Brief Treatment and Crisis Intervention, 5(1), February 2005, pp.57-74.
Publisher:
Oxford University Press
...disrespect, living stability, anxiety, school, friends, and family. Five major coping strategies emerged as well: relaxation, social support, going out, hobbies/interests, and escaping. The conceptual framework can be utilized in planning and developing crisis assessment and interventions with runaway youths experiencing high levels of stress.
This study explores the stressors and coping strategies of runaway youths. Fifty three male and female runaway adolescents living in a runaway shelter in Austin, Texas participated in the study. Concept mapping, a mixed-method approach, was used to collect, organize, and interpret qualitative data through quantitative techniques. Concept mapping revealed six major clusters of stressors: disrespect, living stability, anxiety, school, friends, and family. Five major coping strategies emerged as well: relaxation, social support, going out, hobbies/interests, and escaping. The conceptual framework can be utilized in planning and developing crisis assessment and interventions with runaway youths experiencing high levels of stress.
Asia Pacific Journal of Social Work and Development, 20(2), December 2010, pp.7-20.
Publisher:
Taylor and Francis
This study uses a theory analysis method to compare two models of stress and coping behaviour with runaway and homeless young people. The Resiliency Model (RM) of Family Stress, Adjustment and Adaptation, and the Lazarus and Folkman’s Stress Appraisal and Coping Model (SACM) have previously been used in research on Asian young people and running away. The author advises of disparate typologies
This study uses a theory analysis method to compare two models of stress and coping behaviour with runaway and homeless young people. The Resiliency Model (RM) of Family Stress, Adjustment and Adaptation, and the Lazarus and Folkman’s Stress Appraisal and Coping Model (SACM) have previously been used in research on Asian young people and running away. The author advises of disparate typologies in this field. Definitions focus on length of time away from home, institution or foster home, whether this was caused by conflict with parents, abuse or neglect and the severity of these. Stressors can include losing friends, change of school, street victimisation, physical or sexual violence and bullying by peers. These can all contribute to potential mental health problems in runaways. Of the two models, the RM model better explains behaviour among “throwaways” (those forced to leave home by parents or severe abuse/neglect) and “at risk” young people still living with their families. Whereas the SACM model seems more suited to explaining runaways who live in shelters, on the streets, in the foster/institutional care system or without any family home because their whole family is homeless. Topics discussed include the models' origins, meanings, logical adequacy, usefulness, "generalizability" and testability.
Subject terms:
runaways, stress, young people, adolescence, Asian people, comparative studies, coping behaviour;
Journal of Teaching in Social Work, 29(1), January 2009, pp.1-17.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
The study, based on a sample of 51 Korean international graduate students at 16 U.S. universities, found that academic problems, financial difficulties, cultural barriers, psychological problems and family concerns were the main clusters of stress. Major coping strategies identified were: psychological coping, problem solving, social support and entertainment. It is argued that social work...
The study, based on a sample of 51 Korean international graduate students at 16 U.S. universities, found that academic problems, financial difficulties, cultural barriers, psychological problems and family concerns were the main clusters of stress. Major coping strategies identified were: psychological coping, problem solving, social support and entertainment. It is argued that social work schools should demonstrate cultural competence with Asian international students by providing support services to help them adapt to the new environment. A literature review, and a discussion of the findings and their limitations are included. Appendices cover statements made for each cluster for both stresses and coping strategies.
Subject terms:
multicultural approach, social work education, stress, student social workers, Asian people, coping behaviour, globalisation;