A Mixed Methods Study of Social Work Students use of a Mindfulness Series

Overview: Using a convergent mixed methods design, the authors investigated the effects of an adapted mindfulness-based stress reduction course as a stress management strategy for social work students during the COVID-19 pandemic to contribute to existing knowledge of students’ stress and coping during this health crisis.Proposal text: Background/Purpose
One out of five United States (U.S.) college students' mental health significantly worsened during the pandemic, 38% experienced trouble focusing on studies (Active Minds, 2020), and student’s experienced disruptions to finances, psychological well-being, and education (Bobadilla et al., 2020). Social work students, specifically, experienced field placements transitions and field requirements (Council on Social Work Education [CSWE], 2020a), with 80.7% of social work students having reported their mental health was affected during the pandemic and of these, approximately 33% reporting their mental health was very much affected (CSWE, 2020b). These alarming statistics necessitate social work program promotion of mindfulness as a coping strategy to assist students with addressing these effects.

Methods
A convergent mixed methods design was utilized (Creswell & Plano Clark, 2018) for an understanding of social work students perceived stress levels and experiences with mindfulness. This study consisted of a five-week faculty-student led adapted MBSR mindfulness series offered to Bachelor, Master, and Doctor of Philosophy social work students at a Catholic, Hispanic Serving Institution in the Mid-South United States. In addition to general demographic information, students completed the Perceived Stress Scale (PSS) and the Mindful Self-Care Scale (MSCS) at commencement of the series, at series completion, and participated in a focus group session.

Results and Implications
The sample consisted of 15 survey participants and 15 focus group participants. Most were female (n=14, 93.3%), heterosexual (n=14, 93.3%), married (n=6, 40%), and Hispanic/Latino (n=8, 53.3%). They primarily were bachelor level students (n=7, 46.7%) studying online (n=9, 60.0%). The median student age were 41.5 years old. Most participants endorsed personal impacts by COVID-19 (73.3%) and 46.7% experienced COVID-19 professional impacts. An interesting finding is most (88.8%) perceived no change in stress levels (z = -.88, p < .378) after completing the series, which suggested the continuation of effects of the pandemic where more impactful, affecting their coping responses, as noted by an increased endorsement of COVID-19 personal impacts. Results suggest the adapted MBSR course resulted in an increase in some mindful self-care behaviors amongst social work students such as mindful relaxation (z = 3.04, p < .002), self compassion (z = 2.62, p < .009), and mindful awareness (z = 1.93, p < .054). Focus group findings differed and showed these students endorsed mindfulness as a helpful and useful strategy that they plan to continue to practice for stress management and burnout prevention beyond the educational environment.
Mixed methods findings are similar to Bonifas & Napoli (2014) results showing no stress levels change, however, positive changes in quality of life. Results produced a better understanding of this the extent qualitative and quantitative results agree or diverge, indicating student gains in some aspects of their series experiences as they perceived benefits to utilizing mindfulness, which is affirmed in other research showing students qualitative feeling improved mood (Thomas, 2017). It is essential that social work educators be informed about best practices for how to help students recognize, accept, and then treat possible burnout through the use of self-care and mindfulness techniques.