Johannessenpereira7426

Altogether, the results support the signal suppression hypothesis. (PsycInfo Database Record (c) 2021 APA, all rights reserved).As schools physically closed across the country to protect against the spread of the COVID-19 pandemic, it became clear early on that the burden on students will not be equally shared. Structural racism patterns the lives of people of color that, in turn, increases their exposure to the effects of the pandemic further impacting the quality of education the students of color have access to. It is critical to examine the ways in which racial disparities in social emotional and educational outcomes have the potential to increase as a result of the pandemic. To that end, using a content analysis of an open-ended survey, this study examines (a) how teachers and school staff experienced the pandemic, (b) their perception of student experiences during the transition to remote learning, and (c) school staff's perceptions of how racial inequities may be increased as a result of the pandemic. Our findings highlight the deep, but unequal impact of the pandemic on school staff, students, and their families. Teachers are overwhelmed and overworked, struggling to manage multiple roles while working at home. They also have tremendous empathy for the weight of the losses that students have experienced, and concern for the well-being of students in difficult living or family situations. However, most school staff maintained a colorblind analysis of the way the pandemic is affecting their students and did not recognize the role of systemic racism or potential for racial disparities to be increased. Implications and limitations are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The COVID-19 pandemic extensively changed the work life of many employees. Teachers seemed particularly challenged, confronted with sudden remote teaching due to school closures. Drawing on the job demands-resources (JD-R) model, we investigated (a) changes in seven work characteristics (job demands emotional demands, interpersonal conflict, workload; job resources autonomy, social support, feedback, task variety) and three job-related well-being indicators (fatigue, psychosomatic complaints, job satisfaction), (b) how changes in work characteristics correlated with well-being, and (c) the impact of two individual difference factors (caretaking responsibilities, career stage). Data were collected in two waves (just prior to and a few months into the COVID-19 pandemic) across Germany from 207 teachers with an average work experience of 6 years (range 1-36 years). Using latent change score (LCS) modeling, we found significant, small-to-medium-sized decreases over time for both job demands and resources as well as fatigue, with variability in the magnitude of changes. Decreases in job demands correlated with decreases in fatigue and psychosomatic complaints, whereas decreases in job resources correlated with decreases in job satisfaction. Teachers with caretaking responsibilities and more experienced teachers were more vulnerable to the crisis as they experienced a smaller or no decrease in job demands in concert with diminished job resources. These findings reveal the double-edged consequences of the COVID-19 pandemic for teachers' work life. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Guided by the job demands-resources model and social-cognitive theory, we examined how educator perceived school connectedness and their attempts to connect with school members (i.e., administrators, staff, students, and families) concurrently and interactively influenced educators' compassion fatigue and online teaching self-efficacy during distance learning in the Coronavirus disease (COVID-19) pandemic. Participants were 321 educators in a large, urban school district in northern California. Results of linear regression modeling suggested that educators with longer years of working in education and White educators reported higher levels of compassion fatigue than their counterparts. White educators also reported a lower level of online teaching self-efficacy than their counterparts. With the control of educators' gender, race/ethnicity, and years of teaching in education, educators' self-reported school connectedness is negatively associated with compassion fatigue. Educators' attempts to connect with students not only positively associated with compassion fatigue but also intensified the negative association between school connectedness and compassion fatigue. Moreover, educators' school connectedness and attempts to connect with administrators and staff both positively associated with online teaching self-efficacy. Also, educators' attempts to connect with families mitigated the positive association between school connectedness and online teaching self-efficacy. The findings highlight the importance of promoting educators' school connectedness in improving educators' occupational wellbeing. It also highlights that educators' school connectedness and their attempts to connect with certain group of school members mutually and interactively influence educators' compassion fatigue and online teaching self-efficacy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).In the context of the Coronavirus disease (COVID-19) outbreak, teachers faced unprecedented challenges and threats while implementing distance learning. Consequently, teachers may have experienced emotional exhaustion. The aim of our study was threefold To explore teachers' threat appraisals, to investigate the relation between teachers' threat appraisals and their emotional exhaustion, and to examine processes protecting teachers from emotional exhaustion. Self-efficacy belief, especially, may have driven teachers' perceptions of distance learning as an opportunity (i.e., distance learning strengths), rather than an impediment (i.e., distance learning weakness) to teaching. During the first wave of COVID-19, Italian teachers (N = 1,036) filled in an online survey. A mixed-method design was used to address our three research aims. Findings indicated that, above and beyond other COVID-19 threats, one third of teachers reported worries, fears, and concerns related to their job (i.e., job-related threats). Furthermore, those who mentioned job-related threats experienced greater emotional exhaustion. https://www.selleckchem.com/ Finally, teachers' self-efficacy was related to lower emotional exhaustion both directly and indirectly via teachers' perceptions of distance learning. Indeed, distance learning weaknesses (but not distance learning strengths) mediated the negative relationship between self-efficacy and emotional exhaustion. Altogether, our findings encourage reflection on possible interventions to reduce teachers' job-related threats and help them navigate distance learning effectively. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The Coronavirus disease 2019 (COVID-19) pandemic created unprecedented challenges for the U.S. education system and for teachers. The present study examined correlates and predictors of teacher well-being in the immediate aftermath of school closures related to the pandemic. Data were collected as part of a larger group randomized trial. Six hundred and thirty-nine teachers completed surveys about their stress, coping, health, job satisfaction, and internalizing symptoms in Fall 2019, before the pandemic, and May 2020, during the pandemic. Teachers also provided ratings during COVID-19 of their teaching, student attendance and engagement, and concern about students and families. link2 Teachers reported lower levels of work-related stress after the pandemic's onset compared to their prepandemic levels. Multilevel regression analyses revealed teacher confidence in their ability to manage student behaviors as a consistent and robust predictor of teacher well-being outcomes. Additionally, pre-COVID-19 school-level factors measured in Fall 2019, including collegial school leadership and fair and equitable school discipline structures, also predicted aspects of teacher well-being at the onset of COVID-19. Findings suggest the importance of teacher competence and perceived efficacy in managing student behavior and engaging them in learning to help them adapt to the stressors of a pandemic. Additionally, aspects of organizational health and climate may also help facilitate or hinder teacher adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in school discipline decisions and providing professional development on adapting school-wide behavior systems to improve cultural responsiveness through concrete strategies targeting the patterns. After consent and matching on existing levels of racial inequities, half of the schools were randomly assigned to receive the intervention. Analyses showed that schools receiving the intervention had significant decreases in racial disparities in school discipline and rates of office discipline referrals (ODRs) for Black students, while control schools had minimal change. Results are discussed in terms of improving equity in school discipline within multitiered systems of support. (PsycInfo Database Record (c) 2021 APA, all rights reserved).This article highlights the profound and far-reaching impact of the Coronavirus disease 2019 (COVID-19) health crisis on persons with serious mental health conditions. To understand and mitigate against the negative effects of the crisis on this population, we offer a resilience intervention framework that attends to three key resilience processes, namely control, coherence, and connectedness (3Cs). We then detail interventions and associated evidence-informed intervention strategies at the individual, interpersonal, and systemic levels that behavioral health professionals can employ to bolster each of the 3Cs for persons with serious mental health conditions. These intervention strategies, which must be implemented in a flexible manner, are designed to enhance the biopsychosocial functioning of persons with serious mental health conditions during the COVID-19 pandemic and beyond and strengthen their interpersonal and systemic environments. We conclude with recommendations for future directions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

We sought to explore perspectives among the paralysis community and caregivers or persons with paralysis (PWP) about the COVID-19 vaccination. Research Method/Design Data were collected via online survey with multiple choice and open-ended questions from adult PWP and family members and/or caregivers (FC) of PWP. Multiple choice questions were analyzed using descriptive statistics and chi-square analyses were conducted to compare the two groups (PWP and FC); open-ended responses were coded using Hamilton's rapid assessment process.

A total of 1,017 respondents (831 PWP, 186 FC). PWP shared the same levels of COVID-19 vaccination hesitancy and received similar levels of information about the vaccine as the general population. link3 Unique concerns about the COVID-19 vaccine expressed solely by PWP included fear of death after the vaccine, concerns about vaccine efficacy, and concerns about Federal Drug Administration approval. At the time, the majority of PWP plan to seek a COVID-19 vaccination and were vaccinated at a higher rate than was the general population.