naa a22 4500 510729916 CHVBK 20180411082948.0 cr unu---uuuuu 180411e20131201xx s 000 0 eng 10.1007/s12671-012-0134-1 doi (NATIONALLICENCE)springer-10.1007/s12671-012-0134-1 Introducing Mindfulness as a Self-Care and Clinical Training Strategy for Beginning Social Work Students [Elektronische Daten] [Annemarie Gockel, David Burton, Susan James, Ellen Bryer] Mindfulness training is increasingly being recommended as a means of fostering clinical skill development as well as stress reduction among trainees in the helping professions. However, existing mindfulness training protocols are often lengthy, making it challenging to integrate them into standard curricula, and mindfulness-based interventions have not yet been adapted to address clinical training goals. We conducted a mixed-methods study to investigate the effects of integrating a small dose of mindfulness training—only 10min per session—into a clinical interviewing class with a new population, namely beginning social work students. Results demonstrated that students valued the training, saw it as relevant to their role as a clinical practitioner, and continued to draw on the training once they transitioned to their work with clients in the field. Students in the intervention group reported significant changes in counseling self-efficacy, but not in well-being in comparison to a nonrandomized cohort control group at posttest. Students' long-term engagement in mindfulness practice at program entry was correlated with their degree of improvement in counseling self-efficacy over the course of the training. The results of this study suggest that even small doses of mindfulness training that do not appreciably alter students' well-being may nevertheless play a role in fostering clinical skill development. Student responses to open-ended questions in the intervention group revealed that they drew on mindfulness to increase their ability to be present, open, and emotionally available and responsive to their clients in session. Students identified mindfulness as key to their clinical learning process. Springer Science+Business Media, LLC, 2012 Mindfulness training nationallicence Counseling nationallicence Clinical training nationallicence Social work students nationallicence Gockel Annemarie School for Social Work, Smith College, 01063, Northampton, MA, USA aut Burton David School for Social Work, Smith College, 01063, Northampton, MA, USA aut James Susan Department of Educational and Counseling Psychology, and Special Education, University of British Columbia, Scarfe Library Building, 2125 Main Mall, V6T 1Z4, Vancouver, BC, Canada aut Bryer Ellen School for Social Work, Smith College, 01063, Northampton, MA, USA aut Mindfulness Springer US; http://www.springer-ny.com 4/4(2013-12-01), 343-353 1868-8527 4:4<343 2013 4 12671 https://doi.org/10.1007/s12671-012-0134-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s12671-012-0134-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Gockel Annemarie School for Social Work, Smith College, 01063, Northampton, MA, USA aut NATIONALLICENCE 700 1- Burton David School for Social Work, Smith College, 01063, Northampton, MA, USA aut NATIONALLICENCE 700 1- James Susan Department of Educational and Counseling Psychology, and Special Education, University of British Columbia, Scarfe Library Building, 2125 Main Mall, V6T 1Z4, Vancouver, BC, Canada aut NATIONALLICENCE 700 1- Bryer Ellen School for Social Work, Smith College, 01063, Northampton, MA, USA aut NATIONALLICENCE 773 0- Mindfulness Springer US; http://www.springer-ny.com 4/4(2013-12-01), 343-353 1868-8527 4:4<343 2013 4 12671 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer