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Understanding the attitudes and intentions of future professionals toward self-help
G J Meissen1, W C Mason, D F Gleason
1Self-Help Network of Kansas, Department of Psychology, Wichita State University 67208.
American Journal of Community Psychology
|October 1, 1991
Summary
Graduate students in psychology and social work show positive attitudes toward self-help groups and intend to collaborate. Prior self-help group membership and perceived faculty support enhance collaboration intentions.
Area of Science:
- Social Work
- Clinical Psychology
- Behavioral Science
Background:
- Self-help groups offer valuable resources and support.
- Integrating self-help groups into professional training is under-explored.
- Understanding student perceptions is key to fostering collaboration.
Purpose of the Study:
- To examine graduate students' attitudes, beliefs, and intentions toward self-help groups.
- To assess the influence of self-help group membership and faculty perceptions on collaboration intentions.
- To apply the theory of reasoned action to understand professional training partnerships.
Main Methods:
- Survey administered to 168 graduate students in clinical psychology and social work.
- Utilized the theory of reasoned action framework.
- Path analysis to identify predictors of collaboration intentions.
Main Results:
- Students generally held positive attitudes and beliefs about self-help groups.
- Self-help group members reported stronger intentions and more positive beliefs.
- Perceived positive faculty attitudes significantly predicted collaboration intentions.
- No significant differences were found between psychology and social work students.
Conclusions:
- Graduate students are receptive to collaborating with self-help groups.
- Professional training can be enhanced by partnering with self-help groups.
- Faculty support and prior experience positively influence student intentions to collaborate.