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

ABSTRACT

Mindfulness training is increasingly being integrated as a contemplative pedagogy in social work education. Social work educators are using mindfulness training to support student self-care, facilitate critical reflection and enhance dialogue around challenging topics, integrate spiritual and holistic perspectives, and to help students develop direct practice skills. In this article, we describe a course we developed, where we use mindfulness training as a means of enhancing student self-care and well-being. We draw on our own experience, student evaluations, and the existing literature to identify and reflect upon key considerations in introducing this innovative experiential pedagogy into the social work classroom.

KEYWORDS:

• contemplative pedagogy
• mindfulness
• self-care
• social work education