The Mindfulness-Based Social Work and Self-Care Programme: A Mixed Methods Evaluation Study
Open accessAbstract
During their social work education, students engage in a number of stressful learning activities, often simultaneously, which can negatively impact their well-being, mental health and social work practice. Mindfulness practices are beginning to be integrated into social work curricula globally to enhance student self-care along with key social work practice skills and values. This mixed methods study examined the effects of a bespoke six-week online mindfulness-based social work and self-care (MBSWSC) programme on the stress, burnout, well-being, anxiety and depression levels of thirty social work students from two universities in the UK. This study also examined the effects of MBSWSC on a number of mindfulness-based mediators of change in these outcomes. Participant perceptions of the benefits of the MBSWSC programme on their well-being and social work practice are further explored via a thematic analysis of an open-ended questionnaire. Statistically significant changes in all variables were found post-programme except for depression and loss of empathy/depersonalisation, a facet of burnout. The qualitative data provided a deeper insight into the potential benefits of the programme for the enhancement of student well-being, mental health and anti-oppressive social work practice (AOP).
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Changes in mindfulness was a significant predictor of change in depersonalisation in social work students who completed an MBSWSC programme.
“Maddock and McCusker (2022) found that changes in mindfulness was a significant predictor of change in depersonalisation in social work students who completed an MBSWSC programme.”
From Testing Mindfulness Mechanisms of Action on the Stress and Burnout of Social Workers (2024) · cites this paper as Maddock and McCusker (2022)
The Quantitative results (page unavailable) report a significant increase in mindfulness among social work students after MBSWSC, but no significant overall change in depersonalisation (p = 0.26). The Design and Quantitative results describe pre–post change tests, not an analysis showing that change in mindfulness significantly predicted change in depersonalisation. A nonsignificant overall change does not itself rule out such a predictive relationship, but the claimed predictor finding is not supported by our copy. (LLM, conf=0.86)
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- Authors
- Maddock, A., McCusker, P., Blair, C., & Roulston, A.
- Affiliations
- Trinity College Dublin (IE)
- University of Edinburgh (GB)
- Queen's University Belfast (GB)
- Corresponding author
- Maddock, Alan
- Venue
- The British Journal of Social Work
- Publisher
- Oxford University Press (OUP)
- Published
- 2021-10-21
- Volume
- 52
- Issue
- 5
- Pages
- 2760-2777
- ISSN
- 0045-3102 (ISSN-L)
- 1468-263X
- OpenAlex
- W3206166414
- Cited by
- 49
- References
- 50
- Citations by year
- 2026: 5 · 2025: 9 · 2024: 26 · 2023: 6 · 2022: 3
- FWCI
- 5.96
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- The British Journal of Social Work (publishedVersion, cc-by-nc)
- Edinburgh Research Explorer (University of Edinburgh) (submittedVersion, other-oa)
- Research Portal (Queen's University Belfast) (submittedVersion, cc-by-nc)
- Funders
- Economic and Social Research Council Impact Acceleration Account
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Public Administration › Social Work Education and Practice
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Keywords
- mindfulness-based interventions, social work students, student self-care, student stress, burnout, well-being, anxiety, depression, online intervention, empathy, social work education
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