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This study examines the self-care practices of individuals employed as social workers in Poland (N = 250). Whilst personal self-care practices occurred slightly more frequently than did professional self-care practices, overall results indicate that participants only engaged in moderate amounts of self-care. Findings revealed significant differences in self-care by education level and self-reported health status, respectively. Only health status significantly predicted overall self-care. This study indicates the need for more attention to self-care. After a brief review literature, this paper will explicate findings and discuss salient implications derived from this study. This paper concludes by identifying apposite areas for future research. [ABSTRACT FROM AUTHOR]

An introduction to the issue is presented, which presents the notion of self-care as an imperative part of the social work practice, noting themes to be presented within the issue including burnout, best practices, and organizational wellness.

Increasingly, social workers recognize the importance of self-care to practice. However, research examining self-care among social workers is nominal. Of particular paucity are works that explore self-care in international contexts. This exploratory study examined self-care among social workers (N = 200) in Slovakia. Findings indicate that participants engaged in moderate levels of self-care. Moreover, data indicated significant differences in self-care by health status, and number of weekly hours worked was a significant predictor of self-care. After a review of literature, this article explicates findings, identifies discussion points, and concludes by identifying implications for social work education, research, and practice. [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]