Self Care and the Social Worker

Social Work: Creating a Self-Care Plan

According to Birkenmaier & Berg-Weger (2018), personal self-care is very different from professional self-care. On a personal level, of course, it is very important to set aside time to relax in a relatively unpressured setting (versus having to arrange a formal outing for the family). But professional self-care specifically relates to setting boundaries. It is not enough to merely take a nice bath or have a nice dinner after a hard day of work, if there is still the pressure to check messages and communicate with the office. “Self-care can be defined as the self-initiated, proactive behaviors that are intended to maintain your physical, emotional, and social health” (Birkenmaier & Berg-Weger, 2018, p.1).

Self-Care Plan

Time Management

A good example of professional self-care, for example, is setting a specific time after which individuals cannot call and letting individuals know they cannot always expect an immediate response to emails and texts. On a personal level, I often find this very difficult under any circumstances, but particularly in regards to texts from the office, I have a natural desire to respond immediately. I often create a negative pattern whereby I respond to non-urgent texts, simply to get things over with, but the result is I am constantly thinking about work, even when I should have my mind on my family and friends. Letting people know that my workday is digitally at an end as well as physically at an end after a specific time is critical. Setting aside times when to study and when to relax is critical.

Physical Exercise

Setting specific areas where professional communications are off-limits as well. Birkenmaier & Berg-Weger (2018) speak of the importance of taking regular physical activity, such as yoga, to release stress and also to ensure proper breathing and mindfulness. Once again, letting work know that an hour before the day begins or an hour after the day ends is sacred for exercise is a useful way to both engage in proactive self-care and also to ensure better physical health. Physical activity is very satisfying, because unlike many professional tasks, it is something that can be accomplished in a clear and concrete fashion. It also provides the social worker with additional energy to return to work, and to channel that energy in positive rather than negative ways.

Mentorship

It is also very important, professionally speaking, to set aside time to vent about professional issues in a safe and confidential manner with someone who is understanding but who will not violate any confidences. Having a mentor who is capable of specifically addressing professional stressors would be useful to me, as suggested in the textbook. Even if the mentor is not more experienced, knowing someone who is older and can offer professional perspective upon difficult decisions is a way to build confidence in the face of administrative uncertainty, or when coping with a challenging client. Over the course of this practicum, I will seek out a professional mentor, either someone with specific experience in my field, or a close, trusted counselor with a background in the social work profession.

Adult Learning

I do consider myself an adult learner. First and foremost, I believe a true professional is always learning from others, including from clients, as well as from others in the same field. Secondly, as an adult learner, I have experience from my past which I can use to better understand what I am learning in the classroom. I have a database of experiences to reference, unlike someone who is coming straight from high school. This makes me a more informed, critical, and engaged consumer of what I am learning. I hope it also means I can offer higher-quality feedback to my fellow students involved in the practicum.

When working with involuntary or resistant clients, I also hope as an adult learner to be able to discipline my emotions, and not take what is said personally. Rather, I hope it is seen as a reflection of what the client is going through and help the client identify what he or she is truly angry at or with. Being an adult learner also means being able to learn from negative as well as positive feedback, and using it in a hands-on and practical fashion. As a learner, my ego may be vulnerable to challenges when people I am trying to help seem resistant, but I must channel the “adult” aspect of my status and rise to the occasion.

Practice Behaviors

Rather than focusing on the person, it is important to focus on the issue. For example, if the client is struggling accessing resources, creating a step-by-step plan to achieve those goals is vital. If the client feels that the goals are specific and achievable, and serve his or her interests, the client is more apt to be on board with change, and it can be easier for the session not to deteriorate into resistance and personal blaming. Taking a breath, and not responding to conflict-driven emails, texts, or other communications is likewise critical.