Perceptions of key stakeholders on peer led strength building program for suicide prevention among young adolescents: A qualitative study from Karnataka, India

Context

Adolescent suicides are a significant public health concern in India and understanding the intersecting perspectives becomes imperative for the prevention of various mental health concerns.

Aim

Assessing perceptions of various key stakeholders, that is, mental health experts, school and college teachers, and District Mental Health Program staff about peer-led strength building programs for suicide prevention.

Settings and Design

A cross-sectional qualitative design using two Focus Group Discussions (FGDs) with mental health experts and teachers and one FGD with DMHP staff was conducted. The sample comprised 45 participants from Bengaluru urban district.

Materials and Methods

The data were analyzed manually by the method of direct content analysis, and themes were determined using existing literature.

Results

The teachers and the DMHP highlighted the need for an intensive training program/module that is necessary to be developed in order to train the peer leaders first. The mental health experts opined that creating a network will help in easy identification of the cases and appropriate treatment could be provided without delays.

Conclusions

This study indicated that suicide is a preventable public health emergency and inaccessibility to existing as well as proper support systems was perceived as a major concern. Therefore, peer-led programs are beneficial in steering and improving help seeking behavior in suicidal adolescents.

COVID-19 vaccine hesitancy between family decision-makers and non-decision-makers among college teachers

BACKGROUND

Teachers with high educational levels significantly impact the health-related knowledge and attitudes of young students and their family members. This study aimed to investigate the coronavirus disease 2019 (COVID-19) vaccine hesitancy and associated factors, and compare the differences between decision-makers and non-decision-makers among college teachers.

METHODS

A cross-sectional online survey was administered across mainland China from 4 to 7 August 2021. Overall, 251 college teachers were included using snowball sampling. A multivariable logistic regression model was applied to explore the association between decision-makers and hesitancy to receive a COVID-19 vaccine.

RESULTS

Overall, 42.2% of the teachers were hesitant to being vaccinated against COVID-19. The hesitancy rate was lower among primary decision-makers than that among non-decision-makers (34.8% vs. 60.3%, p < .001). Primary decision-makers were less hesitant regarding COVID-19 vaccination than non-decision-makers (OR = 0.37, 95% CI 0.20-0.70); remarkably, whereas those engaged in nursing education versus non-medical related professional education (OR = 2.67, 95% CI 1.29-5.49), and partial versus full-course vaccination recipients (OR = 4.48, 95% CI: 1.76-11.42) were more likely to be hesitant regarding COVID-19 vaccination.

CONCLUSION

Our findings indicate that a high proportion of college teachers in China are hesitant to receiving COVID-19 vaccination, and that primary decision-makers are less likely to exhibit hesitancy to being vaccinated against COVID-19 than non-decision-makers in their family. Family decision-makers among teachers can be considered a priority for COVID-19 vaccine promotion, thereby enhancing vaccine acceptance among vulnerable populations-including older adults and children-and preventing adverse outcomes.KEY MESSAGESQuestion: How prevalent is COVID-19 vaccine hesitancy among college teachers? Do differences exist between decision-makers and non-decision-makers?Findings: We found that a substantial proportion of college teachers are hesitant to being vaccinated against COVID-19, and that family decision-makers exhibited a lower hesitancy rate than non-decision-makers.Meaning: Our findings indicate that distinguishing between family decision-makers and non-decision-makers is necessary to facilitate vaccination promotion interventions among college teachers.

Work Stress and Personal and Relational Well-Being Among Chinese College Teachers: The Indirect Roles of Sense of Control and Work-Related Rumination

Purpose

The association between work stress and well-being has been well documented. However, the underlying mechanism for such association is not clear, especially in terms of how work stress relates to both personal and relational well-being. Based on the Conservation of Resources Theory and the Stress Process Model, the present study examined the potential indirect roles of the sense of control and the work-related rumination in the associations between work stress and both personal and relational well-being.

Methods

Data were collected from 536 married Chinese university teachers (M_age = 39.40 + 7.64, 38.6% males) through an online survey. Analyses were conducted using structural equation modeling via Mplus.

Results

Work stress was indirectly associated with life satisfaction through (a) sense of control, (b) work-related rumination, and (c) a sequential pathway from sense of control to work-related rumination. Work stress was indirectly associated with relationship satisfaction through sense of control.

Conclusion

Findings suggest that sense of control would be an important linking mechanism underlying the association between work stress and college teachers' well-being. Personal well-being may be more vulnerable to work-related rumination than relational well-being. Insights for prevention and intervention efforts in enriching college teachers' well-being are discussed.

Analysis on the difference of college teachers' professional pressure and strategies to improve teachers' mental health under the expectancy theory

BACKGROUND

Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society.

OBJECTIVE

This exploration aims to explore the professional pressure and mental health of college teachers.

METHOD

Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results.

RESULTS

The investigation suggests that the sores of college teachers' work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P < 0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P < 0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P < 0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P < 0.05).

CONCLUSION

The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.

The Relationship Between College Teachers' Frustration Tolerance and Academic Performance

The purpose of this study was twofold: to validate the College Teachers' Academic Frustration Tolerance (CTAFT) Questionnaire and the College Teachers' Academic Performance (CTAP) Questionnaire and to explore the relationship between frustration tolerance and academic performance among college teachers. A total of 25 experts were recruited to modify and validate both questionnaires, and the results showed that the questionnaires had good content validity. Exploratory factor analysis provided further evidence supporting the reliability of the CTAFT and the CTAP, suggesting that the instruments are reliable and valid. Confirmatory factor analysis showed that frustration tolerance affected academic performance, which could best be modeled in the three dimensions of Affect (AF), Preferred Difficulties (PD), and Action (AC). A total of 450 college teachers from each faculty of both universities were then recruited to explore the significant positive correlation between academic frustration tolerance and academic performance. The results from the structural equation model suggested that AC and PD combined significantly predicted academic performance. To our knowledge, this is the first study to explore the relationship between college teachers' academic frustration tolerance and academic performance in China.

College Faculty Member Grief Over Deaths of Current and Former Students

This article is an autoethnographic exploration of college faculty grief. Over a career, a college teacher is likely to encounter deaths of current and former students. The rich connections that can develop in a faculty-student relationship can make for strong grief. Issues that can complicate faculty grief include regrets that might be unique to faculty-student relationships and information about the deceased that the faculty member feels obligated to keep confidential and cannot mention while processing their grief with others. Faculty members may rarely have the benefit of attending funeral or memorial services for students and former students, but with the deaths of current or recent students, a faculty member is likely to have colleagues and students who knew the deceased with whom to talk. With deaths of students from long ago, a faculty member is likely to be limited to processing grief with people who never knew the deceased.

A Multivariate Generalizability Theory Approach to College Students' Evaluation of Teaching

Teachers' teaching level evaluation is an important component in classroom teaching and professional promotion in the institutions of higher learning in China. Many self-made questionnaires are currently being administered to Chinese college students to evaluate teachers' classroom teaching performance. Quite often, due to the absence of strong educational, and psychological measurements and theoretical foundations for these questionnaires, their dependability remains open to doubt. Evaluation time points, the number of students, major type, and curriculum type were examined in relation to college students' perceptions on their teachers' classroom teaching performance, using Teachers' Teaching Level Evaluation Scale for Colleges (TTLES-C). Data were collected in a sample of 556 students at two time points from three Chinese universities and were analyzed using multivariate generalizability theory. Results showed that evaluations at the beginning of the spring semester produced better outcomes than did evaluations at the end of the fall semester, and 20 student evaluators were sufficient to ensure good dependability. Results also revealed that the evaluation dependability of science curriculum appeared higher than that of liberal arts curriculum. Recommendations were discussed on the evaluation criteria and mode.

Impact of Cancer Awareness Drive on Generating Understanding and Improving Screening Practices for Breast Cancer: a Study on College Teachers in India

Background:

Breast cancer is the most common cancer among women in India and most present at advanced stage. Although early detection is the only way to reduce morbidity and mortality, people have a very low awareness about breast cancer signs and symptoms and screening practices. The purpose of this study was to assess the level of awareness and impact of awareness programs in adoption of safe practices in prevention and early detection.

Methods:

This assessment was part of a pink chain campaign on cancer awareness. During events from 2011 to 2015 at various women colleges in different parts in India, a pre-test of knowledge related to breast cancer was followed by an awareness program. Post-tests using the same questionnaire were conducted at the end of the interactive sessions, at 6 months and after1 year.

Results:

A total of 872 out of 985 teachers participated in the study (overall response rate of 88.5 %). Mean age of the study population was 41.6 years (range 28-59 yrs). There was a significant increase in level of knowledge regarding breast cancer at 6 months and this was sustained at 1 year. Adoption of breast self-examination (BSE) was significantly more frequent in comparison to CBE and mammography. Magazines and newspapers were sources for knowledge regarding screening tests for breast cancer for more than 60% of teachers. Regarding post-awareness at 6 months and 1 year, there was a significant change in alcohol and smoking habits. Major reasons came out to be ignorance (83%) at the start of the campaign which was changed to lack of time (37.7%), lethargic attitude (32.2 %) and lack of time (31.5 %) at 6 months and same at 1 year also.

Conclusions:

With our awareness program there was a significant increase in level of knowledge regarding breast cancer at 6 months and this was sustained at 1 year. Adoption of BSE was significantly greater in comparison to CBE, mammography. To inculcate safe lifestyle practices in people, awareness programmes such as pink chain campaigns should be conducted more widely and frequently.