{"title":"BSW学生对简短的课堂正念练习的效用的看法","authors":"Lea Tufford, Ellen Katz, Cassandra Etherington","doi":"10.1080/00377317.2019.1704586","DOIUrl":null,"url":null,"abstract":"ABSTRACT This exploratory study set out to examine the impact of weekly mindfulness practices on Year 4 Bachelor of Social Work students’ ability to develop attentional processes, therapeutic presence, and empathy in classroom-based role-play scenarios and practicum placements. Participants (n = 24) received a brief, 10– 15 minute mindfulness practice each week at the start of class. Individual interviews were conducted (n = 9) following completion of the course and thematic analysis was used to surface salient themes. Findings were grouped into the following themes: (1) benefits of mindfulness; (2) challenges of mindfulness; (3) mindfulness practices; (4) readings; (5) instructor factors; (6) future mindfulness practice; and (7) knowledge transfer. Our findings suggest undergraduate social work students can elucidate the benefits of mindfulness practice but struggle transferring these benefits to clinical practice.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"89 1","pages":"220 - 237"},"PeriodicalIF":1.4000,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00377317.2019.1704586","citationCount":"2","resultStr":"{\"title\":\"BSW Student Perspectives on the Utility of Brief, Classroom-Based Mindfulness Practices\",\"authors\":\"Lea Tufford, Ellen Katz, Cassandra Etherington\",\"doi\":\"10.1080/00377317.2019.1704586\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This exploratory study set out to examine the impact of weekly mindfulness practices on Year 4 Bachelor of Social Work students’ ability to develop attentional processes, therapeutic presence, and empathy in classroom-based role-play scenarios and practicum placements. Participants (n = 24) received a brief, 10– 15 minute mindfulness practice each week at the start of class. Individual interviews were conducted (n = 9) following completion of the course and thematic analysis was used to surface salient themes. Findings were grouped into the following themes: (1) benefits of mindfulness; (2) challenges of mindfulness; (3) mindfulness practices; (4) readings; (5) instructor factors; (6) future mindfulness practice; and (7) knowledge transfer. Our findings suggest undergraduate social work students can elucidate the benefits of mindfulness practice but struggle transferring these benefits to clinical practice.\",\"PeriodicalId\":45273,\"journal\":{\"name\":\"SMITH COLLEGE STUDIES IN SOCIAL WORK\",\"volume\":\"89 1\",\"pages\":\"220 - 237\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2019-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00377317.2019.1704586\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"SMITH COLLEGE STUDIES IN SOCIAL WORK\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00377317.2019.1704586\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"SOCIAL WORK\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"SMITH COLLEGE STUDIES IN SOCIAL WORK","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00377317.2019.1704586","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL WORK","Score":null,"Total":0}
BSW Student Perspectives on the Utility of Brief, Classroom-Based Mindfulness Practices
ABSTRACT This exploratory study set out to examine the impact of weekly mindfulness practices on Year 4 Bachelor of Social Work students’ ability to develop attentional processes, therapeutic presence, and empathy in classroom-based role-play scenarios and practicum placements. Participants (n = 24) received a brief, 10– 15 minute mindfulness practice each week at the start of class. Individual interviews were conducted (n = 9) following completion of the course and thematic analysis was used to surface salient themes. Findings were grouped into the following themes: (1) benefits of mindfulness; (2) challenges of mindfulness; (3) mindfulness practices; (4) readings; (5) instructor factors; (6) future mindfulness practice; and (7) knowledge transfer. Our findings suggest undergraduate social work students can elucidate the benefits of mindfulness practice but struggle transferring these benefits to clinical practice.
期刊介绍:
Smith College Studies in Social Work focuses on the vital issues facing practitioners today, featuring only those articles that advance theoretical understanding of psychological and social functioning, present clinically relevant research findings, and promote excellence in clinical practice. This refereed journal addresses issues of mental health, therapeutic process, trauma and recovery, psychopathology, racial and cultural diversity, culturally responsive clinical practice, intersubjectivity, the influence of postmodern theory on clinical practice, community based practice, and clinical services for specific populations of psychologically and socially vulnerable clients.