Gates Trevor G, Ross Dyann, Bennett Bindi, Jonathan Kate
School of Law and Society, University of the Sunshine Coast, 90 Sippy Downs Dr, Sippy Downs, QLD 4556 Australia.
Clin Soc Work J. 2022;50(1):22-34. doi: 10.1007/s10615-021-00786-z. Epub 2021 Jan 28.
The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling self-compassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.
冠状病毒（COVID-19）大流行已将澳大利亚乃至全球大部分地区的临床社会工作（CSW）和心理健康教育转向了在线授课。COVID-19造成的破坏给社会工作教育工作者与学生合作培养技能带来了意想不到的挑战。本文是昆士兰一所地区性大学的四位具有不同国际和文化背景的教育工作者撰写的反思性合作自我民族志。由于社交距离规定，我们大学经历了从主要面对面授课到在线授课的转变。本文基于爱的伦理，这是一种以价值观为基础、注重关系的实践，促进人与人之间的关怀、合作对话和团结，运用自我同情和反思。我们探讨了COVID-19如何迫使作者改变他们的教学实践，应对不确定性，并以仁爱之心回应学生不断变化的需求。我们借鉴了来自澳大利亚、美国、英国和尼日利亚的具有不同文化、语言、性别和性取向的教育工作者的经验，反思我们如何通过技术同时向内和向外转变。在与学生探索自我同情和关爱的方法时，我们借鉴了以人为主、叙事、创伤知情和反压迫的临床和教育方法。我们讨论了在应对当前危机时，对自己有同情心和关爱他人的必要性，我们为正在经历危机的临床社会工作专业学生树立自我同情和关爱的榜样，这些危机包括失业、与海外和州际家人分离、与同事和亲人隔离以及医疗保健问题。
