Adaptation and Acculturation: Experiences of Internationally Educated Social Workers

Transnational mobility of internationally educated social workers has been on the rise for the past 20 years, with little empirical study regarding their experiences of professional adaptation. This paper contextualises and presents data from a study with 15 social workers who undertook their professional education outside Canada and have migrated to Canada within the past 10 years, regarding their professional acculturation and adaptation. The analysis focuses on elements that facilitated and mitigated their professional acculturation and the resulting adaptations participants have experienced in their practice in the Canadian context. The paper's discussion outlines the importance of a stronger grounding in professional values of social work in order to facilitate professional acculturation and adaptation of internationally educated social workers.     

The relationships of change in work climate with changes in burnout and depression: a 2-year longitudinal study of Chinese mental health care workers

Mental health care workers face heavy emotional demand and are prone to work burnout. Work burnout has been associated with poor mental health and work climate, which refers to individual perceptions about work setting. The purpose of this study was to examine whether intra-individual changes in work climate were associated with intra-individual changes in burnout and depression over two years. The present sample included Chinese mental health care workers (N = 312; mean age = 38.6, SD = 9.9) working in a psychosocial rehabilitation institution. The participants completed questionnaires on work climate, work burnout and depression at seven time points across two years. Parallel process latent growth modeling was used to analyze the associations of change between work climate and burnout and depression. Work climate displayed a logarithmic decreasing trend while burnout and depression displayed logarithmic increasing trends over two years. Baseline levels of work climate were negatively and moderately associated with baseline levels of burnout and depression (r = ?.44 to ?.60, p < .01). Changes in work climate were negatively and moderately associated with change in burnout (r = ?.43, p < .01) and change in depression (r = ?.31, p < .05). Change in burnout was positively and strongly associated (r = .58, p < .01) with change in depression. The current results support temporal relationships among changes in work climate, burnout and depression across time. Practical implications for future preventive work in burnout interventions were discussed within this population.     

Teachers’ and Parents’ Perspectives on a Curricular Subject of “Religion and Spirituality” for Indian Schools: A Pilot Study Toward School Mental Health Program

Religious–spiritual (R/S) education helps medical students cope with caregiving stress and gain skills in interpersonal empathy needed for clinical care. Such R/S education has been introduced into K-12 and college curricula in some developed nations and has been found to positively impact student’s mental health. Such a move has not yet been seen in the Indian education system. This paper aimed to examine perspectives of teachers and parents in India on appropriateness, benefits, and challenges of including R/S education into the school curriculum and also to gather their impressions on how a R/S curriculum might promote students’ health. A cross-sectional study of religiously stratified sample of teachers and parents was initiated in three preselected schools in India and the required sample size (N = 300) was reached through snowballing technique. A semi-structured questionnaire, with questions crafted from “Religion and Spirituality in Medicine, Physicians Perspective” (RSMPP) and “American Academy of Religion’s (AAR) Guidelines for Religious Literacy,” was used to determine participants’ perspectives. Findings revealed that teachers’ and parents’ “comfort in integrating R/S into school curriculum” was associated with their gender (OR 1.68), education status (OR 1.05), and intrinsic religiosity (OR 1.05). Intrinsic religiosity was significantly (p = 0.025) high among parents while “intrinsic spirituality” was high (p = 0.020) among teachers. How participants’ R/S characteristics influence their support of R/S education in school is discussed. In conclusion, participants believe R/S education will fosters students’ emotional health and interpersonal skills needed for social leadership. A curriculum that incorporates R/S education, which is based on AAR guidelines and clinically validated interpersonal spiritual care tools would be acceptable to both teachers and parents.     

The willingness of medical students to use Facebook as a training channel for professional habits: the case of influenza vaccination

The low acceptance of influenza vaccination by both medical students and healthcare workers (HCWs) signals the need for innovative strategies. We administered an anonymous questionnaire to 410 University of Barcelona medical students who were asked about using the Internet to find information on influenza vaccination of HCWs and about their willingness to use technical and informal Facebook pages as an information channel on this topic. Of the 410 participants, 74.1 percent were female and 58.3 percent were in the first preclinical 3-year university cycle. A total of 7.6 percent participants reported using the Internet for queries on influenza vaccination, 89.8 percent reported that they were Facebook users, and 275 (67.1 percent) would accept an invitation from the technical or informal Facebook pages. The technical Web site would be actively followed by 77, or by 30.0 percent of those who would accept the invitation and the informal site by 116 (43.6 percent of those who would accept). The marked willingness to use Facebook to obtain information on the influenza vaccination of HCWs potentially opens a new window in health education: social networks could be used to help create professional habits. Students would be more likely to engage with this type of Facebook page if the contents were informal rather than highly technical.     

Perceptions of health care social workers in Ontario: challenges and facilitators to reflective practice

Background: Reflective practice in health care social work ensures that social workers provide effective and efficient services to clients as well as maintaining their mental and physical health. In this study, we aim to determine how health care social workers engage in and describe reflective practice and challenges related to their reflective practice in their work in the health care system.

Methods: We used the Reflective Dialogue Rating Scale (RDRS) developed by Marion Bogo et al. to structure qualitative face-to-face interviews with 23 health care social workers employed in a hospital in a large urban area in Ontario, Canada.

Results: Findings illustrated that all participants regularly engaged in reflective practice in order to carry out everyday social work activities, promote ethical practice, and to enhance the provision of services to their clients. The social worker participants consistently agreed that as a profession they faced challenges maintaining their knowledge of current research due to few opportunities for professional development, workload competing with educational opportunities, and a work climate that is not conducive to gaining professional development, thereby challenging reflective practice. Supportive working environments include: peer supervision, safe and private spaces to talk to colleagues, a supportive supervisor, and an overall positive organizational culture.

Discussion and conclusion: Reflective practice is a key component in health care social work. All 23 social workers stated that they used reflective techniques (such as peer supervision and debriefing) to deal with their own reactions and operated in a purposeful and intentional manner to form therapeutic relationships with clients. As such, participants stated that lifelong learning was paramount in providing quality care to clients.     

Effect of the Healthy MOMs Lifestyle Intervention on Reducing Depressive Symptoms Among Pregnant Latinas

Depression during the prenatal and postpartum periods is associated with poor maternal, perinatal and child outcomes. This study examines the effectiveness of a culturally and linguistically tailored, social support-based, healthy lifestyle intervention led by trained community health workers in reducing depressive symptoms among pregnant and early postpartum Latinas. A sample of 275 pregnant Latinas was randomized to the Healthy MOMs Healthy Lifestyle Intervention (MOMs) or the Healthy Pregnancy Education (control) group. More than one-third of participants were at risk for depression at baseline. MOMs participants were less likely than control group participants to be at risk for depression at follow-up. Between baseline and 6 weeks postpartum, MOMs participants experienced a significant decline in depressive symptoms; control participants experienced a marginally significant decline. For MOMs participants, most of this decline occurred during the pregnancy intervention period, a time when no change occurred for control participants. The change in depressive symptoms during this period was greater among MOMs than control participants (“intervention effect”). From baseline to postpartum, there was a significant intervention effect among non-English-speaking women only. These findings provide evidence that a community-planned, culturally tailored healthy lifestyle intervention led by community health workers can reduce depressive symptoms among pregnant, Spanish-speaking Latinas.     

Does priming for mastery goals improve the performance of students with an entity view of ability?

Background. There is evidence that an entity view of ability (where ability is viewed as a fixed entity that cannot be changed) is linked with social comparison goals and poor performance. On the other hand, an incremental view of ability (where ability is viewed as an acquirable skill) is linked with a mastery goal orientation and positive achievement outcomes. On these bases, the present study sought evidence that priming students with an entity view of ability to pursue mastery goals would result in improved performance. Sample. Participants were 48 students with an entity view of ability, and 48 students with an incremental view of ability. Method. We used a 2 (views of ability: entity, incremental)×2 (performance feedback: success, failure)×2 (goal priming: mastery, social comparison) between‐subjects factorial design to examine the effects of goal priming on performance for students with either an incremental or entity view of ability following either success or failure feedback. Prior to, and following, performance feedback, participants completed parallel measures of state anxiety. Participants were then primed for either social comparison goals prior to attempting to solve 16 Unicursal (tracing puzzle) tasks. Their performance on a subsequent set of Unicursal tasks was then examined. Finally participants completed a State Goals Scale assessing their degree of endorsement of social comparison/mastery goals whilst working on the Unicursal tasks. Results. The performance of students with an incremental view of ability was comparable irrespective of whether they were initially exposed to success and failure feedback and irrespective of whether they were primed for mastery or social comparison goals. However the performance of students with an entity view of ability improved when they were primed for mastery relative to social comparison goals irrespective of whether they were initially exposed to success or failure. Conclusions. These findings confirm the performance‐limiting consequences of social comparison goals for participants with an entity view of ability, suggesting benefits in encouraging these students to pursue mastery goals.     

Discrimination of a low‐status outgroup: the role of ingroup threat

In the present study it was predicted that a threat to the ingroup by a high‐status outgroup would lead its members to increase the level of derogation of a lower‐status outgroup. Two experimental groups of psychologists were informed about the opinions (positive or negative) allegedly held by medical doctors regarding clinical psychologists whereas participants in the control condition did not receive any feedback. Later, all participants were asked to judge psychologists, social workers (low‐status outgroup), and medical doctors along professional and personality dimensions. As predicted, compared to participants in the positive feedback and in the control conditions, negative feedback participants increased derogation toward social workers but not toward medical doctors along the professional traits relevant to the feedback. Results are interpreted in the context of Downward Comparison Theory (Wills, 1981 ). Copyright © 2002 John Wiley & Sons, Ltd.     

Innovations in the Identification and Referral of Mothers at Risk for Depression: Development of a Peer-to-Peer Model

This paper describes a feasibility study of a peer-delivered prevention intervention to identify mothers at high risk for depression and facilitate engagement in mental health services for their emotional health. Sixteen family peer advocates and their supervisors partnered with academic researchers over a period of 6 months to develop a four-session intervention that focused on identifying symptoms of depression, providing education about depression and treatment, actively linking caregivers to treatment for their own emotional health, and assisting caregivers in becoming active participants in their mental health care. Collaborating with peers to develop the model enhanced its perceived relevance and utility, and resulted in an intervention that was complimentary to their roles and the mission of peer-delivered support services. Peer/professional partnerships may be beneficial for enhancing the feasibility and acceptability of research efforts; the impact of peers’ participation in the current project and the need for future research to develop and study peer-delivered models is discussed.     

Psychological health in long-term cancer survivorship: an Italian survey on depression and anxiety

Since long-term survivorship is now a reality for an increasingly number of people with a history of cancer, understanding their psychological health can inform health care policy as well as help supporting individual patients. This study was aimed to describe depression and anxiety (i.e. two of the most common psychological symptoms reported in oncology) in a sample of Italian long-term cancer survivors (LTCSs) defined as people who have been free from cancer and cancer treatments for at least five years. Four hundred and four Italian adult LTCSs completed a battery of questionnaires including the Zung Self-rating Depression Scale and the State Anxiety sub-scale of the State-Trait Anxiety Inventory respectively for depression and anxiety assessment. 16.5% of the sample displayed mild depression, 11.1% moderate depression, and 7.1% severe depression. depression was negatively associated with education (p = .017), perceived social support as provided by the family (p = .028), and perceived social support provided by friends (p = .008), and it was positively associated with occupational status (p = .023), presence of health issues (p = .010), and anxiety (p < .001). 8.7 and 15.8% of the sample were respectively possible and probable cases of anxiety. Anxiety was negatively associated with occupational status (p = .038) and it was positively associated with depression (p < .001). These data support ongoing assessment and monitoring of depression and anxiety in LTCSs, and stimulate the development and testing of psychological interventions for such individuals. In addition, they encourage further study on the psychological health of this specific population.     

Exploring Well-Being among Mental Health Professionals in India

An exploratory mixed methods study was designed to understand the construction and experience of happiness and well-being among Mental Health Professionals (MHPs) in India. Through non-probabilistic sampling techniques, 17 MHPs were selected from three government hospitals in a city in North India. Qualitative interview data were triangulated with scores from the Mental Health Continuum-Long Form (MHC-LF). Analysis showed that despite happiness being a desirable and pleasurable state, participants rarely devoted time thinking about it. Happiness was a multidimensional phenomenon which affected personal, interpersonal, social and environmental realms. Happiness was synonymous with contentment and satisfaction and was understood as the opposite of unhappiness. Although recognised as a universal phenomenon, happiness had a subjective and individual-specific understanding, experience and manifestation. Data from the MHC-LF provided scores on overall well-being, and emotional, psychological and social well-being, and indicated that 14 participants had flourishing mental health, and three were moderately mentally healthy. The personal and professional lives of the MHPs were closely intertwined and impacted well-being in multiple ways. Certain temperamental qualities, personal insight from the field, supportive interpersonal relations and management of time, work, thought, behaviour and affect were protective factors of well-being. Additional responsibilities at work, negativities in client narratives, stigma and myths associated with the profession, biases from other professionals, lack of opportunities for personal development and growth, insufficient infrastructural and human resources were threats to well-being. The findings of the study have implications for policy, education and training, and practice for mental health practitioners.     

Enhancing the effects of a narrative message through experiential information processing: An experimental study

First-person narratives are becoming a popular means to communicate health risk information. Although studies show they can increase risk perception and motivate health behaviours compared to statistical messages, more research on the conditions in which they are particularly likely to have effects is needed. In this study, we tested a moderator related to how information is processed. Specifically, we hypothesised that thinking in terms of emotions and personal experiences – known as experiential information processing – would increase people’s responsiveness to a narrative. Female college students (N = 138) who reported indoor tanning were randomly assigned to read a first-person narrative message or a statistical message about the risks of skin cancer. Prior to reading the message, the women received instructions that would activate either experiential or rational information processing. Participants then reported their risk perceptions of skin cancer, worry about skin cancer and behaviour intentions related to skin cancer. Analyses showed that message type and information processing interacted to influence risk perceptions and worry. Consistent with hypotheses, participants reported the highest risk perception and worry when they used an experiential information system prior to reading the narrative message. There were no effects on behaviour intentions. Implications of these findings are discussed.     

Threatened identities: the experiences of women in transition to programmes of professional higher education

The aim of the research described in this article was to investigate how women experience the transition to programmes of professional higher education. The investigation took place in a school of a British university where the professional areas chosen were social work and health care education. Most of the participants were new to the higher education system and were entering as mature students, but a few were making educational transitions and had previous involvement in higher education. As the central focus was an investigation of subjective accounts, a phenomenological perspective was adopted and the methods used were mainly qualitative. A multiple methods approach to data collection was taken. The investigation took place over two phases, covering the period of transition to programmes over two consecutive years. Anxieties were commonly experienced by participants in the transition to their programme. Breakwell's (1986) theory of threatened identities seems useful in understanding the emerging issues. Anxieties could be explained in terms of threats to identity ‘principles’; however, these arose from the social context and coping with them is not always psychologically based. Issues which appear to assist the transition are highlighted. Copyright © 1999 John Wiley & Sons, Ltd.     

Primary Care Medical Provider Attitudes Regarding Mental Health and Behavioral Medicine in Integrated and Non-integrated Primary Care Practice Settings

Primary care medical providers (PCPs) have become de facto providers of services for the management of both mental and chronic illnesses. Although some reports suggest that PCPs favor having Behavioral Health colleagues provide behavioral health services in primary care, others demonstrate this view is necessarily not universal. We examined attitudes regarding behavioral health services among PCPs in practices that offer such services via onsite behavioral health providers (n = 31) and those that do not (n = 62). We compared referral rates and perceived need for and helpfulness of behavioral health colleagues in treating mental health/behavioral medicine issues. In both samples, perceived need was variable (5?C100%), as were PCPs?? views of their own competence in mental health/behavioral medicine diagnosis and treatment. Interestingly, neither sample rated perceived access to behavioral health providers exceptionally high. Referral rates and views about the helpfulness of behavioral health services, except in relation to depression and anxiety, were lower than expected. These results suggest a need for increased collaboration with and education of PCPs about the roles and skills of behavioral health professionals.     

Positive Youth Development Program for Mental Health Promotion in College Campuses: Stakeholder Perspectives

The present study aimed at exploring stakeholder perspectives on felt need, potential content, receptivity and feasibility of a positive youth development program for mental health promotion in college campuses. Study objectives were attained through semi-structured interviews with 20 college faculty/administrators and five focus group discussions with 64 students across 16 colleges in a metropolitan city in South India. The need and relevance of a program for mental health promotion were endorsed by all the participants, and it was considered feasible with prior planning. Suggestions for potential content of such a program included mental health awareness, dealing with depression and anxiety, managing negative emotions, managing pressures and temptations, improving self-confidence, reflection and clarity about life goals, cultivating sense of gratitude, broadening other orientation, and time management skills. The content of intervention perceived as important by the two groups of stakeholders highlighted the broad convergences between the potential themes being considered by the researchers and the stakeholder views. Potential receptivity to the program was considered to be good though it was perceived to be influenced by the awareness about the importance of such a program. Suboptimal interest of college authority and/or students and competing academics and other programs were identified as potential challenges to program implementation. The findings are discussed with respect to implications for program development as well as for further research.     

The role of social support on the disclosure of everyday unpleasant emotional events

Talking about unpleasant events has important implications for coping with distress, but the literature has not thoroughly addressed the role of social support on the decision to disclose these events. The authors hypothesized that perceptions of the availability of social support and satisfaction with support received regarding an event would be positively related to the disclosure of the event, and participants’ sex, emotional disclosure tendencies, depression symptoms, and global perceptions of support would moderate these relations. College students (N = 365) reported on 2,001 unpleasant emotional events that they personally experienced in the past week. Multilevel modeling analyses revealed that the perceived availability of support for an event predicted the degree of disclosure of that event, even while controlling for its intensity. Event disclosure predicted satisfaction with the support received for the event, controlling for event intensity and available support. This latter relation was moderated by the participants’ global perceptions of social support, such that the disclosure–satisfaction relation was stronger for individuals who perceived relatively less global social support. These findings suggest that characteristics of the social-support network ought to be considered as an important factor relevant to the decision to disclose everyday unpleasant events.     

Singaporean graduate majors in education perceptions of workplaces and roles of psychologists

This paper examined perceptions of workplaces and roles of psychologists of 315 Singaporean undergraduate students in education. The participants rated the appropriateness of 21 workplaces and 32 roles of psychologists using a 7-point scale. The group showed restricted views of psychology and psychologists as they related psychologists' work mainly to social and organizational services and referred roles of psychologists to giving social services related to delinquency and disorders.     

How parents view professional behaviors: A cross-professional analysis

This study examined the responses of more than 900 parents of children with serious emotional disorders to survey questions about the importance and frequency of professional behaviors and compared these responses across professions. The findings indicated that parents with lower income and less education tended to work more with social workers, counselors, and teachers, less with psychologists and psychiatrists. Professional behaviors concerned with the parent-professional relationship, honesty, non-blaming attitude, supportiveness, and inclusion in decision-making were considered important by most parents regardless of the professional with whom they worked. Parents rated professions differently on the importance of evaluation, home visits, and providing child-raising information, probably reflecting expectations that parents have about the roles and training of professionals. The behaviors that parents considered important also tended to occur frequently. Significant differences across professions were found with respect to the frequency of providing information on child rearing, advocacy, home visits, providing information on resources, and help with coping, although these behaviors were considered relatively less important by parents. An examination of discrepancies between what parents considered important and what they experienced suggested that parents' expectations were only partially met. Implications for practice, professional education, and research are discussed.Editor's Note: We acknowledge the sampling issue raised by the low survey return rate in this study and the resulting threat to generalizability of findings. Nevertheless, the study is judged to merit publication as one of the first efforts to examine empirically parents' views of their relationships with mental health professionals. Our hope is that this report will serve to stimulate further scientific investigation on the topic—Donald Oswald (AE).     

Education and Mental Health: New Directions for Interaction

Traditionally, mental health workers (psychiatrists, psychologists, and social workers) provide diagnostic evaluations and individual or group psychotherapeutic or casework treatment. With the advent of the community mental health movement, a new role model, that of “mental health consultant,” has emerged. This paper outlines the functions of the “mental health consultant” in the Job Corps program as a way of highlighting the functions of the mental health professional working in this new way. Educational, training, and work programs may be enriched by mental health consultation, and the new directions for interaction between education and mental health are described in this paper.