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Resilience Research

Resilience Research



Graduate Research Project

Graduate Research Project



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    Resilience Research Resilience Research Presentation Transcript

    • A Study on the Identification of Resilience: How Social Work Students at the University of Wyoming Recognize Resilience in Themselves
      Autumn Kiser, MSW Student
      University of Wyoming
    • How I Became Interested in the Topic of Resilience
      In in my life, I have survived many adversities. When I was eight years old, my mother passed away and I was separated from my siblings. I was placed in a family where I was a victim of child abuse. I have lived through suicide attempts, domestic violence, homelessness, poverty, and being single parent in a dehumanizing welfare system.
      The social workers I encountered in my childhood and young adulthood only focused on what was WRONG with me.
    • Why I Chose to Study Resilience
      In my undergraduate work I was trained to assess problems.
      The assessment skills of professional social workers are often “one-dimensional, preoccupied with deficits and pathology” (Gilligan, 2004, p. 97).
      When I returned to school to work on a graduate degree, I decided I wanted be a social worker who focuses on capabilities.
      So I chose to study resilience.
    • Literature Review
      Resilience is a key element for succeeding in life (Hage, Romano, Conyne, Kenny, Matthews, Schwartz, & Waldo, 2007).
      “Every person has the potential to face, overcome, and even grow through adversity” (Baruch & Stutman, 2003, p. 32).
    • Literature Review
      Understanding resilience may be a core element in building strengths and resources (Smith, 2006).
      Social workers’ awareness of resilience could have a positive affect on their involvement with the people they serve (McMurray, Connolly, Preston-Shoot, & Wigley, 2008).
      On the other hand, a lack of understanding of resilience may have a negative influence on the quality of service provision (McMurray, et al., 2008).
    • Literature Review
      Resilient Attributes were defined as naturally occurring characteristics that result in growth subsequent to adverse experiences (Bell, 2001; Connor & Davidson, 2003)
      Resilient Strengths were considered attainable internal qualities as well as external resources that foster resilience for overcoming adversity (Middlemiss, 2005; Richardson, 2002; Steinhardt, & Dolbier, 2008).
    • Methodology
       Designing an Assessment Instrument
      Choosing a Target Population
       Method of Data Collection
       Measures and Variables
    • Methodology
      Main Research Question
      Are social work students aware of resilience concepts and are they able to identify their own resilience?
      Guiding Principles
       UW Social work students’ awareness of resilient attributes within themselves
       UW social work students’ perception of resilient strengths in their own life
       UW Social work students’ familiarity with resilience concepts
    • Results
      Resilient Attributes
    • Results
      Resilient Strengths
    • Results
      Resilient Strengths
    • Results
      What is the outcome of Resilience?
      Resilience Concepts
      Adjustment following traumatic event(s)
    • Results
      Resilience Concepts
    • Discussion
      Guiding Principle
       UW Social work students’ awareness of resilient attributes within themselves
      The majority of social work students in this sample were able to identify their own resilient attributes such as being committed, having a sense of humor, as well as having hope, determination, and accountability.
    • Discussion
      Guiding Principle
       UW social work students’ perception of resilient strengths in their own life
      Several of social work students in this sample were able to identify resilient strengths such as having a network of support, engaging in self-care, believing in their abilities, plus feeling their life has meaning and is fulfilling.
    • Discussion
      Guiding Principle
       UW Social work students’ familiarity with resilience concepts
      Many of the students were fairly familiar with resilience concepts such as fostering resilience through teachable activities and building positive social supports.
    • Discussion
      What I learned:
      The results of the study seemed to indicate that the social work students do indeed have a basic understanding of resilience and are able to identify their own resilience.
      Another discovery was that social work students seem to have a strong interest in learning about resilience.
    • Discussion
      Why I believe this study matters:
      Much of the literature supports the idea of that fostering resilience can be instrumental in increasing the efficacy of social work practice.
      Plus, services that are strength-based have the potential for not only benefiting clients but also service providers.
    • Discussion
      Why I believe this study matters:
      “A highly demanding and frantic schedule initiated upon entering graduate school and continued throughout professional training can perpetuate a lifestyle that is imbalanced and consuming”
      (Valente & Marotta2005, p. 68).
      Social work practice can be extremely demanding especially for those working for public agencies (Schwartz, Tiamiyu, & Dwyer, 2007).
      The risk of burnout in the field of social work could be reduced if students were provided opportunities to learn about resilience (Ngai & Cheung, 2009).
    • Limitations of the Study
       Study was conducted during summers session
       Low response rate
       Many students chose not to participate
       Convenience sample was used
       The survey was pretested by only one person
    • References
      Baruch, R., & Stutman, S. (2003). The yin and yang of resilience. In Grotberg, E. H. (Ed.), Resilience for today: Gaining strength from adversity (pp. 31-52). Westport, CT; Praeger Publishers.
      Bell, C. C. (2001). Cultivating resiliency in youth. Journal of Adolescent Health, 29(5), 375-381.
      Connor, K. M., & Davidson, J. R.T. (2003). Development of a new resilience scale: The Conner-Davidson resilience scale (CD-RISC). Depression and Anxiety, (18), 76–82.
      Gilligan, R. (2004). Promoting resilience in child and family social work: Issues for social work practice, education and policy. Social Work Education 23(1), 93-104.
      Hage, S. M., Romano, J. L., Conyne, R. K., Kenny, M., Matthews, C., Schwartz, J. P., & Waldo M. (2007). Best practice guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologist 35(4), 493-566.
      McMurray, I., Connolly, H., Preston-Shoot, M., & Wigley, V. (2008). Constructing resilience: Social workers’ understandings and practice. Health and Social Care in the Community, 16(3), 299–309. doi: 10.1111/j.1365-2524.2008.00778.x
      Middlemiss, W. (2005). Prevention and intervention: Using resiliency-based multi-setting approaches and a process-orientation. Child and Adolescent Social Work Journal, 22(1), 85-103.
      Ngai, S. S. Y., & Cheung, C. K. (2009). Idealism, altruism, career orientation, and emotional exhaustion among social work undergraduates. Journal of Social Work Education, 45(1), 105-120.
      Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58(3), 307-321.
      Schwartz, R. H., Tiamiyu, M. F., & Dwyer, D. J. (2007). Social worker hope and perceived burnout: The effects of age, years in practice, and setting. Administration in Social Work, 31(4), 103-119
      Smith E. J. (2006). The strength-based counseling model. The Counseling Psychologist 34(1), 13-79.
      Steinhardt, M., & Dolbier, C. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56(4), 445-553.
      Valente, V., & Marotta, M. (2005). The impact of yoga on the professional and personal life of the psychotherapist. Contemporary Family Therapy 27(1), 65-80. doi: 10.1007/s10591-004-1971-4