Self–care practices among social workers: do they predict job satisfaction and turnover intention?

ABSTRACT

The current health and mental health care delivery system in the United States strives to provide efficient quality care at a lower cost. This cost-effective approach and recent budget cuts have created new challenges for social workers. This study explores the relationships between self-care strategies, role stress, job autonomy, and job satisfaction and turnover intention. Four-hundred sixty-nine social workers were surveyed to assess multiple measures of self-care including professional support, professional development, coping strategies, and professional resilience, and their effects on job satisfaction and turnover intention. Role stress and job autonomy were also examined in relation to job satisfaction and turnover intention. The results supported the main hypotheses that claimed that self-care strategies are associated with both job satisfaction and turnover intention. The author discusses the important implications of these findings in education and training of both students and practitioners.     

The effects of perceived quality of organizationally provided meal service on employees’ job performance and mediating role of organizational identification

Contemporary managers are developing alternative ways to sustain their competitive advantages. Motivation-enhancing features such as high-quality meal service provided by organizations can be thought of as one of these methods. The effect of the perceived quality of meal service provided by organizations on the job performance of employees and the mediating role of organizational identification during this process is studied. Private security-sector employees working in Turkey (N?=?597) are being focused in this study. As a result of analyses (correlation and regression analyses, structural equation model), the authors find that the perceived quality of meal service provided by organizations improves employees’ job performance significantly and organizational identification has a partial mediating role on this association. The findings of this study will be of interest to key stakeholders such as public or private organizations, labor unions and the media.     

The impact of organizational culture and leadership performance on PR professionals’ job satisfaction: Testing the joint mediating effects of engagement and trust

The study examines the impact of critical organizational factors (organizational culture and excellent leader performance) on public relations professionals’ overall job satisfaction by focusing on testing the joint mediating effects work engagement and trust could generate. A national online survey of 838 public relations professionals working in a variety of organizations was used as the empirical data to test the relationships in a proposed conceptual model. Results confirmed the strong impact organizational culture and leader performance could have on public relations professionals’ work engagement, trust, and job satisfaction. More importantly, results revealed the significant joint mediating effects of engagement and trust on professionals’ job satisfaction, when supportive organizational culture and excellent leader performance were achieved. The study concludes with research and practical implications.     

Organizational tenure among child welfare workers,burnout, stress,and intent to leave: Does employment-based social capital make a difference?

Research has shown that child welfare organizations have a prominent role in safeguarding their workers from experiencing high levels of job stress and burnout, which can ultimately lead to increased thoughts of leaving. However, it is not clear whether these relationships are shaped by their length of organizational tenure. A cross-sectional research design that included a statewide purposive sample of 209 child welfare workers was used to test a theoretical model of employment-based social capital to examine how paths to job stress, burnout, and intent to leave differ between workers who have worked in a child welfare organization for less than 3 years compared to those with 3 years or more of employment in one organization. Path analysis results indicate that when a mixture of dimensions of employment-based social capital are present, they act as significant direct protective factors in decreasing job stress and indirectly shape burnout and intent to leave differently based on organizational tenure. Thus, organizations may have to institute unique intervention efforts for both sets of workers that provide immediate and long-term structures of support, resources, and organizational practices given that their group-specific needs may change over time.     

The relationship between mother–child discrepancies in educational aspirations and children's academic achievement: The mediating role of children's academic self-efficacy

We examined the relationships between parent–child discrepancies in educational aspiration and child academic achievement and the mediating role of child's academic self-efficacy. In total, 829 Chinese elementary students (10 years old) and their mothers (36 years old) were invited to participate. The educational aspirations of the students and their mothers and students' academic self-efficacy and academic achievement based on their most recent midterm and final examinations were assessed. The results indicated that the absolute difference between mothers' and children's raw aspiration scores was negatively associated with children's academic achievement. Additionally, after accounting for the degree of discrepancy, the direction of the discrepancies showed differential effects. Compared to children whose aspirations were the same as their mother's, children whose mothers held higher aspirations than their own had lower academic self-efficacy. Furthermore, academic self-efficacy played a significant mediating role in the relationship between children's academic achievement and the direction of discrepancy “mothers' aspirations > children's”. In contrast, the direction “mothers' aspirations < children's” was positively associated with children's academic achievement. The reasons for this finding are also discussed in the paper.     

Mother–child and teacher–child relationships and their influences on Chinese only and non-only children's early social behaviors: The moderator role of urban–rural status

Investigations regarding the differences between Chinese only and non-only children primarily examine children's social behaviors, which are closely related to their early relationships with mothers and teachers. In recent years, the number of non-only children born in urban areas has increased because of the softening of the One-Child Policy, which leads to the distribution of non-only children shifting from being primarily in rural areas to being in both urban and rural areas. The present study investigates the current characteristics and influences of mother–child and teacher–child relationships on Chinese only and non-only children's early social behaviors from the perspective of urban and rural differences. Data were obtained from 126 rural only children, 94 rural non-only children, 168 urban only children and 155 urban non-only children from 38 semi-urban kindergartens in Beijing, China. Hierarchical multiple regression analyses found that mother–child closeness positively predicted children's social skills particularly in non-only children, whereas mother–child conflict positively predicted internalizing behavior problems in all four groups. Teacher–child conflict negatively predicted children's social skills most strongly in urban only children. Teacher–child conflict aggravated rural only children's, urban only children's and non-only children's internalizing and externalizing behavior problems, but mother–child closeness buffered rural only children's externalizing behavior problems. Findings underscore the importance for mothers to improve closeness, especially with rural only children, and for teachers to avoid conflict with both urban only and non-only children, as well as with rural only children.     

The longitudinal effects of after-school program experiences,quantity, and regulatable features on children's social–emotional development

Experiences of 298 children with their caregivers in after-school programs (ASPs) were examined as predictors of social–emotional functioning across the first through fifth grade. Moderating effects of previous social–emotional problems, child gender, family income, quantity of care, and program regulatable features were also estimated. On average, ASP experiences negatively predicted externalizing problems and positively predicted social self-control and assertion. Interestingly, positive ASP experiences did not predict decreased externalizing behaviors, but instead children with negative experiences had higher levels of externalizing behavior problems. Changes in ASP experiences positively predicted changes in self-control scores, but only for boys. Finally, staff experience, staff wages, and changes in child-to-caregiver ratios predicted children's ASP experiences and levels of social–emotional development.     

The impact of Arab-Israeli culture on the characteristics of the therapeutic encounter between women social workers and fathers in Arab parent–child centers

Summary: The aim of the study was to present the impact of the Arab-Israeli culture on the therapeutic encounter between women social workers with fathers in Arab parent–child centers in Israel. The research was qualitative, and was based on in-depth interviews with 15 Arab women social workers employed in nine parent–child centers, where they treat Arab fathers. Findings: The social workers’ perceptions about the fathers’ perceptions of the therapeutic encounter has an impact on the professional encounter. In some cases, these perceptions were a hindrance to the treatment and necessitated work to help the father overcome these perceptions and to reduce his potential resistance to the treatment. In other cases, the social workers’ perceptions about the fathers’ perceptions advanced the treatment. A supportive attitude toward the treatment meant a better starting point, which was reflected throughout the therapeutic process, when the father believed in the treatment and accepted the idea of asking for help. Application: The study findings show the importance of the social workers’ awareness of the fathers’ cultural stance, as well as of the similarities and differences between their own cultural perceptions and that of the fathers.     

The implications of ‘naming’ on Roma and Sinti right to education and social inclusion: an ethnography of education among a Sinti family network

Acknowledging the European political commitment to Roma education and the research in this field, my article deals with the experience of education of a Sinti ‘minority’ (The terms ‘minority’ and ‘majority’ will be used in this article, according to the meaning that is given to them within Anthropology and Education studies (cf.). The inverted commas are used to note that they are categories, used with the aim of a clearer explanation for the present text but not necessarily showing the complexity of the social and cultural contexts observed) in northern Italy. The study presents an interpretation of the observations collected during 21 months of ethnographic research among a Sinti family network and in a multicultural middle school, attended by their teenage children in Trent. The ethnographic interpretations point out how the languages and communication codes used within schools partly reproduce the asymmetric power relationships that exist between Roma and Sinti ‘ethnic minorities’ and the Italian so-called majority society. The process of ‘naming’ the ‘other’ plays a crucial role in this analysis, as it shows how meanings are imposed and handled in the relationship between institutions, ‘groups’ and individuals. Consequently, this process highlights the important role of anthropologists in pointing out the ‘emic’ and ‘etic’ (The concepts of ‘emic’ and ‘etic’ were coined in 1954 by the linguist Kenneth Pike and then used by anthropologists. ‘Emic’ refers to the ‘insiders’ points of view on their cultures, and ‘etic’ refers to the ‘outsiders’ accounts on cultures that are not their own) dimensions of every culture. Furthermore, the study’s methodology testifies to the author’s choice of pursuing an ‘engaged anthropology’. Finally, the relevance of the concept of propriospect will be stressed as a means to interpret educational and cultural processes in which the subjects actively take part, with particular attention to young Sinti and their peer groups.     

New directions for research on the organizational and institutional context of child welfare agencies: Introduction to the symposium on “The Organizational and Managerial Context of Private Child Welfare Agencies”

This paper argues for a conceptual reorientation to research and practice that emphasizes the prominence of institutional and organizational factors in the lives of those who are involved in child welfare systems. Current child welfare reform efforts are premised on the idea that agencies—their structures, management, and internal approaches to organizing their workforce and frontline services—may be influential drivers of and barriers to innovation in practice and policy. We unpack this premise by providing an introduction to the institutional and organizational context of child welfare practice that highlights the diverse contexts and contributions of public and private child welfare agencies. We then review five domains for future research and present examples of studies that might be undertaken. The paper concludes by introducing the symposium papers and identifying their contributions to child welfare and human service research.