Stress and Child Welfare Work

Winter, Elizabeth A.

doi:10.1007/978-1-4614-8627-5_9

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…In this way, our results showed that high-level SE students reported more support from these three contexts. These findings align with previous studies highlighting the importance of family, peers, and teachers as the critical contexts for SE ( Winter, 2013 ; Fernández-Zabala et al, 2016 ; Miranda-Zapata et al, 2018 ; Navarro et al, 2021 ). For example, the high-level SE cluster scored higher in the family factor, teachers, and peers than in the middle and low SE.…”

Section: Discussionsupporting

confidence: 92%

School engagement profiles in Chilean secondary students

et al. 2023

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School engagement is considered a key variable in promoting educational trajectories. Previous research shows that maintaining high levels of school engagement is fundamental, given its association with multiple academic results and lower-risk behaviors. This article aims to show how school engagement profiles (based on the behavioral, affective, and cognitive subdimensions) relate to academic achievement (math and language), contextual factors (family, teachers, and peer support), and gender. This study involved 527 students enrolled in the 1st year of secondary education in public schools in Chile. All students came from vulnerable schools. Our study used cluster analysis to identify students’ profiles. We identified the existence of three different profiles of school engagement (high, medium, and low) considering the three subdimensions of school engagement (behavioral, affective and cognitive). Secondly, ANOVA analysis showed differences in language and math academic achievement scores between the profiles, where higher engagement students showed higher academic performance in language and math. These findings are consistent with previous studies showing that contextual factors strongly influence school engagement and better behavioral engagement in female than male students. It will discuss the pertinence of person-centered approaches focusing on combinations of variables within students rather than taking each variable as the focal point when analyzing goals. These techniques are a favorable methodological alternative to investigate why some students have better results than others instead of just ranking students by their performance. It will conclude with some future lines of research and practical implications.

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Section: Discussionsupporting

confidence: 92%

School engagement profiles in Chilean secondary students

et al. 2023

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“…In a sense, they are recognized as necessary to support and even save children. However, conversely, they have low wages, do not receive recognition from the authorities, and are regarded as oppressive, unjust, and suspicious (McLaughlin et al, 2015; Thompson & Colvin, 2018; Winter, 2013). These problems can result in high job turnover and burnout, leading to the therapeutic alliance's breakdown.…”

Section: Discussionmentioning

confidence: 99%

The therapeutic alliance in context: Institutional factors that impact social work with families

Toro

Sharim

Cruells

et al. 2023

Child & Family Social Work

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The therapeutic alliance is among the factors associated with positive results in therapy and has been extensively studied in psychotherapy. However, it has received less attention in social work and family intervention. Considering that such intervention occurs mainly within the framework of institutions and public policies, this article aims to identify the contextual factors that facilitate or hinder the therapeutic alliance between family members and social workers within the child protection system, taking the Chilean protection system as a case study. This longitudinal study followed six professional–caregiver dyads for 11 months using various qualitative techniques. The facilitating factors included the strengths approach of the child protection agency, family participation, a friendly work environment, and external supervision from a senior social worker. Among the obstacles were the high numbers of cases per professional, the undervaluing of their work, excessive workloads, stigma towards the system, and the mandatory nature of services. Facilitating factors were linked to the initiatives of the protection agency, while limitations were related to the type of welfare system. Similar obstacles and facilitators were found at the international level regardless of the kind of child protection system. The study concludes with recommendations for decision‐makers and social worker educators.

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