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ABSTRACT
Mindfulness is a state of nonjudgmental awareness of the present moment and has benefit to those in the helping professions. Because research on the effect of training prospective social workers in mindfulness is limited, this qualitative study explored the benefits of mindfulness practice and education with 18 master of social work (MSW) students taking a course on mindfulness-based psychotherapies through the lens of student practice experiences. Students were expected to develop their own mindfulness practice and document their reflections in a journal over the term. Thematic analysis of journal entries revealed three primary themes: challenges to getting started, the emergence of the seven attitudinal pillars of mindfulness, and the applicability of mindfulness to clinical social work and self-care. Implications for social work education are discussed.
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No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Margaret K. Notar
Margaret K. Notar is a clinical social worker in private practice and a part-time faculty member with the Lyle S. Hallman Faculty of Social Work at Wilfrid Laurier University in Kitchener, Ontario, Canada.