Evidence of social support as a protective, moderating factor yields implications for health care practitioners who deliver services to assist AD caregivers, particularly the promotion of identification and utilization of supportive familial and peer relations.
Purpose: The purpose of this study was to examine the relationship between academic stress and perceived resilience among social work students, and to identify social support as a protective factor of resilience on this relationship. A conceptual model of moderation was used to test the role of social support as protective. Methods: The sample consisted of 314 social work students (BSW=144; MSW=170) from three accredited schools/programs in the southern United States. Voluntary survey data were collected on demographics and constructs of academic stress, family support, friend support, and resilience. Hierarchical regression analysis was conducted to show the composite impact of demographic and model factors on the resilience outcome. Moderation was tested using a traditional regression series as guidelines of moderation with continuous variables. Path analyses illustrated main effects and moderation in the study's conceptual model. Results: The sample reported moderate levels of academic stress and social support, and a fairly high level of resilience. Academic stress negatively related to social support and resilience. Social support positively influenced resilience. Academic stress accounted for the most variation in resilience scores. Friend support significantly moderated the negative relationship between academic stress and resilience. Conclusion: The current study demonstrated the likelihood that friend support plays a protective role with resilience amid an environment of academic stress. Implications for social work faculty and internship agency practitioners are discussed.
The findings suggest that strategies utilizing social support to address forgetfulness as well as strategies to improve affectionate support and instrumental support related to daily household functions may be useful adherence intervention tools.
This exploratory study investigated the rate of citation errors in the reference lists of five social work journals. High error rates have been found in journals in fields such as medicine and psychology but have not yet been investigated in social work journals. A stratified, computer-generated random sample was selected (N = 500, 100 per journal), and each reference was verified against the original work for accuracy in six fields: article title, author name(s), journal title, pagination, volume, and year. In examining the total sample of 500 references across the five journals, 206 references (41.2%) contained at least one error. Suggestions for reduction of error rates are discussed, as are suggestions for future study in this area.
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