Contribution of Self-Compassion to Competence and Mental Health in Social Work Students

Autor/in	Ying, Yu-Wen
Titel	Contribution of Self-Compassion to Competence and Mental Health in Social Work Students
Quelle	In: Journal of Social Work Education, 45 (2009) 2, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Identification; Mental Health; Measures (Individuals); Depression (Psychology); Social Work; Graduate Study; Metacognition; Competence; Questionnaires; Symptoms (Individual Disorders); Graduate Students; Correlation; Scores; California Psychological Inventory + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Psychohygiene; Messdaten; Soziale Arbeit; Aufbaustudium; Graduiertenstudium; Hauptstudium; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenz; Fragebogen; Psychiatrische Symptomatik; Graduate Study; Student; Students; Studentin; Korrelation
Abstract	This study examined the potential contribution of self-compassion to perceived competence and mental health in master's of social work students (N=65). It was hypothesized that the components of self-compassion (i.e., mindfulness, common humanity, self-kindness, overidentification, isolation, and self-judgment) would impact perceived competence (sense of coherence), which in turn would mediate mental health (depressive symptom level). Students completed the Self-Compassion Scale, the Sense of Coherence Questionnaire, and the California Psychological Inventory-Depression Scale. Results showed that overidentification directly and indirectly (as mediated by decreased coherence) affected depressive symptom level. Implications for social work education are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Council on Social Work Education. 1725 Duke Street Suite 500, Alexandria, VA 22314. Tel: 703-683-8080; Fax: 703-683-8099; e-mail: info@cswe.org; Web site: http://www.cswe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10