Journal of Social Work Education, 45(2), Summer 2009, pp.309-323.
Publisher:
Council on Social Work Education
... impact perceived competence, which in turn would mediate mental health (depression symptom level). Results showed that over identification directly and indirectly (as mediated by decreased coherence) affected depressive symptom level. Implications for social work education are discussed.
There is evidence to suggest that serving underprivileged members of society in the context of shrinking resources may place social workers at the risk of professional burnout. This study examined the potential contribution of self-compassion to perceived competence and mental health in 65 master's social work students from the US. It was hypothesised that the components of self-compassion would impact perceived competence, which in turn would mediate mental health (depression symptom level). Results showed that over identification directly and indirectly (as mediated by decreased coherence) affected depressive symptom level. Implications for social work education are discussed.
Subject terms:
mental health, student social workers, depression, empathy;
Journal of Teaching in Social Work, 31(3), July 2011, pp.278-294.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
In the United States, research has indicated that Master of Social Work (MSW) students experience many challenges that can negatively affect students’ sense of competence and mental health. This study, using a mixed method design, investigated field work related educational disequilibrium and its effect on the self-concept and mental health of MSW students in a large public university in western United States. Participants included 28 advanced, fourth-semester MSW students and 37 first-semester MSW students. The advanced students were compared to the new students in practice-related sense of accomplishment. Findings revealed that second-year students had a lower sense of accomplishment compared to first-year students. This explained their lower self-esteem and higher depressive symptoms. Also, analysis revealed that their field work related struggles with incompetence were caused by inexperience. Implications for social work education for advanced students are presented.
In the United States, research has indicated that Master of Social Work (MSW) students experience many challenges that can negatively affect students’ sense of competence and mental health. This study, using a mixed method design, investigated field work related educational disequilibrium and its effect on the self-concept and mental health of MSW students in a large public university in western United States. Participants included 28 advanced, fourth-semester MSW students and 37 first-semester MSW students. The advanced students were compared to the new students in practice-related sense of accomplishment. Findings revealed that second-year students had a lower sense of accomplishment compared to first-year students. This explained their lower self-esteem and higher depressive symptoms. Also, analysis revealed that their field work related struggles with incompetence were caused by inexperience. Implications for social work education for advanced students are presented.
Subject terms:
mental health, practice placement, self-concept, self-esteem, social work education, student social workers, depression;
Journal of Religion and Spirituality in Social Work, 27(3), 2008, pp.235-257.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
A total of 65 master of social work students at a US university were surveyed. Of these, 25 were religious (claimed membership of an organised religion) and 33 were not. Religious students, as expected, derived more religious comfort than their non-religious peers but also suffered more religious strain. They were also more spiritual. The groups did not differ in respect of mindfulness (non-judgemental attentiveness to one’s own experiences), anxiety or depressive symptoms. The findings did not support the hypothesis that religious comfort and religious strain were significantly associated with mental health: only mindfulness, which is associated with neither religiosity nor spirituality, proved to be associated with a reduction in anxiety and depressive symptoms. The implications for future research and for social work education are briefly discussed.
A total of 65 master of social work students at a US university were surveyed. Of these, 25 were religious (claimed membership of an organised religion) and 33 were not. Religious students, as expected, derived more religious comfort than their non-religious peers but also suffered more religious strain. They were also more spiritual. The groups did not differ in respect of mindfulness (non-judgemental attentiveness to one’s own experiences), anxiety or depressive symptoms. The findings did not support the hypothesis that religious comfort and religious strain were significantly associated with mental health: only mindfulness, which is associated with neither religiosity nor spirituality, proved to be associated with a reduction in anxiety and depressive symptoms. The implications for future research and for social work education are briefly discussed.
Subject terms:
religious beliefs, self-concept, student social workers, spirituality, anxiety, depression;
Journal of Immigrant and Refugee Studies, 4(4), 2006, pp.19-35.
Publisher:
Routledge
Place of publication:
Philadelphia, USA
... on their mental health and academic achievement. Cross-sectionally, intergenerational conflict and school-based racial discrimination increased depression and decreased academic achievement in early adolescence. Longitudinally, conflict and discrimination in early adolescence decreased academic performance while conflict alone increased depression in late adolescence. Implications of the findings were
Bronfenbrenner's ecological model postulates the home and school to be key microsystems in fostering emotional well-being and school functioning in children. Utilizing a sample of 663 Filipino American adolescents who participated in the Children of Immigrants Longitudinal Study (CILS), we assessed the effect of intergenerational conflict at home and racial discrimination at school on their mental health and academic achievement. Cross-sectionally, intergenerational conflict and school-based racial discrimination increased depression and decreased academic achievement in early adolescence. Longitudinally, conflict and discrimination in early adolescence decreased academic performance while conflict alone increased depression in late adolescence. Implications of the findings were discussed. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Subject terms:
intergenerational relationships, mental health, racial discrimination, black and minority ethnic people, depression, educational performance, family relations;