2Making Space for Wellness in Field Education

Sherri Tanchak, Patricia Samson, and Julie L. Drolet

The Concept of Wellness and Its Importance for Social Work

Perhaps now more than ever, attention to personal and professional well-being is important. In a climate that has seen dramatic increases in isolation, job loss, and stress amidst a global pandemic, increased focus on wellness and self-care is gaining prominence in the human services sector (Downing et al., 2021; Miller & Cassar, 2021). Social work is a profession built on a mandate to challenge oppression and promote social justice in support of individuals, families, and communities. According to Grise-Owens and Miller (2021), the social work practice environment has become more complex and has resulted in a “crisis of increasing burnout of practitioners” (p. 1). To support well-being, self-care has been identified as an essential ingredient in reducing some of the adverse outcomes arising from stress (Grise-Owens et al., 2018). Dalphon (2019) echoes the importance of self-care in supporting both well-being and a sense of ethical social work practice, noting that there is a connection between self-care and stress. This chapter presents self-care and wellness in the context of social work field education, with readings, activities, and exercises for practicum students. We encourage students to develop a wellness plan for their practicum as a learning objective with related tasks and activities that can be included in their learning agreement.

There is no singular definition or conception of well-being; therefore, there are multiple ways of viewing this construct and bringing it to life in one’s personal and professional spheres of existence. A brief overview of how this concept is imagined from a variety of perspectives will serve as a starting point for students to begin to examine their own reflections and actions surrounding this notion of well-being.

Researchers from the University at Buffalo in New York have highlighted six dimensions of self-care for practitioners in the human services field (see Butler et al., 2019). In line with the work of Dalphon (2019), Butler et al. (2019) have linked key life domains to a sense of positive well-being, including “physical, professional, relational, emotional, psychological, and spiritual” (p. 107) domains. These authors suggest that all these areas intersect with each other depending on the context, and they influence practitioners’ personal and professional lives. In understanding this construct of self-care, Butler et al. (2019) detail a key objective of self-care as being the action one takes to minimize “negative outcomes of stress and improve one’s own health” (p. 107). Lee and Miller (2013) further describe self-care as a “process or purposeful engagement in practice that promotes holistic health and wellbeing of the self” (p. 98). Professional self-care has been defined as a “process of engagement in practices that promote effective and appropriate use of self in the professional role” (Lee & Miller, 2013, p. 98). Scheyett (2021) highlights self-care as a critical component to being an effective social worker.

A review of the literature related to self-care and its connection to well-being in social work highlights the emergence of a holistic view in terms of personal and professional realms for social work students and practitioners. There is a call to incorporate professional self-care into both social work practice and education (Bent-Goodley, 2017; Grise-Owens & Miller, 2021; Lewis & King, 2019; Newell & Nelson-Gardell, 2014). Self-care among helping professionals is now being referred to as an “ethical imperative,” where practitioners have a duty to engage in self-care via personal and professional spheres of well-being (Barnett et al., 2005; Miller & Grise-Owens, 2020; Mitchell & Binkley, 2021). Lewis and King (2019) make an explicit connection between practitioner self-care and their ability to provide “quality services” (p. 97) to those they serve. Lee and Miller (2013) describe self-care as something that is “critical to social work practice . . . [and] enables practitioners to proactively and intentionally negotiate their overall health, wellbeing and resilience” (p. 96). There is a push for social work education to be responsible for increasing attention to the concept of well-being by integrating self-care into the curriculum (Grise-Owens & Miller, 2021; Lewis & King, 2019; Newell & Nelson-Gardell, 2014), and we feel this is critical in social work field education.

In a profession that trains students to become practitioners that work to support and promote well-being in others, so too must the lens be turned inward for social workers to address their own sense of health and wellness (Grise-Owens & Miller, 2021). According to Lewis and King (2019), the field education environment is a key location where self-care skills and plans for students become vitally important, as does the intersection between the shifting contexts of the educational milieu to the organizational influences on practice. Students are exposed to organizational pressure and stressors in the field context (Newell & Nelson-Gardell, 2014). As such, self-care strategies are essential for both students and practitioners in the neoliberal environments they find themselves working in, within organizational settings.

Grise-Owens and Miller (2021) describe social worker well-being and organizational wellness as being complementary and support integrating self-care assignments across the social work education curriculum to better prepare students as emerging practitioners and to promote a culture of wellness among those in the professional practice world. Organizational wellness has a direct impact on the field supervision process; thus, there is support for the contention that organizational wellness is also an important component to the overall health and well-being of social work students and practitioners (Samson et al., 2019). Drolet et al. (2017) call for the integration of wellness as a priority in both the education and practice milieus. The next section will focus on wellness approaches and understandings from diverse perspectives.

Understanding Wellness

Mosaic Approach

There has been some work incorporating a mosaic approach to understanding and integrating self-care and wellness into the education and practice context. A mosaic approach emerged as an approach to conducting research with children — a way to bring forward the voice of children in the research process (Clark & Moss, 2011). From a theoretical perspective, the underlying belief in utilizing this approach is that it can “make visible the voices of the least powerful . . . members of communities, as a catalyst for change . . . local people are presumed to have a unique body of knowledge about living in their community . . . techniques developed include visual and verbal tools” (Clark & Moss, 2011, p. 12). Including diverse perspectives in conceptualizing health and wellness helps foster innovative ways to allow multiple voices to be heard, valued, and respected (Greenfield, 2011). Employing a variety of methods, tools, and ways to acknowledge diversity in conceptualizing and operationalizing concepts of self-care, health and wellness is valuable, and can support holistic ways of bringing wellness to life in ways that are culturally relevant.

Western and Non-Western Approaches

Wellness efforts grounded in cultural relevance are important. For example, in some Indigenous cultures well-being represents “diverse and interconnected dimensions” that go well beyond standard or traditional conceptions of health measures (Fleming & Manning, 2019, p. 1). It is noteworthy to acknowledge that there are multiple indigenous perspectives that are applied to conceptions of wellness. According to Salloum and Warburton (2019), some Indigenous health frameworks are based on a holistic approach to wellness that are embedded in teachings of the Medicine Wheel, which integrates physical, mental, spiritual, and emotional well-being. Incorporating holistic, culturally sensitive models of health and well-being are essential given that health outcomes for Indigenous Peoples fall below what is expected for the average person living in Canada (Indigenous and Northern Affairs Canada, 2017; Statistics Canada, 2016). We encourage students to consider multiple understandings of wellness and well-being in the development of their wellness plan for practicum.

There is a contrast between Western knowledge that is viewed as being grounded in science versus more traditional ways of knowing based on a view of life as a framework of “life-sustaining . . . relationships between all components of a sentient world” (Dods, 2004, p. 549). Salloum and Warburton (2019) note that the concept of holistic health is based on community inclusion and the Medicine Wheel — promoting a sense of inner balance in the world that surrounds us. Thus, supporting people to maintain connections with their home community, in ways that honour and respect culture can promote and support spiritual connections and overall well-being (Dapice, 2006; Salloum & Warburton, 2019).

In detailing an understanding of the holistic concepts embedded in many Indigenous ways of knowing, one example can be drawn from the Cree Medicine Wheel, as described by Mawhiney and Nabigon (2017), noting that there are multiple understandings of this concept. This depiction shows a circle split into four sections: the person is in the centre (core), surrounded by the four directions (north, east, south, and west); the inner circle is representative of light (positive), while the outside represents the dark (negative) (Mawhiney & Nabigon, 2017; Wenger-Nabigon, 2010). The Medicine Wheel is meant to provide a pathway for living a balanced life — “promoting health, growth and positive development, and minimizing risk factors that impede balance” (Wenger-Nabogon, 2010, p. 144). Additional information about the Cree Medicine Wheel, based on the work of Mawhiney and Nabigon (2017) can be found at:

Mawhiney, A. M., & Nabigon, H. (2017). Aboriginal theory: A Cree medicine wheel guide for healing First Nations. In F. J. Turner (Ed.). Social work treatment: Interlocking theoretical approaches (pp. 15–29). Oxford University Press.

In our complex world, multiple ways of knowing influence our conceptualization of health and wellness. Perhaps the way forward in supporting holistic models of well-being lies in what Dods (2004) suggests — a “synthesis of western theories and traditional knowledge and, forms of inquiry [can] only add to our story” (p. 554). This synthesis of diverse ways of knowing can strengthen efforts to promote wellness in the context of social work education for students, field instructors, and the academy more broadly. As suggested by Kitson and Bowes (2010), building on the relationship and connection with the land and community supports a sense of identity and power; education plays a role in teaching this interrelatedness between people, communities, and the environment.

In examining well-being on an international scale, Fleming and Manning (2019) note that conceptions of wellness undergird societal views of morality, politics, economics, and our very institutions. There are a plethora of theories, models, and measurements aimed at detailing well-being, which can be bound to the context within which they are viewed. Rather than itemizing all the different criteria, measurements, definitions, etc., to rigidly define well-being, let us be open to viewing this construct in holistic and multidimensional ways that are fluid and flexible to individual worldviews. As social work educators, let us provide some examples and resources that students, field instructors, agency supervisors, and faculty members can leverage as they embark on a reflexive journey to establish their own wellness and self-care plans that can be works-in-progress as they navigate their professional and educational paths throughout their careers.

Opportunities to Explore, Reflect, and Practice Well-Being in Practicum — Suggested Learning Activities

Creating space for well-being in practicum invites you as social work students to imagine how you might think about and hold space for well-being throughout practicum. Holding space for personal well-being encourages you, as social work students, to reflect on what well-being means to you and what kinds of things help you to feel nurtured and nourished in your bodies, minds, and relationships. Some of the dimensions of well-being students may explore include emotional, environmental, financial, intellectual, occupational, physical, social, spiritual, and other dimensions. It is important to note that there is not a universal way to conceptualize, experience, or practice well-being. A person’s lived experiences and social identity are key influences in how they conceptualize, experience, and practice well-being. To support students with exploring and developing well-being during practicum, schools and faculties of social work, practicum instructors, and field supervisors are highly encouraged to recognize and prioritize well-being as a learning goal that is critical to a student’s readiness for practice and longevity in social work.

There are opportunities in all stages of practicum for social work students to explore, reflect, and practice well-being using exercises in this chapter. Opportunities for exploring well-being encourage you to review well-being resources, such as readings, webinars, presentations, websites, and self-inventories. After completing a review of well-being resources, students are encouraged to reflect and respond to a question that is based on their lived experiences and understanding of well-being. The final stage presents opportunities for students to integrate their reflections and awareness as a foundation for developing and practicing well-being, and ultimately inform your wellness and self-care plan.

Pre-Practicum Exercises

One of the key areas for students to prepare themselves for their social work practicum involves checking in with themselves around their well-being. By having a foundational understanding and attending to personal well-being, you have opportunities to enhance your self-awareness, which can help prepare you for navigating challenges and stressors in practicum. Prior to the start of practicum, you are invited to complete two exercises that focus on personal well-being and self-care practices. Exercise 1: Well-Being Check-in, asks students to review resources, self-identify their own description of well-being, and share their current self-care practices. You are also invited to select two self-care practices that you would like to try during practicum. Exercise 2: Dimensions of Well-Being, introduces students to the eight dimensions of well-being, their key characteristics, and self-care practices that support each dimension (see Swarbrick & Yudof, 2015). After reviewing the resources, you are invited to identify self-care practices that address your unique definition of well-being.

Exercise 1: Well-Being Check-In

Step 1: Explore the Library

Step 2: Reflect on Personal Definition of Well-Being and Existing Routines

Step 3: Practice

Exercise 2: Dimensions of Well-Being

Step 1: Explore the Library

Step 2: Practice, Developing Self-Care Practices

Practicum Exercises

In preparing for social work practice, you are invited to use your practicum as a platform for professional and personal growth. When considering what types of knowledge and skills you may want to develop and practice during practicum, learning goals tend to focus on theory, practice approaches, research, policy, diversity and oppression, and ethics. What if we were to take a step back and ask what else helps social work students be successful in their practicum and on-going practice? What if students were encouraged and supported to engage in regular well-being practices that they self-identify as meaningful and beneficial to their wellness? Without having consistent and regular opportunities for well-being, it is likely that competing demands on social workers will result in well-being routines being sacrificed for attending to professional demands. By integrating a well-being related learning goal in the practicum agreement/contract and developing a personal well-being plan we can protect time and space for well-being.

Within the first two weeks of starting practicum, students are invited to complete Exercise 3: Practicum Learning Goals on Well-Being, which offers students an opportunity to review resources and ideas for including well-being in practicum and how to document well-being ideas as a learning goal. One suggested learning activity that may help to protect time and space for well-being in practicum is for students to create a personal well-being plan. In Exercise 4: Personal Well-Being Plan, you are guided through a process of creating a blueprint that outlines how you will protect your well-being during practicum. Each step in this exercise presents you with questions about your thoughts, preferences, resources, and barriers to practicing self-care. By completing all the steps, you develop a personalized plan for regular and emergency self-care to follow during practicum.

Exercise 3: Practicum Learning Goals Specific to Well-Being

Step 1: Explore the Library

Step 2: Reflection of Experiences with Well-Being Plan

Step 3: Practice — Learning Goals for the Practicum Learning Agreement

Example of Learning Goal, Learning Activities and Evaluation.

Exercise 4: Developing a Personal Well-Being Plan

Step 1: Explore the Library: Well-Being Plans and Self-Care Practices

Step 2: Reflections on Self-Care and Well-Being

Step 3: How Can I Support my Well-Being with Self-Care

Emergency self-care

Emergency self-care is used after we have experienced a negative event that dysregulates our thoughts, emotions, and body. An emergency self-care plan supplements your regular well-being plan and includes three components: actions, thoughts, and avoidance. To create this plan, think about experiences where you felt overwhelmed, angry, hurt, or upset and determine actions you can take to help regulate and ground yourself. What thoughts are helpful affirmations of your strengths? What and who might you need to avoid?

Step 4: Personal Well-Being for Practicum

Reflect on your responses in previous sections you are invited to create your personal well-being plan for your practicum. It is recommended that you print a copy of your wellness plan and post at home.

Post-Practicum Exercise

Congratulations on completing your practicum! It is time for you to take a moment and celebrate your personal and professional growth. As you transition from your education program there is a final opportunity for you to integrate your learning and experiences and bring them forward as key competencies that will continue to provide you with resources to navigate the multiple demands and challenges of social work practice.

Exercise 5: Post-Practicum Well-Being Plan, offers students a chance to reflect on their experiences with their practicum well-being plan. What self-care practices went well and resulted in positive outcomes for your well-being? What self-care practices were eliminated because you created more stress than support? After completing practicum, you are asked to develop a new plan that considers changes in your personal and professional life.

Exercise 5: Developing a Post-Practicum Personal Well-Being Plan

Step 1: Explore the Library

Step 2: Post-Practicum Reflection

Conclusion

Amidst the complexity of our post-COVID world, the need for self-care and well-being for social work students, educators, and practitioners seems to be even more pronounced. This chapter has detailed the context and value of professional self-care and well-being to foster resilience in our profession, specifically for students as emerging social workers. There are diverse ways of knowing and being that you can embrace and integrate within your own work in developing fluid, flexible plans that promote self-care through the many transitions you will encounter as students who will evolve from student-to-professional social work practitioner. Exercises in this chapter are provided for your consideration as you navigate your programs of study and embark on your field placement experiences. Having a plan for self-care and wellness is critical to support transformative social work field education. An essential foundation for effective social work practice is engagement in an ongoing process of critical reflection. This can be a valuable process as you work on integrating a fulsome approach to personal and professional well-being as an integral component to your emerging social work identity and practice framework moving forward.

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