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Mindfulness training is increasingly being integrated as a contemplative pedagogy in social work education. Social work educators are using mindfulness training to support student self-care, facilitate critical reflection and enhance dialogue around challenging topics, integrate spiritual and holistic perspectives, and to help students develop direct practice skills. In this article, we describe a course we developed, where we use mindfulness training as a means of enhancing student self-care and well-being. We draw on our own experience, student evaluations, and the existing literature to identify and reflect upon key considerations in introducing this innovative experiential pedagogy into the social work classroom.
Social work educators are exploring the benefits of mindfulness training for social work pedagogy. The authors evaluate the outcomes of a mindfulness program for MSW students. The authors assessed changes in mindfulness, self-compassion, affect, mood, and impairment due to emotional distress before and after the program, and at 4-month follow-up. The authors examine how the group process may facilitate the development of mindfulness and consider how mindfulness practices can support group development and student learning. Results demonstrate that mindfulness training supports student self-regulation and well-being and suggest that the active ingredients of the group process may play a role in mindfulness training outcomes.