Date of Award

Spring 2019

Document Type

Open Access Thesis

Degree Name

Master of Social Work (MSW)

Department

Social Work

First Advisor

Caroline Shanti, Ph.D., LCSW

Second Advisor

Rachel Casey, Ph.D.

Third Advisor

Paula Gerstenblatt, Ph.D.

Abstract

Social work practitioners can experience symptoms of burnout at high rates, and sometimes are not able to effectively engage in self-care to combat these symptoms. For social work students, learning the signs of burnout and how to practice self-care are crucial tools. However, there is scant information in the literature on burnout and selfcare in social work curricula. This case study looks at the education on burnout and selfcare in the University of Southern Maine (USM) School of Social Work. Social work professors were interviewed on how they teach about burnout and self-care, and undergraduate and graduate students were interviewed on their experiences with learning about these topics in their classes. Thematic analysis was used to analyze interviews. A content analysis was done on course syllabi, looking at books ordered and assigned articles to see how burnout and self-care are approached in different classes. The results of this case study will be shared with the USM School of Social Work in the hopes that the information gained will be used to further strengthen the curriculum.

Share

COinS