AMKFSC-SUSS-EWHA-RUPP Symposium: Poster Exhibition
Global Pandemic and its impact on international students: a literature review
by Socheata Somchan, Ewha Womans University
The Covid-19 pandemic began in late 2019, and has significantly affected higher education institutions around the world. Most teaching, learning, and academic activities have been switched to online to prevent the spread of the virus. The strict measurement significantly impacts student mobility in curbing the virus. International students worldwide face difficulties regarding academic and social adjustment due to the changing to a new normal. This literature review study examines the international graduate student’s academic and social experiences regarding the difficulties and coping factors during the global pandemic. The research is done through access to the existing literature on the International Student Journal and various online academic journals related to graduate international student academic experiences during the Covid-19 era. Academic, social, and personal difficulties and coping strategies are found and thematically grouped through the finding. The study also implies the possible individual and policy interventions that help alleviate the matter.
The effects of ethical leadership on career identity among female social workers: a sequential mediation effects of psychological safety climate, personal growth initiative, and job crafting
by Boyoung Kwon, Ewha Womans University
This study explored the effects of the factors on the career identity of female social workers in Korea. Female social workers need to develop career identity to be competent as a professional. Mainly, this study focused on how ethical leadership affects career identity through psychological safety climate, personal growth initiative, and job crafting. A total of 273 female social workers participated in the survey, and the final sample was 242 after excluding incomplete responses. Results showed that the research model was appropriated with several fit indices satisfied (CFI=.950, TLI=.937, RMSEA =.075, SRMR=.054) and that all the hypotheses were supported. The significant findings are summarized as follows. First, the effects of ethical leadership on career identity were sequentially mediated by psychological safety climate and job crafting. Also, the effects of ethical leadership on career identity were sequentially mediated by personal growth initiative and job crafting. The results implicate that ethical leadership indirectly affects job crafting and career identity of female social workers through psychological safety climate as an environmental factor and personal growth initiative as motivation. Also, study implications of findings and directions for future research are discussed.
Stressful Childhood Experiences and Emotional-Behavioural Difficulties In a Community-based Student Care Population
by Vicki Lim Wei Qi, Shannon Peh Yu Xi, Tiang Shu Hui, Randell Chan Yi Long and Meryl Lim Yi Rong, AMKFSC Community Services
Children and youths attending community-based student care centres, such as Spright Academy (SA), may have experienced a range of stressful and potentially traumatic events including domestic violence and household dysfunction. Exposure to such experiences is a known risk factor that impacts one’s physical, mental, and socioemotional development, which in turn interferes with daily functioning. Targeted solutions are therefore imperative to effectively bolster the impact of and/or support recovery from such crises. To facilitate this, the present study sought to better understand the prevalence of both trauma-related stress and presenting difficulties, as well as their relationship, amongst SA’s student population, via multi-informant psychological and behavioural screening. Based on the sample of students who participated in this study, 27% screened positively for moderate to significant trauma-related distress, and 10-21% for high levels of emotional-behavioural difficulties. These may, to some extent, account for student management challenges raised by staff. Taken together, these findings point to a need for more active incorporation of trauma-informed care, screening protocols, staff training, and relevant therapeutic interventions for this population.