Self-Care for Helping Professionals: Students' Perceived Stress, Coping Self-Efficacy, and Subjective Experiences
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.
Greene, Dorothy; Mullins, Mary; Baggett, Paul; and Cherry, Donna. 2017. Self-Care for Helping Professionals: Students' Perceived Stress, Coping Self-Efficacy, and Subjective Experiences. Journal of Baccalaureate Social Work. Vol.22(1). 1-16. https://doi.org/10.18084/1084-7188.8.131.52 ISSN: 1084-7219