AN EXPLORATION OF THE CORRELATION BETWEEN INTIMACY AND GRADUATE STUDENT STRESS A Project Presented to the faculty of the Division of Social Work California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF SOCIAL WORK by Morgan Chandler Shellyatta Johnson SPRING 2016 AN EXPLORATION OF THE CORRELATION BETWEEN INTIMACY AND GRADUATE STUDENT STRESS A Project by Morgan Chandler Shellyatta Johnson Approved by: ___________________________, Committee Chair Teiahsha Bankhead, Ph.D., LCSW ___________________________ Date xii Student: Morgan Chandler Shellyatta Johnson I certify that these students have met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project. _________________________, Graduate Program Director __________________ Dr. S. Torres, Jr. Date Division of Social Work Abstract of xiii AN EXPLORATION OF THE CORRELATION BETWEEN INTIMACY AND GRADUATE STUDENT STRESS by Morgan Chandler Shellyatta Johnson Emotional support is widely known as a protective factor while experiencing stress (Killian, 2008; Chao, 2011; Arria et. al, 2009). Intimacy or the culture of “hooking up” is a concept that has been less recognized or studied as a buffer for stress (Armstrong et. al., 2012). The purpose of this study was to explore the relationship between intimacy and graduate student stress. This quantitative research examined graduate level social work students at California State University, Sacramento using five scales to assess stress level, intimacy level, beliefs about hooking up, social support and self-care utilization. The students’ scores were used to assess their stress level in correlation to other variables such as intimacy and social support. Most students reported having high levels of social support with a mean score of 49.9 out of 60 during their graduate careers. There was no significant correlation between their beliefs about hooking up and intimacy and stress level (r=.187) (p=.170). There was a weak to moderate correlation (r=.417) and statistical significance (p=.001) between the student’s age and acceptance of “hooking up”. As students age increased their acceptance of “hooking up” decreased. This research study is xiv one of the few that has explored alternative coping methods of intimacy for stress. The implications for social work practice and recommendations for future research are also discussed. _______________________, Committee Chair Teiahsha Bankhead, Ph.D., LCSW ________________________ Date TABLE OF CONTENTS Page xv List of Tables……………………………………………………………………………..ix List of Figures………………………………………………………………………..……x Chapter 1. INTRODUCTION……………………………………………………………….....…1 Background of Problem………………………………………………………..……...2 Study Purpose……………………………………………………………………..…..4 Theoretical Framework…………………………………………………………..……5 Justification……………………………………………………………………..……..8 Limitations…………………………………………………………………..………...9 Assumptions……………………………………………………………………..…...9 Definition of Key Terms……………………………………………………..………10 Statement of Collaboration…………………………………………………..……....11 2. LITERATURE REVIEW…..……………………………………………..…...…….12 Stress…………………………….………………………………..………………….14 Stress and Social Work Graduate Students………………………..…………………19 Coping Strategies and Stress………………………………………..………………..25 Self-Care………………………………………………………..……………………26 Social Support………………………………………………………..…..…………..28 Evolution of Primary Love Relationships and Effects on Mental Health……….......31 Diverse Intimate Relationships…………………………………………………..…..32 Gaps in Literature……………………………………………………………..……..39 xvi 3. METHODOLOGY……………………………………………………………..……38 Study Design…………………………………………………………………..……..38 Sampling Procedures………………………………………………………..……….39 Data Collection Procedures…………………………………………………..……....40 Instruments……………………………………………………………...………........40 Protection of Human Subjects…………….…………………………………..……..41 Data Analysis………………………………...………………………………..……..42 4. RESULTS AND FINDINGS………………………………………..…………...…..43 Demographics…………………………………………………..……………………43 Significant Findings on Various Scales………………………………..…………….45 Correlation between Intimacy Scale and Stress Scale……………………..…...……55 Correlation between Age and Intimacy…………………………..………………….58 Correlation between Stress Scale and Length of Relationship……………..……..…59 Correlation between Stress Scale and Social Support…………………………...…..61 Summary…………………………………………………………..…………………62 5. SUMMARY AND RECOMMENDATIONS……………………..……….………..63 Implications for Social Work Practice…….…………………………………..……..66 Recommendations for Future Research…………………………………………...…66 Limitations……………..…………………………………………………………….68 Conclusion………………………………………………………………..………….68 Appendix A. Survey Instrument……………………………………………...………..70 xvii Appendix B. Informed Consent Letter……………………………………...…….……80 Appendix C. Human Subjects Approval………………….……………………………82 References………………………………………………………………………………..85 xviii LIST OF TABLES Tables Page 1. Participants’ Ethnicity By Percentage………………………………………..….44 2. Participants’ Employment Status By Percentage…………………………....…..45 3. Participants’ Responses for Social Support, Family Support, Friend Support......47 4. Participants’ Responses for Perception of Sex Scale…………………………….50 5. Participants’ Responses in Relationship to the Statement I would participate in an intimate relationship or “hooking up” outside of a committed relationship…………………………………………………………………..…...51 6. Participants’ Responses in Relationship to the Statement I think it is okay to have friends with benefits…………………………………..………………....52 7. Participants’ Responses in Relationship to the Statement I think that friends with benefits is a natural step to develop a committed relationship……….……53 8. Participants’ Responses in Relationship to the Statement I am comfortable discussing significant problems with my partner……………………………..….54 9. Participants’ Responses in Relationship to the Statement I hide my emotions from my intimate partner………………….…………………………………….55 10. The Correlation between Final Sex Scale, Intimacy Scale and Stress Scale….....57 11. The Correlation between Age and Final Sex Scale………………………..…….59 12. The Correlation between Length of Relationship and Stress Scale……..……….60 13. The Correlation between Stress Scale and Social Support Scale………..………62 xix 1 Chapter 1 INTRODUCTION Stress is a concept almost everyone has experienced once in their lives. Stress is a commonly known experience but effective ways of managing stress are less apparent. Social work students in particular are more susceptible to stress due to the nature of their work and educational demands (Garcia & Mendieta, 2013). Negative physical and mental health outcomes are direct results of ongoing stress among graduate students. The adverse effects, such as depression, alcoholism and burnout are typical consequences of graduate students who are not effectively managing their stress (Myers et al., 2012; Eastwood & Ecklund, 2008; Killian, 2008). The way in which graduate educational programs promote and support mental well-being and positive management of stress is a significant part of developing an effective graduate program. Social work students are thought to have unique experiences due to continuous exposure to complex and emotionally draining conflicts, balancing professional development and demanding school work (Napoli & Bonifas, 2011; Pottag & Huxley, 1996). Commonly known stress relievers among social workers are exercising (Fleshner, 2005), social support (Lazarus, 1984; Wilks & Spivey, 2010), mediating (Turner et. al., 2005), mindfulness (Brown & Ryan, 2003) and engaging in a hobby (Norcoss, 2000). Despite large amounts of literature promoting healthy ways of managing stress, students are still burning out, becoming emotionally exhausted and having negative health outcomes (Bober & Regeher, 2006; Killian, 2008; Norcoss, 2000). Social workers who are typically compassionate and altruistic by nature seek the need to help others but at the stake of their own well-being. Social workers, both students and professionals, 2 have one of the highest burnout rates among professional careers (Observer, 2008; Grant & Kinman, 2012). The broader problem is not how to avoid stress but how to reflect and manage distress in more healthy ways. Understanding factors the promote positive, resilient, healthy social workers is more necessary now than previous research that focused more on what happens after someone experiences high levels of stress. This particular research will begin to explore how specific intimate relationships correlate with the positive well-being and stress levels of graduate students. Background of Problem Social work is one of the most rewarding jobs, yet one of the most challenging. The profession has become highly recognized as a demanding and emotionally straining career. Despite high satisfaction in the social work profession, high levels of stress have also been reported among social workers (Neely et. al, 2009; Coffey et. al, 2014). Studies have examined the high turnover rate and burnout experienced by social workers globally (Grant & Kinman, 2012; Lee, Foster & Rehner, 2011). Even during early training of a social worker’s career, students are presenting negative psychological and emotional consequences that persist as they graduate and move into independent professional careers (Garcia & Mendieta, 2013; Myers et. al, 2012). Social work students must be proactive in their ability to recognize distress and challenges