COVID 19 Fear Impact among Russian “Helping Profession” Students

Background: Little is known about the COVID-19 impact on Russian medical, psychology and social work students’ psycho-emotional well-being, substance use and resilience. Methods: More than 2000 helping profession students, 75.4% female, participated in an online survey about COVID-19 impact at a peak time of infection (October/November 2020). The Fear of COVID-19 Scale (FCV-19S) and Brief Resilience Scale (BRS) were used for study purposes. Furthermore, the influence of COVID-19 on student psycho-emotional well-being and substance use (i.e., tobacco and alcohol) was examined. Results: Medical, female and religious students reported higher fear values. Social work students reported more current substance use, including binge drinking (five or more drinks on one particular occasion). Students who reported COVID-19 associated with their psycho-emotional well-being had higher fear values. Regarding resilience, no association was found based on the student study area. However, male and non-religious students reported more resilience. Students who reported substance use and psycho-emotional problems had lower resilience values. Conclusion: COVID-19 fear and substance use differs among Russian students based on background characteristics. including gender, religiosity and study area. The FCV-19S and the BRS were found to be reliable instruments for research of COVID-19-related psycho-emotional problems, substance use and resilience. Study findings have implications for “front line” helping profession students in terms of education, training and intervention, in support of promoting their ability to address difficult conditions resulting from the pandemic and other disaster conditions in the future.

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Recreational Drumming: A Creative Arts Intervention Strategy for Social Work Teaching and Practice

Journal of Baccalaureate Social Work ◽

10.18084/basw.15.1.57743r4647823mw0 ◽

2010 ◽

Vol 15 (1) ◽

pp. 53-66 ◽

Cited By ~ 1

Author(s):

Tina Maschi ◽

Carolyn Bradley

Keyword(s):

Social Work ◽

Intervention Strategy ◽

Social Work Students ◽

Well Being ◽

Creative Arts ◽

Stress Energy ◽

Msw Students ◽

Interpersonal Connectedness ◽

Diverse Groups ◽

The Impact

Recreational music-making has been shown to decrease stress and increase feelings of well-being and empowerment among diverse groups. This study examined the impact of recreational drumming among social work students on measures of well-being, empowerment, and connectedness. It used a pretest-posttest design to evaluate outcomes among a sample of 31 participants in the 2-hour I–We Rhythm Program for recreational drumming. Results of paired t-test analyses revealed significant differences in levels of stress, energy, and feelings of empowerment and community. Using this creative-arts intervention can be an effective self-care strategy for BSW and MSW students, practitioners, and/or clients in educational or agency-based settings to increase feelings of well-being and interpersonal connectedness, which, in turn, may help to increase effectiveness in practice.

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Russian Social Work Student Fear, Psycho-Emotional Well-Being, Substance Use, and Resilience

Journal of Loss and Trauma ◽

10.1080/15325024.2022.2025698 ◽

2022 ◽

pp. 1-4

Author(s):

Valentina Gritsenko ◽

Vsevolod Konstantinov ◽

Mor Yehudai ◽

Irina Shilina ◽

Alexander Reznik ◽

...

Keyword(s):

Substance Use ◽

Social Work ◽

Well Being ◽

Work Student

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Does Slow and Steady Win the Race? The Impact of Block versus Concurrent Field on BSW Students' Professional Development and Emotional Well-Being

Journal of Baccalaureate Social Work ◽

10.18084/1084-7219.12.1.203 ◽

2006 ◽

Vol 12 (1) ◽

pp. 203-217

Author(s):

Matthew T. Theriot ◽

Toni K. Johnson ◽

Mary Mulvaney ◽

Jane A. Kretzschmar

Keyword(s):

Professional Development ◽

Social Work ◽

Professional Competence ◽

Social Work Students ◽

Well Being ◽

Future Research ◽

Field Instructors ◽

Field Placements ◽

Social Work Programs ◽

The Impact

Despite their immense popularity and widespread implementation, research has yet to compare block and concurrent models of field. In filling this gap in the literature, this study evaluates the impact of each model on undergraduate social work students' professional development and emotional well-being. Sixty-eight students in BSW field placements at one large university participated in this study. Students were able to select which model of field to undertake, and, in general, most students selected block field placements because they wanted to graduate early. Conversely, students in concurrent field reported having more obligations outside of field, including family and other employment. Utilizing data collected from students and their field instructors, statistical analyses showed no differences in measures of professional competence, depression, assertiveness, or self-esteem between students in the two field models. In light of such findings, the authors discuss the implications of this study for social work programs and outline suggestions for future research.

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Social Work Students: Stress, Support and Well-Being

The British Journal of Social Work ◽

10.1093/bjsw/bcn148 ◽

2008 ◽

Vol 40 (3) ◽

pp. 963-982 ◽

Cited By ~ 37

Author(s):

S. Collins ◽

M. Coffey ◽

L. Morris

Keyword(s):

Social Work ◽

Social Work Students ◽

Well Being

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The Psychological Well-Being of Undergraduate Social Work Students During Times of Economic Cutbacks

International Journal of Adolescence and Youth ◽

10.1080/02673843.1990.9747668 ◽

1990 ◽

Vol 2 (2) ◽

pp. 119-123

Author(s):

John T. Pardeck ◽

Tammy Christenberry Jolly

Keyword(s):

Social Work ◽

Social Work Students ◽

Well Being ◽

Psychological Well Being

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Professional Socialization and Attitudes Towards Interprofessional Collaboration Among Graduate Social Work and Health Professions Students

Advances in Social Work ◽

10.18060/19809 ◽

2017 ◽

Vol 17 (2) ◽

pp. 134-150 ◽

Cited By ~ 3

Author(s):

Allison West ◽

Shari Miller ◽

Judith Leitch

Keyword(s):

Higher Education ◽

Social Work ◽

Online Survey ◽

Professional Socialization ◽

Interprofessional Collaboration ◽

Social Work Students ◽

First Year Students ◽

Social Work Educators ◽

Perceptions And Attitudes ◽

Implicit Curriculum

Although there is an aggressive push towards interprofessional collaboration in higher education as well as in practice, the traditional culture and organization of higher education, as well as the need for and history of disciplinary distinction, may impede these efforts. Using an online survey, this study explored the relationship between professional socialization of 157 graduate students in four disciplines and their perceptions and attitudes about interprofessional collaboration. Results indicate that first year students had more positive perceptions and attitudes about interprofessional collaboration than more advanced students. Furthermore, social work students perceived themselves as having lower prestige than graduate-level nursing, pharmacy, and medical students. These findings suggest that, unless managed strategically, professional socialization may diminish positive perceptions and attitudes towards interprofessional collaboration. Thus, social work educators should pay careful attention to the role of professional socialization and how it is manifest in both the explicit and implicit curriculum.

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Perinatal Depression Knowledge, Attitudes, and Beliefs Among Graduate Social Work Students

Advances in Social Work ◽

10.18060/21640 ◽

2019 ◽

Vol 18 (4) ◽

pp. 1135-1146

Author(s):

Deepika Goyal ◽

Meekyung Han

Keyword(s):

Domestic Violence ◽

Child Abuse ◽

Social Work ◽

Perinatal Depression ◽

Demographic Data ◽

Social Work Students ◽

Well Being ◽

Further Education ◽

Cross Sectional ◽

Msw Students

The purpose of this study was to identify the proportion of Master of Social Work (MSW) students who received perinatal depression (PD) training as part of their coursework. Additionally, we sought to identify differences in PD knowledge, attitudes, beliefs, and openness to further education between students who had received PD training compared to students without PD training. Using a cross-sectional design and convenience sampling, 177 largely female (91.0%), Hispanic (46%), and Caucasian (28.2%) MSW students from five public California universities electronically provided demographic data and completed the Depression in Women's Health Settings scale. Most MSW students reported health/mental health (38%) or children/youth/and families (47.5%) as their field of practice. Twenty-nine MSW students (16.4%) reported receiving PD training, 61% child abuse/neglect training, and 50% domestic violence training. Students with PD training were significantly more knowledgeable and reported having the skills to assess, screen, identify, and care for women with PD symptoms versus students without PD training. Given the well-documented association of PD with child abuse/neglect and domestic violence, early PD screening, identification, and referral information must be incorporated into MSW curricula and continuing education in order to promote maternal-infant well-being outcomes.

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Field Can Be Hazardous to Your Well-being: Fact or Fiction?

Journal of Baccalaureate Social Work ◽

10.18084/1084-7219.2.1.79 ◽

1996 ◽

Vol 2 (1) ◽

pp. 79-89 ◽

Cited By ~ 4

Author(s):

Martha L. Ellison

Keyword(s):

Social Work ◽

Social Worker ◽

Social Work Students ◽

Well Being ◽

National Study ◽

Good Question ◽

The Social ◽

Field Practice

Practitioners know, frequently from first hand experience, that social work can be a dangerous profession. They know that clients or their families can be hostile and violent and that frequently this hostility is directed towards the social worker. One might wonder if social work students understand this facet of the profession. Social work students have a lot of concerns upon entering field. They are anxious about their abilities and roles. Does their anxiety extend to issues of safety, and should it? This is a good question and one that students may not have thought much about. This study will report the findings of a national study of BSW and MSW field programs to determine the extent and nature of violence field students experience in placement and how programs prepare students for the risks of field practice.

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

Journal of Baccalaureate Social Work ◽

10.18084/1084-7219.21.1.23 ◽

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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