A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research selfefficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students to think and act autonomously (autonomy support) was not uniquely associated with students' supervision satisfaction but predicted greater research self-efficacy. A combination of high levels of autonomy and academic support was associated with the highest levels of research self-efficacy, whereas when greater levels of personal support were accompanied by low levels of autonomy support, students reported lower research self-efficacy. These results indicate that effective doctoral supervision involves supporting students to voice and act on their own ideas while simultaneously providing guidance on how to complete research tasks.
This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mixed‐methods study about their experiences of disclosing to mentees via an online questionnaire. In this sample, mentors disclosed about various topics, including hobbies, school and work, health, beliefs, self‐esteem, substance use, emotions, sex, and money. Qualitative analysis identified themes regarding how mentors self‐disclose, disclosure influencing positive relationship characteristics, the influence of mentoring programs, challenges with mentee interest and culture clashes, and the perceived effect of self‐disclosure on mentees and the mentoring relationship. These mentors disclosed broadly and viewed generally self‐disclosure in a positive way, but they also experienced challenges and complexities.
INTRODUCTION: Previous studies have explored public perception of social work and social workers. There is little written about what social workers think about how they, and the profession of social work, are viewed by the public. This article explores the views of a sample of social workers in Aotearoa New Zealand about their beliefs around the public perception of social work and social workers.AIMS: This article aims to explore social worker views on the public perception of social work, and then compares these findings with a previous study which looked at the public perception of social workers.METHODOLOGY: An online survey was conducted with 403 social workers from the Aotearoa New Zealand Association of Social Work, which asked them about their perceptions on how social work and social workers are viewed by the public. The results are then compared to a previous telephone survey, which asked 386 members of the public their views on social work and social workers.FINDINGS: Results demonstrate that the social workers generally had a poorer impression of what the public believed in most areas, compared to what the public had indicated in the prior study.CONCLUSION: Social workers, social work professional bodies and social work educators need to be proactive in promoting accurate information about social work and what social workers do.
The literature on adventure programming indicates that it is a promising avenue for cultivating positive youth development, but little is known about the conditions that promote positive outcomes. Here, we propose a model for youth adventure programming based on a synthesis of the extant research. The youth adventure programming (YAP) model proposed in this article describes the critical features YAP offers; the experiential learning cycle that occurs within successful programs; and five factors that appear to moderate outcomes. The known risks and limitations of these programs are also described. The YAP model identifies knowledge gaps and areas for further research and is also offered as a tool for program development and evaluation.
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