A Competency-Based Approach to Teaching Professional Self-Care: An Ethical Consideration for Social Work Educators

Abstract

Incorporating material on professional self-care into social work course content is valuable to the education of neophyte social work practitioners. This article presents a review of the literature on professional burnout, secondary traumatic stress, and compassion fatigue, including the risk factors associated with the experience of these conditions. The literature suggests that students are particularly vulnerable to these conditions as they enter their field placements due to their lack of professional practice experience. To address this educational need among social work students, this article provides suggestions for incorporating material on professional self-care into both micro and macro course offerings and includes a sample case study that links self-care to the current Council on Social Work Education social work competencies and practice behaviors.

Additional information

Notes on contributors

Jason M. Newell

Jason M. Newell is associate professor and director of the Social Work Program at the University of Montevallo.

Debra Nelson-Gardell

Debra Nelson-Gardell is associate professor at the University of Alabama.