Little has been published regarding BSW students' perceived stress, coping self-efficacy, and self-care. A preexperimental study, with one qualitative question, was used to determine the effects of a self-care course on students' perceived stress scores (PSS), coping self-efficacy scores (CSES), and subjective experiences. Nineteen undergraduate students participated. Mean age of participants was 25, 90% were female, and most were Caucasian. The average CSES was 161.42 (SD=41.57) at pretest and 180.72 (SD=34.97) at posttest. A statistically significant difference in mean scores was found (t=−2.109, p=.05). The average PSS was 17.58 (SD=8.50) at pretest and 14.83 (SD=5.607) at posttest. Students' subjective experiences with the course were positive, and 79% noted that their understanding of self-care changed. Despite the small sample and lack of diversity, the study's contribution is noteworthy. To the authors' knowledge, this is the first study to examine the impact of a 3-credit course on self-care for BSW students.
Self-Care for Helping Professionals: Students' Perceived Stress, Coping Self-Efficacy, and Subjective Experiences
Dorothy Greene, Mary Mullins, Paul Baggett, Donna Cherry; Self-Care for Helping Professionals: Students' Perceived Stress, Coping Self-Efficacy, and Subjective Experiences. Journal of Baccalaureate Social Work 1 January 2017; 22 (1): 1–16. doi: https://doi.org/10.18084/1084-722.214.171.124
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