Social Work Students: Stress, Support and Well-Being

Collins, Stewart; Coffey, Margaret; Morris, Lana

doi:10.1093/bjsw/bcn148

Cited by 89 publications

(61 citation statements)

References 23 publications

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“…That definition includes structural and functional aspects of social support, related to the perceptions of each subject. The study by Collins, Coffey and Morris (2010) with social work students regarding stress, support and well-being, employs social support measures that assess the relationship of students with its social context. The authors did not find significant differences in gender, age or the year of study.…”

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confidence: 99%

Relación entre soporte social, la satisfacción de vida y bienestar subjetivo en adolescentes brasileros

et al. 2015

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r e s u m e n Este estudio explora el bienestar subjetivo, la satisfacción general de vida y el apoyo social percibido de los adolescentes brasileños mediante el análisis de diferentes modelos que explican la relación entre estas tres construcciones. La muestra se compone de 1.588 adolescentes (12 a 16 años, 65,5% mujeres), que contestaron el Índice personal de Bienestar (PWI), una medida de apoyo social percibido de la familia y amigos, y también un solo elemento de satisfacción general Vida escala (OLS). Se realizaron análisis de MANOVA y ANOVA para evaluar las diferencias entre los grupos, con respecto al género, se observa que las niñas presentan medios más bajos que los chicos de la MCO. Se presentó una disminución significativa en la media de la PWI con la edad. Los niños presentan medios más bajos de apoyo social de amigos. El modelo de Ecuaciones Estructurales se utilizó para probar los marcos teóricos sobre los datos. Después de analizar los diferentes modelos, el mejor ajuste del modelo se presenta con el PWI como un factor mediador entre el apoyo social y la satisfacción con la vida. La percepción de apoyo social de la familia y amigos resulta ser una dimensión importante de bienestar entre los adolescentes brasileños. La importancia del apoyo social para el bienestar subjetivo se explica por la identificación de la forma en que contribuye a la satisfacción con la vida en general de los adolescentes.Palabras clave adolescencia; bienestar; satisfacción de vida; soporte social a B s t r a C t This study explores the subjective well-being, overall life satisfaction and perceived social support of Brazilian adolescents by analysing different models that explain the relationships among these three constructs. The sample is comprised of 1,588 adolescents (aged 12-16, 65

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confidence: 99%

Relación entre soporte social, la satisfacción de vida y bienestar subjetivo en adolescentes brasileros

et al. 2015

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“…Ting et al (2006) found that the top stressors among their BSW student sample included not having enough time, maintaining grades, juggling roles, and finances. The findings of a recent study (Collins et al, 2010) investigating stress, support and well-being of social Social Work Education 821 work students indicated no statistically significant differences related to gender, age, year of study or family commitments. Social work students enjoyed a high sense of personal accomplishment; they also enjoyed their work with users.…”

Section: Research Reviewmentioning

confidence: 84%

“…It is a response to pressure, not the pressure itself ' (Arroba and James, 1987, p. 21). Certain characteristics of student life can affect students differently from the rest of the population, such as the transitional nature of university experiences, possible inadequacies in student support systems and coping skills when faced by academic demands and pressures (Collins et al, 2010). Professional education programmes that combine academic and professional requirements, such as social work, may cause more stress than other undergraduate programmes.…”

Section: Introductionmentioning

confidence: 99%

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‘How Do You Feel About Studying Social Work?’—Social Work Students in Greece: Demands, Support, Feelings About Their Studies and Attitudes Towards Themselves

Papadaki

Katsouli

Tournikis

et al. 2011

Social Work Education

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This paper presents the results of a study exploring the nature and extent of the demands placed upon social work students during their studies, the support available to them inside and outside the course, their feelings about their work and their attitudes towards themselves. Demands from the course were rated higher than demands from financial, family and part-time work responsibilities. Important support was obtained from friends, relatives and fellow students while, except for practice teachers, the lack of support from the course was emphasized. A large number of students often felt exhausted, not due to the actual work with users but mostly due to obligations to the course such as essays. On the whole, however, students felt good about what they had accomplished so far and held positive attitudes towards themselves. The need for structured support resources offered within the educational institution was evident and recognized by more than half of the students, who stated they would be willing to use them had they been available. Students expressed no intention to quit their studies despite the demands placed upon them; the prospect of unemployment was an additional source of worry for more than half of them.

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“…These include experiences at home, in the community and at the university. Collins, Coffey, and Morris (2010) note that there is little research on the stresses experienced by social work students in the United Kingdom. This assertion appears to be equally true of university students in South Africa (Deen and Leonard 2015), where a search of the journal databases yielded little research on students' psychosocial vulnerability.…”

Section: South African Research On Student Psychosocial Vulnerabilitymentioning

confidence: 99%

Students are humans too: Psychosocial vulnerability of first-year students at the University of Johannesburg

Breda

2017

SAJHE

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This article describes the life challenges university students experienced in their first year of study during the transition into academia, how these impacted on their studies at the time, and how these have impacted on their life satisfaction and academic progress over the next year or two.Data were collected using a quantitative survey instrument from 463 second and third year students at the University of Johannesburg, South Africa. Results showed that prevalent and severe life challenges during the first year of study were the death of loved ones and poverty. Most of the life challenges impacted negatively on academic progress and well-being a year or two later, and in combination the pileup of vulnerability in first year has a sustained negative impact on student's academic progress a year or two later. Universities need to engage with the whole student as human within their social environment, with both academic and personal development needs.

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Social Work Students: Stress, Support and Well-Being

Cited by 89 publications

References 23 publications

Relación entre soporte social, la satisfacción de vida y bienestar subjetivo en adolescentes brasileros

Relación entre soporte social, la satisfacción de vida y bienestar subjetivo en adolescentes brasileros

‘How Do You Feel About Studying Social Work?’—Social Work Students in Greece: Demands, Support, Feelings About Their Studies and Attitudes Towards Themselves

Students are humans too: Psychosocial vulnerability of first-year students at the University of Johannesburg

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