Date
Spring 2018
Document Type
Poster Session
Department
Social Work
Advisor
Caroline Shanti, Ph.D., LCSW
Keywords
social work, burnout, self-care, University of Southern Maine, Thinking Matters Symposium
Abstract
Prior literature clearly demonstrates that social workers are at a high risk for burnout, compassion fatigue, secondary stress, and vicarious trauma (Kapilistas & Corcoran, 2015) (Kinman & Grant, 2011). Social work programs that have incorporated training on self-care education have found students less stressed and with less burnout. Using Self Care Deficit Theory as a theoretical basis, the purpose of this descriptive quantitative study is explore the ways in which social work students at the University of Southern Maine are incorporating self-care into their education and lives. Students participated in a survey, which measures self-care in multiple domains. Descriptive and inferential statistics are applied using SPSS. A total of 40 students responded and participated in the survey. Students could benefit from a focus on self care in the curriculum, as shown in figure two. Both groups averaged around a score of 3, “I do this ok” with 24 participants stating that, with both 8 participants averaging at a score of 2, “I did this well” and a score of 4 “I barely or rarely did this”.
Start Date
4-20-2018 9:00 AM
Recommended Citation
Andreasen, Rachel, "Self-Care in Graduate and Undergraduate Social Work Students at the University of Southern Maine" (2018). Thinking Matters Symposium Archive. 133.
https://digitalcommons.usm.maine.edu/thinking_matters/133
