Social Work Students in the Aftermath of the Great Flood of 2016: Mental Health, Substance Use, and Adaptive Coping

2019 ◽  
Vol 56 (4) ◽  
pp. 630-648
Author(s):  
Catherine M. Lemieux ◽  
Aimee Moles ◽  
Kimberly M. Brown ◽  
Erma J. Borskey
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Social Work ◽  
Social Work Students ◽  
Adaptive Coping

MENTAL HEALTH, SUBSTANCE USE, AND ADAPTIVE COPING AMONG SOCIAL WORK STUDENTS IN THE AFTERMATH OF HURRICANES KATRINA AND RITA

2010 ◽  
Vol 46 (3) ◽  
pp. 391-410 ◽  
Author(s):  
Catherine M. Lemieux ◽  
Carol A. Plummer ◽  
Roslyn Richardson ◽  
Cassandra E. Simon ◽  
Amy L. Ai
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Social Work ◽  
Social Work Students ◽  
Adaptive Coping ◽  
Hurricanes Katrina And Rita

scholarly journals Roles of Positive Psychology for Mental Health in UK Social Work Students: Self-Compassion as a Predictor of Better Mental Health

2019 ◽  
Vol 50 (7) ◽  
pp. 2002-2021 ◽  
Author(s):  
Y Kotera ◽  
P Green ◽  
D Sheffield
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Cross Sectional Study ◽  
Mental Health Symptoms ◽  
Cross Sectional ◽  
Health Symptoms ◽  
Self Compassion

Abstract Despite high shame about mental health symptoms among UK social work students, positive psychological approaches to their mental health have not been investigated in depth. Emotional resilience has been a core skill in social work practice; however, its relationship with mental health is still unclear. Therefore, the primary purposes of this cross-sectional study were to (i) examine the relationships between mental health and positive psychological constructs, namely resilience, self-compassion, motivation and engagement and (ii) determine predictors of mental health in UK social work students. An opportunity sampling of 116 UK social work students (102 females, 14 males; 96 undergraduates, 20 postgraduates) completed 5 measures about these constructs. Correlation and regression analyses were conducted. Mental health was associated with resilience, self-compassion and engagement. Self-compassion was a negative predictor, and intrinsic motivation was a positive predictor of mental health symptoms. Resilience did not predict mental health symptoms. The findings highlight the importance of self-compassion to the challenging mental health of UK social work students; they caution against the overuse and misunderstanding of resilience in the social work field.

(A65) Stress & Trauma Studies Program (STSP): Theoretical & Practical Emergency Mental Health Interventions Studies for BA Social Work Students

2011 ◽  
Vol 26 (S1) ◽  
pp. s18-s18
Author(s):  
M.U. Farchi
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Real Time ◽  
Complex Interventions ◽  
First Responders ◽  
Social Work Students ◽  
Health Interventions ◽  
Emergency Mental Health ◽  
Mental Health Interventions ◽  
Community Trauma

The Tel Hai college Department of Social Work established this program as part of its community commitment to ensure that persons with skills in emergency mental health / trauma intervention will be available to the community as first responders when needed. The main goal of the STSP: Training Social work students As First Responders with Very High Professional Standards of Emergency as well as Long Term Mental Health Interventions Qualifications. This program enables the students to integrate between theory and hands-on basic and advanced skills in stress & trauma interventions – from the help to a single traumatized person to mass disasters involving more complex interventions. In addition, program underlines and empowers the students self efficacy and resilience. The studies are carried out in 4 main channels: A. Academic studies and advanced professional workshops. B. Outdoor drills with other help and rescue units: MDA (EMS), IDF, Police, Israel fire and rescue services, local and national rescue units) C. Volunteering in community trauma / first responder units D. Emergency mental health interventions during real time events (Last one: Emergency interventions among the evacuated families during the mount Carmel bushfire) Student's Skills Acquired During the STSP • Theoretical & practical knowledge of the stress & trauma development process. • Differentional diagnosis of the trauma stages (From ASR to C-PTSD). • Identifying all sources of resilience and coping strategies. • Basic & advanced crisis and disaster intervention methods. • Crisis & disaster management & command • Professional self confidence, Independency & Creativity, leadership and leading capabilities. The program, its benefits and latest drills and real time intervention will be discussed as well as demonstrated with videos.

scholarly journals Correlates of perceptions of elder’s suffering from depression

10.18060/119 ◽  
2006 ◽  
Vol 7 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Michael N. Kane ◽  
Debra Lacey ◽  
Diane Green
Keyword(s):  
Mental Health ◽  
Regression Analysis ◽  
Social Work ◽  
Mental Health Services ◽  
Health Services ◽  
Social Work Education ◽  
Social Work Students ◽  
Predictor Variables ◽  
Oppressed Group ◽  
Work Education

The study investigated social work students’ perceptions of elders as depressed and suffering (N= 156). Four predictor variables were identified from a standard regression analysis that account for 32% of the model’s adjusted variance: (a) perceptions of elders as vulnerable, (b) perceptions about elders as oppressed. Overall, respondents perceived elders as being depressed, vulnerable, members of an oppressed group, abusive of substances, and only moderately resilient in response to mental health services. Implications are discussed for social work education.

Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 23-31
Author(s):  
Lydia Ogden
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Educational Policy ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Role Playing ◽  
Professional Responsibility ◽  
Evidence Based ◽  
Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

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