“But I'm Too Stressed to Learn About Groups!:” Using Stress-Management Groups to Teach Group Work Skills

Clements, Jennifer A.; Minnick, Dorlisa J.

doi:10.1080/01609513.2012.664323

Cited by 9 publications

(2 citation statements)

References 21 publications

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“…A few examples include 2 hours of mindfulness training a week for 6 weeks in Belfast (Roulston et al, 2018), an 8-week course to increase self-awareness to manage stressors for undergraduate students in Israel (Birnbaum 2008), and 100 minutes total of mindfulness training in a semester-long BSW practice class in the United States (Thomas, 2017). Social work students also benefit from stress management groups, which have included those provided by licensed social workers (Clements & Minnick, 2012) and relaxation trainings, such as a 1.5 hour weekly program for undergraduate social work students in Japan (Hirokawa et al, 2002). Although there is promise in different methods of teaching mindfulness and stress management, these methods can be time consuming or challenging to provide at a distance.…”

Section: Classroom Efforts To Foster Student Self-regulationmentioning

confidence: 99%

Empowering Online Undergraduate Social Work Students to Address Their Stress

McCarthy¹

2020

Journal of Baccalaureate Social Work

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Effective self-regulation is a critical aspect of social work. Unmanaged stress can impair a social worker’s effectiveness. BSW students must demonstrate the capacity for cognitive and affective self-regulation to graduate, yet they may be expected to develop these skills outside of their academic program. This article describes a pedagogical strategy for encouraging proactive stress management practices in BSW students during online theory and practice courses at a Midwest public university. Students completed weekly self-care quizzes, which required them to rate their stress, create a plan to reduce this stress, and assess their efforts. Students felt this activity helped them to reflect and take action while also strengthening their relationships with their online instructor. Although this effort was employed in the years prior to COVID-19, the relevance of encouraging active stress management in the time of the pandemic and widespread virtual learning has only increased.

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Section: Classroom Efforts To Foster Student Self-regulationmentioning

confidence: 99%

Empowering Online Undergraduate Social Work Students to Address Their Stress

McCarthy¹

2020

Journal of Baccalaureate Social Work

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“…Various course group assignments and experiences contribute to the education of social work students. Valuable group work student learning experiences include the use of case examples (Knight, 2014), virtual groups (Davis & Goodman, 2014), and experiential learning (Clements & Minnick, 2012;Kolb, 1984). Additionally, developing group guidelines and policies to govern online interactions and services to clients is a critical online ethical consideration (Voshel & Wesala, 2015).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2017

J SW Values and Ethics

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This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of ASWB.*I have been petitioned to write a political editorial addressing our current president. In the social work community, some have stated that supporting President Trump is a violation of the NASW Code of Ethics. In response, I completed an editorial of 24 single-spaced pages; after reading it, I decided that the best and most effective manner to address our president is acknowledging his name. Readers should write their own editorial.

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Defining young people’s mental health self-care: a systematic review and co-development approach

Truscott,

Hayes,

Bardsley

et al. 2023

Eur Child Adolesc Psychiatry

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Self-care is among the emerging types of mental health support which operate outside traditional services, although the meaning and practice of self-care for young people with mental health difficulties are currently unclear. This systematic review was pre-registered with PROSPERO (CRD42021282510) and investigated conceptualizations of self-care in academic publications which investigated or discussed self-care for young people’s mental health or wellbeing. A Patient and Public Involvement (PPI) workshop facilitated young people with experience of mental health difficulties to respond to the identified concepts and co-develop a definition of self-care. Searches in PsycINFO, MEDLINE, Embase, CINAHL Plus, Scopus, Cochrane Library of Systematic Reviews, and gray literature sources resulted in 90 included publications. Content analysis indicated little conceptual consistency, with health and wellness promotion most commonly used to define self-care. The PPI workshop co-developed a definition of mental health self-care, which attendees felt should emphasize an individual process of self-awareness, self-compassion, and specific strategies to work toward emotional balance. This study highlights the gap between current academic understandings of young people’s mental health self-care and young people’s experience. The presented definition will enable future research to begin from an understanding of self-care which is relevant to young people with experience of mental health difficulties.

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“But I'm Too Stressed to Learn About Groups!:” Using Stress-Management Groups to Teach Group Work Skills

Cited by 9 publications

References 21 publications

Empowering Online Undergraduate Social Work Students to Address Their Stress

Empowering Online Undergraduate Social Work Students to Address Their Stress

Untitled

Defining young people’s mental health self-care: a systematic review and co-development approach

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