Den emotionellt hållbara socionomen - En kvantitativ studie om hur socionomstudenter uppfattar socionomutbildningens innehåll av emotionell hållbarhet
(2024) SOPB63 20241School of Social Work
- Abstract
- The everyday encounter with humans in vulnerable and exposed life situations makes emotions a big part of social work. This part can become overwhelming and stressful with serious consequences such as occupational burnout when professionals lack emotional resilience. Emotional resilience can be trained and used as a preventional personal skill for social workers exposed to emotional labor. Therefore, we are interested in investigating how the school of social work, as a professional preparing education, equips the students with emotional resilience to prepare them for the reality of social work. The study aimed to examine soon-to-graduate social work students and their perception of content regarding emotional resilience in their... (More)
- The everyday encounter with humans in vulnerable and exposed life situations makes emotions a big part of social work. This part can become overwhelming and stressful with serious consequences such as occupational burnout when professionals lack emotional resilience. Emotional resilience can be trained and used as a preventional personal skill for social workers exposed to emotional labor. Therefore, we are interested in investigating how the school of social work, as a professional preparing education, equips the students with emotional resilience to prepare them for the reality of social work. The study aimed to examine soon-to-graduate social work students and their perception of content regarding emotional resilience in their education. Based on Grant and Kinman's (2012) theory of emotional resilience, the following five educational interventions were suggested with the potential to contribute to emotional resilience; mindfulness, peer-coaching, reflective supervision, CBT strategies, and self-awareness and action planning. A quantitative method was used and a self-administrated web survey was sent out to five different universities in Sweden. With an 18% response rate, 85 answers were received and analyzed. The results showed that the students perceived a lack of content related to emotional resilience in their social work education. There were educational interventions less common than others and interventions within CBT-strategies appeared less often than interventions connected to reflective supervision. When comparing universities, differences showed that the students at Lund University reported a higher degree of emotional resilience content than students at Stockholm University. In conclusion, this study implies that the five universities did not equip the students with enough emotional resilience. We argue that implementing emotional resilience in social work education would better prepare the students for the emotional reality of social work they are about to enter. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9159856
- author
- Engblom, Ida LU and Ingemarsson, Evelina LU
- supervisor
- organization
- course
- SOPB63 20241
- year
- 2024
- type
- M2 - Bachelor Degree
- subject
- keywords
- emotional resilience, social work students, social work education, emotional labor, emotionell hållbarhet, socionomstudenter, socionomutbildningen, emotionellt belastande yrken, emotionell stress
- language
- Swedish
- id
- 9159856
- date added to LUP
- 2024-06-11 17:10:50
- date last changed
- 2024-06-11 17:10:50
@misc{9159856,
abstract = {{The everyday encounter with humans in vulnerable and exposed life situations makes emotions a big part of social work. This part can become overwhelming and stressful with serious consequences such as occupational burnout when professionals lack emotional resilience. Emotional resilience can be trained and used as a preventional personal skill for social workers exposed to emotional labor. Therefore, we are interested in investigating how the school of social work, as a professional preparing education, equips the students with emotional resilience to prepare them for the reality of social work. The study aimed to examine soon-to-graduate social work students and their perception of content regarding emotional resilience in their education. Based on Grant and Kinman's (2012) theory of emotional resilience, the following five educational interventions were suggested with the potential to contribute to emotional resilience; mindfulness, peer-coaching, reflective supervision, CBT strategies, and self-awareness and action planning. A quantitative method was used and a self-administrated web survey was sent out to five different universities in Sweden. With an 18% response rate, 85 answers were received and analyzed. The results showed that the students perceived a lack of content related to emotional resilience in their social work education. There were educational interventions less common than others and interventions within CBT-strategies appeared less often than interventions connected to reflective supervision. When comparing universities, differences showed that the students at Lund University reported a higher degree of emotional resilience content than students at Stockholm University. In conclusion, this study implies that the five universities did not equip the students with enough emotional resilience. We argue that implementing emotional resilience in social work education would better prepare the students for the emotional reality of social work they are about to enter.}},
author = {{Engblom, Ida and Ingemarsson, Evelina}},
language = {{swe}},
note = {{Student Paper}},
title = {{Den emotionellt hållbara socionomen - En kvantitativ studie om hur socionomstudenter uppfattar socionomutbildningens innehåll av emotionell hållbarhet}},
year = {{2024}},
}