The use of mindfulness training to create an ‘accompanying place’ for social work students

Birnbaum, Liora

doi:10.1080/02615470701538330

Cited by 103Mindfulness and Compassion InterventionsSocial Work Education and PracticeStudent Stress and Coping

The use of mindfulness training to create an ‘accompanying place’ for social work students

Birnbaum, Liora·2008·Social Work Education

DOI 10.1080/02615470701538330

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Abstract

Social work students experience emotional stress while having to perform and meet expectations from both academy and field. They may often feel physically and emotionally overwhelmed while struggling to make the time and space to fully process the varied experiences involved. There seems to be an unmet need for an ‘accompanying place’ where thoughts, feelings and dilemmas can be observed in a non‐evaluative way. Mindfulness has evolved lately as an efficient therapeutic technique in therapy. This paper describes a technique that applies mindfulness meditation in a group format in order to create a broader and richer learning experience that answers students' emotional needs. The group met for eight weeks. Its goals were to enhance self‐awareness and increase emotional support in handling field and academic stressors while experiencing different states of consciousness. Findings show that students were able to acquire new knowledge about themselves, experience autonomy in learning self‐containment and regulation, and gain insights regarding their professional self‐concept. Significance for social work training is discussed.

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Mindfulness practices offered participants space to acknowledge and hold, but not become overwhelmed by, their experiences.
“Mindfulness practices were found to offer participants space in which to acknowledge and hold, but not become overwhelmed by their experiences, in line with broader evidence (Birnbaum, 2008;Gockel et al., 2013;Gockel and Deng, 2016).”
From Critical Mindfulness in Social Work: Exploring the Potential of Reflexive Self-Care in the Journey from Student to Social Worker (2022) · cites this paper as Birnbaum, 2008

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Authors: Birnbaum, L.
Corresponding author: Birnbaum, Liora
Venue: Social Work Education
Publisher: Informa UK Limited
Published: 2008-11-03
Volume: 27
Issue: 8
Pages: 837-852
ISSN: 0261-5479 (ISSN-L)
1470-1227
DOI: 10.1080/02615470701538330
OpenAlex: W2170729550
Cited by: 102
References: 41
Citations by year: 2026: 1 · 2025: 3 · 2024: 3 · 2023: 3 · 2022: 5 · 2021: 5 · 2020: 6 · 2019: 12 · 2018: 9 · 2017: 9 · 2016: 9 · 2015: 11 · 2014: 6 · 2013: 4 · 2012: 2
FWCI: 4.83
Type: journal article
Language: en
Open access: closed
Locations: Social Work Education (publishedVersion)
Topics: Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
Social Sciences › Public Administration › Social Work Education and Practice
Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Keywords: mindfulness training, social work students, emotional stress, field-based learning, self-awareness, emotion regulation, professional self-concept, student well-being, emotional support

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The use of mindfulness training to create an ‘accompanying place’ for social work students

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