Mindfulness as clinical training: Student perspectives on the utility of mindfulness training in fostering clinical intervention skills

Gockel, Annemarie; Cain, Theresa; Malove, Shirley; James, Susan

doi:10.1080/15426432.2013.749146

Cited by 34Mindfulness and Compassion InterventionsSocial Work Education and PracticeCounseling Practices and Supervision

Mindfulness as clinical training: Student perspectives on the utility of mindfulness training in fostering clinical intervention skills

Gockel, Annemarie, Cain, Theresa, Malove, Shirley, James, Susan·2013·Journal of Religion & Spirituality in Social Work: Social Thought

DOI 10.1080/15426432.2013.749146

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Abstract

Mindfulness training is increasingly being recommended as a strategy for fostering therapeutic effectiveness. We used a qualitative methodology to explore the potential utility of mindfulness training in helping beginning MSW students develop clinical intervention skills. Students reported that the training helped them manage distractions and anxiety, facilitated their ability to attend and respond to the client, and encouraged them to be more self-aware and flexible in their thinking in the classroom and in the field. Mindfulness training may strengthen current cognitive and behavioral training strategies, while providing a means of integrating affective and sensory learning into the training process.

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Studies have linked mindfulness with enhanced practice skills, including reduced reactivity and more compassionate responses.
“Studies have also linked mindfulness with enhanced practice skills, including reduced reactivity and more compassionate responses (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 Gockel et al., 2013
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 Gockel et al., 2013

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Authors: Gockel, A., Cain, T., Malove, S., & James, S.
Affiliations: Smith College (US)
University of British Columbia (CA)
ORCID: Gockel, Annemarie
Venue: Journal of Religion & Spirituality in Social Work: Social Thought
Publisher: Informa UK Limited
Published: 2013-01
Volume: 32
Issue: 1
Pages: 36-59
ISSN: 1542-6432 (ISSN-L)
1542-6440
DOI: 10.1080/15426432.2013.749146
OpenAlex: W2018907869
Cited by: 34
References: 43
Citations by year: 2026: 1 · 2025: 1 · 2024: 1 · 2023: 1 · 2022: 1 · 2021: 3 · 2020: 4 · 2019: 5 · 2018: 5 · 2017: 3 · 2016: 5 · 2015: 2 · 2014: 2
FWCI: 3.34
Type: journal article
Language: en
Open access: closed
Locations: Journal of Religion & Spirituality in Social Work Social Thought (publishedVersion)
Topics: Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
Social Sciences › Public Administration › Social Work Education and Practice
Social Sciences › Psychology › Social Psychology › Counseling Practices and Supervision
Keywords: mindfulness training, social work education, master of social work students, student perceptions, treatment effectiveness, self-awareness, anxiety reduction, distraction management, affective learning, sensory learning, field training

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Mindfulness as clinical training: Student perspectives on the utility of mindfulness training in fostering clinical intervention skills

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