Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey
This exploratory study describes the post pandemic integration of classroom-based self-care pedagogy with students engaged in field placements in human services organizations. Forty-nine undergraduate faculty members at a large public university system in New York City completed an online survey abo...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
National Organization for Human Services
2024-06-01
|
| Series: | Journal of Human Services |
| Online Access: | https://doi.org/10.52678/001c.118909 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850252462781366272 |
|---|---|
| author | Anya Y. Spector Farah Reynoso |
| author_facet | Anya Y. Spector Farah Reynoso |
| author_sort | Anya Y. Spector |
| collection | DOAJ |
| description | This exploratory study describes the post pandemic integration of classroom-based self-care pedagogy with students engaged in field placements in human services organizations. Forty-nine undergraduate faculty members at a large public university system in New York City completed an online survey about how they teach self-care (i.e., integrate self-care pedagogy) in their courses, their needs for resources, and barriers to integrating self-care. The survey is grounded in the National Organization of Human Services (NOHS) Ethical Standard 35, which requires human services workers to prioritize their own wellness and self-care. Burgeoning research demonstrates the deleterious effects of the Covid19 pandemic on undergraduate students' well-being. Students' difficulties are further exacerbated for those undertaking human services work in community-based organizations as student interns. Faculty recognized the mental health challenges faced by students in field placements, both because of the demands of agency-based human services work, as well as the exposure to sensitive classroom discussions about clients' psychosocial needs and traumas. However, most faculty have not meaningfully integrated self-care into the curriculum. This study highlights the need to develop strategies to promote student well-being and mitigate the effects of exposure to potential sources of vicarious trauma. Recommendations for best practices for undergraduate departments are offered. |
| format | Article |
| id | doaj-art-2d38eae281ab4055ad6e9cd3dcce804c |
| institution | OA Journals |
| issn | 2689-7059 2689-7040 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | National Organization for Human Services |
| record_format | Article |
| series | Journal of Human Services |
| spelling | doaj-art-2d38eae281ab4055ad6e9cd3dcce804c2025-08-20T01:57:39ZengNational Organization for Human ServicesJournal of Human Services2689-70592689-70402024-06-0143110.52678/001c.118909Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty SurveyAnya Y. SpectorFarah ReynosoThis exploratory study describes the post pandemic integration of classroom-based self-care pedagogy with students engaged in field placements in human services organizations. Forty-nine undergraduate faculty members at a large public university system in New York City completed an online survey about how they teach self-care (i.e., integrate self-care pedagogy) in their courses, their needs for resources, and barriers to integrating self-care. The survey is grounded in the National Organization of Human Services (NOHS) Ethical Standard 35, which requires human services workers to prioritize their own wellness and self-care. Burgeoning research demonstrates the deleterious effects of the Covid19 pandemic on undergraduate students' well-being. Students' difficulties are further exacerbated for those undertaking human services work in community-based organizations as student interns. Faculty recognized the mental health challenges faced by students in field placements, both because of the demands of agency-based human services work, as well as the exposure to sensitive classroom discussions about clients' psychosocial needs and traumas. However, most faculty have not meaningfully integrated self-care into the curriculum. This study highlights the need to develop strategies to promote student well-being and mitigate the effects of exposure to potential sources of vicarious trauma. Recommendations for best practices for undergraduate departments are offered.https://doi.org/10.52678/001c.118909 |
| spellingShingle | Anya Y. Spector Farah Reynoso Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey Journal of Human Services |
| title | Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey |
| title_full | Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey |
| title_fullStr | Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey |
| title_full_unstemmed | Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey |
| title_short | Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey |
| title_sort | self care pedagogy in the undergraduate curriculum a post pandemic faculty survey |
| url | https://doi.org/10.52678/001c.118909 |
| work_keys_str_mv | AT anyayspector selfcarepedagogyintheundergraduatecurriculumapostpandemicfacultysurvey AT farahreynoso selfcarepedagogyintheundergraduatecurriculumapostpandemicfacultysurvey |