A Community-Based Participatory Approach to Developing a Socially Engaged Mindfulness Intervention for Social Work Students

Background

Integrating mindfulness into social work education with the goal of enhancing student well-being has gained traction in recent years. Yet, there is a longstanding tradition which frames the cultivation of mindfulness (i.e., embodied awareness) as a support for social action – also called socially engaged mindfulness (SEM). Integrating engaged mindfulness in social work education has high potential to increase critical consciousness and capacity for social action, yet has been underexplored. Emerging literature suggests that SEM may enhance awareness of the dynamic forces of power and privilege, support critical consciousness development, help dismantle personal biases, and promote resilience among activists, helping them sustain their justice-oriented work. Importantly, when incorporated into collaborative research and community work, SEM has the potential to uncover the existing strength and power within communities that when harnessed may enhance research collaboration. This study highlights results from a community-based participatory action research (CBPAR) pilot exploring the feasibility and acceptability of a group-based SEM intervention for social work students, and its capacity to facilitate social action.

Methods

In utilizing CBPAR, a Social Work Student Advisory Board (SAB) and a Community Advisory Board (CAB) (i.e., SEM practitioners and academics) were developed comprising a diverse group of students and scholars with varying positionalities. Harnessing the power of collaborative research, the SAB and CAB met regularly to engage in critical dialogue and reflection, test intervention concepts, and provide feedback to shape the intervention. The resulting SEM intervention focuses on applying mindfulness skills in social work practice, developing critical consciousness, and sustaining engagement in social action. As an outcome of this process, two 2-hour pilot sessions were created for social work students. Feedback was collected from participating students (N=9) via qualitative interviews to explore their experiences participating in the sessions. Interviews were transcribed and analyzed by the study team. Three coders analyzed the data using reflexive thematic analysis.

Results

Findings centered around three themes. First, students highlighted the importance of mindfulness to support their well-being as they prepare for the profession. Second, students emphasized the importance of mindfulness skills to support staying grounded and present in difficult dialogue, particularly amid political conflict. Third, students underscored the utility of SEM to support building fundamental skills and strategies to sustain social action and prevent burnout. Overall, findings suggest that a SEM intervention for social work students may be a critical approach to support students in acquiring important mindfulness skills to enhance critical consciousness and resilience, sustain social action and advocacy, and better cope with stress.

Conclusions

The longstanding tradition of SEM centers the inherent connection between the wisdom of the body and the mind’s intention as a pathway to enhancing human capacity to engage in social justice-oriented work; we see this emphasis as highly compatible with social work education’s focus on anti-oppressive and interdisciplinary approach. This intervention has important implications not only for social work, but other professions oriented toward advocating for social justice. Implications for future SEM intervention research, and SEM curriculum integration into social work education will be explored.