Examining the Place of Emotions, Affect, and Regulation in Social Work Education

References

• Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78, 1102–1134. doi:10.3102/0034654308326084
   Web of Science ®Google Scholar
• Baird, S. L. (2016). Conceptualizing anxiety among social work students: Implications for social work education. Social Work Education, 35, 719–732. doi:10.1080/02615479.2016.1184639
   Web of Science ®Google Scholar
• Beedie, C., Terry, P., & Lane, A. (2005). Distinctions between emotion and mood. Cognition & Emotion, 19, 847–878. doi:10.1080/02699930541000057
   Web of Science ®Google Scholar
• Berzoff, J., & Drisko, J. (2015). What clinical social workers need to know: Bio-psycho-social knowledge and skills for the twenty first century. Clinical Social Work Journal, 43, 263–273. doi:10.1007/s10615-015-0544-3
   Web of Science ®Google Scholar
• Birnbaum, L. (2008). The use of mindfulness training to create an “accompanying place” for social work students. Social Work Education, 27, 837–852. doi:10.1080/02615470701538330
   Google Scholar
• Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43(3), 317–324. doi:10.1007/s10615-015-0526-5
   Web of Science ®Google Scholar
• Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, M., & Tufford, L. (2013). Toward understanding meta-competence: An analysis of students’ reflection on their simulated interviews. Social Work Education, 32, 259–273. doi:10.1080/02615479.2012.738662
   Google Scholar
• Bogo, M., Lee, B., McKee, E., Baird, S. L., & Ramjattan, R. (2016). Field instructors’ perceptions of foundation year students’ readiness to engage in field education. Social Work Education, 35, 204–214. doi:10.1080/02615479.2015.1123689
   Web of Science ®Google Scholar
• Bogo, M., Rawlings, M., Katz, E., & Logie, C. (2014). Using simulation in assessment and teaching. In OSCE adapted for social work. Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Bogo, M., Regehr, C., Baird, S., Patterson, J., & LeBlanc, V. R. (2017). Cognitive and affective elements of practice confidence in social worker students and practitioners. British Journal of Social Work, 47, 701–718. doi:10.1093/bjsw/bcw026
   Web of Science ®Google Scholar
• Bogo, M., Regehr, C., Katz, E., Logie, C., Tufford, L., & Litvack, A. (2012). Evaluating an objective structured clinical examination (OSCE) adapted for social work. Research on Social Work Practice, 22, 428–436. doi:10.1177/1049731512437557
   Web of Science ®Google Scholar
• Butler, L. D., Carello, J., & Maguin, E. (2017). Trauma, stress, and self-care in clinical training: Predictors of burnout, decline in health status, secondary traumatic stress symptoms, and compassion satisfaction. Psychological Trauma: Theory, Research, Practice, and Policy, 9, 416. doi:10.1037/tra0000187
   PubMed Web of Science ®Google Scholar
• Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35, 262–278. doi:10.1080/08841233.2015.1030059
   Web of Science ®Google Scholar
• Cheung, M., & Delavega, E. (2014). Five-way experiential learning model for social work education. Social Work Education, 33, 1070–1087. doi:10.1080/02615479.2014.925538
   Google Scholar
• Chung, I. W. (2010). Students’ emotions as an organizing principle in social work education. Journal of Teaching in Social Work, 30, 75–89. doi:10.1080/08841230903479573
   Google Scholar
• Clinic, M. (n.d.). Stress management. Retrieved from http://www.mayoclinic.org/tests-procedures/stress-management/home/ovc-20255469
   Google Scholar
• Council of Social Work Education. (2015). Educational policy and accreditation standards. Retrieved from https://www.cswe.org/Accreditation/Standards-and-Policies/2015-EPAS.aspx
   Google Scholar
• Cozolino, L. J., & Santos, E. N. (2014). Why we need therapy-and why it works: A neuroscientific perspective. Smith College Studies in Social Work, 84, 157–177. doi:10.1080/00377317.2014.923630
   Web of Science ®Google Scholar
• Cramer, E. P., Ryosho, N., & Nguyen, P. V. (2012). Using experiential exercises to teach about diversity, oppression, and social justice. Journal of Teaching in Social Work, 32, 1–13. doi:10.1080/08841233.2012.637463
   Google Scholar
• Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391–409. doi:10.1007/s10648-008-9083-6
   Web of Science ®Google Scholar
• Doige, N. (2007). The brain that changes itself. New York, NY: Penguin.
   Google Scholar
• Donaldson, M. (2017). Plutchik’s wheel of emotion—2017 update. Retrieved from http://www.6seconds.org/2017/04/27/plutchiks-model-of-emotions/
   Google Scholar
• Dore, I. (2016). Shape-shifter and agenda setter: The influence of emotion in social work practice and practice education. Social Work Education, 35, 469–481. doi:10.1080/02615479.2016.1147545
   Web of Science ®Google Scholar
• Eisenberg, N., Hofer, C., Sulik, M. J., & Spinrad, T. L. (2014). Self-regulation, effort control, and their socioemotional correlates. In J. J. Gross (Ed.), The handbook of emotion regulation (2nd ed., pp. 157–172). New York, NY: Guilford Press.
   Google Scholar
• Ekman, P. (2016). What scientists who study emotion agree about. Perspectives on Psychological Science, 11(1), 31–34. doi:10.1177/1745691615596992
   Web of Science ®Google Scholar
• Emlet, C. A. (2010). Using a standardized patient approach to enhance clinical skills in gerontological social work. Journal of Social Work Education, 46, 443–451. doi:10.5175/JSWE.2010.200900001
   Web of Science ®Google Scholar
• Fishbane, M. D. (2007). Wired to connect: Neuroscience, relationships, and therapy. Family Process, 46, 395–411.
   PubMed Web of Science ®Google Scholar
• Forgey, M. A., Badger, L., Gilbert, T., & Hansen, J. (2013). Using standardized clients to train social workers in intimate partner violence assessment. Journal of Social Work Education, 49, 292–306. doi:10.1080/10437797.2013.768482
   Web of Science ®Google Scholar
• Gockel, A., Burton, D., James, S., & Bryer, E. (2013). Introducing mindfulness as self-care and clinical training strategy for beginning social work students. Mindfulness, 4, 343–353. doi:10.1007/s12671-012-0134-1
   Web of Science ®Google Scholar
• Gockel, A., Cain, T., Malove, S., & James, S. (2013). Mindfulness as clinical training: Student perspectives on mindfulness training in fostering clinical intervention skills. Journal of Religion & Spirituality in Social Work Social Thought, 32, 36–59. doi:10.1080/15426432.2013.749146
   Google Scholar
• Goldstein, H. (2001). Experiential learning: A foundation for social work education and practice. Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Grant, L., Kinman, G., & Alexander, K. (2014). What’s all this talk about emotion? Developing emotional intelligence in social work students. Social Work Education, 33, 874–889. doi:10.1080/02615479.2014.891012
   Google Scholar
• Grant, L., Kinman, G., & Baker, S. (2015). Putting on your own oxygen mask before assisting others’: Social work educators’ perspectives on an ‘emotional curriculum. British Journal of Social Work, 45, 2351–2367. doi:10.1093/bjsw/bcu066
   Web of Science ®Google Scholar
• Gray, M., & Gibbons, J. (2002). Experience-based learning and its relevance to social work practice. Australian Social Work, 55, 279–291.
   Google Scholar
• Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), The handbook of emotion regulation (2nd ed., pp. 3–23). New York, NY: Guilford Press.
   Google Scholar
• Gross, J. J., & Feldman Barrett, L. (2011). Emotion generation and emotion regulation: One or two depends on your point of view. Emotion Review, 3(1), 8–16. doi:10.1177/1754073910380974
   PubMed Web of Science ®Google Scholar
• Hascher, T. (2010). Learning and emotion: Perspectives for theory and research. European Educational Research Journal, 9(1), 13–28. doi:10.2304/eerj.2010.9.1.13
   Google Scholar
• Horton, G. E., Diaz, N., & Green, D. (2009). Mental health characteristics of social work students: Implications for social work education. Social Work in Mental Health, 7, 458–475. doi:10.1080/15332980802467696
   Google Scholar
• Huerta-Wong, J. E., & Schoech, R. (2010). Experiential learning and learning environments: The case of active listening skills. Journal of Social Work Education, 46, 85–100. doi:10.5175/JSWE.2010.200800105
   Web of Science ®Google Scholar
• Ikebuchi, J., & Rasmussen, B. M. (2014). The use of emotions in social work education. Journal of Teaching in Social Work, 34, 285–301. doi:10.1080/08841233.2014.909378
   Google Scholar
• Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Journal of Contemplation, 1(1), 3–10.
   Google Scholar
• Katz, E., McPartland, S., & Rines, J. (2017). Fleshing out clinical practice skills and refining the concept of micro-skill to enhance direct practice. Manuscript in preparation.
   Google Scholar
• Katz, E., Serbinski, S., & Mishna, F. (2017). Taking the show on the road in holding academic classes in community agencies: Exploratory study findings. Journal of Teaching in Social Work, 37(4), 353–368.https://doi.org/10.1080/08841233.2017.1325434
   Web of Science ®Google Scholar
• Katz, E., Tufford, L., Bogo, M., & Regehr, C. (2014). Illuminating students’ pre-practicum conceptual and emotional states: Implications for field education. Journal of Teaching in Social Work, 34, 96–108. doi:10.1080/08841233.2013.868391
   Google Scholar
• Kaufer, D. (2011). Neuroscience and how students learn. Retrieved from http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/neuroscience/
   Google Scholar
• Keinemans, S. (2015). Be sensible: Emotions in social work ethics and education. British Journal of Social Work, 45, 2176–2191. doi:10.1093/bjsw/bcu057
   Web of Science ®Google Scholar
• Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 193–212. doi:10.5465/amle.2005.17268566
   Web of Science ®Google Scholar
• Kourgiantakis, T., Bogo, M., & Sewell, K. M. (2019). Practice Fridays: Using simulation to develop holistic competence. Journal of Social Work Education, 55, 551–564. doi:10.1080/10437797.2018.1548989
   Web of Science ®Google Scholar
• Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional reactions of students in field education: An exploratory study. Journal of Social Work Education, 46, 227–243. doi:10.5175/JSWE.2010.200900007
   Web of Science ®Google Scholar
• Logie, C., Bogo, M., Regeher, C., & Regeher, G. (2013). A critical appraisal of the use of standardized client simulations in social work education. Journal of Social Work Education, 49, 66–80. doi:10.1080/10437797.2013.755377
   Web of Science ®Google Scholar
• Lynn, R. (2010). Mindfulness in social work education. Social Work Education, 29, 289–304. doi:10.1080/02615470902930351
   Google Scholar
• Miehls, D., & Applegate, J. (2014). Introduction to neurobiology in clinical work. Smith College Studies in Social Work, 84, 145–156. doi:10.1080/00377317.2014.924707
   Web of Science ®Google Scholar
• Mooradian, J. K. (2007). Simulated family therapy interviews in clinical social work education. Journal of Teaching in Social Work, 27(1/2), 89–104. doi:10.1300/J067v27n01_06
   Google Scholar
• Mooradian, J. K. (2008). Using simulated sessions to enhance clinical social work education. Journal of Social Work Education, 44, 21–36. doi:10.5175/JSWE.2008.200700026
   Web of Science ®Google Scholar
• National Institute of Mental Health. (n.d.). Five things you should know about stress. Retrieved from https://www.nimh.nih.gov/health/publications/stress/5thingsshldknowaboutstress-508-03132017_142898.pdf
   Google Scholar
• Nutt-Williams, E. N., Polster, D., Grizzard, M. B., Rockenbaugh, J., & Judge, A. B. (2003). What happens when therapists feel bored or anxious? A qualitative study of distracting self-awareness and therapists’ management strategies. Journal of Contemporary Psychotherapy, 33(1), 5–18. doi:10.1023/A:1021499526052
   Google Scholar
• Olson, M. D., Lewis, M., Rappe, P., & Hartley, S. (2015). Innovations in social work training: A pilot study of interprofessional collaboration using standardized clients. International Journal of Teaching and Learning in Higher Education, 27(1), 14–24.
   Google Scholar
• Rajan-Rankin, S. (2014). Self-identity, embodiment and the development of emotional resilience. British Journal of Social Work, 44, 2426–2442. doi:10.1093/bjsw/bct083
   Web of Science ®Google Scholar
• Schenck, J., & Cruickshank, J. (2015). Evolving Kolb: Experiential education in the age of neuroscience. Journal of Experiential Education, 38(1), 73–95. doi:10.1177/1053825914547153
   Web of Science ®Google Scholar
• Schore, J. R., & Schore, A. N. (2014). Regulation theory and affect regulation psychotherapy: A clinical primer. Smith College Studies in Social Work, 84, 187–195. doi:10.1080/00377317.2014.923719
   Web of Science ®Google Scholar
• Siegel, D. (2006). An interpersonal neurobiological approach to psychotherapy. Psychiatric Annals, 36, 248–256.
   Web of Science ®Google Scholar
• Taylor, K., & Lamoreaux, A. (2008). Teaching with the brain in mind. New Directions for Adult and Continuing Education, 119, 49–59. doi:10.1002/ace.305
   Google Scholar
• Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing emotion regulation. Child Development Perspectives, 2, 124–131. doi:10.1111/cdep.2008.2.issue-3
   Web of Science ®Google Scholar
• Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrated perspective. Educational Psychologist, 44, 215–226. doi:10.1080/00461520903213584
   Web of Science ®Google Scholar