While Canadian social work education has increasingly moved towards a dominantly anti-oppressive practice (AOP) approach (Larson, 2008), major gaps continue to persist in the universal application of AOP principles and values (Gormley & Quinn, 2009). This is particularly true of conceptions of mental health/illness, which have largely remained biomedical, ultimately encouraging an “us versus them” mentality between social workers and service users (Reid & Poole, 2013). This dichotomy creates challenging experiences for social work students who experience mental health disabilities and/or Madness, existing “in the hyphen” (Probst, 2014, p. 25), occupying both spaces at different or overlapping times in their lives. Despite this, there is limited research about these social work students, therefore, it was of interest to hear their stories and insights, learn more about their own identity formation, as well as their experiences in the classroom, field practicum, and early in their careers. This project takes a critical social work theoretical approach, incorporating elements of anti-oppressive practice (AOP) and Mad studies to better understand and analyze participants’ experiences. Similarly, an eclectic methodological approach was employed, incorporating elements of critical social work research, narrative approach, anti-oppressive practice, and Mad studies. In total, four semi-structured, face-to-face interviews were completed, and a thematic analysis was conducted to highlight both the commonalities and differences between participants’ experiences. From this, seven major themes emerged including feelings of unworthiness as a barrier to accessing support and the challenges of negotiating an invisible disability. Suggestions for future directions and next steps are presented, including mandatory mental health education for professors and students, and the creation of a more supportive and inclusive mental health culture within social work education. / Thesis / Master of Social Work (MSW)

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by Sandra Wong King Yee. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 155-163.

A post-positivistic research paradigm was adopted and a qualitative (less dominant) with quantitative (dominant) method was the research design. Phase I Study was a focus group study aiming at understanding conceptions and beliefs about spousal abuse with five focus groups involving 40 undergraduates. Phase II Study was a questionnaire survey with some of the items in questionnaire derived from the qualitative findings of the focus groups. Based on a stratified sampling strategy, 361 social work undergraduates were randomly selected from all undergraduate social work training institutions to participate in this survey. They completed a 252-item questionnaire which measured their conceptions and beliefs about spousal abuse and the psychosocial correlates within the proposed ecological model. / By applying the ecological model, attitudes toward gender, identification with Chinese traditional and modern culture were significant correlates of the conceptions of spousal abuse; while gender, attitudes toward gender and identification with Chinese traditional culture were the significant correlates of beliefs about spousal abuse. The socialization influences were also significant correlates of the outcome variables in the male sample. These observations provided support for the thesis that there are individual and environmental correlates of conceptions and beliefs about spousal abuse. Coverage on spousal abuse in social work curriculum was found to be inadequate and request for training was high. Meanwhile, undergraduates with adequate training showed broader conceptions of spousal abuse, which indicated that training might help to broaden their conceptions of spousal abuse. / Results showed that social work undergraduates' conceptions of physical abuse were highly consistent with legal and experts' perspectives, while their conceptions of psychological abuse were more from laymen's perspectives, which were relatively unclear and less consistent with legal and experts' perspectives. They also had broader conceptions of wife abuse than husband abuse by identifying more behavioral manifestations as wife abuse. In general, the breadth of their conceptions of spousal abuse depended on their gender (same sex favoritism), victims' gender, and types of abuse (physical vs. psychological). Furthermore, they endorsed more biased beliefs about husband abuse than wife abuse. Male students endorsed more biased beliefs about spousal abuse than their female counterparts. / The lay conceptions and beliefs about spousal abuse among social work undergraduates in Hong Kong were studied and lay conceptions were compared with legal and experts' perspectives. Adopting an ecological model, it was hypothesized that gender, attitudes toward gender, socialization of gender stereotypes and violence approval, and identification with Chinese traditional and modern cultural values were psychosocial correlates of conceptions and beliefs about spousal abuse. / This study has several contributions. First, it enhances our understanding of the conceptions and beliefs about spousal abuse from the lay, legal, and professional perspectives. Second, with reference to our limited understanding on husband abuse, the present findings enhance our understanding on husband abuse. Third, it contributes to the development of theoretical models pertinent to the psychosocial correlates at the individual, interpersonal, and cultural levels. Finally, it facilitates improvement in coverage of spousal abuse in social work education. / Tam, Suet Yan. / Adviser: T. L. Daniel Shek. / Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 423-450). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Thesis (Ph.D.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 336-357.

Thesis (M.S.W.)--University of Hong Kong, 1987.