Contemplative Practices for Self-Care in the Social Work Classroom

Abstract

Social work educators prepare students for the demands of the profession by teaching them the skills, knowledge, and values graduates will use in their work with various clients within the context of varied practice settings. It is crucial that we pair these educational objectives with techniques to take care of themselves as they experience the emotional, psychological, and physically taxing work of being with people whose life circumstances carry trauma, grief, and stress. This article illustrates how contemplative practices in the social work classroom can facilitate self-care during and after the intensity of formal education and better prepare students for wellness in professional settings after they graduate. Specific examples of three contemplative practices used in the authors' classrooms are provided as is an illustration of student reactions to these practices. Precautions and safety considerations associated with intense personal reflection are referenced and resources for instructors and practitioners are cited.