Background Engineers are increasingly being asked to empathically engage with a broad range

Self-care is widely recognized as critical to social work practice, yet little empirical support or practical guidance exists in the literature to steer social workers in its implementation. Self-care may not only be crucial in preventing secondary traumatic stress, burnout, and high staff turnover, but it can serve as a means of empowerment that enables practitioners to proactively and intentionally negotiate their overall health, well-being, and resilience. The purpose of this article is threefold: (a) to explore current conceptualizations of self-care; (b) to provide a clear conceptual definition of and an applied framework for self-care; and (c) to explicate the utility of this framework for social work practitioners, students, educators, and social service agencies' supervisors and administrators.

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With the Council on Social Work Education revised Educational Policy and Accreditation Standards, professional socialization has become a matter of policy. The social work literature is characterized by a dearth of conceptual models and systematic research regarding professional socialization. The conceptual framework for the professional socialization of social workers presented herein provides a discrete definition and clarifies what was formerly an ambiguous understanding of the elements of professional socialization. Potential applications of this framework include its use as a foundation for systematic research and a bridge between competencies and signature pedagogy and in informing field instructor training and the integration of theory and practice for students and practitioners.

Professional socialization has become a notable construct for social work with the publication of the Council on Social Work Education's (2008) revised Educational Policy and Accreditation Standards. Though historically regarded as essential, little is known about the professional socialization of social workers. This article presents professional socialization as a key element that bridges the explicit and implicit curricula. Results from this study provide empirical support for a theoretical framework of the professional socialization of social workers with a particular focus on factors that predict professional socialization, which is defined as a multidimensional, temporal construct beginning before formal education and continuing after it, with values, attitudes, and professional identity as outcomes. Implications for social work education, development of systematic research in this area, and recruitment and retention are discussed.