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The profession of social work faces a perfect storm of increasingly complex practice contexts, intensifying demands, and escalating burnout. This crisis requires immediate, critical, and substantive action by social work education. Social work programs function to prepare competent practitioners who can navigate these demands and complexities with efficacy, while sustaining themselves. For too long, practitioner well-being has been significantly neglected. This article promotes a basic tenet: Social work education has a pivotal responsibility and pragmatic role in providing serious, credible attention to the well-being of practitioners. Social work curricula must integrate teaching of self-care as a professional competency. This article provides philosophical rationale and practical strategies for doing so. Through comprehensive attention in implicit and explicit curricula, social work programs can prepare practitioners who can enact social work's long-standing mission of human rights, social justice, and human well-being. Everyone (e.g., faculty, field supervisors, administrators) has a role and responsibility. The Council on Social Work Education (CSWE) has particular effect in setting standards for social work programs, and, by extension, the profession itself. Thus, the article concludes with a call for CSWE to include self-care in the accreditation standards core competencies required by all social work programs. The profession's future compels taking proactive, preventative action now. [ABSTRACT FROM AUTHOR]

Writing is a skill that spans many competencies. The Council on Social Work's Educational Policy and Accreditation Standards promotes a holistic view of competence informed by knowledge, values, skills, and cognitive and affective processes. This teaching note contributes to the scholarship of teaching and learning by describing a professional writing course that uses a holistic pedagogical approach. We provide pragmatic strategies and assignments that can be readily adapted by other faculty and programs. [ABSTRACT FROM AUTHOR]

Educating for human rights and justice requires attention to the well-being of those being prepared to pursue these aims. This article describes an MSW program's implementation of teaching self-care as a core practice skill. This curricular innovation stems from the increasing literature documenting the deleterious effects of burnout in professional helping and the need to address this concern in educational curricula. Further, this curricular change is a result of increased student exhaustion affecting academic performance and professional preparedness, and the ethical imperative to address this phenomenon. We describe specific components, strategies, and assignments in the curriculum as well as assessment of the curricular innovation. This curricular example is readily adaptable for other programs. [ABSTRACT FROM AUTHOR]

Abraham Flexner contended that "something more than a degree or claim" is needed to make a profession. He further asserted that the definitions of a profession require recasting over time. This article critically considers recasting licensing as something more for social work. Analysis of past and present discourse on licensing in social work revealed three overarching themes: (a) advocacy and rationale for licensing, (b) scrutiny and critique of licensing, and (c) the disconnect and dissonance between professional licensing and social work education. Moving forward, we suggest recasting social work's professional paradigm in the common framework of competency, with licensing part of the continuum of professionalization. This recasting can promote critical congruence between social work education and ongoing professional competency. [ABSTRACT FROM AUTHOR]

The scholarship of teaching and learning (SoTL) has become a significant social movement. The newestEducational Policy and Accreditation Standardsof the Council on Social Work Education explicitly identify SoTL as important in advancing social work education. This article considers social work education’s role, relationship, and responsibility in relation to SoTL. Providing a critical understanding of SoTL’s background, the article summarizes SoTL’s history and current status. Next, we explain the rationale for social work education to focus on SoTL. Then, the article provides pragmatic steps and strategies for performing SoTL. The article concludes with a discussion of specific recommendations for social work education in moving forward in the SoTL movement. [ABSTRACT FROM PUBLISHER]