Shari E. Miller

TL;DR: Self-care is widely recognized as critical to social work practice, yet little empirical support or practical guidance exists in the literature to steer social workers in its implementation as mentioned in this paper. But self-care may not only serve as a means of empowerment that enables practitioners to proactively and intentionally negotiate their overall health, well-being, and resilience.

Abstract: Background Engineers are increasingly being asked to empathically engage with a broad range of stakeholders. Current efforts to educate empathic engineers, however, are hindered by the lack of a conceptually cohesive understanding of, and language for, applying empathy to engineering. Prior studies have suggested that research informed by long-standing traditions in other fields may provide the rigor, conceptual clarity, and expertise necessary to theoretically ground the education and practice of empathy in technical disciplines. Purpose This study examined three research questions: What are current understandings of empathy in engineering and engineering education? How do these understandings compare with conceptions of empathy in social work, a professional discipline that defines empathy as a core skill and orientation of its practitioners? What can engineering educators learn from social work to inform the education of empathic engineers? Scope/Method This article presents the findings from a sustained, four-year, interdisciplinary dialogue between engineering education and social work education researchers. This effort included an examination of productive tensions and similarities between the two fields, a critical synthesis of the literature on empathy in each discipline, and the development of a context-appropriate model for empathy in engineering. Conclusions We propose a model of empathy in engineering as a teachable and learnable skill, a practice orientation, and a professional way of being. Expanding conceptions of empathy in social work, this model additionally emphasizes mode switching and a commitment to values pluralism.

TL;DR: The conceptual framework for the professional socialization of social workers presented in this paper provides a discrete definition and clarifies what was formerly an ambiguous understanding of the elements of professional socialisation, and potential applications of this framework include its use as a foundation for systematic research and a bridge between competencies and signature pedagogy and in informing field instructor training and integration of theory and practice for students and practitioners.

TL;DR: In this article, professional socialization is defined as a multidimensional, temporal construct beginning before formal education and continuing after it, with values, attitudes, and professional identity as outcomes.

TL;DR: Miller et al. as mentioned in this paper proposed a principles approach to move the social work profession towards a paradigm of environmental justice using as its template the 17 Principles of Environmental Justice adopted by the First National People of Color Environmental Leadership Summit in the USA in 1991.