Secondary Traumatization Among Social Work Students—The Contribution of Personal, Professional, and Environmental Factors

2020 ◽  
Author(s):  
Anat Ben-Porat ◽  
Shahar Shemesh ◽  
Ronit Reuven Even Zahav ◽  
Shelly Gottlieb ◽  
Tehila Refaeli
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Positive Contribution ◽  
Unique Contribution ◽  
Raising Awareness ◽  
The Mean ◽  
Explained Variance ◽  
Second Year ◽  
Self Differentiation

Abstract This study examined the rate of secondary traumatic stress (STS) among social work students and the contribution of background variables, personal resources (mastery and self-differentiation) and environmental resources (supervision satisfaction and peer support) to STS. The sample consisted of 259 social work students at three social work schools in Israel. The findings indicated that the mean level of STS was mild. Of the students, 36 per cent suffered STS to a mild extent, 19 per cent to a moderate extent and 18 per cent reported a ‘high to extreme extent’. A significant contribution was made by the student’s year of study, students in their second year of social work school suffered more severely from STS than did students in their first or third years. A positive contribution was made by the student’s level of exposure and a unique contribution was made by mastery and supervision satisfaction to the explained variance of STS. The findings highlight the importance of raising awareness of STS and its implications for social work students, as well as the necessity of helping students cope with this phenomenon. In addition, the study emphasises the significant role of supervisors in the training agencies and the importance of increasing students’ sense of mastery.

scholarly journals Video Intervention to Increase Knowledge About and Interest in Palliative Care Among MSW Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 70-70
Author(s):  
Cathy Berkman
Keyword(s):  
Palliative Care ◽  
Social Work ◽  
End Of Life ◽  
Social Workers ◽  
End Of Life Care ◽  
Social Work Students ◽  
Life Care ◽  
Video Intervention ◽  
Msw Students ◽  
The Mean

Abstract As the population ages and more people live longer with chronic and life-limiting illnesses, more healthcare professionals with palliative care skills are needed. Social workers are part of the palliative care team, but there is little, if any, content on palliative and end-of-life care in MSW programs. A 24-minute video featuring nine palliative and hospice social workers was produced with two goals: 1) increase knowledge of social work students about palliative and end-of-life care; and 2) interest social work students in a career in palliative social work. MSW students from three schools, in NY and Alabama, viewed the video. After viewing the video, 94 students participated in the mixed methods study, completing the brief, anonymous, online survey. The mean level of understanding about what palliative social workers do, rated from 1 (no understanding) to 5 (very good understanding), was 2.96 (SD=.99) before viewing the video and 4.31 (SD=.61) after, for an increase of 1.35 points (95% CI=1.14, 1.55) (p<.001). The mean level of interest in a career in palliative care social work and working with seriously ill persons and their family members, rated from 1 (Not at all interested) to 5 (Extremely interested), was 2.52 (SD=.99) before viewing the video and 3.45 SD=.80) after, for an increase of .91 points (95% CI=.79, 1.07) (p<.001). Qualitative data supporting the quantitative findings will be presented. This study suggests that a video intervention may be an effective tool to increase knowledge and interest in palliative and end-of-life care among social work students.

scholarly journals Using Portfolios: Integrating Learning and Promoting for Social Work Students

10.18060/59 ◽  
2004 ◽  
Vol 5 (1) ◽  
pp. 105-123 ◽  
Author(s):  
Mona Schatz
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Pearson Correlation ◽  
Social Work Students ◽  
Educational Tool ◽  
Second Year ◽  
Graduate Social Work

Portfolios are a valuable educational tool to aid in the integrative experience for graduate social work students. Forty-one graduate students were asked to evaluate their portfolio experience. A Pearson correlation shows that graduate students find the experience of developing a portfolio to be reflective of their second year MSW program (r=.511; p

Changing Social Work Students’ Perceptions of the Role of Government in a Policy Class

2018 ◽  
Vol 54 (1) ◽  
pp. 110-121
Author(s):  
Laura Brierton Granruth ◽  
Peter A. Kindle ◽  
Michael L. Burford ◽  
Elena Delavega ◽  
David H. Johnson ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Role Of Government

The Willingness of Social Work Students to Engage in Policy Practice: The Role of Personality Traits and Political Participation Predictors

2020 ◽  
Author(s):  
Talia Meital Schwartz-Tayri
Keyword(s):  
Social Work ◽  
Personality Traits ◽  
Big Five ◽  
Social Work Students ◽  
Political Knowledge ◽  
Big Five Personality ◽  
Comprehensive Understanding ◽  
Political Skills ◽  
Policy Practice

Abstract The current study aimed to expand our knowledge regarding social work students’ willingness to engage in policy practice (EPP). A theoretical model integrating the Big Five personality framework with the ‘Civic Voluntarism Model’ (CVM) was examined, using a sample of 160 social work students in Israel. Findings revealed a moderate level of EPP willingness. Among the CVM predictors, political skills, political knowledge and political interest were significantly positively associated with social work students’ EPP willingness. Among the Big Five traits, extroversion, conscientiousness and openness to experience were significantly associated with EPP willingness. Path analysis showed that political skills were the strongest predictor of EPP willingness and that political skills and extroversion had a direct effect on EPP willingness. The significant mediation paths demonstrated the dynamics by which the study predictors interacted in explaining 49 per cent of the variance in EPP willingness. The study concluded that the examination of a model incorporating the Big Five personality traits and modified CVM predictors provided a comprehensive understanding of EPP willingness and, therefore, should be adopted to explain social workers’ actual engagement in policy practice.

Positioning Social Justice: Reclaiming Social Work’s Organising Value

2019 ◽  
Vol 50 (6) ◽  
pp. 1652-1668
Author(s):  
Dassi Postan-Aizik ◽  
Corey S Shdaimah ◽  
Roni Strier
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Visual Analysis ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Power Dynamics ◽  
Positive Contribution ◽  
Core Value

Abstract This article explores the value of social justice as a shared ethical ground for social workers worldwide. Constructions and interpretations of social justice are deeply affected by different perspectives, contested positions and unequal power dynamics. As societies become ever more diversified, these may hinder the centrality of social justice as a core value. Drawing on data collected from participants in a binational interprofessional seminar on social justice in multi-cultural societies, this qualitative study is based on interviews and visual analysis with 16 American and 15 Israeli social workers and social work students. Findings suggest that social justice remains a core value although it is both an organising and disorganising, unifying and dividing concept. The study explores the positive contribution of positionality to help gain a broader understanding of social justice and navigate challenges in implementation, practice and education in diverse and conflicted settings. Practical implications for social work practice and education are discussed.

Are Social Work Students Concerned About the Environment?: The Role of Personal Beliefs

2019 ◽  
Vol 56 (4) ◽  
pp. 809-824
Author(s):  
Jill M. Chonody ◽  
Vickey Sultzman ◽  
Jennifer Hippie
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Personal Beliefs

scholarly journals PBL session conducted for second year undergraduate students of medicine and dentistry at Universal College of Medical Sciences Nepal: Perception of the participants

2021 ◽  
Vol 9 (1) ◽  
pp. 55-60
Author(s):  
PiryaniRano Mal ◽  
Piryani Suneel ◽  
Gautam Narayan
Keyword(s):  
Undergraduate Students ◽  
Medical Sciences ◽  
Cross Sectional ◽  
Student Centered ◽  
Validated Questionnaire ◽  
Perceptions Of Students ◽  
The Mean ◽  
Second Year ◽  
Strongly Agree

Background and Objectives: Problem-based-learning (PBL) is generally recognized as a student centered instructional approach. Universal College of Medical Sciences Nepal introduced PBL to second year MBBS and BDS students in July 2019.This study assessed the perceptions of students of second year MBBS and BDS who participated in PBL session. Material and Methods: This was a cross-sectional questionnaire-based study assessing perceptions of the participant students. The validated questionnaire was used for the collection of data at the end of PBL session. The questionnaire comprised of two parts; Part I- Students’ perceptions and attitude towards PBL (9 statements) and Part II Students’ perceptions about the role of tutor in PBL(11 statements).Data were analyzed using SPSS version 21. The frequency, mean and standard deviation were computed and t test was used for the comparison of responses on statements of MBBS and BDS groups. Results: The mean scores on7 out of 9 statements on students’ perceptions and attitude towards PBL was higher than fourat Likert scale 1-5 (5=strongly agree, 4=agree, 3=to some extent agree, 2=disagree, 1=strongly disagree) and on 2 statements was higher than 3.5. The mean scores on all the statements with regard to students’ perception about the role of tutor in PBL were higher than four. The mean scores of both MBBS and BDS groups of students on all statements were compared; the significant differences were obtained only on 2 statements out of 20. Conclusion: The perceptions and attitude of students towards PBL and perceptions about the role of tutor were positive.

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