Se analiza la relación del apoyo social y la resiliencia con la satisfacción vital y la salud mental de los inmigrantes, y las diferencias en dichas variables según la región de origen (África, Europa, Latinoamérica y Asia). En el estudio han participado 1094 inmigrantes que residen en España. Los resultados de la regresión por pasos muestran que la tenacidad, el apoyo social de la familia y de los autóctonos, y el control personal son los mejores predictores de la satisfacción vital. La tenacidad, el apoyo de la familia y el control lo son de la salud mental.
The goal of the study was to explore the relationship between personality characteristics and the development of resilience in the context of social work. To do this, combining the transverse and longitudinal approaches, we investigated 479 students and professional social workers. For students, the within-subject analysis shows that this group, while pursuing a university degree, are reaching greater openness, accountability, extraversion and kindness and, by contrast, are reducing their levels of neuroticism, which is the personality trait that acquires smaller presence on the professional stage. The regression results also confirmed the influence and predictive ability of personality traits on the resilience of students and social workers.
This study analyzed the relationship between the resilience developed by social work students and the professional skills acquired during their university degree program. A longitudinal study was conducted over 4 academic years. Participants were 73 social work students at the University of Malaga (Spain). The results show a gradual increase in the development of resilience and in the acquisition of professional skills among the students during the 4-year period. Panel model analysis shows that the two processes were stable and reciprocal throughout the social work training process. The results suggest that resilience had a stronger effect on professional skills than the latter had on resilience. In conclusion, resilience is a relevant component of university training of future social workers.Resilience has been defined as a process of successful adaptation to adversity (Zautra, Hall, & Murray, 2008). The term originated in physics but has become a construct in social science that describes the ability of people to develop and become psychologically healthy and successful, despite being exposed to adverse situations that threaten their integrity (Rutter, 1993). The development of resilience is a dynamic, constructive, interactive, and sociocultural process that optimizes human resources and makes it possible to overcome adverse situations (Kotliarenco & Cáceres, 2011). As a capacity that is modifiable rather than static, resilience depends on the interaction of the individual with his or her immediate environment (Luthar & Zelazo, 2003). Understood in this sense, this process is not dissimilar to the processes designed to develop skills in higher education.University education confronts students with many demands and challenges that can lead to feelings of vulnerability and affect their adjustment to university life and academic success. These challenges and opportunities enable students to identify and put into action not only their own academic skills but also psychosocial ones. Resilience has a fundamental role among these skills, yet it has been little studied in the specific setting of higher education or in educational institutions in general (Haz & Castillo, 2003).Until now, research on resilience in the university setting has mainly focused on the study of this capacity in students and its relationship with other social and demographic variables, such as age, socioeconomic status, and gender (Nota, Soresi, & Zimmerman, 2004;Wasonga, Christman, & Kilmer, 2003). In general, these studies have found no differences associated with age or socioeconomic levels in the processes of resilience shown by students (Prado & Del Águila, 2003;Saavedra & Villalta, 2008). Regarding gender, the results are contradictory. Zapata (2013) reported that some studies found that women had higher levels of resilience than men, whereas other studies found no differences between genders. Adjustment to university life and academic success in a university requires high levels of resilience (Miller, 2002;Munro & Pooley, 2009), and the ...
This study analyzes whether resilience, defined as a process rather than as a static response over time, is associated with social work. The main aim was to determine whether social work increases resilience in students and professionals during training and when practicing the profession. The sample consisted of 613 university students and professionals from Malaga (Spain).Findings: The longitudinal study of social work students indicated statistically significant within-subjects differences during their university course in the components of resilience (personal competence, acceptance of self and life, and social support). Regarding professionals, the results show a positive association between years of experience and their acceptance of self and life and coping with workplace adversity.Applications: Implications include the need to focus on the development of positive experiences during training and the practice of social work, such as the capacity to be resilient.
The purpose of this article is to deepen the current situation of NEET -that is to say young people who do not study, work or training. The article will be covered from a global approach with the aim of examining the structural causes that determine this situation. Furthemore, in order to understand this approach it is important to take into account the heterogeneity of this group, the connections with the personal careers of social exclusion that take place in the early leaving of formal protection systems and the intervention that is made from the social services to prevent this situation. Only in this way it will be possible to predict which is their real situation in order to be able to design and execute programs that can close the door to inequalities and social disconnection to which NEET are exposed. Resumen:El presente artículo tiene como finalidad el profundizar sobre la realidad de los NiNi -jóvenes que no estudian, ni trabajan, ni se forman-desde un enfoque global que indague en las causas estructurales que la determina. Es necesario para ello tener en cuenta la heterogeneidad de este colectivo, sus conexiones con las trayectorias personales de exclusión social que se producen en los abandonos prematuros de los sistemas formales de protección y la intervención que se realiza desde los servicios sociales para prevenir esta situación. Sólo de esta forma será posible realizar pronósticos que casen con la realidad de la situación e implementar programas efectivos que cierren la puerta a las desigualdades y a la descohesión social a la que estos jóvenes están expuestos.
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