Traditional Gender Differences Create Gaps in the Effect of COVID-19 on Psychological Distress of Japanese Workers

The COVID-19 pandemic has caused Japanese workers psychological distress through crises of health, economics, and social relationships. To assess whether these effects are amplified by the gender bias that exists in Japan, we examined male and female worker’s psychological distress and difficulties during the pandemic. An online “COVID-19-related difficulties” questionnaire, based on item response theory, gathered responses from 3464 workers in October and November 2020. The workers’ psychological distress was found concerned to be significantly worse than before the pandemic. Basic stressors related to infection anxiety, economic anxiety, and restrictions on social interactions and outings. Men’s and women’s experiences of difficulties were consistent with traditional gender roles in Japan: men were more likely to face job-related stressors, such as economic insecurity and work-style changes; women were more likely to face non-job-related stressors, such as increased living costs and reduced social interactions. Policymakers and employers should consider the association between gender differences and industry types, and implement measures to strengthen the acceptability of mental health care.

The Impact of Emotional Intelligence on Job Performance During COVID-19 Crisis: A Cross-Sectional Analysis

BACKGROUND

During a pandemic, healthcare professionals encounter various health hazards that affect their personal life and workplace. Emotional intelligence (EI) has a substantial impact on nurses' success and performance in the healthcare industry. However, previous research studies report inconsistent findings regarding how different levels of EI affect job performance (JP), particularly during pandemics. The present study contributes to the literature on this contemporary topic by investigating the impact of EI on JP among nurses during COVID-19 crisis management in Saudi Arabia (SA).

METHODS

In a convenience sampling, 340 nurses from three tertiary hospitals completed an online survey assessing EI and JP during COVID-19 climax levels in March and April, 2020. Only nurses who had direct contact with patients diagnosed with COVID-19 were eligible. The Wong & Law EI scale (WLEIS) was used in a cross-sectional design to determine participants' EI. Empirically, JP was measured by the Individual Work Performance Questionnaire (IWPQ). Data analysis was performed using SPSS statistical software version 20.0 (IBM Corp).

RESULTS

Generally, nurses reported, out of a 5-point Likert scale, moderate to high levels of EI (M = 3.99, SD = 0.434). Nurses in critical care units demonstrated the highest levels of EI, followed by nurses in intensive care, neonatal intensive care, then general nurses. Nurses working in respiratory therapy demonstrated the lowest levels. Across all groups during crisis, nurses reported a significant impact of EI on JP (β = 0.389, p < 0.01).

CONCLUSION

Nurses reported satisfactory levels of EI, and most of their practices were aligned with national standards during COVID-19, but slightly in inverse to EI. However, more research is necessary to understand the greater impact of stressors influencing JP to the extent that levels of EI are no longer satisfactory.

Vocational Psychology: Expanding the Vision and Enhancing the Impact

In this contribution, we provide a critical analysis of the current status of vocational psychology and present an expansive vision for the future. We begin with an overview of the importance of vocational psychology in the history of The Counseling Psychologist, followed by a critical review of contemporary theory, research, practice, and training. We aim to expand the traditional purview of career choice and development and broaden the impact of the field to meet the needs of all who work and who want to work. We propose a new mission for vocational psychology characterized by innovative theoretical advancements, renewed interdisciplinary and international collaborations, and the inclusion of macrolevel factors in research, practice, and policy. Lastly, we conclude with a vision of vocational psychology in 20 years, which optimally will be reflected in a broadened scope of mission, integrative theoretical frameworks, and an expanded training and policy agenda.

Socioeconomic Privilege and Meaningful Work: A Psychology of Working Perspective

Surveying a diverse sample of working adults, the current study examined the role of socioeconomic privilege in workers’ desire for and experience of meaningful work. First, we tested for differences across social status groups in desire for and experience of meaningful work, finding that, although desire for meaningful work was consistent across groups, experience of meaningful work was more likely to be endorsed by those who identified with higher social status. Building off this finding, we examined the moderating role of basic need satisfaction in the link between desire for and experience of meaningful work, finding survival and self-determination need satisfaction to be significant moderators. Results suggested that meaningful work is desired consistently across social status groups and that socioeconomic privilege may play a significant role in one’s experience of meaningful work via satisfaction of basic needs.

Social Class, Classism, Stigma, and College Students’ Attitudes Toward Counseling

This study tested two competing theoretically and empirically derived models of college students’ attitudes toward seeking counseling. It extends the literature in this area by assessing the influence of objective and subjective social class, classism, and stigma on attitudes. We used structural equation modeling to analyze self-reported archival data from 2,230 incoming college students at a large, public research university in the Eastern United States. The results demonstrated the superiority of the direct and indirect effects of social class over the competing indirect effects model of social class. The results further indicated that objective social class related to attitudes toward seeking professional help indirectly through subjective social class, classism, and stigma. Finally, the results also showed that objective social class, subjective social class, and classism operated differently in the model. We discuss study limitations, future directions for research, and recommendations for practice.

The State of SCCT Research in Relation to Social Class

This article provides an overview of 47 empirical studies of social cognitive career theory (SCCT) and recent SCCT-based models with a focus on social class and socioeconomic status (SES). We summarize the findings across the studies according to (1) the use of social class or SES as a study variable and (2) low-SES samples based on demographic data. We provide an assessment of the current state of SCCT research on social class and offer directions for advancing SCCT theory and research with attention to how social class can be conceptualized and operationalized within SCCT.

Development and Validation of a Work Mattering Scale (WMS)

Many people desire work that matters to others and society. This study reports the development and validation of the Work Mattering Scale (WMS), which measures work mattering with two dimensions, that is, societal mattering and interpersonal mattering. Phase I utilized a review of the scholarly literature, in-depth interviews, and expert feedback to formulate 45 items. In Phase II, with a sample of 299 working adults in the United States, exploratory factor analyses were employed and produced a two-factor model with 10 items. In Phase III, with another sample of 251 working adults, confirmatory factor analyses were conducted to test the initial structure specified in Phase II. In Phase IV, the construct validity was examined by correlations and factor analysis among the total and subscale scores with existing measures. In Phase V, 4-week test–retest reliability was calculated. Results provided support for the reliability and validity of the WMS.

Teaching Social Justice in Counseling Psychology

Recent years have witnessed increased calls from counseling psychology to include social justice competencies in the training of future practitioners. Integration of social justice awareness, advocacy skills, and opportunities for social change action are needed extensions of the field’s commitment to multicultural competency. Classroom teaching is a key component of transforming counseling psychology curricula and of developing students’ awareness of the value of social justice perspectives, yet pedagogical applications are rarely present in the literature. This article provides a case example of the integration of social justice and multicultural consciousness across the curriculum of one counseling psychology program. It highlights examples of innovative pedagogical techniques within a variety of core courses. We present specific examples of readings and nontraditional teaching approaches to promote social justice consciousness, including experiential exercises, self-reflection opportunities, use of video and online discussions, and assignments.