Citations (70)
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Kala Chakradhar, Packiaraj Arumugham & Meenakshi Venkataraman. (2023) The relationship between spirituality, resilience, and perceived stress among social work students: implications for educators. Social Work Education 42:8, pages 1163-1180.
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Stewart Collins. (2023) Social work students and self-care: international and UK critical perspectives. Social Work Education 0:0, pages 1-18.
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Lea Tufford, Barbara Lee, Vivian Thieu & Rose Zhao. (2023) Emotional Regulation in Peer-To-Peer Role-Play in Canadian Social Work Education: The Contribution from Standardized Clients in Medicine. Journal of Teaching in Social Work 43:5, pages 627-643.
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Nicole Nicotera, In Young Park, Jarrod Call & Andrew Steward. (2023) Self-Care and Quality of Life: Associated Factors Among MSW Students. Journal of Teaching in Social Work 43:5, pages 554-578.
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Einav Segev. (2023) “The Course Was My Lifesaver”: The Significance of a Mindfulness and Social Work Course for Students in Israel During the COVID-19 Crisis. Journal of Social Work Education 59:4, pages 1095-1107.
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Leila C. Dal Santo, Scott D. Easton, Susan Coleman & Kathleen Flinton. (2023) The Role of Field Education in Preparing Social Work Students for Trauma-Informed Care: A Scoping Review. Journal of Social Work Education 0:0, pages 1-24.
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Pia Tham, Paula McFadden, Erica Russ, Andreas Baldschun, Paul Blakeman & Austin Griffiths. (2023) How do we prepare students for the challenges of social work? Examples from six countries around the world. Social Work Education 42:4, pages 494-510.
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Shiloh D. Erdley-Kass, Stephanie Byers, Darrin Kass, Tammy Carson, Tiffany Welch & Annjane Ross. (2023) The relationship between academic performance and self-care among US social work undergraduates: an exploratory analysis. Social Work Education 0:0, pages 1-24.
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Einav Segev. (2023) “A breath of fresh air”: mindfulness training for early-career mental health social workers in Israel during COVID-19. Social Work in Health Care 62:1, pages 19-40.
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Margaret K. Notar. (2022) Mindfulness 101: MSW Students’ Reflections on Developing a Personal Mindfulness Meditation Practice. Journal of Social Work Education 58:4, pages 667-681.
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Heather Stuart. (2021) ‘Professional Inefficacy is the Exact Opposite of the Passionate Social Worker’: Discursive Analysis of Neoliberalism within the Writing on Self-care in Social Work. Journal of Progressive Human Services 32:1, pages 1-16.
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Elizabeth Anne Kinsella, Kirsten Smith, Saara Bhanji, Rachelle Shepley, Andreja Modor & Andrew Bertrim. (2020) Mindfulness in allied health and social care professional education: a scoping review. Disability and Rehabilitation 42:2, pages 283-295.
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Donna S. Wang, Akiva Perlman & Leslie J. Temme. (2020) Utilizing contemplative practices in social work education. Journal of Religion & Spirituality in Social Work: Social Thought 39:1, pages 47-61.
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Shirley-Ann Chinnery, Cherie Appleton & Jay M. Marlowe. (2019) Cultivating students’ reflective capacity through group-based mindfulness instruction. Social Work With Groups 42:4, pages 291-307.
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Lea Tufford, Ellen Katz & Cassandra Etherington. (2019) BSW Student Perspectives on the Utility of Brief, Classroom-Based Mindfulness Practices. Smith College Studies in Social Work 89:3-4, pages 220-237.
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Dana Zartner. (2019) Focus on the Positive: How Do We Keep Our Classes From Becoming Too Depressing?. Journal of Political Science Education 15:3, pages 346-364.
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Austin Griffiths, David Royse, April Murphy & Saundra Starks. (2019) Self-Care Practice in Social Work Education: A Systematic Review of Interventions. Journal of Social Work Education 55:1, pages 102-114.
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Josal Diebold, Wooksoo Kim & Diane Elze. (2018) Perceptions of Self-Care Among MSW Students: Implications for Social Work Education. Journal of Social Work Education 54:4, pages 657-667.
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Ofra Walter & Vered Shenaar-Golan. (2018) Sensory language (SDM) to foster empathy in social work students. Social Work Education 37:5, pages 633-651.
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Yi Cai, Ai Bo & Suh Chen Hsiao. (2018) Emerging Social Work Field Education Trends in China. Journal of Social Work Education 54:2, pages 324-336.
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Gio Iacono. (2017) A Call for Self-Compassion in Social Work Education. Journal of Teaching in Social Work 37:5, pages 454-476.
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Michelle Newcomb, Judith Burton & Niki Edwards. (2017) Childhood Adversity and Self-Care Education for Undergraduate Social Work and Human Services Students. Journal of Teaching in Social Work 37:4, pages 337-352.
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Tim Lomas, Juan Carlos Medina, Itai Ivtzan, Silke Rupprecht, Rona Hart & Francisco José Eiroa-Orosa. (2017) The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology 26:4, pages 492-513.
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Jacky T. Thomas. (2017) Brief mindfulness training in the social work practice classroom. Social Work Education 36:1, pages 102-118.
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Jacquelyn J. Lee & Sarah A. Himmelheber. (2016) Field Education in the Present Moment: Evaluating a 14-Week Pedagogical Model to Increase Mindfulness Practice. Journal of Social Work Education 52:4, pages 473-483.
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Annemarie Gockel & Xiaolei Deng. (2016) Mindfulness training as social work pedagogy: Exploring benefits, challenges, and issues for consideration in integrating mindfulness into social work education. Journal of Religion & Spirituality in Social Work: Social Thought 35:3, pages 222-244.
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Jacky T. Thomas. (2016) Adverse Childhood Experiences Among MSW Students. Journal of Teaching in Social Work 36:3, pages 235-255.
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Christine Kessen & Kielty Turner. (2016) Are graduate social work students mindful?. Journal of Religion & Spirituality in Social Work: Social Thought 35:1-2, pages 76-90.
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Elisabeth Engelberg & Arthur Limbach-Reich. (2015) The role of empathy in case management: a pilot study. Social Work Education 34:8, pages 1021-1033.
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Annemarie Gockel. (2015) Teaching Note―Practicing Presence: A Curriculum for Integrating Mindfulness Training Into Direct Practice Instruction. Journal of Social Work Education 51:4, pages 682-690.
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Geoff Taggart. (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years 35:4, pages 381-393.
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Ariel A. Botta, Tamara J. Cadet & Peter Maramaldi. (2015) Reflections on a Quantitative, Group-Based Mindfulness Study with Social Work Students. Social Work With Groups 38:2, pages 93-105.
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Jay M. Marlowe, Cherie Appleton, Shirley-Ann Chinnery & Sutibra Van Stratum. (2015) The Integration of Personal and Professional Selves: Developing Students' Critical Awareness in Social Work Practice. Social Work Education 34:1, pages 60-73.
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Joanne Cacciatore, Kara Thieleman, Michael Killian & Kyoko Tavasolli. (2015) Braving Human Suffering: Death Education and its Relationship to Empathy and Mindfulness. Social Work Education 34:1, pages 91-109.
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Patricia J. Shannon, Jennifer Simmelink-McCleary, Hyojin Im, Emily Becher & Rachel E. Crook-Lyon. (2014) Developing Self-Care Practices in a Trauma Treatment Course. Journal of Social Work Education 50:3, pages 440-453.
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Louise Grant. (2014) Hearts and Minds: Aspects of Empathy and Wellbeing in Social Work Students. Social Work Education 33:3, pages 338-352.
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Louise Grant & Gail Kinman. (2014) Emotional Resilience in the Helping Professions and how it can be Enhanced. Health and Social Care Education 3:1, pages 23-34.
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Maria Napoli & Robin Bonifas. (2013) Becoming Culturally Competent: Mindful Engagement with American Indian Clients. Journal of Ethnic & Cultural Diversity in Social Work 22:3-4, pages 198-212.
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Yuk-Lin
Renita Wong. (2013) Returning to Silence, Connecting to Wholeness: Contemplative Pedagogy for Critical Social Work Education. Journal of Religion & Spirituality in Social Work: Social Thought 32:3, pages 269-285.
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Kate Jonathan. Teaching Note—Using Cinemeducation in Teaching Practice Readiness in Social Work Education. Journal of Social Work Education 0:0, pages 1-9.
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Silvia Majercakova Albertova. 2024. Handbook of Positive School Psychology. Handbook of Positive School Psychology
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Kristi Kaapu, Catherine E. McKinley & Lauren Barks. (2023) Is Self-Care Sustainable Without Structural Support? A Systematic Review of Self-Care Interventions. Research on Social Work Practice.
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Jessica Campoli & Jorden A. Cummings. (2023) “Becoming a values-driven self-care user”: Development of a group intervention for health and helping professional students. Journal of Contextual Behavioral Science 30, pages 191-202.
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Sevgi UYGUR. (2022) A look at intercultural sensitivity from the perspective of mindfulness and acceptance of diversity. Journal for the Education of Gifted Young Scientists 10:4, pages 547-561.
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Alan Maddock & Pearse McCusker. (2022) Implementing the Learning from the Mindfulness-based Social Work and Self-care Programme to Social Work Student Practice during COVID-19: A Qualitative Study. The British Journal of Social Work 52:8, pages 4894-4913.
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Alan Maddock, Pearse McCusker, Carolyn Blair & Audrey Roulston. (2022) The Mindfulness-Based Social Work and Self-Care Programme: A Mixed Methods Evaluation Study. The British Journal of Social Work 52:5, pages 2760-2777.
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Rachel Vanderhill & Courtney Dorroll. (2022) Teaching, Self-Care, and Reflective Practice during a Pandemic. PS: Political Science & Politics 55:3, pages 610-614.
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Mary L. Phan, Tyler L. Renshaw, Julie Caramanico, Jeffrey M. Greeson, Elizabeth MacKenzie, Zabryna Atkinson-Diaz, Natalie Doppelt, Hungtzu Tai, David S. Mandell & Heather J. Nuske. (2022) Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design. Mindfulness 13:7, pages 1591-1613.
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Nevena KrasuljaD.D., Gordana ĐuretićV.V. & Dejan IlićT.T.. (2022) Application of the innovative concept "mindfulness" in organizational and academic practice. Ekonomika 68:2, pages 67-82.
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Laura Roche Chapman. (2021) Contemplative Pedagogy: Creating Mindful Educators and Classrooms. Perspectives of the ASHA Special Interest Groups 6:6, pages 1540-1553.
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Marlo A. Perry, Kristine Creavey, Erin Arthur, Jessica Chance Humer, P.J. Lundgren & Isabella Rivera. (2020) Cultivating emotional intelligence in child welfare professionals: A systematic scoping review. Child Abuse & Neglect 110, pages 104438.
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Mary-Ellen Brown. (2020) Hazards of Our Helping Profession: A Practical Self-Care Model for Community Practice. Social Work 65:1, pages 38-44.
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Emily K. Jenkins, Allie Slemon, Kathy O'Flynn-Magee & Jill Mahy. (2019) Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study. Nurse Education Today 81, pages 13-18.
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Oren Ergas & Linor L. Hadar. (2019)
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Juana Dolores Santana Hernández. (2019) Expectativas de los estudiantes de Trabajo Social sobre su desempeño profesional con víctimas de violencia familiar y de género: un estudio cualitativo. Trabajo Social 21:1, pages 195-217.
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Angelina Lapina. (2018) Facilitating Coping Through Reflective Learning in Adult Education: A Review of the Reciprocal Relationship Between Coping and Learning. Adult Learning 29:4, pages 131-140.
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Myriam Rudaz, Michael P. Twohig, Clarissa W. Ong & Michael E. Levin. (2017) Mindfulness and acceptance-based trainings for fostering self-care and reducing stress in mental health professionals: A systematic review. Journal of Contextual Behavioral Science 6:4, pages 380-390.
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Michal Kaczor. (2017) Mindfulness as a Potential Tool for Developing the Personality of the Social Worker. Caritas et veritas 7:2, pages 51-61.
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Michal Kaczor. (2017) Všímavost (mindfulness) jako potenciální nástroj rozvoje osobnosti sociálního pracovníka. Caritas et veritas 7:2, pages 40-50.
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Maria Stalzer Wyant Cuzzo, Mimi Rappley Larson, Lisa Miller Mattsson & Terry D. McGlasson. (2017) How Do You Effectively Teach Empathy to Students?. New Directions for Teaching and Learning 2017:151, pages 61-78.
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Sue Dean, Maralyn Foureur, Chris Zaslawski, Toby Newton-John, Nickolas Yu & Evangelos Pappas. (2017) The effects of a structured mindfulness program on the development of empathy in healthcare students. NursingPlus Open 3, pages 1-5.
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Michelle Lefevre. (2013) Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum. Child & Family Social Work 20:2, pages 211-222.
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N. Williams. (2014) Fighting Fire: Emotional Risk Management at Social Service Agencies. Social Work 60:1, pages 89-91.
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M. Lefevre. (2013) Becoming Effective Communicators with Children: Developing Practitioner Capability through Social Work Education. British Journal of Social Work 45:1, pages 204-224.
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C. Bernard, A. Fairtlough, J. Fletcher & A. Ahmet. (2013) A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning. British Journal of Social Work 44:7, pages 1934-1949.
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Salome Raheim & Jack J. Lu. (2014) Preparing MSW Students for Integrative Mind–Body-Spirit Practice. Clinical Social Work Journal 42:3, pages 288-301.
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