19,512
Views
14
CrossRef citations to date
0
Altmetric
Original Articles

Teaching self-care: The utilization of self-care in social work practicum to prevent compassion fatigue, burnout, and vicarious trauma

&

References

  • Beddoe, L., Davys, A., & Adamson, C. (2013). Educating resilient practitioners. Social Work Education, 32(1), 100–117. doi:10.1080/02615479.2011.644532
  • 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(4), 416–424. doi:10.1037/tra0000187
  • Council on Social Work Education (CSWE) Commission on Educational Policy and the CSWE Commission on Accreditation. (2015). Council on social work education: educational policy and accreditation standards. (2015). Alexandria, VA: Council on Social Work Education.
  • Decker, J. T, Brown, J. L, Ong, J, & Stiney-Ziskind, C. A. (2015). Mindfulness, compassion fatigue, and compassion satisfaction among social work interns. Social Work & Christianity, 42(1), 28–42.
  • Figley, C. R. (1995). Compassion fatigue as secondary traumatic stress disorder: An overview. In: C. R. Figley (Ed.), Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized (pp. 1–20). New York, NY: Brunner-Routledge.
  • Figley, C. R. (2002). Compassion fatigue: Psychotherapists’ chronic lack of self care. Journal of Clinical Psychology: Psychotherapy in Practice, 58(11), 1433–1441. doi:10.1002/(ISSN)1097-4679
  • Grise-Owens, E., Miller, J., Escobar-Ratliff, L., & George, N. (2018). Teaching note – teaching self-care and wellness as a professional practice skill: A curricular case example. Journal of Social Work Education, 54(1), 180–186. Retrieved from. doi:10.1080/10437797.2017.1308778
  • Hatcher, S. S., Bride, B. E., Oh, H., King, D. M., & Catrett, J. F. (2011). An assessment of secondary traumatic stress in juvenile justice education workers. Journal of Correctional Health Care, 17(3), 208–217. doi:10.1177/1078345811401509
  • Humphrey, K. R. (2013). Using a student-led support group to reduce stress and burnout among BSW students. Social Work With Groups, 36(1), 73–84. doi:10.1080/01609513.2012.712905
  • Saakvitne, K. W., & Pearlman, L. A. (1996). Transforming the Pain: A workbook on vicarious traumatization. New York, NY: W. W. Norton & Company.
  • Swigonski, M., Ward, K., Mama, R. S., Rodgers, J., & Belicose, R. (2006). An agenda for the future: Student portfolios in social work education. Social Work Education, 25(6), 812–823. doi:10.1080/02615470600915860
  • Zastrow, C. (1984). Understanding and preventing burn-out. British Journal of Social Work, 14(2), 141–156.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.