BSW Students Under Stress

Students’ Struggles Lead to an Innovative Response in Aotearoa New Zealand

Authors

  • Letitia Meadows Nelson Marlborough Institute of Technology
  • Sarah Fraser Nelson Marlborough Institute of Technology
  • Donna Swift Nelson Marlborough Institute of Technology
  • Lisa Gant Nelson Marlborough Institute of Technology

Keywords:

Social Work, Students, Wellbeing, Fieldwork, Practicum, Placement

Abstract

Social work students balance multiple roles and responsibilities alongside their educational journey, with recent research suggesting these challenges are exacerbated during practicum. The informal accounts of the pressures and strains on students on the Nelson Marlborough Institute of Technology (NMIT) Bachelor of Social Work (BSW) programme in Aotearoa New Zealand provided impetus for an exploration of the local issues compared with those reported internationally and in different institutional contexts. In 2018, Year three and Year four BSW students were invited to participate in focus groups exploring both the challenges and sustaining factors they encountered during the course of their studies. The findings reveal that, as described in the international literature, NMIT students experience multiple pressures and use a range of support systems to sustain themselves through their student journey. The findings from the study are now informing a review of the structure and delivery of the academic curriculum at NMIT and have led to the development of “He Arawhata”. This programme sits alongside the academic curriculum and is aimed at enhancing the health and wellbeing of students in preparation for the demands of both practicum and a career in social work.

References

Adams, A., & Cox, A. (2008). Questionnaires, in-depth interviews and focus groups. In P. Cairns & A. Cox (Eds.), Research methods for human computer interaction (pp. 17–34). Cambridge, UK: Cambridge University Press.

Agllias, K., Howard, A., Cliff, K., Dodds, J., & Field, A. (2016). Students’ experiences of university and an Australian social work program: Coming, going, staying. Australian Social Work, 69(4), 468–480. http://doi-org.ezproxy.otago.ac.nz/:10.1080/031240 7X.2015.1090464

Aotearoa New Zealand Association of Social Workers (ANZASW) & Council of Social Work Education Aotearoa New Zealand (CSWEANZ) (26 August, 2016). Social work field education guidelines. Retrieved from https://anzasw.nz/wp-content/uploads/ ANZASW-Social-Work-Field-Education-Guidelines.pdf

Beddoe, L., Hay, K., Maidment, J., Ballantyne, N., & Walker, S. (2018). Readiness to practice social work in Aotearoa New Zealand: Perceptions of students and educators. Social Work Education, 37(8), 955–967. https://doi.org.ezproxy.otago.ac. nz/10.1080.02615479.2018.1497152

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https:// doi.org/10.1191/1478088706qp063oa

Brough, M., Correa-Velez, I., Crane, P., Johnstone, E., & Marston, G. (2015). Balancing the books: An assessment of financial stress associated with social work and human service student placements. Queensland University of Technology. Retrieved from https:// eprints.qut.edu.au/82024/3/82024.pdf

Brown, S. (2015). Using focus groups in naturally occurring settings. Qualitative Research Journal, 15(1), 86–97. http://dx.doi. org.ezproxy.otago.ac.nz/10.1108/QRJ-2013-0068

Browne, V., Munro, J., & Cass, J. (2017). The mental health of Australian university students. Journal of the Australian and New Zealand Student Services Association, 25(2), 51–62. https://search.informit.com.au/fullText;dn=221465;res=AEIPT

Carroll, L., & Rothe, J. (2010). Levels of reconstruction as complementarity in mixed methods research: A social theory-based conceptual framework for integrating qualitative and quantitative research. International Journal of Environmental Research and Public Health, 7(9), 3478–3488. https://doi:10.3390/ijerph7093478

Collins, S. (2007). Social workers, resilience, positive emotions and optimism. Practice: Social Work in Action, 19(4), 255–269. https://doi:10.1080.09503150701728186

Collins, S., Coffey, M., & Morris, L. (2010). Social work students: Stress, support and wellbeing. British Journal of Social Work, 40(3), 963–982. https://doi:10.1093/bjsw/bcn148

Flanagan, N., & Wilson, E. (2018). What makes a good placement? Findings of a social work student-to-student research study.

Social Work Education, 37(5), 565–580. https://doi.org.ezproxy.otago.ac.nz/10.1080/02615479.2018.1450373

Gair, S., & Baglow, K. (2017). Australian social work students balancing study, work, and field placement. Seeing it like it is.

Australian Social Work, 71(1), 46–57. https://doi-org.ezproxy.otago.ac.nz/1080/0312407X.2017.1377741

Gair, S., & Baglow, L. (2018). “We barely survived”: Social work students’ mental health vulnerabilities and implications for educators, universities and the workforce. Aotearoa New Zealand Social Work, 30(1), 32–44. http://dx.doi.org/10.11157/ anzaswjournal-bol30iss1id470

Giles, R., & Stanfield, D. (2017). Sheltering in quiet waters: Ngã Roopu Awhi for integration of social work learning. Advances in Social Work and Welfare Education, 19(2), 41–46. https://search.informit.com.au/documentSummary;dn=295083123851576; res=IELHSS

Grant-Smith, D., Gillett-Swan, J., & Chapman, R. (2017). WIL Wellbeing: Exploring the impacts of unpaid practicum on student wellbeing. Perth, WA: National Centre for Student Equity in Higher Education. Retrieved from https://eprints.qut.edu. au/109505/1/GrantSmith_WIL.pdf

Grant, L., & Kinman, G. (2012). Enhancing wellbeing in social work students: Building resilience in the next generation. Social Work Education, 31(5), 605–621. https://doi-org.ezproxy.otago.ac.nz/10.1080.02615479.2011.590931

Grant, L., & Kinman, G. (2014). Emotional resilience in the helping professions and how it can be enhanced. Health and Social Care Education, 3(1), 23–34. https://doi.org/10.11120/hsce.2014.00040

Hay, K. (2019). “It’s a whole orchestra”: What are the instrumental elements in quality field education? Social Work Education,

(4), 417–429. https://doi.org/10.1080.02615479.2019.1651261

Johnstone, E., Brough, M., Crane, P., Marston, G., & Correa-Velez, I. (2016). Field placement and the impact of financial stress on social work and human service students. Australian Social Work, 69(4), 481–494. https://doi.org/10.1080/031240 7X.2016.1181769

NMIT (2018) Annual report. Retrieved from https://www.nmit.ac.nz/assets/Uploads/Publications-and-brochures/Annual-report/ NMIT-2018-Annual-Report.pdf

Robins, T. G., Roberts, R. M., & Sarris, A. (2018). The role of student burnout in predicting future burnout: Exploring the transition from university to the workplace. Higher Education Research & Development, 37(1), 115–130. https://doi.org/10.1080/ 07294360.2017.1344827

Social Workers Registration Board. (n.d.). NZ recognised qualifications. Retrieved from https://swrb.govt.nz/social-workers/nz- recognised-sw-qualifications/

Swift, D. (2011). The Girls’ Project. Girl fighting: An investigation of young women’s violent and anti-social behaviour [Research report]. Stopping Violence Services Nelson, New Zealand. Retrieved from http://www.thegirlsproject.org.nz/girls-project.pdf

Tolich, M. (2009). The principle of caveat emptor: Confidentiality and informed consent as endemic ethical dilemmas in focus group research. Bioethical Inquiry, 6(1), 99–108. https://doi-org.ezproxy.otago.ac.nz/10.1007/s11673-008-9124-3

Williamson, S., Hostetter, C., Byers, K., & Huggins, P. (2010). I found myself at this practicum: Student reflections on field education. Advances in Social Work, 11(2), 235–247. http://advancesinsocialwork.iupui.edu/index.php/advancesinsocialwork/ article/view/346/1782

Zuchowski, I. (2013). From being “caught in the middle of a war” to being “in a really safe space”: Social work field education with external supervision. Advances in Social Work and Welfare Education, 15(1), 105–120. Retrieved from https://search.informit. com.au/fullText;dn=208564;res=AEIPT

Downloads

Published

2020-07-01