being scale, the Perceived Stress Scale and the Resilience Scale during weeks 1 and 6. Statistical tests were used to compare mean scores from the scales, and qualitative data were manually analysed using thematic content analysis. Findings indicated significant changes in the scores for well-being, stress and resilience for the intervention group, but not for the control group. Mindfulness may not appeal to all students so should not be a mandatory component of training, but may be offered as one of the wider approaches to self-care for undergraduate social work degree students.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the impact of mindfulnesss on mental wellbeing, stress and resilience of undergraduate social work students

Roulston

Montgomery

Campbell

et al. 2017

Social Work Education

View full text Add to dashboard Cite

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“…Finally, we would like to propose two other directions or strategies for future research. First, mindfulness training is increasingly recognized as a pedagogy that can facilitate the development of clinical knowledge and practice skills (Gockel & Deng, 2016 ). Many skills supported by mindfulness training, such as attention, cognitive flexibility, compassion, affect tolerance, or emotion regulation, should be assessed as outcomes or mediating variables in future studies.…”

Section: Discussionmentioning

confidence: 99%

Effects of Mindfulness-Based Stress Reduction on Health and Social Care Education: a Cohort-Controlled Study

Ngai

Yam

2021

Mindfulness

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Objectives Mindfulness practice has been recommended as part of health and social care education and training because of its potential benefits in fostering clinical skills and attitudes, increasing self-care, and reducing the effect of stress in education and occupation. The objectives of this study were to evaluate the effects of a mindfulness-based stress reduction (MBSR) program on stress, physical distress, job burnout, work engagement, and empathy for health and social care education. Methods Students ( N = 124) from postgraduate programs in social work, counseling, and family therapy were recruited. Sixty-four students participated in an 8-week MBSR program as an elective course. Sixty students were recruited from other elective courses in the same cohort as control group participants. All participants completed self-report assessments. Results The results suggested that MBSR was associated with significant improvements in perceived efficacy and vigor and significant reductions in physical distress, total job burnout, emotional exhaustion, and depersonalization of clients compared with the control group. Conclusions This study contributes to the growing body of literature highlighting the potential use of mindfulness practice to improve students’ personal well-being and professional growth in health and social care education. Mindfulness practice should be further promoted in health and social care education and training.

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“…Due to the emotional strain and often poor workplace conditions, the development of self-care behaviours in social work students is recommended (Griffiths et al 2019). Within social work education self-care strategies such as yoga or mindfulness are rarely explicitly taught to students (Gockel and Deng 2016;Griffiths et al 2019;Mensinga 2011). However, students are encouraged to develop self-care strategies throughout their degree without guidance.…”

Section: Contradiction Three: Framing Organisational Needs Over Persomentioning

confidence: 99%

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

Newcomb

2019

Social Sciences

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Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

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Mindfulness training as social work pedagogy: Exploring benefits, challenges, and issues for consideration in integrating mindfulness into social work education

Cited by 35 publications

References 26 publications

Exploring the impact of mindfulnesss on mental wellbeing, stress and resilience of undergraduate social work students

Exploring the impact of mindfulnesss on mental wellbeing, stress and resilience of undergraduate social work students

Effects of Mindfulness-Based Stress Reduction on Health and Social Care Education: a Cohort-Controlled Study

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

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