Did you know that as a Social Worker, Social Service Worker, or other Paraprofessional that you have knowledge valuable outside of your day job? It’s true! Social workers often learn a variety of transferable skills that are in demand in the corporate world and among other nonprofits, and with a little know-how, you can leverage that training to improve your own income.
As a program manager working on a crisis line, I had the opportunity to build evaluation programs and write outcome reports that demonstrated the value of that service – as well as train others to do this. It turns out, there are a lot of people out there who would like to brush up on their statistics, data analysis, and evaluation skills. If you have these skills, you can do training sessions ranging from 45 minutes “Lunch and Learns”, all the way up to full day sessions.
As the Online Text and Chat (ONTX) Facilitator at Distress and Crisis Ontario, I trained the program managers who went back to their agencies and trained volunteers to provide crisis intervention through their computer and over the phone.
You can build a Train-the-Trainer program too if you have in-demand skills. For example, as an organization working with women exposed to intimate partner violence (IPV), you may develop a training program for your volunteers that focuses on communication skills, advocacy skills, working with women in crisis, and defusing conflict. You can package that training and use it to help train people who want to launch their own IPV organization in a part of the state or country that doesn’t have one.
The QPR Institute has a Train-the-Trainer (T4T) for their QPR Suicide Awareness Program. The T4T costs $500 and allows you to charge participants about $20 each for the 2-hour training. LivingWorks safeTALK T4T costs $1000 and allows you to charge participants about $50 each for the 3-hour training, while LivingWorks Applied Suicide Intervention Skills Training (ASIST) costs $2500 – but allows you to charge $100-300 per participant.
E-Learning is an under-used training technique in the nonprofit world, and that can be to your benefit as well. Record yourself delivering a training session and sell access on a subscription or one-time basis. Your content will be mostly “evergreen” meaning you don’t need to update the sessions that frequently, but you can continue to bring in subscribers or new users. Offer a certificate of completion for those who complete a quiz or test at the end, and build a library.
Virtually any training you want to deliver in person can be delivered in an e-learning format – if not via an asynchronous format (where someone logs in and watches videos), then in a digital classroom environment.
Moodle is one of the most common free e-learning platforms, but requires a fair amount of technical know-how. On the other hand, WordPress (a blogging platform) is a lot easier to set up and can be modified with “plugins” to add membership, subscription, and other features necessary to build an e-learning program. If you’re someone with knowledge of these programs (like me) you can also do training on how to set up training programs!
Finally, you can develop your own custom training for corporations and other nonprofits. Distress Centre Ottawa conducts training sessions on communication skills and delivers them to the many government agencies in that area.
As a Social Worker, you can develop your own training. Example topics could include:
- Having Difficult Conversations
- Crisis Intervention for non-Social Workers
- Building Rapport for Salespeople
Do you facilitate your own training? Whether or not you work in private practice, consider it as a way to expand your skills, improve the capacity of local nonprofits and your community, and to continue networking.
Governor Northam Appoints Social Worker Dr. Angela Henderson to the Board of Conversation and Recreation
On October 19, 2018, Virginia Governor Ralph Northam announced Angela S. Henderson, PhD of Glen Allen, as his appointment to the Board of Conversation and Recreation. Dr. Henderson is an Assistant Professor and Research Assessment Coordinator for the Department of Social Work at Virginia State University.
She specializes in human behavior, the social environment and social welfare policy. Dr. Henderson received a B.S.W. from North Carolina Agricultural and Technical State University in 2003 and an M.S.W from Howard University in 2004. She earned her Ph.D. in social work from Howard University in May 2013.
Dr. Henderson has been recognized in the social work community as a “social justice warrior” and has dedicated her life as an advocate for social, environmental, and education justice. In addition, Dr. Henderson is committed in protecting the human rights of individuals, children, and families.
While she attended North Carolina Agricultural and Technical State University as an undergrad she and her mentor, Professor Ernest Morant, Sr., established “The Princeville North Carolina Project” in 1999 with the support of the Department of Social Work and Sociology for Hurricane Floyd relief efforts. The department adopted the town’s elementary school to support the educational achievement and health care of the students.
Dr. Henderson is branded as the “Fixer” and she is known for her ability to accomplish complex tasks under high-pressure conditions.
She served as the Assessment Task Force Lead for Virginia State University’s College of Humanities and Social Sciences for the Southern Association of Colleges and Schools Commission on Colleges Accreditation process. In addition, Dr. Henderson is the Principal Investigator for the Police Minority Recruitment Project funded by the Virginia Office of the Attorney General.
In 2012, Dr. Henderson created Congressional Research Institute for Social Work (CRISP) on behalf of Dr. Charles E. Lewis, Jr. and Former Congressman Edolphus Towns. The purpose of CRISP was to recognize the importance of the Congressional Social Work Caucus and expand the participation of social workers in federal legislative and policy processes. Dr. Henderson served as the Chief Operating Officer and her tasks included: establishing and managing the daily operations, regulatory compliances, accounting, and legal processes. In addition, she served as the social media marketing strategist.
Dr. Henderson participated in a call to action discussion with the Obama Administration and the United States Department of Health and Human Services regarding the leadership of the Social Work Community in preserving the Affordable Care Act.
Dr. Henderson will join Patricia A. (“Patti”) Jackson* of Hanover, American Heart Association and Clayton L. Spruill of Chesapeake on the Board of Conversation and Recreation.
Using Deliberate Practice to Improve Social Work Practice
Every field from sports and entertainment to science and politics include individuals who excel, those who are average and those that struggle. We all dream about being the top performer but it may not be obvious how we get there. If you’re familiar with the pop-psychology book Outliers by Malcolm Gladwell, you’ll know that he suggested 10,000 hours as the magic number for greatness. While that book de-emphasized some of the elements identified by researchers, there is a lot of research on how to be the best Social Worker you can be.
Deliberate practice, as defined by Psychologist K. Anders Ericsson (one of the foremost researchers in the topic of expertise) involves training or learning activities that are specifically designed to improve performance. Usually, that means having a coach or trainer who is a high-performer and working through an outcome-based curriculum to develop one’s skills. The “read it, watch it, do it” model of teaching counselling skills is one example of deliberate practice in action.
Applying Deliberate Practice to Social Work
In order to apply deliberate practice to social work, we must understand the current state of the field. Scott D. Miller and his organization, the International Center for Clinical Excellence (ICCE) has conducted research showing that much of the outcome in therapy sessions among different clinicians was the result of how much time they spent developing and refining their skills. This deliberate practice added up to 7 hours per week in the most effective clinicians and just 20 minutes per week in the least effective ones.
Clinical supervision is one opportunity to engage in deliberate practice, as is video or audio-taping your sessions (with client consent) in order to identify areas for improvement. Taking classes and other courses as part of a continuing competency program is also helpful – as long as you ensure you actually change your practice as a result of taking those classes.
Evaluation and Outcomes
In addition to engaging in deliberate practice, one must also regularly evaluate themselves to ensure they are really making progress. In the same way that we may administer a Beck Depression Inventory (BDI-II) tool to a client as they proceed throughout therapy, it is important that we evaluate ourselves.
The ICCE provides two tools for this purpose: the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS). The SRS is used to assess the degree of therapeutic alliance (your client’s perception of their relationship with you), while the ORS allows the client to rate their level of functioning in order for the therapist to get a sense of their pre-session and post-session change.
Both the ORS and the SRS have been extensively researched. Clinicians using the ORS/SRS and engaging in deliberate practice have the opportunity to move from being an average therapist to being one of the “supershrinks” – the top 10% of performers that are known for being extremely effective with clients.
The reason this kind of evaluation is effective is because they have a true understanding from real-time data of what works and what doesn’t work in therapy with each individual client, a far cry from the generic tools used to evaluate therapy after it is completed or exit-interviews emailed or mailed to clients who have stopped showing up to sessions.
If you want to improve your social work practice, you can begin to put deliberate practice into use immediately. Add rating scales like the ORS/SRS to your therapy sessions. Go back to the basics and review the therapeutic modalities. Practice your empathy statements, and continue your professional development.
What is Social Emotional Learning?
The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning (SEL) as “The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”
Within the context of schools, SEL can be easily understood as the study of soft skills. SEL is where students learn how to treat others and how to treat themselves in a responsible, caring, and compassionate way.
Why do Social Workers Work as SEL Coordinators?
Oftentimes, schools rely heavily on teachers to provide SEL instruction and planning. While many teachers deeply value SEL learning, sometimes the pressure for students to perform well academically leads teachers to prioritize content lessons over life skills. When schools hire a specific person to coordinate and teach SEL, it sets aside time specifically for SEL and creates accountability for SEL practices within the school. Social workers are the right person for this job for a variety of reasons.
Firstly, social workers are highly qualified to teach the content. The core values of social work align perfectly with the learning goals of SEL. The social work profession is grounded in the values of social justice, the importance of human relationships, competence, integrity, service, and the dignity and worth of the person.
These values are aligned with the five competencies of social and emotional learning: self-awareness, social awareness, responsible decision making, relationship skills, and self-management. For instance, social workers value relationships and learn explicitly in school how to develop authentic relationships with clients. Therefore, social workers are equipped to break down and model what it looks like to have relationship skills. Further, CASEL teaches that effective SEL programming is SAFE: sequenced, active, focused, and explicit.
Social workers have training in explicitly teaching social skills through explicit and focused role-plays. This skill can be easily modified and applied to the whole-class setting, seamlessly integrating social work therapeutic techniques with direct instruction. Additionally, social workers know how to respond in the moment. Due to the reflective and process-oriented nature of SEL lessons, students may sometimes disclose personal information, such as experiencing abuse, death in the family, thoughts of suicide, bullying, and more.
Not only do school social workers know the correct protocols for handling high-risk situations, such as suicide ideation or abuse, but social workers can provide therapeutic services in the school or refer students to effective mental health providers in the community. Social workers have training in both responding in the moment with empathy and also caring for themselves as practitioners later through explicit self-care to prevent burn-out. Teachers may not always feel comfortable and prepared to respond to difficult disclosures such as these.
Benefits to the Mental Health Staff
The social worker providing direct SEL instruction builds a reciprocal nature, benefiting all mental health staff at the school. With effective SEL services, the number of students needing more intensive services may decrease as students learn adaptive coping skills, healthy relationships, and effective conflict resolution within the classroom setting. When students are equipped with these proactive skills for addressing common problems which emerge in school, maladaptive responses that require the assistance of mental health professionals become less common.
Further, students who do need additional social work services benefit from a renewed sense of anonymity and decreased shame. When all students in the school are accustomed to interacting weekly with the school social worker, it becomes less obvious which students are receiving intensive services. Young students do not assume when a social worker walks into a classroom they are there for one specific student and therefore, privacy is restored.
Additionally, by offering ways for all students to see the social worker through self-referrals and lunch bunch services, almost all students trickle in and out of the social work office at one point or another. With this volume of foot traffic, students are much less likely to be concerned a peer may notice them coming or going from the office. Talking to the social worker about problems and issues becomes the norm, effectively alleviating mental health stigmas which often permeate through schools and the larger community.
Lastly, when the social worker takes such an active role in the classroom setting, they are better equipped to effectively respond to students with high needs when crises happen. Oftentimes in large school settings, student to social worker ratios can be extremely high. This presents challenges to building authentic relationships with all students at the school as social workers may be meeting students for the first time during a crisis. When the social worker provides direct SEL instruction, it is almost guaranteed the student and social worker have interacted positively during class previous to the incident. A level of trust is built faster and with more authenticity during the most difficult situations.
How the SEL Coordinator Position Works
Social workers are ideal providers of SEL instruction and support in schools. The social work mission requires practitioners to enhance well-being and empower those who are most vulnerable (NASW, 2008). By supporting students with SEL development in school, social workers equip students with valuable life skills that not only enhance their well-being, but may in the long-term serve as a protective factor for many inequitable outcomes.
Presently, I work in partnership with our school counselor in a school of approximately 600 students pre-kindergarten through fifth grade to provide wellness services. Our school counselor provides tier two and three services while I primarily provide tier one and two. This arrangement allows me to be available for predictable and scheduled classes in a way school social workers are typically not, as I am not pulled out for crisis response. I provide SEL lessons through direct instruction in all 19 of our elementary homerooms bi-weekly.
On the weeks I do not provide direct instruction, I prepare lesson plans and materials for homeroom teachers to implement the lessons on their own. To support the SEL curriculum, I also provide ongoing training to staff and family roundtables for parents/guardians. Additionally, I provide social skills and therapeutic services for students through individual and group services outside of regularly scheduled lessons.
All students are given the opportunity to meet with me through lunch bunches, where students sign up to eat lunch in my office. Through self-referral services, students request to discuss mental health-related concerns with a member of the wellness team. Overall, my week is split halfway between direct instruction in the classroom and more typical school social work services.
When I enter the school building, I hear echoes of “Good morning Ms. Knipp!” as I make my way to my office. One elementary student holds up two fingers when he sees me, to indicate he has put two drops in classmate’s buckets (our way of measuring kind acts) so far this week. When I arrive at my office and open my calendar, I see today I have four lessons, a lunch session, two therapeutic groups, and a parent learning event after school.
I have the best job in the world. I am a social worker, but my official job title is “Social and Emotional Learning Coordinator.” My main responsibility is proactive, preventive work through direct instruction of social and emotional learning.
Empowering students with tools for SEL development at a young age promotes social justice in the long run. Social workers have the training and values necessary to implement these lessons in schools now. SEL instruction implemented by social workers not only improves the school, but it also improves social work practices within educational environments.
#WhenWeAllVote Wants You to Vote and Check Your Registration Status
The upcoming midterm election may be one of the most consequential elections ever for women and minorities. Record numbers of women, LGBTQ, and people of color are running for office in this election cycle.
According to the website blackwomeninpolitics.com, a record 397 black women are running for office in 2018. In places like Harris County, Texas the number of Latino candidates has gone up by more than 40% since the 2014 midterms. There is such an increase in LGBTQ candidates that it has been labeled the “Rainbow Wave.” While the diversity of candidates has gone up, there still remain many obstacles to voting.
We are proud to announce our support for 55 additional LGBTQ champions running across the country. In a @VictoryFund milestone, we've endorsed a total of 272 candidates in the 2018 cycle – the most ever in our 27-year history. Learn more! https://t.co/OfaGNjWStD #RainbowWave
— Victory Fund🌈🌊 (@VictoryFund) September 26, 2018
In Florida, it’s estimated that “since the 2000 election, thousands of truly eligible voters have been removed from the state’s voter rolls, and many didn’t find out until election day,” according to Deborah Cupples a professor at the University of Florida Levin College of Law. Earlier this year, the Supreme Court of the United States ruled in favor of an Ohio law purging voter rolls.
In places like New York and Alabama, there is no early voting, absentee voters must provide an explanation as to why they couldn’t vote in person, and there isn’t automatic voter registration. Further, it’s been documented that in places which require photo ID, like Alabama and Texas, it discourages minorities from voting.
When We All Vote is a nonpartisan, not-for-profit organization with the aim of registering voters and getting them to the poles in the face of such obstacles. The organization seeks to bring together “citizens, institutions, and organizations to spark a conversation about our rights and responsibilities in shaping our democracy.”
The organization’s co-chairs are a diverse collection of celebrities including, most prominently, Michelle Obama. She wants us to understand the importance of the upcoming midterms.
There's a lot at stake this November. If we stay home, critical issues that affect our families and communities get ignored. Today on #NationalVoterRegistrationDay, register to vote and then get to the polls on Nov. 6. Text WeAllVote to 97779 to get started. #WhenWeAllVote pic.twitter.com/YqQtWBEffA
— Michelle Obama (@MichelleObama) September 25, 2018
Other co-chairs include Tom Hanks, Lin-Manuel Miranda, Janelle Monáe, Chris Paul, Faith Hill, and Tim McGraw. Faith Hill recently hosted a When We All Vote Event in Nashville.
According to the American Civil Liberties Union, “This is a high-stakes mission. You’ll be asked to do big things between now and November. We’ll arm you with the information you need — like candidate scorecards, registration deadlines, your polling locations, as well as ways to take action — so that you’re heard and counted. But you won’t be alone — millions of people across our country will line up side-by-side with us to take back our democracy and vote like our rights depend on it. Together is the only way we’ll win.”
Don’t let the proliferation of fake news create apathy and cynicism. It is possible to make a difference. So don’t sit this one out. Democracy only works When We All Vote.
Contact your local Supervisor of Elections to check your registration status and for poll locations.
Students and Alumni Call for Social Work Dean’s Dismissal
Sexual assault and fitness of character allegations have been raised against Supreme Court nominee Brett Kavanaugh in his bid to become the next lifetime appointee on the nation’s highest court. As a result, conversations about due process, victim trauma, lack of reporting of rape and sexual assault allegations, binge drinking, and rape culture are happening in our schools, coffee shops, workplaces, and homes.
Professionals who are educated and trained in these areas have a responsibility to engage in thoughtful dialogue and help provide evidence-based data and information in order to prevent myths from cementing in the public sphere.
However, School of Social Work Dean William Rainford of Catholic University of America decided to exercise his power and influence by using a social media account representing the School of Social Service to provide his assessment of Julie Swetnek’s allegations against Brett Kavanaugh.
Attitudes like that of Dean William Rainford of @catholicUniv school of social work are what continue to keep survivors from reporting. This is unacceptable victim blaming and cannot be allowed. #WhyDidntIReport #IBelieveSurvivors pic.twitter.com/B8qsIng2NQ
— Lisette Pylant (@LisettePylant) September 27, 2018
This tweet among many others has earned Dean Rainford a suspension by the University. According to CUA student Tony Hain, Rainford issued a letter of apology “only after 45 graduate students walked out of classes Thursday in protest and after Rainford spent 24 hours defending and rationalizing his tweets on his @NCSSSDean Twitter account and dismissing faculty who raised direct concerns with him.”
SWHelper was provided with a letter from President Garvey who says he eventually plans to reinstate Rainford. However, Hain asserts, “students, alumni and faculty have used appropriate channels to register concerns and complaints about him for years. Rainford continues to demonstrate a fundamental lack of understanding for the field of social work that he is supposed to lead. He is out of touch with his students, alumni and professional practitioners in the field of social work. The tweets were the final straw. He must resign or be dismissed immediately.”
Dean Will Rainford of NCSSS @CatholicUniv issued an apology to his school community for tweeting that Julie Swetnick was not a victim of sexual assault. "I offer no excuse. It was impulsive and thoughtless and I apologize." Read apology here: https://t.co/TyOg2pctYd
— Catholic University (@CatholicUniv) September 27, 2018
Unfortunately, this is not the first time Dean Rainford has made negative headlines and angered students. In 2013, he unilaterally ended the University’s partnership with the National Association of Social Work (NASW) over their advocacy for women’s reproductive justice rights.
“In 2012, Catholic University of America joined a lawsuit with Wheaton College asserting the Affordable Care Act is a violation of the school’s religious liberty. During the conference call, Wheaton College President Dr. Phillip Graham Ryken and The Catholic University of America’s president John Garvey stressed their schools’ alignment on pro-life beliefs according to the Huffington Post.” For more information read full article.
Currently, 188 alumni of National Catholic School of Social Service (NCSSS) have called for Rainford’s removal, which includes Social Work Helper contributor Cheryl Aguliar, LICSW, LCSW-C, Class of 2014.
Sarah Sorvalis, CUA Masters of Social Work Student Class of 2019, stated: “Dean Rainford is completely out of step with the NCSSS program. His comments violated every single one of the values that define the social work profession. This has unfortunately created an irreparable level of mistrust among students in my cohort.”
Sorvalis continues on a more positive note by stating, “There is a silver lining. Because of the stellar faculty and education we continue to receive, despite the Dean’s inability to be an effective and trusted leader, students have been taught how to organize and stand up to systemic injustices. In fact, these skills proved exceptionally helpful when coordinating our walk-out last week, as well as the student led protest on October 1st where we demanded Dean Rainford’s resignation.”
Although Dean Rainford has angered many students and alumni with his comments, he is not without supporters coming to his defense.
@CatholicUniv As a catholic & American I am appalled by the rhetoric of your president. In this country, people are to be presumed innocent not guilty. To shut down free speech for Dean Rainford is disturbing. By lying, Dr. Ford has set back the cause for all real abused women.
— Amelia Maurizio (@admdred) October 4, 2018
Dean Will Rainford suspended for his insensitive opinion yet @cchristinefair egregious/violent opinion is glorified? Pretty scary stuff… Now I don't know whether to suspend people for opinions or not but the hypocrisy is unnerving.
— Danny Acosta (@YngWaynEastwood) October 3, 2018
There is no doubt the country is divided into conservative and liberal camps. However, Dean Rainford’s tweets and past actions appear to be in service to his religious and conservative beliefs and not in service to students learning how to interact with the vulnerable populations our profession is tasked to serve. Social Work and social services are tasked with helping people in crisis and those affected by trauma.
We are mandated to remove our personal beliefs whether it be religious, political or any other kind from our interactions. We are tasked to provide information and assist people from all faiths, all nationalities and all backgrounds based on their needs, barriers, and challenges. If we can not set aside our personal beliefs to provide services, then we are mandated to refer them to someone who can assist them.
As a Dean of Social Work at a premier Catholic University, what message will this send to other victims who may find the strength to come forward in their Adulthood?
How to Ace your Social Work Fieldwork Placement
Undoubtedly, social work fieldwork placements are a key component in social work education. Acting as an essential link between studies and practice, field placements can greatly impact the future functioning of students, and hence why students do their utmost to achieve a successful placement.
But how you may ask?
Throughout both of my fieldwork placements, I gained a number of skills and tips which helped me to cope with the demands and stress fieldwork placements brought with them.
In the beginning of my fieldwork placement, I struggled. I was still finishing my dissertation, had to keep up with 8 cases, as well as attend lectures once every fortnight. I had no other choice, but to challenge myself to plan before hand and manage my time better.
My advice to you is to write an exhaustive list of all the things you have to do. You can either do this every week or once a month whichever you deem the most helpful. Prioritize the list accordingly and plan how much time you will need to spend on each task. Avoid getting stuck on single activities, if you feel like you cannot concentrate on a specific task, be flexible, and move on to another task. Every time you finish something, tick it off your list – it is so satisfying!
You have probably learnt the importance of supervision during your lectures. Now is the time to actually make use of it. Do not hesitate to ask for supervision if you feel more guidance and information is needed. Additionally, ensure the time allocated for supervision is not used solely for case management. Use some of this time to discuss how you are coping with the workload, the feelings clients are evoking within yourself, your fears and safety concerns if any. Do not be afraid to use supervision as an added support. Whatever is said during supervision is confidential (obviously, if no harm will be caused to self or to others), so use this opportunity to process and assess your placement because hearing others’ problems is surely emotionally draining.
I cannot emphasise enough the importance of doing research throughout the course of your placement. Be informed and read about the client group you are serving. Understand and be aware of the services available to them and the skills you can use when working with them. Fieldwork placements are a great opportunity for you to widen your knowledge, so make sure that you do this to the best of your ability. Both editorial and academic journal articles can be a source of information for you. Read them while commuting, watch videos while eating or cooking – educate yourself as much as possible because as they say, “you cannot pour from an empty cup!”.
Your practice educator is not expecting you to know it all on your last day of placement – let alone your first day! Social work is a learning process, and we can never reach a point where we can say we know everything. Human beings are different and dynamic. Hence, why asking questions will only help you understand your client group and what is being expected to enhance your practice. Do not hesitate to tell clients that you are not sure about an answer while assuring them you will research a solution. Do not be afraid to ask for clarification, if you did not understand something. Ask your practice educator about the agency’s policies, regulations, procedures or any reference materials you can access when needed. Do not pretend you know it all – because you do not, nobody does!
Respect your Practice Educators and Tutors
You may not always agree with your practice educators and tutors, but ultimately they are the ones who will be assessing your progress. Starting on a wrong foot is surely not ideal which can derail the placement before it begins. Try to stick with their guidelines and even though you may feel at times it’s wasting your time on unnecessarily. I highly suggest you take a step back before complaining. I am not saying you should be passive, however, avoid arguments about word limit of essays, working hours or workload. Keep in mind your practice educators and tutors know what they are doing, so if they request something try to find a diplomatic path forward.
Do More than it is Expected
Give your placement your very best, and at times this may entail doing work that is not compulsory. Attend any meetings, conferences or opportunities taking place within your organisational framework. Observe how graduate social workers interact with their clients, chair a meeting and extend your comfort zone. Volunteer to take phone calls or intakes, even if this may mean staying for an extra hour. It is amazing how much you can actually learn from this! In the beginning of my first placement, I was terrified to answer the phone because I was always scared that I will stutter, or say something wrong. However, after sitting in the office and answering the phone for 10 weeks, I have gained a lot of confidence while talking to others over the phone.
Ultimately, as social workers, we have to preserve ourselves because we have minimal tools to protect ourselves from burnout. So while I highly suggest you do all the above, you also need to have an ‘off’ button. Learn to assess and identify your limits in order to detach yourself from placement related work for a few hours a day especially before going to bed. Dedicate some time for yourself, read a fiction, watch a funny video, take bath or go for a walk – do something that makes you feel good. Stop yourself from going to bed thinking about the following day and the long to-do list that you have waiting for you. Avoid thinking about action plans and give your mind a well deserved break.
Although sometimes you may feel unstoppable and very motivated, especially in the beginning you must remain mindful of your body limits because otherwise, you will be risking being burnt-out before actually stepping into the profession.
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