Mindfulness as a Potential Tool for Developing the Personality of the Social Worker

This article represents mindfulness as a potential tool for the development of the social worker’s personality through which mental health and, consequently, physical state can be eff ectively maintained. At fi rst, mindfulness is approached through the interpretations of various authors. Its perspective is further supported by the results of various scientifi c researches. The current state of mindfulness raising in social work (including traditional, offi cial courses MBSR, MBCT) is introduced. Through these courses mindfulness can be developed, improved and maintained. Finally, space is also given to the ‘pitfalls of mindfulness, i.e., to the risks that can be associated with its practice.


Introduction
Developing the personality of a social worker (respectively, the continual care of his or her overall health) is crucial in the performance of his or her profession. Unlike other professions (for example, craft smanship), he or she comes into contact almost permanently with living beings, i.e., clients. A healthy or unhealthy mental or physical state is then refl ected in mutual interactions. Šuráňová mentions that mental health is essential in the performance of a social worker's profession. Th anks to this, he or she is able to work effi ciently on a long-term basis. However, if the tools for continuous work with himself or herself are missing, external pressures may slowly 'crush' him or her. Th is then leads to the progressive extinction of mental and physical energy. 2 Th ere is (therefore) a need to have tools for the long-term development of personality. One of them can be mindfulness. Th is helps practitioners to silence their busy minds, to become more aware of the present moment, and 'to be less imprisoned' in thoughts of the past or the future. Th is is an eff ective tool for dealing not only with anxiety and depression. In the broadest sense, mindfulness is perceived as a tool for dealing with stress -a common cause of mental and physical illness in the 21st century. 3

What is mindfulness?
Mindfulness comes from two key sources. First, there is a Buddhist direction giving the basis for a specifi c psychology that involves the study of meditation and its eff ect on the functioning of the human brain. Second, there is social learning and other approaches in cognitive behavioural therapy, based on emphasising the importance of concentrating attention on defi ned behaviour. 4 Th e very notion of mindfulness comes from the traditional Buddhist psychology preserved in the ethical and psychological system of abhidhamma. Its development is associated with the practice of the Buddhist meditation of mindfulness and insightsatipatthana-vipassana. Man observes his or her own mental and physical processes to recognise their temporary, unsatisfactory and impersonal nature. 5 An important personality in the subject of mindfulness was Buddha. He devoted 7 2017 himself to the development and keeping of mindfulness. In his teaching, he did not neglect the exceptional contribution of these practices. 6 Mindfulness has risen from ancient spiritual practices. In the life of many individuals, spirituality (or religious practices) are the key part of their existence. It can also be an important source of power, and (at the same time) fulfi l the function of tools to handle diffi cult moments of life. 7 Th e sources of mindfulness (as a concept) are therefore the spiritual movements of the East and the West. In addition, meditation has been an important practice in major world religions such as Hinduism, Confucianism, Taoism, Buddhism, Judaism, Islam and Christianity. 8 At present, mindfulness is a frequently used term. Th e rapid pace of postmodern society undoubtedly contributes to its usage. A number of well-known authors deal with current society in their written work -Bauman, Beck, Keller, Lipovetsky and others. 9 Th e demand for eff ective tools (which have the potential to activate the overwhelmed, disturbed mind and maintain health in optimum condition) is therefore legitimately increasing. Social work also becomes a subject of interest as one of the helping professions characterised by a great burden. 10 Hick and Bien pointed out that practitioners from various fi elds (based on a relationship with a client) have an unusual interest in mindfulness. Th is is also because (among other factors) it has a positive infl uence on the intervention -both on the client's and the professional's side. He or she can through mindfulness (for example) cultivate empathy and love by developing awareness of being in the presence of him or her, listening skills, enhancing the ability to withstand work and home stress, or reducing the likelihood of developing burnout syndrome. 11 Social workers are an 'engine' or an indispensable tool for an eff ective helping process. 12 It is therefore necessary to pay attention to such means as to develop their personality and to keep mental and physical health in balance. One of them is the mindfulness that is dealt with in this article. It has signifi cant contact points with social work. For both, an individual, lived experience (in the context of one's unique life) has an important and honoured value. In addition, mindfulness (as well as social work) includes self-care (including self-acceptance) as a fundamental value in its approach. Similarly, a non-evaluative approach is a characteristic sign for both mindfulness and social work. 13 Caring for oneself is an important aspect in the practice of a social worker. He or she can use mindfulness in various ways -to reduce stress, to make oneself calm, to increase awareness, etc. 14 In addition, mindfulness is a quality that can help a social worker to approach all situations related to his or her practice with clarity, concentration and compassion. 15 Mindfulness is usually defi ned as 'the awareness of individual moments' or 'focusing one's attention on the present moment, without assessment and evaluation' and supports attention to every 6

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movement, breath, feeling and thought. 16 One of the mindfulness pioneers, Dr Jon Kabat-Zinn, states that: Mindfulness is consciousness, shaped by attention in a continuous and specifi c way: deliberately, at the present moment, objectively (uncritically). It is one way of meditation if we understand meditation as: 1. Systematic directing of our attention and energy, thanks to it then 2. infl uencing and transforming our experiences, 3. throughout the recognition of the whole spectrum of humanity, and 4. our relationships with other people and the world. 17 It also mentions that mindfulness is a powerful tool for self-understanding of the individual and the key to a comprehensive improvement of his or her health. 18 Hasson concretises what is at the core of this approach: 'Mindfulness can help a person to overcome the throbbing stream of thoughts that are constantly chasing him or her. ' 19 She adds that the technique of mindfulness can be better represented in analogy to the commented sports match on television. If the viewer turns off the sound (i.e., the game's commentary), the game can be perceived much more directly. Similarly, it is with a subjective commentary on the objective experiences. 20 Sinclair and Seydel compare mindfulness to the opposite of life as 'being in autopilot mode' . It allows you to move closer to inner peace and stability while strengthening and cultivating them. Mindfulness ultimately helps to reduce stress, to relax, to develop resistance to stress, to improve the effi ciency and eff ectiveness of work, to use natural resources of physical and mental energy, or to be open to creativity. 21 Mindfulness therefore appears to be a very eff ective tool, not only when dealing with the workload generated by helping professions. It is also applicable in the complex development of the personality of social workers. Th e following chapter interprets the results of some scientifi c researches.

What is said about the eff ectiveness of mindfulness in some scientifi c research?
Th ere has been a countless number of research projects in the area of mindfulness. Due to the limited space, only some of them will be listed which can serve as a reference group to demonstrate the eff ectiveness of mindfulness not only in social work but also in many other professions (with the core based on working with people). Research shows that through mindfulness one can gradually achieve the desired results, such as acceptance, the ability to let things be as they are, a non-judgemental attitude or self-confi dence. Mindfulness facilitates changes in the inner and outer world not only for social workers but also for clients. 22 Kelly and Okolo in their research paid attention to social workers and their care for themselves. Authors wondered if interventions in the form of a 6-week training of mindfulness would have 7 2017 a positive impact on their lives. Th e results have shown that this intervention in the care of social workers has increased the level of self-esteem and satisfaction in the fi eld of compassion. On the contrary, the likelihood of burnout syndrome or secondary traumatic stress has decreased. Th e research has thus confi rmed that the inclusion of mindfulness-based practices in the everyday life of social workers can bring great benefi ts. 23 Two studies were conducted in further research. Th e fi rst one was observing whether a shortterm intervention through mindfulness among professionals working with people (nurses) was more eff ective than an intervention through traditional relaxation. Th e results showed that both are eff ective, especially in the area of relaxation and life satisfaction. In addition, respondents who have practised mindfulness have increased resistance to emotional exhaustion. In the second study, respondents (pedagogical practitioners), who participated in Mindfulness-Based Wellness Education (MBWE), showed signifi cantly higher values in areas of mindfulness, satisfaction with life, or self-confi dence in teaching. 24 McGarrigle and Walsh in their research tracked the eff ectiveness of an 8-week contemplative training session. Th ey were interested in the following areas: raising selfcare, level of mindfulness, and coping strategies for 12 respondents who work with people in their jobs. It turned out that during the intervention, mindfulness increased signifi cantly, and the level of stress was greatly reduced. It was documented that (through the practices of mindfulness) any social worker can increase not only in selfcare but also in the relationship with the clients (or more so service, as such). 25 A remarkable piece of research was carried out by Birnbaum. It was dedicated to students of social work. She warned of the familiar fact that they regularly experience emotional stress and (at the same time) are forced to fulfi l expectations -both academically and professionally. Due to these facts, they can oft en feel physically and emotionally overloaded. Th ey need adequate time and space to process these diverse experiences fully and effi ciently. Th e group participating in the research met with a mindfulness technique within eight weeks. Th e aim was to increase self-confi dence and emotional support when dealing with academic stressors. According to the research fi ndings, students were able to gain new knowledge about themselves, also experience autonomy in learning, were able to re-restore and regulate their psychological state, and gain insight into their professional self-concept. 26 Students of social work, specifi cally in the last year of study, were part of the research conducted by Howie, Innes and Harvey. Authors in the research used mindfulness training based on Dr Jon Kabat-Zinn's well-known MBSR program (Mindfulness-Based Stress Reduction). Students' feedback showed a number of personal and professional benefi ts. Th ese, among others, included support for psychological resilience and the ability to be aware of things. 27 Napoli and Bonifas were observing the graduates of social work who attended a 16-week course focusing on self-care and career development through formal and informal mindfulness strategies. Four areas were tested: conscious behaviour, observation, acceptance without judge-

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ment, description. Th e results showed that students signifi cantly increased the use of mindfulness in the fi rst three areas. 28 Th ere has also been evidence of a link between mindfulness training and emotional intelligence. Li-Chuan Chu's research showed the positive benefi ts of meditation in connection with emotional intelligence (EI), perception of stress and negative mental health. In number, 351 adults, working full-time, with diff erent experiences in meditation, were observed. It was confi rmed that respondents with greater meditation experience showed a higher level of emotional intelligence (EI) and less perceived stress and negative mental health. Th us, meditation training, according to this study, improves overall human condition. 29 Research by Shier and Graham analysed the subjective well-being of social workers in relation to their state of mindfulness. From an initial survey of 700 social workers, 13 were selected who showed the highest scores of subjective well-being. Th ey confi rmed that mindfulness infl uenced their overall subjective well-being. Th ey also indicated that there were certain aspects of their life that they needed to be mindful. Th ese include: refl ecting and developing personal identity, thinking about control issues and openness, refl ecting key moments in life and maintaining some balance between personal and working life. 30 Doxtdator summarises his research by saying that mindfulness can provide social workers with the means to return to the place of authenticity and meaning, to return the sense of the meaning of their job that has oft en brought them to the profession. 31 Surveys focusing on mindfulness are increasing and it seems that research of mindfulness and its multifaceted positive impact on the personality of a social worker is of great interest in various parts of the world. Th is is mainly foreign research. In the Czech Republic, however, there is a lot of space for social work, as will be outlined in the next chapter. It should also be noted that the results of foreign research can be quite optimistic for the reader. Th is is, on the one hand, a positive signal. It supports the statement that mindfulness can be one of those methods contributing to the psychological calmness of some individuals. On the other hand, however, the results of foreign research cannot be accepted uncritically. Th ere is a need to go deeper into their methodological limits and other factors that potentially distort outputs. Th is is, unfortunately, beyond the capacity of this article. However, at least some critical studies related to the practice of mindfulness are presented in the chapter titled Th e Drawback of Mindfulness: Possible Risks of Mindfulness.

Th e Current State of Social Work as a Space for Mindfulness
Contemporary social work takes place within the framework of signifi cant social changes brought by postmodern society. Th is can be characterised as a historically signifi cant moment when the institutional barriers (which until then had functioned as reins limiting the individual and making his or her own emancipation diffi cult) were diminished. As a result, there is more space to build self-realisation. At the same time, systems (which initially had served the socialisation of individuals and had given their lives a 'fi rm framework') were weakened. 32 Th is refers to a signifi - cant social disunity, respectively the diversity and variability of social problems faced by a social worker. He or she must be able to react fl exibly to this changing society (i.e., to new social transformations and context). 33 Th is itself is associated with numerous stress factors that must be absorbed (while carrying out the profession) in order to protect the social worker's health, whether mental or physical. With regard to the overall burden, the relationship between the social worker and the client is crucial. It is the core of the helping process. Social workers are required to support people (or clients) in diff erent life situations and circumstances. Th is can contribute to high levels of stress and even to burnout syndrome. 34 As Paulík mentions, a part of this relationship is not only professional help (when solving problematic situations beyond the client's current adaptive capacity) but also an empathetic approach to clients, an eff ort to understand and deal with various disruptive infl uences (such as the accumulation of work tasks, confl ict of professional roles, bureaucracy, risk of attack by the client, lack of work evaluation, shortcomings in legislation, etc.). 35 Th e common denominator of a helping process (or mutual connector of those social workers) is that they come into contact with others. It is just their mindfulness which can give them some eff ective tools to minimise the burden associated with their profession. In addition, it is the way for better processing of their own experience and for deeper understanding of other people's problems (including enhancing their personal competencies for work -sincerity and empathy). 36 Mindfulness can be a creative and usable tool for all those who want to use it in their favour -in a way that is eff ective for them. It can signifi cantly reduce the level of stress and estimate balance more eff ectively among the demands that one faces in life. Social workers can use mindfulness, for example, to prevent burnout syndrome and to raise their awareness. 37 Mindfulness includes orientation to the present moment. Th is makes it easier to record what is happening at the moment, and to prevent (more eff ectively) the usual tendency to worry about the past, or to look at what the future will bring. Orientation to the present moment can bring inner peace and facilitate a more attentive approach towards working with others. Th is is very important in social work. Mindfulness also includes procedures to strengthen self-confi dence and self-acceptance. Accepting what is happening in the present moment can signifi cantly change the relationship to negative emotions and states of mind. All of this allows social workers to take care of themselves. Th is is an essential prerequisite for taking care of others eff ectively. 38 It has been shown that the focus on the present moment is benefi cial at the level of the individual, as well as in groups or communities, especially in areas of increased attention, increased self-awareness, empathy and compassion, inner peace, greater insight and transformative ways of how to live and be. 39 Th ere are many benefi ts when applying mindfulness, for example: increase in work performance (respectively work effi ciency), improved communication and problem solving, increased concentration, increased ability to manage confl icts, achieving balance and resilience at the workplace 33

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and at home, improving comprehensibility and empowering creative thinking, supporting mental and physical wellbeing, reducing stress levels, preventing burnout syndrome and emotional exhaustion, reduction of automatic and customary responses (i.e., the ability to make decisions more consciously), reducing chronic pain, improving energy levels, increasing control of longterm anxiety disorders, improving professional practice and working relationships. 40 In addition, a social worker practising mindfulness may be more aware of the things that are dysfunctional in his or her workplace, and also can take a critical stance on them. 41 In connection with the benefi ts mentioned (respectively the positive consequences), one should be aware of the fact that the practice of mindfulness also requires some investment. In the case of the courses (MBSR, MBCT), as outlined in the next chapter, it is essential to attend regular meetings during the eight-week course. Th ere is a structured homework plan which has to be fulfi lled every day. Participants have to fi nd some time for it regularly. Some continuing practice is also expected aft er the end of this course. As Kabat-Zinn mentions, the basic pillars of mindfulness are seven attitudinal factors -non-judgment, patience, a beginner's mind, confi dence, not striving, acceptance, an ability to let go. Th ese factors be adequately cultivated by regular practice only. 42 Th e abovementioned shows that mindfulness can be a comprehensive tool for social workers to develop their personality, if the social worker is willing to invest the necessary eff ort into the development of mindfulness practice. Later, there are specifi c ways for social workers to develop, improve, and maintain mindfulness.

Opportunities through which Social Workers Can Develop, Improve and Maintain Mindfulness
First of all, it is important to realise that there are diff erent approaches towards the training of mindfulness. In this chapter, there are two main ones and a social worker can choose the one closest to him or her and use it to develop his or her personality (not only in terms of building psychological resilience or concentration, he or she can also use many benefi ts that have been outlined in the previous chapters). Also, in his publication Modern Social Work Th eory, Payne lists (along with several others) these two forms of mindfulness training. 43 Th eir advantage is that they are applicable in both ways. During the development of the social worker's personality and also when handling the various troubles of his or her clients (such as working with depression, low self-esteem, overeating, etc.). However, a social worker does not necessarily have to use a comprehensive, sophisticated and proven MBSR, MBCT (listed below), or other 'varieties' of mindfulness training. It can be his or her own way. Th ere are many professional publications, such as the work of Jon Kabat-Zinn Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness 44 , which are designed as a specifi c manual (or alternative) of mindfulness training for self-taught. Th ese can be used mainly by individuals who do not want to enter paid and professionally trained courses. . Th e MBCT approach combines mindfulness with elements of cognitive behavioural therapy and is, therefore, (unlike MBSR) more focused on people and their own possible activity. It helps them fi nd out about themselves (i.e., how to work eff ectively with their minds). 47 In other words, it puts emphasis on thinking and priorities in life, free of harmful stress. 48 Th e general form, whether the MBSR or the MBCT course, consists of eight two-and-a-half-hour sessions over eight weeks (i.e., one week each), with an additional day of mindfulness aft er the last 6 weeks of the course. It also includes a structured homework plan that is crucial for course participants. It typically includes 45 minutes of formal mindfulness practice (body scan, sitting or walking meditation, yoga), including some informal practices such as observing and recording experiences/feelings throughout the program. Participants are asked to complete general questionnaires prior to entering the course, as well as to complete a pre-entry interview with a course instructor. 49 Th e social worker, therefore, can use the comprehensive and structured training in mindfulness, through which this skill can be developed, cultivated and maintained under the professional supervision of the lecturer. Otherwise, he or she can obtain it himself or herself, through some book sources ('Mindfulness manuals' for self-teaching).

Pitfalls and Potential Risks of Mindfulness
Th e undisputed benefi ts of practising mindfulness are constantly proven through ongoing research. Some of them have been introduced here. Th ere are countless proven positive eff ects of mindfulness practice. On the other hand, though, only a fraction of attention is devoted to the potential risks. Th ere is not much knowledge available about these nowadays. 50 In 2009, the science team led by Kathleen Lustyk pointed out the possible risks of practising different types of meditation (including mindfulness meditation). In their article, the team summed up studies that showed the adverse side eff ects among practitioners. Th ese include, for example, depersonalisation (feeling of disconnection including mental processes or body), psychosis (loss of contact with reality) with delusions, hallucinations and disorganised communication, anxiety, increased risk of seizures, loss of appetite or insomnia. However, the research team itself mentions that the practices of screenings, safety research guides, or training standards for researchers have not yet been developed. 51 Th erefore, the outputs may be somewhat distorted. In addition, it is necessary to take into account the health status of the participants. Health condition plays a major role when dealing with unwanted mental and physical conditions. Th e authors of the research particularly mentioned people with PTSD (Posttraumatic Stress Disorder). Increased caution should be given when working with these individuals. Another interesting insight was presented by Dr David Treleaven, the expert on spirituality and health. He described the fact that constant attention to the body (related to mindfulness) can lead to so-called 'contemplative dissociation' . It is a certain absence of interconnection related to thoughts, emotions and physical feelings. According to him, it occurs when the individual touches past physical or mental trauma (which has not yet been adequately processed) through the present moment (respectively through concentration on mental or physical conditions). It can lead him or her into pain that might last for a long time and it is hard to escape from. 52 Th e abovementioned, therefore, suggests that it is necessary to devote more attention to the pitfalls, respectively to the risks associated with the practice of mindfulness. Due to the lack of relevant scientifi c knowledge, the risks cannot yet be highlighted. However, some of them were mentioned in this chapter.
the clients) and, on the other hand, the permanent reduction of funds, the insuffi cient fi nancial evaluation of social workers, the low prestige of the profession, the shortcomings in legislation, respectively its instability (mentioned, for example, by Paulík and Stejskalová). 56 Mindfulness can be a creative and usable tool for social workers. It can signifi cantly reduce the level of stress and balance the demands that one faces in life more eff ectively. Social workers can use mindfulness, for example, to prevent burnout syndrome and raise their awareness. 57 Th e training of mindfulness can bring many benefi ts not only to the personality of a social worker but also into his or her practice. 58 Th ese include, for example: an increase in work performance, respectively work effi ciency, improved communication and problem solving, increased concentration, increased ability to manage confl icts, achieving balance and resilience at the workplace and in the home environment, improving comprehensibility and empowering creative thinking, supporting mental and physical wellbeing, reducing stress levels, preventing burnout syndrome and emotional exhaustion, reduction of automatic responses (respectively the ability to make decisions more consciously), reducing chronic pain, improving energy levels, increasing control over long-term anxiety disorders, improving professional practice and working relationships. 59 However, it is necessary to realise that the practice of mindfulness is related to a certain discipline -that is, the observance of specifi c and necessary principles by social workers. Th ese are a key prerequisite for using the positive consequences of the mindfulness practice and are outlined in the article. Th e opportunities for social workers (to develop, improve, and maintain awareness, and take advantage of their potential for personality development) have been also mentioned. It can be achieved through special courses (MBSR or MBCT mindfulness training), which are similar to a large extent. In addition, social workers can go through training themselves, with the support of book sources (i.e., self-teaching). Finally, the 'pitfalls of mindfulness' were discussed, i.e., some of the risks that can be associated with practice. Due to the lack of scientifi c knowledge, however, close attention has to be paid to them. Also, the resources addressing the potential pitfalls of mindfulness have to become wider. Mindfulness, as a potential tool for the development of social worker's personality, has certainly great potential and it can be assumed that more and more research will be devoted to its benefi cial consequences in personality development. 56