Rethinking professional quality of life for social workers: Inclusion of ecological self-care barriers

ABSTRACT

This study conducted a survey among social workers in a mid-Atlantic state in the U.S. and examined the relationship between self-care behaviors, self-care barriers and compassion satisfaction, burnout, and secondary traumatic stress (STS) from an ecological perspective. The study found that social workers had a moderate level of compassion satisfaction, low risk of burnout, and low risk of STS. Bachelor-degree social workers had higher levels of burnout and lower levels of compassion satisfaction than others. Multiple regression results showed that self-care behaviors and self-care barriers did not predict compassion satisfaction. Self-care behaviors and self-care barriers were significantly associated with the level of burnout. Self-care barriers significantly contributed to STS, while self-care behaviors did not significantly decrease STS. This study implies that promoting self-care behaviors and decreasing self-care barriers can promote higher levels of professional quality of life. In addition to social workers’ individual-level self-care activities that are often stressed in prior research on STS and burnout, employers, supervisors, family members, and community members play a critical role in promoting a manageable work-life balance for social workers, thereby allowing them to use more self-care behaviors, while reducing barriers to self-care and ultimately reducing risk of burnout and STS.     

Integrating self-care into clinical practice with trauma clients

ABSTRACT

Self-care is recognized as an important aspect of social work practice. Beginning in educational settings, developing social workers are encouraged to learn about and practice self-care. However, self-care is typically promoted through strategies and approaches outside of the practice context. Social workers are oftentimes encouraged to use individualized self-care plans, which often feature a variety of relaxation and secondary techniques; focus on self-awareness and self-reflection; and have proper use of supervision. Although these strategies are invaluable, they do little to directly benefit the social worker during direct practice or while in session with a client which is a time period when clinicians are particularly vulnerable to distress or burnout. The importance of real-time self-care strategies is particularly critical for clinicians, especially those who engage in trauma work, given the sensitivity of topics that clients may have endured or benefit from assistance in processing. Further, little information has been published on the use of self-care techniques during a session with a client or in a clinical context. The purpose of the present paper is to discuss self-care strategies that can be useful both outside of and within a clinical setting and present a model of such strategies that focus on integrating self-care in clinical practice particularly for those engaging in trauma work. The paper will conclude by discussing the relevancy of the developed model in practice.     

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

ABSTRACT

Field practicum is paramount to social work pedagogy in the preparation of emerging direct practice professionals. Field students integrate foundational knowledge as they implement practice skills learned in the classroom during the social work practicum experience. Working with clients who are suffering is inevitable in direct social work practice and field practicum students can be exposed to a broad range of intense emotional experiences as they assist clients in need. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and vicarious trauma. Incorporating self-care skills into the field practicum enhances opportunities for transformative student learning and helps to strengthen professional socialization during this critical educational experience. This article highlights the implementation of professional self-care instruction, use of activities and written student critical reflection assignments designed to enhance the practice experience through incorporating self-care education and strategies among undergraduate students within the field practicum seminar.     

Young people and social networking sites: exploring the views and training opportunities of CAMHS social workers in Ireland

ABSTRACT

Social Networking Sites (SNS) (e.g. Facebook, Instagram) have become a fundamental part of the daily lives of many young people. SNS engagement has been associated with a number of risks and benefits, some of which are particularly relevant to young people who access child and adolescent mental health services (CAMHS). Consequently, understanding how and why young people engage with SNS, and the associated risks and benefits, may become an increasingly important part of CAMHS social work.

This small-scale study (n = 15) utilised an online survey to explore the importance that a sample of Irish CAMHS social workers attribute to maintaining an awareness of how young people use SNS, whether they, in their professional lives, have been offered the opportunity to learn about SNS engagement among young people, and whether they have taken it upon themselves to learn about this topic.

Findings suggest that participants consider an understanding of SNS to be an important part of CAMHS practice. However, participants report that they do not feel sufficiently aware of SNS trends among young people, suggesting that there is scope for SNS-focused training/learning opportunities among this sample of CAMHS social workers. Implications for practice and suggestions for future research are outlined.     

Investigating the self-care practices of social work faculty: an exploratory study

Being a social work faculty member in academe can be challenging. Evidence suggests that faculty members, in general, experience high levels of stress and occupational burnout. Furthermore, harassment, bullying, and mobbing are commonplace. These problematic circumstances may be compounded for females, junior faculty, and under-represented (e.g. peoples of color) faculty groups. Engaging in adroit self-care practices is one way to assuage these problematic employment circumstances. Yet, there is a dearth in the literature that examines self-care practices among social work educators. This exploratory study examined the self-care practices of social work faculty (N = 124) at Council on Social Work Education accredited institutions in one southeastern state in the United States. Overall, data suggest that social work faculty do engage in adequate self-care practices, when compared to studies of general social work practitioners. Data also suggest differences in self-care by academic rank and professional licensing. After a brief review of literature, this paper will explicate results and identify salient discussion points and implications for social work education. This is the first paper known to the authors to explore self-care among social work faculty.     

Exploring the self-care practices of child welfare workers: A research brief

Child welfare workers experience higher rates of vicarious trauma, workplace stress, and compassion fatigue, when compared to other social service workers. Increasingly, social service agencies, in general, and child welfare agencies, specifically, recognize the importance of self-care in assuaging these problematic employee outcomes. However, research that explicitly examines the self-care practices of child welfare workers in nominal. This study brief explores the self-care practices of child welfare workers (N = 222) in one southeastern state. Results reveal that child welfare workers only engage in self-care at moderate levels. Additionally, data suggests that variables such as health status, current financial status, and relationship status significantly impact personal and professional self-care practices, respectively. After a terse review of relevant literature, this brief will explicate findings associated with this study, and identify salient discussion points and implications for child welfare training, practice, and research.     

The role of self-care on compassion satisfaction,burnout and secondary trauma among child welfare workers

Child welfare workers are routinely exposed to multiple traumatic events when working with children and families, and are at an increased risk of experiencing burnout and secondary trauma. Self-care is often recommended as a restorative or protective activity against the negative effects of working with traumatized individuals, although few studies have examined the benefit of self-care empirically. Trauma-informed self-care (TISC) includes being aware of one's own emotional experience in response to exposure to traumatized clients and planning/engaging in positive coping strategies, such as seeking supervision, attending trainings on secondary trauma, working within a team, balancing caseloads, and work–life balance. Compared with generic personal care activities, TISC is likely to be especially relevant for child welfare workers. This study examined the role of TISC on compassion satisfaction, burnout and secondary trauma which was assessed by administering surveys to a sample of 104 child welfare case managers and supervisors. Almost one third of the sample reported high levels of burnout (29.8%) and secondary trauma (28.8%), and low levels of compassion satisfaction (31.7%). Results suggested that workers who engaged in higher levels of TISC experienced higher levels of compassion satisfaction and lower levels of burnout, although there was no relationship with secondary trauma. Findings provide preliminary evidence that TISC may be a beneficial practice to reduce risk of burnout and preserve workers' positive experience of their job, however workers experiencing secondary trauma are likely to need additional specialized intervention to assist them with their recovery.     

Self-care: There’s a badge for that

ABSTRACT

Social work education has embraced a major shift towards competency based education. A core component of competency based education is that students must actually demonstrate competence. The ability to define terms or even to explain principles of effective social work practice is no longer sufficient. In this vein, social work educators are tasked with providing students a means of demonstrating an ability to practice necessary social work skills. Digital badges are a recent trend in higher education that can facilitate the shift towards competency based education. With this shift in mind, this paper outlines the requirements and benefits of a self-care badge. Students who completed the self-care badge completed readings on self-care, completed self-assessments and worksheets, developed written self-care plans, enacted the plans, monitored progress and completed a final report on the self-care practices. Overall, students described the benefits of the badge and the focus on actually practicing self-care rather than simply increasing their knowledge about self-care.     

Six domains of self-care: Attending to the whole person

ABSTRACT

Self-care has long been of concern to helping professionals at risk for burnout or vicarious traumatization. In this paper we argue that the need for self-care is broader than preventing these outcomes. Instead, it requires consideration of the whole person and mindful attention and intentional efforts to achieve two general aims: to guard against or manage stress and other negative states, and to maintain or enhance well-being and overall functioning. We propose and delineate six life domains—physical, professional, relational, emotional, psychological, and spiritual—that may require attention in each person’s self-care practice, and briefly summarize some empirical findings that support self-care practices within each. We observe that self-care practice in each domain is closely bound to practice and outcomes of other domains. Steps in developing an overall self-care plan, including both maintenance and emergency practices, are also outlined. Because we believe that self-care is not a one-size-fits-all pursuit, we contend that helping professionals would benefit from examining each area of their life, and defining for themselves what self-care means and how they plan to implement their own personal practice. Above all, self-care requires a commitment to one’s own well-being as a priority.     

Does job resource loss reduce burnout and job exit for professionally trained social workers in child welfare?

This study contributes to the literature on burnout and turnover in child welfare by examining the applicability of conservation of resources theory (COR). This theory argues that a loss of resources leads to the stress underlying burnout. This article examines the loss of two resources in particular: (a) the loss of a member of the entering cohort of workers and (b) change in the coethnic population of the community in which the social worker practices. In this sample of 1001 specially trained social workers, 44.3% reported high levels of emotional exhaustion or burnout. Stress was positively associated with burnout. Likewise, job satisfaction was protective against burnout. Furthermore, coethnic resources were associated with higher personal accomplishment scores for Asian–American, Hispanic, and Caucasian workers. Cohort member loss was not associated with burnout when controlling for personal resources and organizational factors, but cohort member loss did triple the odds of others in the cohort leaving. However, burnout was not associated with job exit in this sample. Although this study did not find evidence that cohort loss or coethnic loss was associated with burnout, it raises questions for further research about the social network implications of turnover.     

Building competency in self-care for social work students: a course-based case study

ABSTRACT

There is increasing recognition that social work educators must do more to ensure that social work students transitioning into the profession are prepared to engage in adept self-care practices. However, documented curricular efforts targeted at meeting this aim are few. This paper documents the impact of a credit-bearing self-care course on student (N = 40) competency about self-care. The course occurred in a social work education program at a large public institution in the United States. The researcher used a pre-experimental (e.g. pre/post) design to assess course outcomes. Results indicate significant improvements in student knowledge about self-care, skills related to engaging in self-care practices, and value related to self-care. After a review literature, this paper will provide a foundational overview of the course, delineate outcome variables and measures, explicate evaluative findings, and discuss salient implications derived from this endeavor.     

Organizational tenure among child welfare workers,burnout, stress,and intent to leave: Does employment-based social capital make a difference?

Research has shown that child welfare organizations have a prominent role in safeguarding their workers from experiencing high levels of job stress and burnout, which can ultimately lead to increased thoughts of leaving. However, it is not clear whether these relationships are shaped by their length of organizational tenure. A cross-sectional research design that included a statewide purposive sample of 209 child welfare workers was used to test a theoretical model of employment-based social capital to examine how paths to job stress, burnout, and intent to leave differ between workers who have worked in a child welfare organization for less than 3 years compared to those with 3 years or more of employment in one organization. Path analysis results indicate that when a mixture of dimensions of employment-based social capital are present, they act as significant direct protective factors in decreasing job stress and indirectly shape burnout and intent to leave differently based on organizational tenure. Thus, organizations may have to institute unique intervention efforts for both sets of workers that provide immediate and long-term structures of support, resources, and organizational practices given that their group-specific needs may change over time.     

An Online Stress Management Support Group for Social Workers

SUMMARY

This article describes the use of a listserv to make a contribution to that sector of the human service profession which struggles with burnout. The author develops, conducts and evaluates an online support group for social workers.     

Self–care practices among social workers: do they predict job satisfaction and turnover intention?

ABSTRACT

The current health and mental health care delivery system in the United States strives to provide efficient quality care at a lower cost. This cost-effective approach and recent budget cuts have created new challenges for social workers. This study explores the relationships between self-care strategies, role stress, job autonomy, and job satisfaction and turnover intention. Four-hundred sixty-nine social workers were surveyed to assess multiple measures of self-care including professional support, professional development, coping strategies, and professional resilience, and their effects on job satisfaction and turnover intention. Role stress and job autonomy were also examined in relation to job satisfaction and turnover intention. The results supported the main hypotheses that claimed that self-care strategies are associated with both job satisfaction and turnover intention. The author discusses the important implications of these findings in education and training of both students and practitioners.     

Chapter 5. Self-Care in Caregiving

SUMMARY

This chapter discusses strategies to facilitate caregiver self-care from a social work perspective. The functional age model of intergenerational treatment (Greene, 1986, 1994, 2000) is used to explore the context of caregiving, including the developmental course, challenges, rewards, coping methods, and consequences of caregiving for a variety of clients, followed by an exploration of the process of assessing and intervening with the caregiver to foster healthy self-care practices.     

Role Conflict and Ambiguity

Abstract

This study explores the relationship between role conflict and role ambiguity, and burnout of mental health service providers. The study used a sample of 259 mental health service providers who completed a questionnaire that included several measures: role conflict and ambiguity scales, the Maslach Burnout Inventory, social support scales and an involvement scale. Results showed that role conflict and role ambiguity had statistically significant correlations with several of the burnout dimensions. The author discusses the potential implications for increasing workers' quality of work life.     

Overloaded and overlooked: Improving resident advisors' self-care

ABSTRACT

Objective: The purpose of this viewpoint is to discuss the lack of research on resident advisor (RA) self-care and how behavioral interventions can be used in housing programs to educate and improve RA self-care. It is essential for live-in housing staff (both professional and paraprofessional) to learn how to develop appropriate strategies that target problem behaviors to improve self-care. An overview of the RA position, the effects of increased demands (i.e., burnout), and the research on self-care behavioral interventions are discussed. Lastly, the call to use behavioral interventions within housing programs to educate RAs on self-care awareness and improve and monitor their health behaviors to prevent burnout and psychological distress is provided.     

Social Workers’ Conflict of Loyalty in the Context of Social Activism: The Case of the 2011 Social Protests in Israel

ABSTRACT

This qualitative study examined the experiences of social workers who participated in the 2011 Israeli social protests. Data were collected through 1 focus group interview. The sample included 11 social workers employed in 11 social welfare departments throughout the country. Findings highlight the complexities and dilemmas experienced by social workers who protested against the system that employs them. Research findings contribute to the discourse regarding the conflict of loyalty experienced by public social workers engaged in social activism that targets the system that employs them.     

Humanitarian response and stress in Kenya: gendered problems and their implications

ABSTRACT

Stress-related conditions such as burnout and post-traumatic stress disorder are a growing concern in the humanitarian sector. Aid workers themselves report not only that mental health problems are common, but that the support they receive from their employers is insufficient. Problematically, the experience of the international aid worker – particularly those who are white and from the global North – is often foregrounded in explaining what constitutes stress and related mental health problems. This indicates a wider problem of what is required of ‘the perfect humanitarian’ – a personality that is gendered and racialised – and how this influences the different experiences and treatment of national and international staff from aid agencies. This article explores the organisational culture and working conditions of humanitarian settings and their impact on the mental health and well-being of staff. It argues that there is a structural dimension to stress that is less to do with external security threats and more to do with the specific infrastructure, policies, and practices of humanitarian operations, with implications for aid workers which cut across dimensions of race, gender, and nationality.