scholarly journals Modern Social Support Structures: Online Social Networks and their Implications for Social Workers

10.18060/198 ◽  
2009 ◽  
Vol 10 (2) ◽  
pp. 157-175 ◽  
Author(s):  
Kala Chakradhar ◽  
Victor Raj ◽  
Arabella Raj
Keyword(s):  
Social Support ◽  
Social Networks ◽  
Social Workers ◽  
Online Social Networks ◽  
Intervention Strategy ◽  
Academic Disciplines ◽  
First Year ◽  
First Year Students ◽  
Web Based ◽  
Online Networks

Mapping and assessing social networks and the quality of their social support is a valuable intervention strategy for social workers. These networks have now spread onto the digital realm in the form of Online Social Networks (OSNs). This study investigated the nature of social support provided by such networks to their users in a rural mid-South University (USA) and explored parallels with the current understanding of social support in conventional social networks. A web-based survey administered to college students revealed that users of these online networks were predominantly undergraduate first year students, female, single, unemployed and from a variety of academic disciplines. The examination of the components of OSNs appears to mirror those of offline networks. They also seem to complement the effects of each other while contributing to an individual's support system. The paper concludes with critical implications of such online social networking for University students and social workers in practice and education.

scholarly journals Emotional Intelligence and Stress Coping Strategies Among Students of Physical Education and Sport Study Programs

2020 ◽  
Vol 4 (115) ◽  
Author(s):  
Romualdas Malinauskas ◽  
Tomas Saulius ◽  
Giedrius Kaufmanas
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Problem Solving ◽  
Physical Education ◽  
Coping Strategies ◽  
First Year ◽  
Stress Coping ◽  
First Year Students ◽  
Study Programs ◽  
Stress Coping Strategies

Background. Studies of various scholars confirm the relation between the application of stress coping strategies and emotional intelligence, but there is a lack of research about the relationship between individual coping strategies and emotional intelligence levels among the first- and the fourth-year students. The aim of the research was to reveal peculiarities of emotional intelligence and stress coping strategies of undergraduate students of physical education and sport study programs.Methods. The Shutte Self-Assessment Questionnaire was used to measure the level of emotional intelligence of the participants (Schutte & Malouff, 1999). The questionnaire composed by Grakauskas and Valickas (2006) was used to identify the stress coping strategies. It consists of four factors: social support factor, problem-solving factor, emotional discharge factor and avoidance factor. The research was based on the following ethical principles: confidentiality, anonymity, impartiality and privacy. The first- and the fourth-year students of the Lithuanian Sports University and Lithuanian University of Educational Sciences, Physical Education and Sports Programs were surveyed. The research sample consisted of 123 participants. Male participants comprised 66.7% of the sample, and the female participants comprised 33.3%. of the sample. The first-year undergraduates made up 57.7% of the sample, and the fourth-year undergraduates made up 42.3% of the sample.Results. Analyzing the data on the stress coping strategies according to the participants studying experience, it was found that the fourth-year students used the social support strategy more frequently in comparison with the first-year students. In addition, the fourth-year students applied emotional discharge and avoidance strategies more often than the first-year students. Comparing stress coping strategies and emotional intelligence according to the gender of participants, no statistically significant differences were found. There was a statistically significant relationship between the stress coping strategy and the ability to evaluate and express one’s emotions.Conclusions. Comparing emotional intelligence of the first- and the fourth-year students of physical education and sports study programs, no statistically significant differences were found. Comparison of stress coping strategies applied by the first- and the fourth-year students of physical education and sports degree programs revealed that the fourth-year students tended to use social support, emotional discharge and avoidance strategies more frequently than the first-year students. Comparison of stress coping strategies and emotional intelligence according to gender did not show any statistically significant differences. However, there was a statistically significant relationship between stress coping strategies and emotional intelligence, though it was a weak, but significant difference between emotional intelligence components such as the ability to express and manage emotions and problem-solving focused stress coping strategy.Keywords: stress, stress management strategies, emotional intelligence.

scholarly journals Awesome women and bad feminists: the role of online social networks and peer support for feminist practice in academia

2019 ◽  
Vol 27 (3) ◽  
pp. 415-435
Author(s):  
Hannah Bayfield ◽  
Laura Colebrooke ◽  
Hannah Pitt ◽  
Rhiannon Pugh ◽  
Natalia Stutter
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Peer Support ◽  
Online Social Networks ◽  
Online Collaboration ◽  
Online Networks ◽  
Feminist Practice ◽  
Digital Spaces

In her book, ‘Bad Feminist’, Roxane Gay claims this label shamelessly, embracing the contradictory aspects of enacting feminist practice while fundamentally being ‘flawed human[s]’. This article tells a story inspired by and enacting Roxane Gay’s approach in academia, written by five cis-gendered women geographers. It is the story of a proactive, everyday feminist initiative to survive as women in an academic precariat fuelled by globalised, neoliberalised higher education. We reflect on what it means to be (bad) feminists in that context, and how we respond as academics. We share experiences of an online space used to support one another through post-doctoral life, a simple message thread, which has established an important role in our development as academics and feminists. This article, written through online collaboration, mirrors and enacts processes fundamental to our online network, demonstrating the significance and potential of safe digital spaces for peer support. Excerpts from the chat reflect critically on struggles and solutions we have co-developed. Through this, we celebrate and validate a strategy we know that we and others like us find invaluable for our wellbeing and survival. Finally, we reflect on the inherent limitations of exclusive online networks as tools for feminist resistance.

Virtual Communities of Practice

2017 ◽  
Author(s):  
Mary Pender Greene
Keyword(s):  
Social Networks ◽  
Social Work ◽  
Communities Of Practice ◽  
Social Workers ◽  
Professional Practice ◽  
Online Social Networks ◽  
Virtual Communities ◽  
Computer Mediated ◽  
Virtual Communities Of Practice

Sociologists and social workers have long been invested in understanding the role of communities in shaping identities and influencing behavior; however, the study of virtual communities is still new despite the dramatic ways in which online social networks have replaced traditional, geographically bound conceptions of community. The present article briefly reviews some of the early theories of community that have influenced practically all scholars studying computer-mediated virtual communities. The focus then shifts toward an analysis of early, important theorists focusing on virtual communities. The article concludes by examining contemporary research and practices utilizing virtual communities in social work, with a particular emphasis on ways to integrate virtual communities into professional practice.

Raising Twin Babies and Problems in the Family

1990 ◽  
Vol 39 (4) ◽  
pp. 501-505 ◽  
Author(s):  
C. Chang
Keyword(s):  
Public Health ◽  
Social Support ◽  
Public Policy ◽  
Social Workers ◽  
Emotional Disturbance ◽  
Marital Relationship ◽  
Financial Strain ◽  
First Year ◽  
The Family ◽  
Inadequate Sleep

AbstractOut of 296 mothers of twins interviewed about difficulties encountered while rearing twins, 49% mentioned inadequate sleep, 18% financial strain, 39% emotional disturbance, 22% disturbance in the marital relationship, and 43% lack of time to take care of other children. With the growth of twins, the problems gradually decreased, except for emotional disturbance, the most difficult period being the first year. Only 15% reported leaving the babies in the care of relatives during the day time. Overall, 68.2% felt the support from the father, but 39% of them felt the support was useless; 49% felt support from the mother-in-law, but 43% of them regarded the mother-in-law to be of no help; 36% were supported by their own mothers, but 54% mentioned that they had received little help. One must conclude that social support from relatives was inadequate. Public policy should take this fact into account and provide public health nurses and social workers to help the mothers of twins, especially during the first year.

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

scholarly journals The role of internet-based social support network in immigrant settlement

2021 ◽  
Author(s):  
Julie Xiaoping Lin
Keyword(s):  
Social Support ◽  
Social Capital ◽  
Social Networks ◽  
Acculturative Stress ◽  
Online Social Networks ◽  
Support Networks ◽  
Support Network ◽  
Theoretical Frameworks ◽  
Online Social Support ◽  
The Government

This is an exploratory study on the roles that internet-based social networks play in supporting immigrants in their settlement process, using NewBridger as an example. This research finds that online social networks are able to provide informational, socio-emotional, and some material and instrumental support to immigrants that help meet their settlement needs. Information passed through NewBridger helps immigrants with employment, housing, education and training, leisure, and daily living related issues. Socio-emotional support helps reduce acculturative stress by fostering a sense of belonging and friendship, and by exchanging expressions of love, care and encouragement. Support for immigrants also takes the form of social capital building. This study concludes that online social support networks are valuable supplement to formal support networks consisting of the government and the non-profit sector. This study builds on the theoretical frameworks of social support, social capital and acculturative stress.

scholarly journals E-learning in COVID 19 period: first year students’ perspective: a web-based Google form descriptive study

2021 ◽  
Vol 8 (2) ◽  
pp. 743
Author(s):  
Rose Davy C. ◽  
Koushiki Mani
Keyword(s):  
Medical Education ◽  
First Year ◽  
Continuous Learning ◽  
First Year Students ◽  
Web Based ◽  
Face To Face ◽  
E Learning ◽  
Normal Method ◽  
Power Point ◽  
Student’S Attitude

Background: The current COVID-19 pandemic has drastically changed the paradigm of medical education. Face-to-face mode of teaching was the basis of traditional medical education. In this crisis situation, e-learning has become the only method of education for continuous learning. In this study, we attempt to find out the students’ perspective of various aspects of e-learning.Methods: For the purpose of the study, a questionnaire was prepared to understand student’s attitude towards e-learning, their likes and dislikes about e-learning and also suggestions from their end to improve the existing modes of e-learning. The set of questionnaire (Google forms) along with informed consent was shared via whatsapp group at the end of physiology theory teaching session.Results: 175 first year MBBS students gave their consent and participated in this study. The most preferred method of e-learning was power-point with recorded narration and the least preferred method was live classes. Poor connectivity issue is the major challenge faced by the students in our study.Conclusions: In this COVID-19 era, the future of medical education has changed forever. E-learning is the new normal method of teaching. In order to be effective, students require support from Government, faculties and parents. 

scholarly journals Swedish Pharmacy Students’ Expectations and Perceptions of Their Education and Future Pharmacy Profession

Pharmacy ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 139
Author(s):  
Maria Gustafsson ◽  
Sofia Mattsson
Keyword(s):  
Distance Education ◽  
Student Characteristics ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
First Year ◽  
First Year Students ◽  
Web Based ◽  
Pharmacy Profession ◽  
Academic Settings ◽  
Swedish Pharmacy

Distance education is becoming more and more common, and today distance education is well established within academic settings. The aim was to investigate first-year pharmacy students’ expectations and perceptions of web-based pharmacy programs and of their future profession. Furthermore, student characteristics were compared over time. A questionnaire was distributed to all first-year students admitted to the pharmacy programs at Umeå University in 2017. The students were asked questions about their background, motives for choosing pharmacy education, and their expectations and perceptions of their education and profession. Factors of most importance when choosing the education were: the education is interesting, leads to an interesting job, and is web-based. The students’ expectations of the education were high, and they want to learn as much as possible and be well prepared for their future profession. Regarding the students’ perception of their future profession, three themes were identified: to help other people, professional development, and employment related issues. Student characteristics have changed over the years, suggesting that the web-based pharmacy education and the flexibility it entails attracts other groups of students today compared with when the programs started.

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