13 research outputs found

    Environmental Efforts: The Next Challenge for Social Work

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    As the world continues to run out of clean air, water and spaces, it is the poor, women, people of colour, and people of the global South who first experience the consequences. The profession of social work is well poised to advocate preventive and prescriptive environmental measures in partnership with the communities in question. An analysis of power, along with an appreciation for the unique constraints of gender, race and geography, is instrumental for the articulation of environmental threats and eco-sustainable solutions. Ecological justice opens up an exciting space where social work has much to contribute, and much to gain

    Where the Green Is: Examining the Paradox of Environmentally Conscious Consumption

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    Can consumerism ever be 'green'

    Forget me not waltz : for the piano /

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    Mode of access: Internet.From the Thomas A. Edison Collection of American Sheet Music

    Well-being in College Students During the COVID-19 Pandemic

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    Erin O. Muldoon ’21, Psychology majorNina E.Pitre ’22, Psychology majorJennifer Caramanica ’21, Psychology majorAnnie B. Newbauer ’22, Psychology majorFaculty Mentor: Dr. Jennifer Van Reet, Psycholog

    Identity Change and the Transition to University: Implications for Cortisol Awakening Response, Psychological Well-being, and Academic Performance

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    The Social Identity Model of Identity Change (SIMIC) posits that social group memberships protect well-being during transitional periods, such as the transition to university, via two pathways – maintaining previously held social group memberships (social identity continuity) and gaining new social group memberships (social identity gain). Breaking new ground, this study investigates how these processes can influence an important biomarker of stress - cortisol awakening response (CAR). A total of 153 first year undergraduate students (69.3% female) completed measures (group memberships, depression, life satisfaction) at the beginning of the academic year (October, time 1; T1), of which 67 provided a saliva sample for CAR assessment. Seventy-nine students completed the time 2 (February, T2) measures four months later (41 provided saliva). Academic performance was assessed objectively through end-of-academic year university grade data (June, T3). At T1, students who reported greater social identity continuity and gain also reported lower depressive symptoms and greater life satisfaction. Across the academic year, social identity gain was associated with more adaptive post-awakening cortisol concentrations at T2. During the transition to university, new social group memberships were associated with a known biomarker of stress
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