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ABSTRACT
Educating for human rights and justice requires attention to the well-being of those being prepared to pursue these aims. This article describes an MSW program’s implementation of teaching self-care as a core practice skill. This curricular innovation stems from the increasing literature documenting the deleterious effects of burnout in professional helping and the need to address this concern in educational curricula. Further, this curricular change is a result of increased student exhaustion affecting academic performance and professional preparedness, and the ethical imperative to address this phenomenon. We describe specific components, strategies, and assignments in the curriculum as well as assessment of the curricular innovation. This curricular example is readily adaptable for other programs.
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Notes on contributors
Erlene Grise-Owens
Erlene Grise-Owens is is Partner, at The Wellness Center. Justin “Jay” Miller is assistant professor at University of Kentucky. Laura Escobar-Ratliff is division director at Centerstone of Kentucky. Nicole George is program manager at University of Louisville.
Justin “Jay” Miller
Erlene Grise-Owens is is Partner, at The Wellness Center. Justin “Jay” Miller is assistant professor at University of Kentucky. Laura Escobar-Ratliff is division director at Centerstone of Kentucky. Nicole George is program manager at University of Louisville.
Laura Escobar-Ratliff
Erlene Grise-Owens is is Partner, at The Wellness Center. Justin “Jay” Miller is assistant professor at University of Kentucky. Laura Escobar-Ratliff is division director at Centerstone of Kentucky. Nicole George is program manager at University of Louisville.
Nicole George
Erlene Grise-Owens is is Partner, at The Wellness Center. Justin “Jay” Miller is assistant professor at University of Kentucky. Laura Escobar-Ratliff is division director at Centerstone of Kentucky. Nicole George is program manager at University of Louisville.