Students' Experiences of University and an Australian Social Work Program: Coming, Going, Staying

Agllias, Kylie; Howard, Amanda; Cliff, K; Dodds, J.; Field, Amanda

doi:10.1080/0312407x.2015.1090464

Cited by 19 publications

(28 citation statements)

References 22 publications

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“…In a similar, Australian, study by Ryan, Barns, and McAuliffe (2011) across three social work programmes the researchers found that, while the benefits of paid work were acknowledged, 76% of students identified fatigue and reduced time for study. In a more recent Australian study, and in contrast to the earlier-noted UK study, Agllias et al (2016) identified that many social work students struggled to balance studies, work and family commitments, with the situation being more precarious during field placement. Elsewhere, Reardon (2012) identified that the stressful balancing act for social work students of juggling studies, job and family may trigger or exacerbate mental health issues, while Ying (2011, p. 280) argued that tertiary study "exacts a cost" on social work students' mental health (p. 280), including a "disequilibrium" during field education that may not be restored by graduation (p. 288).…”

Section: Social Work Students Emotional Exhaustion and Mental Healthmentioning

confidence: 80%

“…However, government income support for tertiary students is decreasing, and this may contribute to significant financial and study stresses for students (Bexley, Daroesman, Arkoudis, & James, 2013;Landstedt, Coffey, Wyn, Cuervo, & Woodman, 2017;Storrie, Ahern, & Tuckett, 2010). It has been identified that juggling study, paid work and family commitments can put students at risk of mental health stresses 1 James Cook University, Townsville, 2 St Vincent de Paul Society National Council Australia, ACT ORIGINAL ARTICLE QUALITATIVE RESEARCH without adequate supports (Agllias, Howard, Cliff, Dodds, & Field, 2016). Paradoxically, the individualised nature of mental health stigma may deter students from seeking help during their studies (Gulliver, Griffiths, & Christensen, 2010;Newcomb, Burton, & Edwards, 2017;Stallman, 2010).…”

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confidence: 99%

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‘We barely survived’: Social work students’ mental health vulnerabilities and implications for educators, universities and the workforce

Gair

Baglow

2018

ANZSWJ

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INTRODUCTION: Evidence is mounting that poverty and psychological stress among university students are common and the mental health of university students is a topic of increasing attention.METHODS: In late 2015, 2,320 social work students from 29 Australian universities completed an online survey on the impact of low income on students’ daily lives and study success.FINDINGS: Overall, students revealed financial hardships and a precarious balancing act of study, limited finances, paid work and family. Some students revealed the impact of these hardships on their mental health and wellbeing. Undertaking compulsory field placement increased students’ financial stresses and exacerbated mental health vulnerabilities.CONCLUSIONS: The qualitative findings reported here draw on students’ responses within the larger student survey data set where mental health impacts were reported. These findings have implications for universities, social work education, field

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Section: Social Work Students Emotional Exhaustion and Mental Healthmentioning

confidence: 80%

mentioning

confidence: 99%

‘We barely survived’: Social work students’ mental health vulnerabilities and implications for educators, universities and the workforce

Gair

Baglow

2018

ANZSWJ

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“…Collins, Coffey, and Morris (2010) in a United Kingdom study found a relationship between emotional exhaustion in social work students and working more hours in part-time jobs. Similarly, in a recent Australian study, Agllias, Howard, Cliff, Dodds, and Field (2016) revealed the complex tensions for students in successfully balancing paid work, study and wellbeing.…”

Section: Understanding the Realities Of Study And Work Stresses For Tmentioning

confidence: 91%

Australian social work students: Balancing tertiary studies, paid work and poverty

Baglow¹,

Gair

2018

Journal of Social Work

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It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings: This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications: The purpose of this study was to illuminate social work students' complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.

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“…Such modifications are entirely necessary to minimize further disadvantaging students in the context of the pandemic. Even without the added pressures of COVID-19, research has previously acknowledged that social work students face significant challenges in balancing their placement responsibilities and studies, work, and family commitments in ways that adversely impact learning (Agllias et al, 2016;Hemy et al, 2016). All of these factors are intensified during COVID-19, as many social work students have lost casual work and related income.…”

Section: Introductionmentioning

confidence: 99%

From crisis to opportunity? Innovations in Australian social work field education during the COVID-19 global pandemic

Morley

Clarke

2020

Social Work Education

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In the context of the COVID-19 pandemic, Australian universities have had to radically rethink and reconfigure many aspects of social work education. This has been particularly pronounced for field education, as human service organizations that ordinarily host student placements have also needed to rapidly design remote modes of service delivery in the context of current social distancing requirements, and unprecedented demands for assistance. Prior to COVID-19, a growing body of literature had emerged, mounting concerns about the current Australian model of field education. During the pandemic, the Australian Association of Social Workers (AASW) has modified some of the standards related to field education. Such variations are entirely necessary in the context of the pandemic and create opportunities for social work educators, not only to imagine new models of field education that are more suitable for contemporary contexts, but to implement and trial them in ways that have not been possible until now. This paper largely focuses on innovations in field education that are currently being developed and implemented at Queensland University of Technology (QUT), in Australia.

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Students' Experiences of University and an Australian Social Work Program: Coming, Going, Staying

Cited by 19 publications

References 22 publications

‘We barely survived’: Social work students’ mental health vulnerabilities and implications for educators, universities and the workforce

‘We barely survived’: Social work students’ mental health vulnerabilities and implications for educators, universities and the workforce

Australian social work students: Balancing tertiary studies, paid work and poverty

From crisis to opportunity? Innovations in Australian social work field education during the COVID-19 global pandemic

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