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Rui JR, Wang D. Promoting HIV self-testing via emotional support messages among men who have sex with men in China. PATIENT EDUCATION AND COUNSELING 2024; 127:108360. [PMID: 38941720 DOI: 10.1016/j.pec.2024.108360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 04/23/2024] [Accepted: 06/19/2024] [Indexed: 06/30/2024]
Abstract
OBJECTIVE Since negative emotions were identified as barriers to HIV self-testing (HIVST), offering emotional support may promote this behavior. This study examined whether the socio-affective and reappraisal components of emotional support messages differ in affecting one's attitude towards and intention to conduct HIVST via response efficacy and self-efficacy. METHOD A between-subject online experiment was conducted with 309 Chinese men who have sex with men. Participants were randomly assigned to one of three conditions: no support, only reappraisal information, socio-affective and reappraisal information both provided. RESULTS Emotional support only worked for those completing HIVST in recent three months. The reappraisal information enhanced their response efficacy and self-efficacy, but only self-efficacy was positively related to one's attitude towards and intention to conduct HIVST. The message including socio-affective and reappraisal components directly improved their HIVST-related attitudes. CONCLUSION Emotional support presents an approach to promoting HIVST. The socio-affective and reappraisal information function differently on their response efficacy, self-efficacy, attitude, and intention. PRACTICE IMPLICATIONS This study provides implications on how to design messages promoting HIVST for health campaigns and AI-based healthcare technologies. Reappraisal information should be offered to enhance one's response efficacy and self-efficacy. Messages should address both socio-affective and reappraisal needs of individuals.
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Affiliation(s)
- Jian Raymond Rui
- Department of New Media and Communication, South China University of Technology, 382 Waihuan East Rd, Guangzhou 510006, China
| | - Dongya Wang
- Department of Strategic Communication, University of Miami, 5100 Brunson Drive, LC 150-D, Coral Gables, FL 33146, USA.
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Sun C, Li H, Wang X, Shao Y, Huang X, Qi H, Zhang Z, Su G. Self-control as mediator and social support as moderator in stress-relapse dynamics of substance dependency. Sci Rep 2024; 14:19852. [PMID: 39191931 PMCID: PMC11349877 DOI: 10.1038/s41598-024-70884-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2024] [Accepted: 08/22/2024] [Indexed: 08/29/2024] Open
Abstract
Substance Use Disorders (SUDs) present a significant challenge to global public health, with prolonged drug use not only impairing individual health but also hindering social development. Despite various interventions aimed at addressing drug abuse and dependence, a high relapse rate remains a prominent issue. In light of this, this study aims to explore the impact of perceived stress on the relapse of individuals with SUDs, as well as the mediating role of self-control and the moderating role of social support, in hopes of providing new perspectives for interventions to reduce the risk of relapse among individuals with SUDs. By utilizing a convenience sampling method, 420 male individuals with SUDs were recruited from detoxification centers in Guangxi, China. They completed questionnaires on perceived stress, self-control, social support, and tendencies towards relapse. A total of 401 valid datasets were obtained and analyzed using the SPSS Process plugin to conduct a moderated mediation model analysis. Results: (1) Perceived stress had a positive impact on the relapse of individuals with SUDs, (2) Self-control played a partial mediating role between perceived stress and the relapse, (3) The direct effect of perceived stress on the relapse and its first half of the indirect effect were moderated by social support. The research emphasize the critical importance of learning stress management strategies, enhancing self-control, and receiving comprehensive social support in the prevention and treatment of substance dependence. By strengthening self-control and social support as both internal and external resources, the likelihood of relapse among individuals with SUDs can be reduced, contributing to more effective and comprehensive drug rehabilitation strategies.
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Affiliation(s)
- Chao Sun
- School of Psychology, Beijing Sport University, Beijing, 100084, China
| | - Haojie Li
- School of Exercise and Health, Shanghai University of Sport, Shanghai, 200438, China
| | - Xiaojun Wang
- China Wushu School, Beijing Sport University, Beijing, 100084, China.
| | - Yongcong Shao
- School of Psychology, Beijing Sport University, Beijing, 100084, China.
| | - Xuetong Huang
- China Wushu School, Beijing Sport University, Beijing, 100084, China
| | - Huanhuan Qi
- China Wushu School, Beijing Sport University, Beijing, 100084, China
| | - Zhuolin Zhang
- China Wushu School, Beijing Sport University, Beijing, 100084, China
| | - Guobai Su
- Department of Physical Education, Tianjin Medical University, Tianjin, 300070, China.
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Zhao Y, Sun X, Yuan GF, Jin J, Miao J. Joint developmental trajectories of depression and post-traumatic stress disorder symptoms among Chinese children during COVID-19. Arch Psychiatr Nurs 2024; 49:118-125. [PMID: 38734447 DOI: 10.1016/j.apnu.2024.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 08/20/2023] [Accepted: 02/18/2024] [Indexed: 05/13/2024]
Abstract
BACKGROUND In early 2020, Chinese children started to demonstrate severe depression and post-traumatic stress disorder symptoms (PTSS) caused by lockdown and self-isolation (measures taken at the beginning of the COVID-19 pandemic). OBJECTIVES Concerning the significant impact of the pandemic on children's physical and mental development, the study aimed to explore children's depression and PTSS during the COVID-19 pandemic and the protective effects of family resilience on the trajectories. METHODS 883 children participated and completed three waves of online follow-up questionnaires. The latent growth mixture modeling (LGMM) analysis was used to explore the trajectories of children's depression and PTSS based on the individual approach. RESULTS Two types of depression trajectories were identified and defined as the resilient group (83.01 %) and the recovery group (16.99 %); Two types of PTSS trajectories were identified and defined as the resilient group (71.12 %) and the recovery group (28.88 %); Two types of the joint trajectories of depression and PTSS were identified and defined as the resilient group (83.47 %) and the chronic group (16.53 %). The results indicated that maintaining a positive outlook (a dimension of family resilience) was the potential predictor of PTSS trajectories. CONCLUSION The trajectories of depression and PTSS among Chinese children during the COVID-19 pandemic were heterogeneous, and there were similar evolving subtypes. Family resilience could be a critical protective factor for children and families.
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Affiliation(s)
- Yi Zhao
- School of Psychology, Nanjing Normal University, 122 Ninghai Road, Gulou District, Nanjing 210097, China
| | - Xun Sun
- School of Psychology, Nanjing Normal University, 122 Ninghai Road, Gulou District, Nanjing 210097, China
| | - Guangzhe Frank Yuan
- School of Education Science, Leshan Normal University, 778 Binhe road, Shizhong District, Leshan 614000, China
| | - Jialu Jin
- School of Psychology, Nanjing Normal University, 122 Ninghai Road, Gulou District, Nanjing 210097, China
| | - Jiandong Miao
- School of Education Science, Nanjing Normal University, 122 Ninghai Road, Gulou District, Nanjing 210097, China.
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Lee CKK, Chan KNJ, Wong SMC, Wong HSG, Lei HCJ, So YK, Fung SCV, Chu STR, Chung KKA, Cheng PWC, Lo KYH, Chan WC, Chang WC. Relationships between psychopathological symptoms, pandemic-related stress, perceived social support, and COVID-19 infection history: a network analysis in Chinese college students. Front Psychiatry 2024; 15:1340101. [PMID: 38370557 PMCID: PMC10873916 DOI: 10.3389/fpsyt.2024.1340101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Accepted: 01/15/2024] [Indexed: 02/20/2024] Open
Abstract
Introduction Previous coronavirus, 2019 (COVID-19) research has applied network analysis to examine relationships between psychopathological symptoms but rarely extended to potential risk and protective factors or the influence of COVID-19 infection history. This study examined complex inter-relationships between psychopathological symptoms, COVID-19-related stressors, perceived social support, and COVID-19 infection history among Chinese university/college students during the peak of fifth pandemic wave using a network analysis approach. Methods A Least Absolute Shrinkage and Selection Operator-regularized partial correlation network using Gaussian graphical model was constructed in 1,395 Chinese university/college students in Hong Kong who completed a survey between 15 March and 3 April, 2022. Depressive, anxiety, and acute/traumatic stress symptoms were measured by Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and Impact of Event Scale-6, respectively. COVID-19-related stressors and perceived social support were measured. Network differences by COVID-19 infection history (COVID-network vs. no_COVID-network) and network communities were examined. Results Our results showed that the most influential nodes were depressed mood, uncontrollable worries, and uncontrollable thoughts about COVID-19. The main bridging symptoms were concentration problems and psychomotor problems. The COVID-network, comprising participants with a history of COVID-19 infection only, was significantly stronger than the no_COVID-network. Perceived social support and stress from conflicts with family/friends formed a unique community with negative cognition and suicidal idea in the COVID-network only. Conclusion Our findings indicate that specific interventions targeting interpersonal conflicts and concentration problems as well as facilitating stress buffering effects of social support may represent effective strategies to reduce psychological distress in university/college students during COVID-19 and should be considered for future pandemic preparedness.
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Affiliation(s)
- Chi Kei Krystal Lee
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Kwun Nam Joe Chan
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Sau Man Corine Wong
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Hou Sem Gabbie Wong
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Hiu Ching Janet Lei
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Yuen Kiu So
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Shi Cheng Vivian Fung
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Sai Ting Ryan Chu
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Kar Kin Albert Chung
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Pak Wing Calvin Cheng
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Ka Ying Heidi Lo
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Wai Chi Chan
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Wing Chung Chang
- Department of Psychiatry, School of Clinical Medicine, Li Ka Shing (LKS) Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
- State Key Laboratory of Brain and Cognitive Sciences, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
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Liu Z, Shen L, Wu X, Zhen R, Zhou X. Basic Psychological Need Satisfaction and Depression in Adolescents During the COVID-19 Pandemic: The Mediating Roles of Feelings of Safety and Rumination. Child Psychiatry Hum Dev 2024; 55:219-226. [PMID: 35834146 PMCID: PMC9281292 DOI: 10.1007/s10578-022-01395-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 05/08/2022] [Accepted: 06/08/2022] [Indexed: 12/04/2022]
Abstract
The study aimed to examine the mechanism underlying the effect of basic psychological needs satisfaction (BPNs) on depression via feelings of safety or rumination in adolescents during the COVID-19 pandemic. Self-report questionnaires were distributed to 683 middle school students from Hubei province in China. Structural Equation Modelling was used to analyse the data. The results showed that basic psychological needs satisfaction exerted negative effects on adolescents' depression in both a direct and an indirect way. In specific, basic psychological needs satisfaction not only directly reduced depression, but also indirectly reduced depression by the mediating role of feelings of safety, but not by rumination. Moreover, autonomy and relatedness, but not competence need satisfaction, indirectly reduced depression by the multiple mediating path from feelings of safety to rumination. The findings indicate satisfaction of basic psychological needs is important in increasing adolescents' feelings of safety, reducing negative cognitions, and alleviating their depression level during the pandemic.
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Affiliation(s)
- Zhengyi Liu
- Department of Psychology, New York University, 10003, New York, NY, USA
| | - Lingyan Shen
- Jing Hengyi School of Education, Hangzhou Normal University, 311121, Hangzhou, China.
- Jing Hengyi School of Education, Hangzhou Normal University, No. 2318 Yuhangtang Street, 311121, Hangzhou, China.
| | - Xinyue Wu
- Jing Hengyi School of Education, Hangzhou Normal University, 311121, Hangzhou, China
| | - Rui Zhen
- Jing Hengyi School of Education, Hangzhou Normal University, 311121, Hangzhou, China.
- Jing Hengyi School of Education, Hangzhou Normal University, No. 2318 Yuhangtang Street, 311121, Hangzhou, China.
| | - Xiao Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, 310028, Hangzhou, China
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Gadermann AM, Gagné Petteni M, Molyneux TM, Warren MT, Thomson KC, Schonert-Reichl KA, Guhn M, Oberle E. Teacher mental health and workplace well-being in a global crisis: Learning from the challenges and supports identified by teachers one year into the COVID-19 pandemic in British Columbia, Canada. PLoS One 2023; 18:e0290230. [PMID: 37651356 PMCID: PMC10470891 DOI: 10.1371/journal.pone.0290230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 07/16/2023] [Indexed: 09/02/2023] Open
Abstract
The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how the challenges and systemic supports perceived by teachers during the COVID-19 pandemic were associated with their mental health and workplace well-being. This cross-sectional, survey-based study was conducted in February 2021, just prior to the third wave of the pandemic in British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined the associations between teachers' pandemic-related challenges (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students' needs), systemic supports (education system mental health and well-being support), and four mental health (psychological distress, and quality of life) and workplace well-being outcomes (job-related positive affect, turnover intentions), adjusting for sociodemographic and school characteristics. The Pratt index (d) was used to assess the relative importance of each predictor. A thematic qualitative analysis was conducted on teachers' open-ended responses. Teachers' workplace well-being (job-related positive affect and turnover intentions) was predominantly associated with their perceptions of education system support for their mental health and well-being (d = 46%, d = 41%, respectively). The most important predictor of general mental health (psychological distress and quality of life) was the number of COVID-19 related personal stressors teachers reported (d = 64%, d = 43%, respectively). The qualitative analyses corroborated and expanded upon the quantitative findings. Understanding pandemic-related challenges and supports impacting teacher mental health and workplace well-being equips us to make evidence-informed policy decisions to support teachers now and in future school disruptions.
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Affiliation(s)
- Anne M. Gadermann
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Monique Gagné Petteni
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Tonje M. Molyneux
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Michael T. Warren
- Department of Psychology, Western Washington University, WA, United States of America
| | - Kimberly C. Thomson
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Kimberly A. Schonert-Reichl
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
- Department of Psychology, University of Illinois Chicago, Chicago, IL, United States of America
| | - Martin Guhn
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Eva Oberle
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
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Bhattacharya A, Tandon A. The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2023]
Affiliation(s)
- Anindita Bhattacharya
- Department of Psychiatry and Clinical Psychology Narayana Health Bengaluru Karnataka India
| | - Ankita Tandon
- OB&HR Area International Management Institute New Delhi Delhi India
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Geraci A, Di Domenico L, Inguglia C, D’Amico A. Teachers’ Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown. Behav Sci (Basel) 2023; 13:bs13040296. [PMID: 37102810 PMCID: PMC10135634 DOI: 10.3390/bs13040296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Revised: 03/28/2023] [Accepted: 03/29/2023] [Indexed: 04/03/2023] Open
Abstract
Teachers’ psychological well-being is a crucial aspect that influences learning in a classroom climate. The aim of the study was to investigate teachers’ emotional intelligence, burnout, work engagement, and self-efficacy in times of remote teaching during COVID-19 lockdown. A sample of 65 teachers (Mage = 50.49), from early childhood through lower secondary education, were recruited during a period of school closure to answer self-report questionnaires and other measures assessing study variables. Results showed that during the COVID-19 pandemic, teachers reported higher levels of burnout and lower levels of self-esteem due to multiple challenges related to remote teaching and the growing sense of insecurity regarding health safety in the school environment. However, the negative effects of COVID-19 on teachers’ self-efficacy, work engagement, and burnout varied according to their own levels of emotional intelligence. These results demonstrate that emotional intelligence may support teachers in facing these challenges.
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Chung EKH, Ho AKK, Lam AHK, Yeung DYL. Maintaining psychological well-being amidst the COVID-19 pandemic: The beneficial effects of health-promoting behaviors and sense of control. CURRENT PSYCHOLOGY 2023:1-15. [PMID: 37359655 PMCID: PMC10028320 DOI: 10.1007/s12144-023-04514-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2023] [Indexed: 03/24/2023]
Abstract
The present research reports the findings of three studies, with objectives to demonstrate the impacts of health-promoting behaviors on psychological well-being as well as the mediating roles of sense of control (SOC) and perceived severity of COVID-19 in these relationships. Study 1 was a cross-sectional survey conducted in 473 middle-aged and older Chinese adults before the COVID-19 pandemic to assess their health-promoting behaviors, personal mastery and perceived constraints, life satisfaction, and depressive symptoms. Study 2 was conducted during the second wave of the COVID-19 outbreak in Hong Kong (between March to April 2020), in which 292 participants from Study 1 were successfully contacted to report their emotional responses to the pandemic. Using a different sample, Study 3 was a longitudinal study that measured 495 participants' health-promoting behaviors, personal mastery and perceived constraints at baseline, and their perceived severity and mental health outcomes during the outbreak of omicron cases in Hong Kong (i.e., the fifth wave of the COVID-19 outbreak) in March 2022. All three studies demonstrate that the beneficial effects of health behaviors can be extended to psychological well-being and reveal possible underlying mechanisms through enhancing one's SOC and lowering perceived severity of the COVID-19 outbreak. These results provide important insights to future health promotion programs for improving psychological resources and psychological well-being of middle-aged and older adults in face of disease-related threats.
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Affiliation(s)
- Edwin Ka Hung Chung
- Psychology Laboratories, Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chee Avenue, Kowloon Tong, Hong Kong SAR
| | - Alvin Ka Kin Ho
- Psychology Laboratories, Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chee Avenue, Kowloon Tong, Hong Kong SAR
| | - Alfred Hiu Ki Lam
- Psychology Laboratories, Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chee Avenue, Kowloon Tong, Hong Kong SAR
| | - Dannii Yuen-lan Yeung
- Psychology Laboratories, Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chee Avenue, Kowloon Tong, Hong Kong SAR
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Dayal S. Online education and its effect on teachers during COVID-19-A case study from India. PLoS One 2023; 18:e0282287. [PMID: 36862704 PMCID: PMC9980775 DOI: 10.1371/journal.pone.0282287] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Accepted: 01/27/2023] [Indexed: 03/03/2023] Open
Abstract
BACKGROUND COVID pandemic resulted in an initially temporary and then long term closure of educational institutions, creating a need for adapting to online and remote learning. The transition to online education platforms presented unprecedented challenges for the teachers. The aim of this research was to investigate the effects of the transition to online education on teachers' wellbeing in India. METHODS The research was conducted on 1812 teachers working in schools, colleges, and coaching institutions from six different Indian states. Quantitative and qualitative data was collected via online survey and telephone interviews. RESULTS The results show that COVID pandemic exacerbated the existing widespread inequality in access to internet connectivity, smart devices, and teacher training required for an effective transition to an online mode of education. Teachers nonetheless adapted quickly to online teaching with the help of institutional training as well as self-learning tools. However, respondents expressed dissatisfaction with the effectiveness of online teaching and assessment methods, and exhibited a strong desire to return to traditional modes of learning. 82% respondents reported physical issues like neck pain, back pain, headache, and eyestrain. Additionally, 92% respondents faced mental issues like stress, anxiety, and loneliness due to online teaching. CONCLUSION As the effectiveness of online learning perforce taps on the existing infrastructure, not only has it widened the learning gap between the rich and the poor, it has also compromised the quality of education being imparted in general. Teachers faced increased physical and mental health issues due to long working hours and uncertainty associated with COVID lockdowns. There is a need to develop a sound strategy to address the gaps in access to digital learning and teachers' training to improve both the quality of education and the mental health of teachers.
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Affiliation(s)
- Surbhi Dayal
- Area of Humanities and Social Sciences, Indian Institute of Management Indore, Indore, Madhya Pradesh, India
- * E-mail:
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11
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Santiago ISD, dos Santos EP, da Silva JA, de Sousa Cavalcante Y, Gonçalves Júnior J, de Souza Costa AR, Cândido EL. The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1747. [PMID: 36767110 PMCID: PMC9914333 DOI: 10.3390/ijerph20031747] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 01/12/2023] [Accepted: 01/16/2023] [Indexed: 06/18/2023]
Abstract
(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers in the context of the COVID-19 pandemic. (2) Methods: A qualitative systematic review was carried out, according to the PRISMA protocol, in the PubMed, Scopus, and Web of Science databases using a combination of the following descriptors [MeSH]: "mental health", "mental disorders'', "covid-19" and "school teachers''. Articles selected were written in English, Portuguese and Spanish, published between November 2019 and December 2022. (3) Results: The most common psychiatric pathologies were generalized anxiety disorders and depression. Burnout syndrome was also quite prevalent. Of the 776 articles identified, 42 were selected after applying the eligibility criteria. Although there is variability among the analyzed studies, the risk factors most correlated with increased morbidity in teachers were: (i) being female; (ii) age below the fifth decade of life; (iii) pre-existence of chronic or psychiatric illnesses before the pandemic; (iv) difficulty in adapting to the distance education model; (v) family/work conflicts; (vi) negative symptoms caused by the pandemic. (4) Conclusions: Therefore, the COVID-19 impact on mental health appears to be more common in female teachers in their fifth decade of life and with pre-existing psychiatric comorbidities. However, prospective studies are needed to better map this situation.
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Affiliation(s)
| | | | | | | | - Jucier Gonçalves Júnior
- Division of Rheumatology, Faculdade de Medicina FMUSP, Universidade de São Paulo, São Paulo 05403-010, Brazil
| | - Angélica Rodrigues de Souza Costa
- Programa de Pós-Graduação em Desenvolvimento Regional Sustentável (PRODER), Federal University of Cariri (UFCA), Juazeiro do Norte 63048-080, Brazil
| | - Estelita Lima Cândido
- School of Medicine, Federal University of Cariri (UFCA), Barbalha 60430-160, Brazil
- Programa de Pós-Graduação em Desenvolvimento Regional Sustentável (PRODER), Federal University of Cariri (UFCA), Juazeiro do Norte 63048-080, Brazil
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Liu Z, Liu Y, Li A, Zhu T. Nonlinear effects of pandemic uncertainty on depression, pandemic preventive behavior intentions, and positive life attitudes: Moderating effects of high and low uncertainty grouping. Front Public Health 2023; 11:1136152. [PMID: 36908427 PMCID: PMC9995966 DOI: 10.3389/fpubh.2023.1136152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 02/06/2023] [Indexed: 02/25/2023] Open
Abstract
Backgrounds COVID-19 is difficult to end in a short time and people are still facing huge uncertainties. Since people's lives are gradually returning to normal, the sense of control and intolerance of uncertainty, which were mainly focused by past studies, are not specific to COVID-19 and will be more influenced by some factors unrelated to the pandemic. Therefore, they may be difficult to accurately reflect the individuals' perceptions of uncertainty. Besides, past research just after the outbreak mainly investigated people in high levels of uncertainty, we don't know the impact of uncertainties on individuals' psychological states when people gradually recovered their sense of control. To solve these problems, we proposed the concept of "pandemic uncertainty" and investigated its impact on people's daily lives. Methods During October 20, 2021 to October 22, 2021, this study obtained data about uncertainty, depression, positive attitude, pandemic preventive behavior intentions, personality, and social support from 530 subjects using convenient sampling. The subjects were all college students from the Dalian University of Technology and Dalian Vocational and Technical College. According to the distribution of uncertainty, we divided the dataset into high and low groups. Subsequently, by using uncertainty as the independent variable, the grouping variable as the moderating variable, and other variables as the control variables, the moderating effects were analyzed for depression, positive attitude, and pandemic preventive behavior intentions, respectively. Results The results showed that the grouping variable significantly moderate the influence of uncertainty on positive attitude and pandemic preventive behavior intentions but had no significant effect on depression. Simple slope analysis revealed that high grouping uncertainty significantly and positively predicted positive attitude and pandemic preventive behavior intentions, while low grouping effects were not significant. Conclusion These results reveal a nonlinear effect of pandemic uncertainty on the pandemic preventive behavior intentions and positive life attitudes and enlighten us about the nonlinear relationship of psychological characteristics during a pandemic.
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Affiliation(s)
- Zeyu Liu
- Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Yun Liu
- Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.,Dalian Vocational and Technical College, Dalian, China
| | - Ang Li
- Department of Psychology, Beijing Forestry University, Beijing, China
| | - Tingshao Zhu
- Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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13
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Mastorci F, Lazzeri MFL, Piaggi P, Doveri C, Trivellini G, Casu A, Marinaro I, Bianchin E, Pozzi M, Pingitore A. Schoolteachers' well-being: A pilot study from the AVATAR project during COVID-19 school closure. Work 2023; 75:1-8. [PMID: 36683483 DOI: 10.3233/wor-220267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023] Open
Abstract
BACKGROUND Teachers are a category at high risk for co-occurring mental diseases. OBJECTIVES The purpose was to assess well-being of schoolteachers and psychological effects of coronavirus disease 2019 (COVID-19). METHOD Data were collected in April 2021, during the partial re-opening of public schools in Italy, from 838 schoolteachers who complete a battery of psychological tests on a multimedia platform. RESULTS In females, school closure increases anxiety (BAI, p < 0.001), depression (BDI-II, p < 0.05), stress-related insomnia (FIRST, p < 0.001), and perceived stress (PSS, p < 0.05). In males, on the contrary, rises perceived health (p < 0.001) and vitality (p < 0.001), also in terms of total score (PWBI p < 0.05). In addition, having a family member with COVID in the past month increased anxiety (BAI, p < 0.05), reduced perceived physical health (PWBI, p < 0.05) and vitality (PWBI, p < 0.05). CONCLUSION The main results of this pilot study showed that female teachers had a worse well-being perception with respect to men, in terms of health and vitality and an increase in negative emotional reactivity, that impaired when a family member was affected by COVID. The results emphasize the need to invest in prevention and wellness promotion programs in this professional category.
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Affiliation(s)
| | | | - Paolo Piaggi
- Department of Information Engineering, University of Pisa, Pisa, Italy
| | | | | | | | | | - Elisa Bianchin
- Department of addictions, ASFO - Azienda Sanitaria Friuli Occidentale, Pordenone, Italy
| | - Marta Pozzi
- Department of addictions, ASFO - Azienda Sanitaria Friuli Occidentale, Pordenone, Italy
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Exploration of college teachers' psychological adaptation to online teaching during the COVID-19 pandemic using potential profile analysis. PLoS One 2022; 17:e0278896. [PMID: 36508437 PMCID: PMC9744310 DOI: 10.1371/journal.pone.0278896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Accepted: 11/23/2022] [Indexed: 12/14/2022] Open
Abstract
The present study used a person-centered approach to examine college teachers' psychological adaptation to online teaching and its relationship with demographic variables. A total of 2104 college teachers were surveyed using the Psychological Adaption to Online Teaching Scale between March 25 and March 31, 2020. Data were analyzed using latent profile analysis, chi-square test, and multinomial logistic regression analysis. Based on their psychological adaptation during online teaching immediately after the coronavirus disease 2019 (COVID-19) outbreak, college teachers were divided into three latent profiles: common, maladaptive, and positive. Among these, the common type accounted for the largest proportion (56.1%), while the maladaptive type accounted for the smallest (10.9%). There were significant differences in the distribution of psychological adaptation latent types in college teachers with different educational backgrounds and professional titles. A better educational background and higher professional title is closely related with college teachers' psychological adaptation to online teaching.
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15
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Messineo L, Tosto C. Perceived stress and affective experience in Italian teachers during the COVID-19 pandemic: correlation with coping and emotion regulation strategies. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00661-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
Abstract
The COVID-19 pandemic has represented a source of stress for teachers by adding new challenges. The objective of this study was to assess the association between emotion regulation and coping strategies, on the one hand, and perceived stress and affective experience on the other among teachers during the COVID-19 pandemic. A sample of 1178 of Italian pre-primary, primary, and secondary school teachers completed an online survey. Three hierarchical linear regression analyses were run to evaluate teachers’ emotion regulation, coping strategies, years of teaching experience, perceived workload, and perceptions about online teaching in predicting their perceived stress and positive and negative affect. The findings showed that cognitive reappraisal and positive attitude were associated with a lower level of perceived stress and negative affect and a higher level of positive affect. Problem orientation strategies were also associated with a higher level of positive affect. By contrast, expressive suppression was correlated with a higher level of perceived stress. Avoidance coping strategies were associated with higher perceived stress and negative affect and a lower level of positive affect. The perceived burden of online teaching was positively related with perceived stress and negative affect. Confidence in using educational technologies predicted lower levels of perceived stress, and previous online teaching experience was positively correlated with positive affect. The findings of this study could be useful for implementing teacher training programmes on emotion regulation and coping strategies to reduce stress and promote positive affect.
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16
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Hu J, Liu J, Huang Y, Zheng Z, Yang D, Zhou Y, Wang J. COVID-19 related stress during and one year after the first wave of the pandemic outbreak in China: The role of social support and perceptions of the pandemic. Front Psychiatry 2022; 13:1009810. [PMID: 36532171 PMCID: PMC9751691 DOI: 10.3389/fpsyt.2022.1009810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 09/30/2022] [Indexed: 12/04/2022] Open
Abstract
Introduction COVID-19 related stress might vary with the pandemic changes, as well as other associated factors. This study aimed to compare the stress level during the first wave of the pandemic outbreak and 1 year later in China, and to explore the differential roles of social support and perceptions of this disease in affecting pandemic-related stress over time. Methods COVID-19 related stress, social support, and perceptions of the pandemic (perceived threat, perceived protection, and perceived controllability) were measured using the Impact of Event Scale-Revised for COVID-19, the Multidimensional Scale of Perceived Social Support, and the Self-Compiled Scale of COVID-19 Related Perception, respectively. Using an online survey, two independent samples were collected during the first wave of the COVID-19 outbreak (Time 1: March 2020, N = 430) and 1 year later (Time 2: April 2021, N = 512). Results Levels of COVID-19 related stress and social support were lower at Time 2. Furthermore, at both Time 1 and Time 2, more social support was associated with less stress. Perceived protection and controllability of COVID-19 also mediated the relationship between social support and COVID-19 at both time points. However, the perceived threat of COVID-19 only served as a mediator at Time 1. Conclusion These results indicate that Chinese people might experience lower COVID-19 related stress as the pandemic progresses. The perceived threat of COVID-19 played a more critical role in stress experienced at Time 1. These findings not only underscore the importance of social support under the context of Chinese society, but also have implications for developing specific interventions targeting different perceptions of COVID-19 to reduce pandemic-related stress during the different waves of this pandemic.
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Affiliation(s)
- Jingchu Hu
- Department of Anxiety Disorders, Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
- Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
| | - Jiayu Liu
- Department of Anxiety Disorders, Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
- Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
| | - Yiting Huang
- Department of Anxiety Disorders, Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
- Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
| | - Zhiying Zheng
- Department of Anxiety Disorders, Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
- Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
| | | | - Yunfei Zhou
- Department of Anxiety Disorders, Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
| | - Jianhong Wang
- Shenzhen Mental Health Center, Shenzhen Kangning Hospital, Shenzhen, China
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17
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Weierstall-Pust R, Schnell T, Heßmann P, Feld M, Höfer M, Plate A, Müller MJ. Stressors related to the Covid-19 pandemic, climate change, and the Ukraine crisis, and their impact on stress symptoms in Germany: analysis of cross-sectional survey data. BMC Public Health 2022; 22:2233. [PMID: 36451152 PMCID: PMC9709756 DOI: 10.1186/s12889-022-14682-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 11/21/2022] [Indexed: 12/05/2022] Open
Abstract
BACKGROUND Climate change, the Covid-19 pandemic, and the Ukraine crisis are considered unprecedented global stressors, potentially associated with serious health consequences. However, simultaneous effects of these stressors are not yet understood, making it difficult to evaluate their relative contribution to the population burden and potential future manifestations in clinically significant psychiatric disorders. This study aimed at disentangling the relative contribution of the three stressor groups on current sub-clinical stress symptoms. METHODS A cross-sectional, representative survey study was conducted two months after the outbreak of the Ukraine war in Germany. Proportional quota sampling was applied for age, gender, income, and regional characteristics. Data were recruited by means of an online survey. 3094 data sets (1560 females) were included. Age ranged from 18-89 (M: 50.4 years; SD: 17.2). The Subclinical Stress Questionnaire (SSQ-25) served as main outcome measure. In collaboration with a professional media agency, 20 items were generated to capture salient population stressors. A three-factor exploratory structural equation model confirmed the appropriateness of this scale. RESULTS (1) Differences in subjective rankings revealed that stressors related to the Ukraine crisis were rated as most worrying, followed by climate change, and the Covid-19 pandemic (Generalized-Linear-Model: Epsilon = .97; F(1.94, 6001.14) = 1026.12, p < .001; ηp2 = .25). (2) In a linear regression model (R2 = .39), Covid-19 pandemic stressors were the only meaningful predictors for current ill-health (standardized β = .48). Ukraine crisis did not predict stress symptom profiles in the present sample. (3) Older and male individuals report less and/or less severe stress symptoms, although effect sizes were small (range: η2 .11-.21). An older age also reduced the impact of Covid-19 stressors. CONCLUSIONS Researchers from the health sciences must consider overlapping effects from population stressors. Although the Ukraine crisis and climate change mark salient stressors, including economic threats, the Covid-19 pandemic still has a profound effect on ill-health and must be considered as a relevant factor in future manifestations of psychiatric and associated health consequences.
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Affiliation(s)
- Roland Weierstall-Pust
- Oberberg Clinics Group, Hausvogteiplatz 10, Berlin, 10117 Germany ,grid.461732.5Medical School Hamburg, Hamburg, Germany
| | | | - Philipp Heßmann
- Oberberg Clinics Group, Hausvogteiplatz 10, Berlin, 10117 Germany
| | - Michael Feld
- Private Practice for General and Sleep Medicine, Frechen, Germany
| | - Max Höfer
- Höfermedia Communication Agency, Berlin, Germany
| | - Anna Plate
- Oberberg Clinics Group, Hausvogteiplatz 10, Berlin, 10117 Germany
| | - Matthias J. Müller
- Oberberg Clinics Group, Hausvogteiplatz 10, Berlin, 10117 Germany ,grid.8664.c0000 0001 2165 8627Justus Liebig University Gießen, Gießen, Germany
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18
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Westphal A, Kalinowski E, Hoferichter CJ, Vock M. K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review. Front Psychol 2022; 13:920326. [PMID: 36118449 PMCID: PMC9479001 DOI: 10.3389/fpsyg.2022.920326] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 08/05/2022] [Indexed: 11/13/2022] Open
Abstract
We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.
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Affiliation(s)
- Andrea Westphal
- Interdisciplinary Research on Teaching, Learning and School Development, University of Greifswald, Greifswald, Germany
| | - Eva Kalinowski
- Empirical Research on Instruction and Intervention, University of Potsdam, Potsdam, Germany
| | | | - Miriam Vock
- Empirical Research on Instruction and Intervention, University of Potsdam, Potsdam, Germany
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19
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Alam MD, Islam A, Hossain MS, Hossain A, Akhter D, Haider MM, Xu Y. Mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh. Front Psychiatry 2022; 13:896419. [PMID: 35990069 PMCID: PMC9382101 DOI: 10.3389/fpsyt.2022.896419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Accepted: 07/06/2022] [Indexed: 11/13/2022] Open
Abstract
Background Vaccination of teachers is recommended during the COVID-19 pandemic to reduce the risk of infection for themselves and their students, as well as to encourage their parents to get immunized. The present study investigated the mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh. Methods A cross-sectional survey was conducted in Bangladesh from March 4 to September 9, 2021. The frequency of symptoms of psychological distress, depression, anxiety, stress, post-traumatic stress disorder (PTSD), insomnia, and fear was assessed using the Bangla versions of the GHQ-12, PHQ-2, GAD-2, PSS-4, PC-PTSD-5, ISI, and FCV-19S scales, respectively. Results A total of 1,527 Bangladeshi teachers completed the questionnaire, with 678 (44.4%) being vaccinated and 849 (55.6%) being unvaccinated. Compared with unvaccinated teachers, vaccinated teachers had a statistically significant lower prevalence of psychological distress (35.8 vs. 42.9%), depression (37.6 vs. 46.4%), anxiety (31.9 vs. 45.1%), stress (18.3 vs. 32.0%), PTSD (33.0 vs. 43.8%), insomnia (25.2 vs. 36.9%), and fear symptoms (23.3 vs. 29.6%). Among vaccinated teachers, participants with master's or lower degree levels had significantly higher symptoms of depression, stress, and fear than other education levels. Respondents with children had a significantly higher risk of depression, anxiety, stress, and fear symptoms than those who did not have children. Participants who lost family members, friends, or colleagues due to the COVID-19 pandemic had a significantly higher chance of experiencing symptoms of anxiety, PTSD, and fear than those who did not. On the other hand, unvaccinated male teachers were significantly associated with a higher risk of all mental health outcomes except psychological distress and PTSD symptoms compared to female teachers. Participants who were smokers had a significantly higher chance of anxiety, stress, and fear symptoms than non-smokers. Compared to participants with strong social support, those with poor social support had a higher risk of all mental health outcomes except PTSD symptoms. Conclusion This study suggests emphasizing the vaccinated to unvaccinated teachers as soon as possible to control the infection and improve mental health outcomes. Vulnerable teachers also required special attention, health-related education, and psychological support.
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Affiliation(s)
- Md. Dhedharul Alam
- Department of Psychiatry, The First Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, China
- The Key Laboratory of Mental Disorder Management in Zhejiang Province, Hangzhou, China
| | - Asraful Islam
- Department of Psychology, Jagannath University, Dhaka, Bangladesh
| | | | - Afsana Hossain
- Department of Plant Pathology, Bangabandhu Sheikh Mujibur Rahman Agricultural University, Gazipur, Bangladesh
| | - Delara Akhter
- Department of Genetics and Plant Breeding, Sylhet Agricultural University, Sylhet, Bangladesh
| | - Md. Masum Haider
- Department of Physics, Mawlana Bhashani Science and Technology University, Tangail, Bangladesh
| | - Yi Xu
- Department of Psychiatry, The First Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, China
- The Key Laboratory of Mental Disorder Management in Zhejiang Province, Hangzhou, China
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20
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Slimani M, Znazen H, Azaiez F, Bragazzi NL. The Effect of Ramadan and COVID-19 on the Relationship between Physical Activity and Burnout among Teachers. Nutrients 2022; 14:2648. [PMID: 35807829 PMCID: PMC9268706 DOI: 10.3390/nu14132648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 06/15/2022] [Accepted: 06/22/2022] [Indexed: 01/27/2023] Open
Abstract
The objective of this study was to explore the effect of COVID-19 and Ramadan on physical activity (PA) and burnout in teachers and the relationship between them. A total of 57 secondary school teachers from public education centers participated in the present study. They were aged between 29 and 52 years. To determine the effect of Ramadan and COVID-19 on PA and burnout, participants completed the online questionnaires before COVID-19, one week before Ramadan and during the second week of Ramadan. The International Physical Activity Questionnaire-BREF and the Maslach Burnout Inventory-Human Services Survey were used to assess PA intensities and burnout, respectively. The data revealed that total PA (p < 0.001, p < 0.05, respectively) vigorous metabolic equivalent of task (MET) (p < 0.001, p < 0.05, respectively), moderate MET (p < 0.001, p < 0.01, respectively) were higher before COVID-19 and before Ramadan than during Ramadan. Regarding burnout subscales, emotional exhaustion (p < 0.001, p < 0.01, respectively) was higher before Ramadan than before COVID-19 and during Ramadan. A lower personal accomplishment was reported before Ramadan than before COVID-19 and during Ramadan (both p < 0.05). In addition, low to high correlations were observed between PA intensities and burnout subscales, except for the correlation between depersonalization and all PA intensities. In conclusion, Ramadan intermittent fasting along with PA was highly recommended for teachers and the general population to improve positive emotions and general health.
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Affiliation(s)
- Maamer Slimani
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), Genoa University, 16132 Genoa, Italy;
| | - Hela Znazen
- Department of Physical Education and Sport, College of Education, Taif University, Taif 21944, Saudi Arabia;
| | - Fairouz Azaiez
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, University Tunis, Tunis 1007, Tunisia;
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia
| | - Nicola Luigi Bragazzi
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), Genoa University, 16132 Genoa, Italy;
- Laboratory for Industrial and Applied Mathematics (LIAM), Department of Mathematics and Statistics, York University, Toronto, ON M3J 1P3, Canada
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21
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Huang JL, Chen NF, Cai Y, Yin JR, Zhou X. Work-family conflict and posttraumatic stress symptoms among college teachers during the COVID-19 pandemic. Psych J 2022; 11:895-903. [PMID: 35753077 PMCID: PMC9350225 DOI: 10.1002/pchj.575] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 05/10/2022] [Indexed: 11/06/2022]
Abstract
The study aimed to examine the indirect factors underlying the association between work–family conflict and posttraumatic stress symptoms (PTSS) in college teachers during the COVID‐19 pandemic. Three potential indirect factors were examined: perceived stress, basic psychological needs, and rumination. A total of 274 college teachers were recruited. All participants completed an electronic questionnaire that assessed their exposure to the pandemic, work–family conflict, perceived stress, basic psychological needs, rumination, and PTSS. The results showed that after controlling for pandemic exposure, gender, and age, work–family conflict was associated with PTSS via perceived stress alone, rumination alone, a path from perceived stress to basic psychological needs, and a path from perceived stress to rumination. These results indicate that work–family conflict is positively associated with PTSS indirectly via perceived stress, rumination, and basic psychological needs during the COVID‐19 pandemic. These three mediators may completely explain the relation of work–family conflict to PTSS.
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Affiliation(s)
- Jia-Li Huang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Nan-Fei Chen
- Department of Student Affairs, Zhejiang University, Hangzhou, China
| | - Yun Cai
- Financial Department, Zhejiang University, Hangzhou, China
| | - Jin-Rong Yin
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Xiao Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
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22
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How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127134. [PMID: 35742381 PMCID: PMC9222778 DOI: 10.3390/ijerph19127134] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Revised: 06/01/2022] [Accepted: 06/08/2022] [Indexed: 02/01/2023]
Abstract
In this study, a descriptive bibliometric analysis of the scientific production was performed in the Web of Science on burnout and/or stress in teachers in pandemic situations. The aim of the study was to analyse the scientific production on stress and burnout in teachers during the COVID-19 pandemic. A total of 75 documents from 33 journals with 3947 cited references were considered, with 307 researchers from 35 countries publishing at least one article. The country with the most publications was the USA, followed by China and Spain. The USA was the country with the most collaborations. A total of 184 institutions published documents, and the universities with the most records were Christopher Newport and Columbia, although the American University of Sharjah and Cape Breton University had a higher overall citation coefficient. Of the 33 journals that have published on the subject, Frontiers in Psychology and the International Journal of Environmental Research and Public Health stood out in terms of the number of articles, and they were also listed in this order with regard to their impact factor.
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Lizana PA, Lera L. Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19105968. [PMID: 35627505 PMCID: PMC9140393 DOI: 10.3390/ijerph19105968] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 05/06/2022] [Accepted: 05/06/2022] [Indexed: 12/19/2022]
Abstract
There is a strong background indicating that the teaching profession is one of the most stressful and that their mental health has deteriorated even further during the pandemic. However, there is a little background about the impact of the COVID-19 infection peaks and teachers’ mental health. To this end, 313 teachers were recruited. Via online questionnaires, an evaluation was performed on their depression, anxiety, and stress symptoms on the DASS-21 scale. Teachers’ sociodemographic and socio-personal data were also analyzed. A binary logistic regression was used to analyze the variables which could be associated with each of the symptoms. High rates of depression, anxiety, and stress symptoms were observed among teachers (67%, 73%, and 86%, respectively). Among teachers who were affected by the work–family balance (89%), there was also an increased risk of symptoms of anxiety (OR: 3.2) and stress (OR: 3.5). Depression symptom risk was higher among women (OR: 2.2), and teachers under 35 years old had a risk of presenting all three symptoms (depression OR: 2.2; anxiety OR: 4.0; stress OR 3.0). In contrast, teaching in private educational establishments was a protective factor for anxiety symptoms (OR: 0.3). The results suggest that the second COVID-19 wave profoundly affected teachers’ mental health. Urgent interventions are thus needed to aid teachers’ mental health.
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Affiliation(s)
- Pablo A. Lizana
- Laboratory of Epidemiology and Morphological Sciences, Instituto de Biología, Pontificia Universidad Católica de Valparaíso, Valparaíso 2373223, Chile
- Correspondence:
| | - Lydia Lera
- Latin Division, Keiser University, Online Education, Fort Lauderdale, FL 33309, USA;
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Pöysä S, Pakarinen E, Lerkkanen MK. Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader–Follower Relationship During the COVID-19 Pandemic. Front Psychol 2022; 13:861300. [PMID: 35645877 PMCID: PMC9133838 DOI: 10.3389/fpsyg.2022.861300] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 04/19/2022] [Indexed: 11/13/2022] Open
Abstract
This study examined teachers’ occupational well-being by identifying profiles based on teachers’ self-ratings of work engagement as well as work-related effort and reward. It also did so by examining whether the identified subgroups differed with respect to teachers’ self-reported occupational stress and emotional exhaustion as well as with respect to work-related resources such as the individual resource of work meaningfulness and the leader-level resource of the leader–follower relationship. The participants in the study were 321 Finnish elementary school teachers. The data were collected in spring 2021, that is, at the time when the COVID-19 pandemic was present, yet there were no national school closures. Three groups of teachers were identified with latent profile analysis: (1) teachers recognized as being poorly engaged with the highest effort and lowest reward (4.7%); (2) teachers recognized as being averagely engaged with higher effort than reward (32.1%); and (3) teachers recognized as being highly engaged with higher reward than effort (63.2%). The subsequent analyses examining the differences among the profile groups revealed, for example, that each profile group differed with respect to the individual resource of work meaningfulness and profile groups 2 and 3 differed with respect to the leader-level resource of the leader–follower relationship. Thus, the findings indicate that there are differences in the ways in which teachers are able to benefit from the work-related resources and how they cope with job-related demands during the COVID-19 pandemic.
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Affiliation(s)
- Sanni Pöysä
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
- *Correspondence: Sanni Pöysä,
| | - Eija Pakarinen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Marja-Kristiina Lerkkanen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
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25
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Are Personal Resources and Perceived Stress Associated with Psychological Outcomes among Israeli Teachers during the Third COVID-19 Lockdown? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095634. [PMID: 35565027 PMCID: PMC9099812 DOI: 10.3390/ijerph19095634] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/27/2022] [Revised: 04/26/2022] [Accepted: 05/01/2022] [Indexed: 01/25/2023]
Abstract
Teachers’ psychological responses during a pandemic, such as COVID-19, play an important role in their adaptation to the new routine. This research aimed to explore the association between personal resources (sense of control, social support), perceived stress, and three psychological outcomes (resilience, depression, loneliness) among teachers during the third COVID-19 lockdown in Israel. A cross-sectional study was conducted among 208 teachers. Significant associations were found between perceived stress, resilience, depression, and loneliness. Sense of control was significantly associated with perceived social support. The research model was tested using Structural Equation Modeling. The model yielded appropriate indices of fit (χ2(10) = 10.31, χ2/df = 1.03, p = 0.413, NFI = 0.970, NNFI = 0.997, CFI = 0.999, RMSEA = 0.012, 95%CI RMSEA = 0.077), demonstrating that the model fits the data well. Findings suggest that in order to improve teachers’ psychological health during a virus outbreak, it is recommended to pay attention to their personal resources and perceived stress.
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Keim R, Pfitscher G, Leitner S, Burger K, Giacomoni F, Wiedermann C. Teachers’ emotional well-being during the SARS-CoV-2 pandemic with long school closures: A large-scale cross-sectional survey in Northern Italy. Public Health 2022; 208:1-8. [PMID: 35659680 PMCID: PMC9058056 DOI: 10.1016/j.puhe.2022.04.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Revised: 04/05/2022] [Accepted: 04/21/2022] [Indexed: 11/25/2022]
Abstract
Objectives This study aimed to evaluate the magnitude of emotional burden on teaching staff during the SARS-CoV-2 pandemic in a significantly impacted region. In addition, the correlates of emotional burden were analysed to enable the design of targeted interventions. Study design This study was a cross-sectional survey. Methods An electronic survey was administered to the teaching staff at public schools and kindergartens in a specific geographical area. Cross-sectional assessments of pandemic-specific variables were performed using the Pandemic Fatigue Scale, the Depression Anxiety Stress Scale (DASS)-21, the Satisfaction with Life Scale, and the Resilient Coping Scale. DASS-21 results were compared with results from a parallel survey that was representative of the local general population. Results In total, 3251 teaching staff members participated in the survey. Teachers showed a higher emotional burden for depression, anxiety and stress than the general population during the pandemic. According to a linear regression model, this burden is correlated with the language in which the questionnaires were answered, mistrust towards institutions, specific SARS-CoV-2 anxiety, past infection with SARS-CoV-2, avoidance of information about the pandemic and pandemic fatigue; emotional burden was negatively correlated with measures for life satisfaction, resilience and team atmosphere. Some independent variables were shown to contribute differentially to the variance of depression, anxiety or stress. Conclusions Emotional distress during the pandemic among teachers is higher than in the general population and correlates with variables that could, at least in principle, be targeted for specific interventions.
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Zhen B, Yao B, Zhou X. Acute stress disorder and job burnout in primary and secondary school teachers during the COVID-19 pandemic: The moderating effect of sense of control. CURRENT PSYCHOLOGY 2022; 42:1-8. [PMID: 35502364 PMCID: PMC9045882 DOI: 10.1007/s12144-022-03134-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/19/2022] [Indexed: 11/06/2022]
Abstract
The study aim was to examine the relationship between acute stress disorder and job burnout among primary and secondary school teachers, and to explore the moderating effect of sense of control on this relationship. A total of 751 teachers completed self-report questionnaires during the COVID-19 pandemic. The results showed that acute stress disorder, emotional exhaustion, and depersonalization were significantly lower in female teachers than in male teachers. Age was positively associated with acute stress disorder and negatively associated with inefficacy. Acute stress disorder was significantly and positively associated with emotional exhaustion and depersonalization dimensions of job burnout. The relation between acute stress disorder and inefficacy was moderated by sense of control: acute stress disorder was positively associated with inefficacy when the sense of control was strong and was negatively associated with inefficacy when the sense of control was weak. These findings demonstrate that acute stress disorder is a risk factor for job burnout, and that sense of control is a protective factor for some aspects of job burnout. However, in individuals with a strong sense of control, acute stress disorder is associated with greater inefficacy, suggesting that sense of control can both positively and negatively affect burnout.
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Affiliation(s)
- Baohua Zhen
- College of Educational Science, Anhui Normal University, Wuhu, 241000 China
| | - Benxian Yao
- College of Educational Science, Anhui Normal University, Wuhu, 241000 China
| | - Xiao Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, 310028 China
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Chang ML, Gaines RE, Mosley KC. Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic. Front Psychol 2022; 13:846290. [PMID: 35548551 PMCID: PMC9083197 DOI: 10.3389/fpsyg.2022.846290] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Accepted: 03/22/2022] [Indexed: 11/30/2022] Open
Abstract
The COVID-19 pandemic has exacerbated levels of stress and anxiety for P-12 teachers around the globe. The present study aims to understand teachers' emotional experiences and feelings of burnout during the pandemic, and how individual (i.e., emotion regulation strategies) or contextual factors (e.g., school administrative support) intersect with different facets of their emotional experiences. Using a sequential explanatory mixed methods design, we collected and examined survey and interview data from teachers in the southeastern United States. The structural equation model confirmed the relationships among the following latent variables: negative emotion, emotion regulation, autonomy support, burnout, and teacher enthusiasm. Qualitative findings provide further insight in the contextualized nature of these relationships and how they play out across various schools and districts.
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Affiliation(s)
- Mei-Lin Chang
- Department of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, GA, United States
| | - Rachel E. Gaines
- Department of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, GA, United States
| | - Kristen C. Mosley
- Department of Educational Psychology, University of Texas at Austin, Austin, TX, United States
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Meireles A, Marques S, Peixoto MM, Sousa M, Cruz S. Portuguese adolescents' cognitive well-being and basic psychological needs during the COVID-19 outbreak: A longitudinal study. Appl Psychol Health Well Being 2022; 14:881-898. [PMID: 35293135 PMCID: PMC9111454 DOI: 10.1111/aphw.12356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 03/07/2022] [Indexed: 12/01/2022]
Abstract
Confinements and social distancing measures during COVID‐19 pandemic were particularly challenging to adolescents, impacting significantly their life and routines. Following a longitudinal design, this study sought to compare adolescents' cognitive well‐being—satisfaction with life, social support, and quality of life—before (T1) and during (T2) the COVID‐19 pandemic. Additionally, it aimed to clarify the predictive value of the three dimensions of the cognitive well‐being to the satisfaction of basic psychological needs of adolescents at school at T2. One thousand ninety‐nine Portuguese adolescents participated, showing generally increased scores in satisfaction with life, social support, and quality of life at T2. Even so, girls revealed lower changes in cognitive well‐being components compared with boys, between T1 and T2. In addition, satisfaction with life and quality of life were predictive of satisfaction of basic psychological needs at T2. This work highlights the relevance of cognitive well‐being as a dispositional dimension in determining the satisfaction of basic psychological needs in adolescence, during a worldwide catastrophic event.
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Affiliation(s)
- Ana Meireles
- The Psychology for Positive Development Research Center, Lusíada University, Porto, Portugal
| | - Sofia Marques
- The Psychology for Positive Development Research Center, Lusíada University, Porto, Portugal
| | - Maria Manuela Peixoto
- The Psychology for Positive Development Research Center, Lusíada University, Porto, Portugal
| | - Mariana Sousa
- The Psychology for Positive Development Research Center, Lusíada University, Porto, Portugal
| | - Sara Cruz
- The Psychology for Positive Development Research Center, Lusíada University, Porto, Portugal
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Rui JR, Guo J. Differentiating the stress buffering functions of perceived versus received social support. CURRENT PSYCHOLOGY 2022; 42:1-11. [PMID: 35043038 PMCID: PMC8758220 DOI: 10.1007/s12144-021-02606-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/05/2021] [Indexed: 01/14/2023]
Abstract
Drawing upon the stress buffering model of social support, this study investigated how perceived social support (PSS), defined as the amount of support individuals think they can mobilize from their network, and received social support (RSS), defined as the level of support individuals have received, moderated the direct and indirect relationships between COVID-19 news exposure (i.e., stressor) and stress via social trust. An online survey from six major cities in China (N = 636) revealed that PSS rather than RSS moderated the direct relationship between COVID-19 news exposure and stress such that this relationship was stronger at a low level of PSS than a high level. Additionally, RSS rather than PSS moderated the relationship between COVID-19 news exposure and social trust such that this relationship was stronger at a low level of RSS than a high level. These findings reveal the differential mechanisms by which PSS and RSS function to buffer against stress.
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Affiliation(s)
- Jian Raymond Rui
- South China University of Technology, 382 Waihuan East Rd, Guangzhou, 510006 China
- Center for Public Health Risk Surveillance and Information Communication in Guangdong Province, Guangzhou, China
| | - Jieqiong Guo
- South China University of Technology, 382 Waihuan East Rd, Guangzhou, 510006 China
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Ye Z, Zeng C, Yang X, Tam CC, Wang Y, Qiao S, Li X, Lin D. COVID-19-related stressful experiences and posttraumatic stress disorder symptoms among college students in China: A moderated mediation model of perceived control over the future and empathy. JOURNAL OF PACIFIC RIM PSYCHOLOGY 2022. [DOI: 10.1177/18344909221119830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
The current study aims to investigate the mediating effect of perceived control over the future and the moderating effect of empathy on the association between stressful experiences and PTSD symptoms among college students in China in response to COVID-19. A sample of 1,225 college students (70.69% were female, M age = 20.22 years, SD = 2.02) were recruited using web-based surveys at wave 1 (W1) and wave 2 (W2) longitudinally. Results showed that COVID-19-related stressful experiences were significantly associated with PTSD symptoms. Perceived control over the future partially mediated the relationship between these two variables ( indirect effect size = 0.09, p < 0.01). Empathy significantly moderated the path from perceived control over the future to PTSD symptoms, suggesting that the association was stronger for individuals with higher levels of empathy. Findings suggest a protective effect of perceived control over the future on college students’ PTSD symptoms during the COVID-19 pandemic. Such a protective effect was intensified by empathy. Future intervention to manage PTSD symptoms should be tailored to positive future expectations and empathy.
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Affiliation(s)
- Zhi Ye
- School of Marxism, Zhejiang Police College, Hangzhou, Zhejiang, People’s Republic of China
| | - Chengbo Zeng
- South Carolina Smart State Center for Healthcare Quality, University of South Carolina, Columbia, SC, United States
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC, United States
| | - Xueying Yang
- South Carolina Smart State Center for Healthcare Quality, University of South Carolina, Columbia, SC, United States
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC, United States
| | - Cheuk Chi Tam
- South Carolina Smart State Center for Healthcare Quality, University of South Carolina, Columbia, SC, United States
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC, United States
| | - Yuyan Wang
- Institute of Developmental Psychology, Beijing Normal University, Beijing, People’s Republic of China
- Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China
| | - Shan Qiao
- South Carolina Smart State Center for Healthcare Quality, University of South Carolina, Columbia, SC, United States
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC, United States
| | - Xiaoming Li
- South Carolina Smart State Center for Healthcare Quality, University of South Carolina, Columbia, SC, United States
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC, United States
- University of South Carolina Big Data Health Science Center, Columbia, SC, United States
| | - Danhua Lin
- Institute of Developmental Psychology, Beijing Normal University, Beijing, People’s Republic of China
- Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China
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Canale N, Marino C, Lenzi M, Vieno A, Griffiths MD, Gaboardi M, Giraldo M, Cervone C, Massimo S. How Communication Technology Fosters Individual and Social Wellbeing During the Covid-19 Pandemic: Preliminary Support For a Digital Interaction Model. JOURNAL OF HAPPINESS STUDIES 2022; 23:727-745. [PMID: 34177363 PMCID: PMC8214064 DOI: 10.1007/s10902-021-00421-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/04/2021] [Indexed: 05/19/2023]
Abstract
The aim of the present study was to test an explanatory model for individual and social wellbeing which incorporates the advantages of using digital technologies during the COVID-19 pandemic. The study was carried out in Italy, one of the countries that has been most severely affected by the pandemic worldwide. The study was designed to include variables that might be specifically pertinent to the uniqueness of the restrictions imposed by the pandemic. Adults living in Italy (n = 1412) completed an online survey during the lockdown period in March 2020. Results showed two distinct digital interaction processes highlighted by the facilitating use of online emotions ("e-motions") and online social support ("e-support"). In short, e-motions were positively related to posttraumatic growth, which in turn was positively associated with positive mental health and higher engagement in prosocial behaviors. Moreover, individuals who perceived themselves as having greater e-support were characterized by higher levels of positive mental health, which it turn was positively associated with prosocial behaviors. Collectively, these two digital interaction processes suggest that digital technologies appear to be critical resources in helping individuals cope with difficulties raised by the COVID-19 pandemic.
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Affiliation(s)
- Natale Canale
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Claudia Marino
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Michela Lenzi
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Alessio Vieno
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Mark D. Griffiths
- International Gaming Research Unit, Psychology Department, Nottingham Trent University, Nottingham, UK
| | - Marta Gaboardi
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Matteo Giraldo
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Carmen Cervone
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Santinello Massimo
- Department of Developmental Psychology and Socialisation, University of Padova, Via Venezia 8, 35131 Padova, Italy
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Qi J, Sun R, Zhou X. Network analysis of comorbid posttraumatic stress disorder and depression in adolescents across COVID-19 epidemic and Typhoon Lekima. J Affect Disord 2021; 295:594-603. [PMID: 34509075 DOI: 10.1016/j.jad.2021.08.080] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Revised: 07/30/2021] [Accepted: 08/25/2021] [Indexed: 01/10/2023]
Abstract
BACKGROUND Network analytic studies indicate that posttraumatic stress disorder (PTSD) may be comorbid with depression at the symptom level, but it remains unclear whether these findings are replicable and generalizable across trauma types. OBJECTIVE This study aim was to examine and compare PTSD-depression comorbidity networks of two types of trauma related to Typhoon Lekima and COVID-19 epidemic. METHODS Participants were 1605 and 601 adolescents recruited following Typhoon Lekima and the COVID-19 outbreak, respectively. RESULTS COVID-19 and Lekima PTSD-depression networks had considerable similarities, including adequate stability and accuracy, connected symptoms of PTSD and depression, symptoms with high centralities, and bridge symptoms. PTSD-depression comorbid symptoms were more complicated in the COVID-19 network but may show more persistence in the Lekima network. Distinct bridge symptoms contributed to the heterogeneity of PTSD-depression comorbidity characteristics between the two networks. Specifically, restricted affect and felt down and unhappy were two important bridge symptoms with high centrality unique to the COVID-19 network. CONCLUSIONS PTSD-depression comorbidity network has considerable replicability across trauma types, but specific symptom-level associations and some bridge symptoms may vary across trauma types. These findings also highlight the importance of negative emotions to comorbid PTSD and depression in adolescents following the COVID-19 outbreak compared with Typhoon Lekima.
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Affiliation(s)
- Junjun Qi
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Rui Sun
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Xiao Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China.
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Mao G, Drury J, Fernandes‐Jesus M, Ntontis E. How participation in Covid-19 mutual aid groups affects subjective well-being and how political identity moderates these effects. ANALYSES OF SOCIAL ISSUES AND PUBLIC POLICY : ASAP 2021; 21:1082-1112. [PMID: 34899075 PMCID: PMC8652987 DOI: 10.1111/asap.12275] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Revised: 08/13/2021] [Accepted: 08/13/2021] [Indexed: 05/12/2023]
Abstract
Mutual aid groups have flourished during the Covid-19 pandemic. However, a major challenge is sustaining such groups, which tend to decline following the initial upsurge immediately after emergencies. The present study investigates one possible motivation for continued participation: the well-being benefits associated with psychological membership of groups, as suggested by the "social cure" approach. Interviews were conducted with 11 volunteers in a mutual aid group organized by ACORN, a community union and anti-poverty campaigning organization. Through qualitative analysis, we show that participation provided well-being in different ways: positive emotional experiences, increased engagement in life, improved social relationships, and greater sense of control. Participants also reported some negative emotional experiences. While all interviewees experienced benefits from participation, those who viewed their participation through a political lens were able to experience additional benefits such as feelings of empowerment. Moreover, the benefits conferred by a shared political identity appeared to be qualitatively different from the benefits conferred by other forms of shared identity. The interview data is used to hypothesize an overall process by which participants may come to attain a political identity via mutual aid. These findings have implications for how such groups retain their members and how authorities support these groups.
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Affiliation(s)
- Guanlan Mao
- University of Sussex, Brighton, United Kingdom
| | - John Drury
- University of Sussex, Brighton, United Kingdom
| | - Maria Fernandes‐Jesus
- University of Sussex, Brighton, United Kingdom
- York St John University, York, United Kingdom
| | - Evangelos Ntontis
- Canterbury Christ Church University, Canterbury, United Kingdom
- The Open University, Milton Keynes, United KingomUK
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Zou W, Ding X, Xie L, Wang H. Relationship between higher education teachers' affect and their psychological adjustment to online teaching during the COVID-19 pandemic: an application of latent profile analysis. PeerJ 2021; 9:e12432. [PMID: 34760399 PMCID: PMC8571955 DOI: 10.7717/peerj.12432] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 10/13/2021] [Indexed: 12/23/2022] Open
Abstract
Background The COVID-19 outbreak has forced teachers to transition to online teaching, requiring them to adapt their courses and pedagogical methods to an online format rapidly without relevant training. This has presented a formidable challenge to higher education teachers. The present study uses a person-centered approach to identify heterogeneity among higher education teachers’ affective experiences and the relationship between this heterogeneity and their psychological adjustment to online teaching. Methods In total, 2,104 teachers in higher education institutions in Southern China were surveyed using the Positive and Negative Affect Schedule and the Psychological Adjustment to Online Teaching Scale (a measure developed for this study) between March 25 and March 31, 2020. The collected data were analyzed using latent profile analysis. Results Based on their affective experiences during online teaching immediately after the COVID-19 outbreak, higher education teachers were divided into three latent classes: the common, ambivalent, and positive types. Among them, the positive type accounted for the largest proportion (44.85%), while the ambivalent type accounted for the smallest proportion (23.93%). The rest was the common type, which accounted for 31.15%. Significant differences in psychological adjustment to online teaching were found between the three latent classes. Regarding positive psychological adjustment, teachers belonging to the ambivalent type had significantly lower scores than those belonging to the other two types. Further, the common type had a significantly lower score than the positive type. Regarding negative psychological adjustment, the ambivalent type had a significantly higher score than the other two types, and the common type had a significantly higher score than the positive type. Conclusion Based on a novel person-centered perspective, this study revealed the differences and complexity in higher education teachers’ affective experiences of online teaching immediately after the COVID-19 outbreak. The three different types of affective experiences (common, ambivalent, and positive) had a significant influence on psychological adjustment, with teachers belonging to the ambivalent type showing the worst psychological adjustment. This study provides a new perspective for the discussion of the relationship between teachers’ affective experiences and their psychological adjustment to online teaching.
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Affiliation(s)
- Weixing Zou
- Xingyi Normal University for Nationalities, Xingyi, China.,School of Psychology, Guizhou Normal University, Guiyang, China
| | - Xiangmei Ding
- Xingyi Normal University for Nationalities, Xingyi, China
| | - Lingping Xie
- Xingyi Normal University for Nationalities, Xingyi, China
| | - Hongli Wang
- Xingyi Normal University for Nationalities, Xingyi, China.,School of Psychology, Guizhou Normal University, Guiyang, China
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Nabe-Nielsen K, Christensen KB, Fuglsang NV, Larsen I, Nilsson CJ. The effect of COVID-19 on schoolteachers' emotional reactions and mental health: longitudinal results from the CLASS study. Int Arch Occup Environ Health 2021; 95:855-865. [PMID: 34661723 PMCID: PMC8522178 DOI: 10.1007/s00420-021-01806-8] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 09/02/2021] [Indexed: 12/23/2022]
Abstract
Purpose We investigated schoolteachers’ emotional reactions to COVID-19 and mental health during three phases of the COVID-19 pandemic. We further analyzed if teachers, who belonged to a COVID-19 risk group, had more emotional reactions and poorer mental health than “non-risk” groups. Methods We collected questionnaire data in May, June, and November–December 2020 and used data from 2665 teachers at public schools (871 individuals participated in all three surveys). Participants reported their fear of infection, fear of transmission of infection to their home or pupils, perceived burnout and stress, and worries about their ability to manage the working conditions. We included information about COVID-19 risk group status, gender, age, organization of teaching (physical presence or remote teaching), and the pupils’ grade. We estimated prevalence ratios and took repeated measures into account. Results Emotional reactions and poor mental health increased significantly with 27–84% from May to November–December 2020. Teachers, who were particularly vulnerable to the adverse consequences of COVID-19, had the highest prevalence of fear of infection and poor mental health. Conclusion Teachers play a crucial role in a society’s response to a pandemic. Yet, the dual role of teaching and virus control along with concerns regarding the health consequences of an infection may contribute to the observed increase in emotional reactions to COVID-19 and poor mental health.
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Affiliation(s)
- Kirsten Nabe-Nielsen
- Section of Social Medicine, Department of Public Health, University of Copenhagen, Øster Farimagsgade 5, 1014, Copenhagen, Denmark.
| | - Karl Bang Christensen
- Section of Biostatistics, Department of Public Health, University of Copenhagen, Øster Farimagsgade 5, 1014, Copenhagen, Denmark
| | | | - Inge Larsen
- Danish Unions of Teachers, Vandkunsten 12, 1467, Copenhagen, Denmark
| | - Charlotte Juul Nilsson
- Section of Social Medicine, Department of Public Health, University of Copenhagen, Øster Farimagsgade 5, 1014, Copenhagen, Denmark
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Jakubowski TD, Sitko-Dominik MM. Teachers' mental health during the first two waves of the COVID-19 pandemic in Poland. PLoS One 2021; 16:e0257252. [PMID: 34555049 PMCID: PMC8460021 DOI: 10.1371/journal.pone.0257252] [Citation(s) in RCA: 38] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Accepted: 08/26/2021] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND Teaching work is stressful, moreover during the pandemic teachers' stress might have been intensified by distance education as well as by limited access to social support, which functions as a buffer in experiencing stress. The aim of the research was to investigate the relation between distance education and teachers' well-being, and their close relations and other social relations during the first two waves of the COVID-19 pandemic. METHODS The research was conducted in two stages on 285 Polish primary and secondary school teachers who were recruited by means of the chain referral method. The following measures were used: The Depression Anxiety & Stress Scales-21, Berlin Social Support Scales, The Relationship Satisfaction Scale and The Injustice Experience Questionnaire. RESULTS The teachers experienced at least mild levels of stress, anxiety and depression, both during the first as well as the second waves of the COVID-19 pandemic in Poland. It has been confirmed that there is a negative relation between relationship quality change and social relations quality change, and stress, anxiety and depression. The variables taken into consideration in the research have provided the explanation for the variation of stress-from 6% in the first stage of the research to 47% in the second stage; for the variation of anxiety-from 21% to 31%; and for the variation of depression-from 12% to 46%, respectively. CONCLUSIONS The research results show that due to distance work the distinction between professional work and family life might have been blurred, and as a consequence teachers' well-being could have been worsened. The isolation put on to stop the spreading of the virus might have contributed to changes in social relations, in close relations in particular, and at the same time negatively influenced teachers' abilities to effectively cope with the crisis situations.
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Affiliation(s)
- Tomasz Daniel Jakubowski
- Institute of Psychology, Faculty of Social Sciences, University of Silesia in Katowice, Katowice, Poland
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Spicksley K, Kington A, Watkins M. "We Will Appreciate Each Other More After This": Teachers' Construction of Collective and Personal Identities During Lockdown. Front Psychol 2021; 12:703404. [PMID: 34489807 PMCID: PMC8418545 DOI: 10.3389/fpsyg.2021.703404] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 07/28/2021] [Indexed: 11/13/2022] Open
Abstract
In March 2020, schools in England were closed to all but vulnerable children and the children of key workers, as part of a national effort to curb the spread of the Covid-19 virus. Many teachers were required to work from home as remote learning was implemented. Teaching is primarily a relational profession, and previous literature acknowledges that supportive relationships with peers help to maintain teachers' resilience and commitment during challenging periods. This paper reports on findings from a small-scale study conducted in England during the first national lockdown beginning in March 2020, which explored the impact of the requirement to teach remotely on teachers' identity and peer relationships. A discourse analysis, informed by the aims and practices of discursive psychology, was conducted in order to explore the association between constructions of peer support and responses to the Covid-19 pandemic. Findings indicate that teachers who presented their professional self-identity as collective rather than personal appeared to have a more positive perspective on the difficulties caused by the Covid-19 pandemic. These findings, which have implications for policymakers and school leaders, contribute to the growing field of research on the impact of the Covid-19 pandemic on education by showing the strong association between teachers' constructions of identity and their capacity to respond positively to the challenges brought about by the Covid-19 pandemic.
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Affiliation(s)
- Kathryn Spicksley
- School of Education, University of Worcester, Worcester, United Kingdom
| | - Alison Kington
- School of Education, University of Worcester, Worcester, United Kingdom
| | - Maxine Watkins
- School of Psychology, University of Worcester, Worcester, United Kingdom
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John-Henderson NA, Oosterhoff B, Hall B, Johnson L, Lafromboise ME, Malatare M, Salois E, Carter JR. Covid-19 and changes in sleep health in the Blackfeet Community. Sleep Med 2021; 85:87-93. [PMID: 34284315 PMCID: PMC8429142 DOI: 10.1016/j.sleep.2021.06.041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Revised: 06/22/2021] [Accepted: 06/23/2021] [Indexed: 10/25/2022]
Abstract
We examined changes in psychological outcomes related to the COVID-19 pandemic (ie psychological stress, perceived control, and perceived ability to cope) and changes in sleep health in the American Indian Blackfeet community over 4 months (August 24, 2020-November 30, 2020). American Indian adults residing on the Blackfeet reservation (n = 167) completed measures of perceived control over contracting COVID-19, perceived ability to cope with pandemic stressors, psychological stress linked to the pandemic, and a measure of sleep health each month. Linear-effects mixed models were used to examine changes in our outcomes. Community members who reported more control over contracting the virus had better sleep health relative to those who reported less control (B = 0.72, SE = 0.29, p = 0.015). Further, during months when individuals felt they had more control over contracting the virus compared to their average perceived control levels, they had better sleep health relative to their own average (B = 1.06, SE = 0.13, p < 0.001). Average sleep health was the lowest in October, 2020, the month during which COVID-19 incidence was at its highest on the reservation. Declines in sleep health linked to low levels of control over contracting COVID-19 may exacerbate high incidence of chronic mental and physical health conditions in tribal communities. Interventions which highlight strategies known to reduce risk of contracting the virus, may increase perceived control and sleep health, and thus may improve downstream health outcomes for this at-risk population.
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Affiliation(s)
| | - Benjamin Oosterhoff
- Montana State University, Department of Psychology, Bozeman, MT, United States
| | - Brad Hall
- Community Members with No Affiliation, Browning, MT, United States
| | - Lester Johnson
- Community Members with No Affiliation, Browning, MT, United States
| | | | | | - Emily Salois
- Montana State University, Department of Psychology, Bozeman, MT, United States
| | - Jason R Carter
- Montana State University, Department of Psychology, Bozeman, MT, United States; Montana State University, Department of Health and Human Development, Bozeman, MT, United States
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Changes in physical activity and basic psychological needs related to mental health among people with physical disability during the Covid-19 pandemic in Norway. Disabil Health J 2021; 14:101126. [PMID: 34099419 PMCID: PMC8436052 DOI: 10.1016/j.dhjo.2021.101126] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 05/07/2021] [Accepted: 05/25/2021] [Indexed: 11/20/2022]
Abstract
Background People with a physical disability are more inactive than the general population. Due to the positive effects of physical activity (PA) on physical and mental health, maintaining a physically active lifestyle is important especially during challenging periods of life. Objective Explore whether people with a physical disability experienced changes in PA, health status, and psychological need satisfaction (autonomy, competence and relatedness) during the first wave of the COVID-19 pandemic in Norway. Further, explore whether changes in psychological need satisfaction were associated with changes in PA level and mental health. Methods Cross-sectional retrospective study using an online self-reported questionnaire after the first wave during the COVID-19 pandemic. Results Of the 298 participants with physical disabilities (AgeM = 49yr; 62% females; 66% using mobility aids), 66% reported decreased PA compared to the same period in the previous year, 45% reported declined health status due to increased pain and reduced physical functioning. Regarding psychological need satisfaction, it was primarily the change in need for autonomy and competence for PA that were associated with change in PA and mental health. Conclusions Most of the participants indicated decreased PA and about half decreased Health status during the COVID-19 pandemic. Further, the results indicated that it is important to nurture the basic psychological needs of autonomy and competence for PA when aiming to maintain or increase PA levels and mental health for this population living under restrictions of a pandemic.
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Nabe-Nielsen K, Fuglsang NV, Larsen I, Nilsson CJ. COVID-19 Risk Management and Emotional Reactions to COVID-19 Among School Teachers in Denmark: Results From the CLASS Study. J Occup Environ Med 2021; 63:357-362. [PMID: 33928933 PMCID: PMC8091902 DOI: 10.1097/jom.0000000000002136] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
OBJECTIVES We explored teachers' emotional reactions to the COVID-19 pandemic, and the association between COVID-19 risk management and these emotional reactions. METHODS We used cross-sectional data from 2665 teachers working at public schools. Participants responded to a questionnaire in May 2020. The analyses were adjusted for sex, age, cohabitation, and region. RESULTS Knowledge about adequate test behavior and feeling secure regarding colleagues' actions to hinder spread of virus were associated with less frequent emotional reactions. Lack of access to personal protective equipment and exposure to infected pupils, parents or colleagues were associated with more frequent emotional reactions. CONCLUSION Similar to other groups of frontline employees, teachers experience negative emotional reactions to the COVID-19 pandemic. Gaining knowledge about teachers' worries and fears during pandemics is an important first step enabling leaders and occupational health professionals to address these.
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Affiliation(s)
- Kirsten Nabe-Nielsen
- Department of Public Health, Section of Social Medicine, University of Copenhagen, Copenhagen, Denmark (Dr Nabe-Nielsen, Dr Nilsson); Danish Union of Teachers, Copenhagen, Denmark (Ms Fuglsang, Ms Larsen)
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Vallières F, Hyland P, Murphy J. Navigating the who, where, what, when, how and why of trauma exposure and response. Eur J Psychotraumatol 2021; 12:1855903. [PMID: 34025911 PMCID: PMC8128124 DOI: 10.1080/20008198.2020.1855903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Individual differences in the response to trauma are influenced by numerous contextual factors such as one's cultural background, the environment in which trauma occurs, the meanings attached to traumatic experiences, and various other social and cultural determinants both before and after traumatic exposure. This special issue of the European Journal of Psychotraumatology presents a series of papers conducted as part of the Collaborative Network for Training and Excellence in Psychotraumatology (CONTEXT); a programme of research which seeks to advance our understanding of the impact of trauma within diverse populations who are highly trauma exposed. Applying a context-specific focus, CONTEXT prioritised working closely with service users and those organisations delivering critical support in the wake of trauma exposure. The seven papers presented in this special issue are divided into those who are exposed to trauma either: (i) directly (survivors of childhood adversity in the USA; LGB youth in Northern Ireland; refugees and asylum seekers in the EU; and members of the general population exposed to conflict in Israel) or (ii) vicariously (fire fighters in the UK, humanitarian aid volunteers in Sudan, and child protection workers in Denmark). Together, findings from these studies demonstrate that social support, in its many different forms, is a universally important factor in the response to trauma. We discuss how traumatic stress can be compounded when, and can thrive within, contexts where necessary social support is absent or inadequate. We also emphasize the importance of recognizing the context specificity of trauma exposure and trauma response, as well as the need for collaboration between psychotrauma researchers and organisations who deliver support to traumatized populations to ensure rapid and effective translation of research findings into practice.
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Affiliation(s)
| | - Philip Hyland
- Department of Psychology, Maynooth University, Kildare, Ireland.,Trinity Centre for Global Health, Trinity College Dublin, Dublin, Ireland
| | - Jamie Murphy
- School of Psychology, Ulster University, Coleraine, Northern Ireland
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He X, Zhang Y, Chen M, Zhang J, Zou W, Luo Y. Media Exposure to COVID-19 Predicted Acute Stress: A Moderated Mediation Model of Intolerance of Uncertainty and Perceived Social Support. Front Psychiatry 2021; 11:613368. [PMID: 33643082 PMCID: PMC7902691 DOI: 10.3389/fpsyt.2020.613368] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Accepted: 12/09/2020] [Indexed: 12/23/2022] Open
Abstract
Background: Previous studies have found that disaster-related media exposure could predict acute stress responses. However, few studies have investigated the relationship between media exposure to COVID-19 and acute stress, and less is known about the mechanisms that translate media exposure to COVID-19 into acute stress. The current study explored the impact of media exposure to COVID-19 on acute stress, and examined the mediating role of intolerance of uncertainty (IU) and the moderating role of perceived social support (PSS). Methods: A total of 1,483 Chinese participants (M age = 27.93 years, SD = 8.45) completed anonymous online questionnaires regarding media exposure to COVID-19, IU, PSS, and acute stress during the COVID-19 outbreak in China. Results: Media exposure to COVID-19 was positively related to acute stress, and IU partially mediated this relationship. The direct effect of media exposure to COVID-19 on acute stress, and the relationship between IU and acute stress, were both moderated by PSS. The impacts of both media exposure to COVID-19 and IU on acute stress were stronger for individuals with low PSS. Limitations: This study collected data in a shorter timeframe, and no assessments occurred during the follow-up, which may prevent us from detecting the changes of the relationships between variables over time. Meanwhile, the self-report method limited the validity of the data due to subjective reporting bias. Conclusions: These findings contribute to a better understanding of how and when pandemic-related media exposure affects acute stress, and provide new perspectives for the prevention to reduce psychological problems following traumatic events.
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Affiliation(s)
- Xiangcai He
- School of Psychology, Guizhou Normal University, Guiyang, China
- Chengdu Medical College, Chengdu, China
| | - Yu Zhang
- School of Psychology, Guizhou Normal University, Guiyang, China
| | - Meng Chen
- School of Psychology, Guizhou Normal University, Guiyang, China
| | - Jihong Zhang
- School of Psychology, Guizhou Normal University, Guiyang, China
| | - Weixing Zou
- School of Psychology, Guizhou Normal University, Guiyang, China
- Xingyi Normal University for Nationalities, Xingyi, China
| | - Yu Luo
- School of Psychology, Guizhou Normal University, Guiyang, China
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Ozamiz-Etxebarria N, Berasategi Santxo N, Idoiaga Mondragon N, Dosil Santamaría M. The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching. Front Psychol 2021; 11:620718. [PMID: 33510694 PMCID: PMC7835279 DOI: 10.3389/fpsyg.2020.620718] [Citation(s) in RCA: 104] [Impact Index Per Article: 34.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Accepted: 12/11/2020] [Indexed: 12/23/2022] Open
Abstract
Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students.
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Affiliation(s)
- Naiara Ozamiz-Etxebarria
- Department of Developmental and Educational Psychology, University of the Basque Country, Leioa, Spain
| | | | - Nahia Idoiaga Mondragon
- Department of Developmental and Educational Psychology, University of the Basque Country, Leioa, Spain
| | - María Dosil Santamaría
- Department of Research and Diagnostic Methods in Education, University of the Basque Country, Leioa, Spain
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Keyhanian K, Umeton RP, Mohit B, Davoudi V, Hajighasemi F, Ghasemi M. SARS-CoV-2 and nervous system: From pathogenesis to clinical manifestation. J Neuroimmunol 2020; 350:577436. [PMID: 33212316 PMCID: PMC7647896 DOI: 10.1016/j.jneuroim.2020.577436] [Citation(s) in RCA: 74] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 10/21/2020] [Accepted: 11/02/2020] [Indexed: 01/08/2023]
Abstract
Since the coronavirus disease 2019 (COVID-19) pandemic, caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), a growing body of evidence indicates that besides common COVID-19 symptoms, patients may develop various neurological manifestations affecting both the central and peripheral nervous systems as well as skeletal muscles. These manifestations can occur prior, during and even after the onset of COVID-19 general symptoms. In this Review, we discuss the possible neuroimmunological mechanisms underlying the nervous system and skeletal muscle involvement, and viral triggered neuroimmunological conditions associated with SARS-CoV-2, as well as therapeutic approaches that have been considered for these specific complications worldwide.
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Affiliation(s)
- Kiandokht Keyhanian
- Department of Neurology, University of Massachusetts Medical School, Worcester, MA 01655, USA
| | - Raffaella Pizzolato Umeton
- Department of Neurology, University of Massachusetts Medical School, Worcester, MA 01655, USA; Department of Neurology, Massachusetts General Hospital, Harvard Medical School, Boston, MA 02114, USA
| | - Babak Mohit
- Sleep Disorders Center, Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Maryland School of Medicine, Baltimore, MD 21201, USA
| | - Vahid Davoudi
- Ann Romney Center for Neurologic Diseases, Department of Neurology, Brigham and Women's Hospital, Harvard Medical School, Boston, MA 02115, USA
| | - Fatemeh Hajighasemi
- Department of Neurology, Massachusetts General Hospital, Harvard Medical School, Boston, MA 02114, USA
| | - Mehdi Ghasemi
- Department of Neurology, University of Massachusetts Medical School, Worcester, MA 01655, USA.
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