The Role of Stress in the Social Support–Mental Health Relationship

Watkins, Kaitlin; Hill, Erin M.

doi:10.1002/jocc.12094

Cited by 11 publications

(7 citation statements)

References 38 publications

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“…Furthermore, refugee mothers felt that The Use of Mobile Phone for Social Capital Development intervention enhanced their relationship with their fellow community members, which provided them a space for emotional support and information access, and a network for exchanged childcare help, and consequently made their life “easier and better” ( Koh et al, 2018 ). This is consistent with previous literature which has demonstrated that connection with those with similar experiences, values, and cultures is an essential aspect of social support ( Chester, 1992 ; Kim et al, 2008 ; Stewart et al, 2008 ), which in turn is known to be a protective factor when struggling with mental health issues (e.g., Hefner & Eisenberg, 2009 ; Kawachi & Berkman, 2001 ; Watkins & Hill, 2018 ). Social support from refugees of similar backgrounds and experiences is a critical part of positive integration for refugee women, as it helps them build social capital in the post-resettlement country, allows them to socialize and express themselves, and thus relieve stress.…”

Section: Discussionsupporting

confidence: 92%

Refugee mothers mental health and social support needs: A systematic review of interventions for refugee mothers

Daou

2022

Eur. J. Psychol.

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Refugee mothers endure and are at risk for depression, post-traumatic stress, suicidality, and anxiety. There is a gap in the literature regarding interventions for refugee mothers’ mental health and well-being. Interventions involving refugee mothers rarely provide adequate support for refugee mothers’ specific mental health needs and challenges. This paper presents empirical evidence to contextualize the risks refugee mothers face, such as gender-based violence, mental health challenges, and language barriers. Then, the paper provides a critical systematic review of interventions conducted with refugee mothers. The critical systematic review suggests that creating and providing a safe space, being a linguistic liaison, community-building, and advocating for refugee mothers’ needs are emergent protective factors for refugee mothers. Finally, based on the review, recommendations for future interventions followed.

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Section: Discussionsupporting

confidence: 92%

Refugee mothers mental health and social support needs: A systematic review of interventions for refugee mothers

Daou

2022

Eur. J. Psychol.

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“…Biasanya dimediasi oleh praktik kebaikan diri dan kehadiran orang terdekat. Model dukungan sosial, kehadiran, dan kebaikan diri menyumbang setengah dari varians dalam tekanan psikologis (Stallman, Ohan, & Chiera, 2017), pengaruh yang signifikan dari stres psikologis dalam hubungan antara dukungan sosial dan gejala kecemasan dan depresi (Watkins & Hill, 2018). Penelitian di Ukraina memaparkan bahwa siswa mencari bantuan dari profesional kesehatan mental, siswa menggunakan pengobatan sendiri dan dukungan jaringan sosial untuk masalah kesehatan mental mereka (Burlaka, Churakova, Aavik, Staller, & Delvaet, 2014).…”

Section: Kontribusi Dukungan Sosial Terhadap Stres Akademikunclassified

Pengaruh Self Eficacy, Self Esteem, Dukungan Sosial Terhadap Stres Akademik Mahasiswa Tingkat Akhir

Hidayat

Ramli

Setiowati

2021

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><pre>Abstract: Academic stress is an imbalance between task completion and one's ability to complete it. Academic stress in higher education often occurs in students, especially final year students. The inability to complete the task ultimately makes academic stress caused by factors of self efficacy, social support and self-esteem that is not owned by the students themselves. This study aim to understand the majority of these factors towards student academic pressure. The research is quantitative correlational, in which the research sample used is the students of the final semester of 2015 and 2016 in the Guidance and Counseling study program with a total of 86 people, with a scale of instruments Social Support, Self Efficicacy, Self Esteem, and Academic Stress that have been available at Morgan-Jinks Student Efficacy Scale (MJSES), Self Esteem Inventory (SEI), Interpersonal Supports Evaluation List (ISEL), and academic stress scale. The results showed that self-efficacy did not have a significant effect on academic stress; (2) self-esteem gives an insignificant influence in accademic stress; (3) social support for student academic stress; (4) academic stress can be represented by self-efficacy, and support social, and self-esteem by 29.9%, or in other words supporting self-efficacy, self-esteem, and social support for academic stress by 29.9%, also by 70, 1%, (5) social supports, self efficacy, self-esteem, and social supports for academic stress have an effective contribution to variable self efficacy to academic stress by 6.0%; (6) effective contribution of self-esteem variables to academic stress by 0.6%; (7) the contribution of an effective variable of social support to academic stress by 27.0%.</pre>Abstrak: Stres akademik merupakan ketidakseimbangan antara tuntutan tugas dengan kemampuan seseorang untuk menyelesaikannya. Stres akademik di perguruan tinggi sering terjadi pada mahasiswa, terutama mahasiswa tingkat akhir. Ketidakmampuan menyelesaikan tugas akhir sehingga menimbulkan kondisi stress akademik disebabkan oleh faktor self efficacy dukungan sosial dan self esteem yang tidak dimiliki oleh mahasiswa itu sendiri. Penelitian ini untuk menjawab pertanyaan penelitian, yaitu korelasi antara ketiga faktor terebut terhadap munculnya stress akademik mahasiswa. Jenis penelitian yang digunakan adalah kuantitatif korelasional, dengan sampel 86 mahasiswa program studi Bimbingan dan Konseling. Instrumen yang digunakan skala Self Eficacy, Self Esteem, Dukungan Sosial dan Stress akademik yang sudah diadaptasi Morgan-Jinks Students Efficacy Scale (MJSES), Self Esteem Inventory (SEI), Interpersonal Support Evaluation List (ISEL), dan skala stress akademik. Hasil penelitian menunjukan self efficacy memberikan pengaruh yang signifikanterhadap stres akademik; (2) self esteem memberikan pengaruh yang tidak signifikan terhadap stres akademik; (3) dukungan sosial secara signifikan memberikan pengaruh terhadap stress akademik mahasiswa; (4) stres akademik mampu direpresentasikan oleh self efficacy, self esteem, dan dukungan sosial sebesar 29.9%, atau dengan kata lain kontribusi self efficacy, self esteem, dan dukungan sosial terhadap stres akademiksebesar 29.9%, sedangkan sisanya sebesar 70.1%, (5) self efficacy, self esteem, dan dukungan sosial terhadap stres akademik memiliki sumbangan efektif variabel self efficacy terhadap stres akademik sebesar 6.0%; (6) sumbangan efektif variabel self esteem terhadap stres akademik sebesar 0.6%; (7) sumbangan efektif variabel dukungan sosial terhadap stres akademik sebesar 27.0%. </td></tr></tbody></table></div>

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“…Social support includes various forms of aid obtained from significant others, such as family members, friends, colleagues, or experts, and it plays a critical role in maintaining and promoting personal health [27]. Furthermore, social support increases resilience against stress [28]; therefore, it is important to develop programs to help assistant cooks gain adequate social support from their colleagues.…”

Section: How Can We Improve Healthy Eating At the Community Child Cenmentioning

confidence: 99%

Who are the Assistant Cooks at the Community Child Centers in South Korea? Focus Group Interviews with Workfare Program Participants

Park¹,

Park²,

Kim³

et al. 2020

Child Health Nurs Res

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Purpose: Community child centers (CCCs) were introduced to provide after-school activities and care, including meal services to children from low-income families. The assistant cooks, who have the main responsibility for making and serving food at CCCs, are a major factor influencing the eating habits of children using CCCs. In this study, we tried to identify and understand who the assistant cooks are, what their job responsibilities are, and what they need in order to be able to provide children with healthy meals.Methods: Three focus group interviews were held with 17 workfare program participants who worked as assistant cooks at CCCs, and content analysis methods were applied using the NVivo 12 qualitative data analysis software.Results: The assistant cooks reflected on their perceptions of the children's health at the CCCs, their own cooking style, and their role at the CCCs. Additionally, barriers to the optimal provision of their services were pointed out, and improvements were suggested.Conclusion: The results of this study can be used as a fundamental resource for the development of tailored interventions that consider a child's unique environment to address health disparities, specifically with respect to childhood obesity.

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The Role of Stress in the Social Support–Mental Health Relationship

Cited by 11 publications

References 38 publications

Refugee mothers mental health and social support needs: A systematic review of interventions for refugee mothers

Refugee mothers mental health and social support needs: A systematic review of interventions for refugee mothers

Pengaruh Self Eficacy, Self Esteem, Dukungan Sosial Terhadap Stres Akademik Mahasiswa Tingkat Akhir

Who are the Assistant Cooks at the Community Child Centers in South Korea? Focus Group Interviews with Workfare Program Participants

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