Anxiety in Brief: Assessment of the Five-Item Trait Scale of the State-Trait Anxiety Inventory in South Africa.

The current study examined the psychometric properties of a short form of the trait scale of the Spielberger State-Trait Anxiety Inventory. Participants consisted of a convenience sample of students (n = 322) who completed the five-item version of the trait scale of the State-Trait Anxiety Inventory, the Perceived Stress Scale, the nine-item version of the Beck Hopelessness Scale, the 10-item version of the Center for Epidemiological Studies Depression Scale, and the Post-Traumatic Stress Disorder Checklist. We used classical test theory and item response theory (Rasch and Mokken analyses) to examine the psychometric properties of a previously proposed five-item version of this scale. These approaches confirmed that the five-item measure of anxiety had satisfactory reliability and validity, and also confirmed that the five items comprised a unidimensional scale.

Psychotraumatology of the war in Ukraine: The question of the psychological care of victims who are refugees or who remain in Ukraine

The war in Ukraine is a major poly-traumatic event, which leads to massive population displacements. The question of the evaluation and psychological care of psychotraumatised people is an urgent matter. As many countries hosting refugees are well endowed with a number of psychologists, some of these interested professionals should mobilise themselves and make themselves known to carry out these clinical acts. Priority should be given to trained and experienced psychologists to support victims. The language barrier will have to be overcome. Initially, it would be desirable to make contact or get closer to local and national refugee centres to facilitate these operations. Face-to-face or remote consultations, as developed during the Covid-19 pandemic, are possible. Reinforcements of available and dedicated psychologists, including remotely, from the countries hosting the most refugees are also desirable. The issue of detection, assessment and care of psychologically traumatised people who remained in the Ukrainian territory is probably even more massive. Whether non-combatants or combatants, part of the international psychological community should mobilise, in addition to local colleagues, to provide them with this psychological help. These humanitarian actions would be feasible depending on the evolution of the conflict. Whether it is psychological support for refugees or people still on the Ukrainian soil, models for organizing and coordinating these actions must be carefully thought out and implemented in an evolving way to optimise their effectiveness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (French) La guerre en Ukraine est un evenement polytraumatique majeur qui donne lieu a des deplacements massifs de population. La question de l'evaluation et de la prise en charge psychologique des personnes psychotraumatisees se pose de facon urgente. De multiples pays d'accueil de refugies etant bien dotes en nombre de psychologues, une partie de ces professionnels interesses devrait se mobiliser et se faire connaitre pour realiser ces actes cliniques. La priorite devrait etre donnee aux psychologues formes et experimentes pour prendre en charge les victimes. La barriere de la langue devra etre surmontee. Dans un premier temps, une prise de contact ou un rapprochement aupres des dispositifs locaux et nationaux d'accueil des refugies serait souhaitable pour faciliter ces operations. Des consultations en presentiel ou en distantiel, comme cela a ete developpe pendant la pandemie de Covid-19, sont envisageables. Des renforts en psychologues, y compris a distance, des pays accueillant le plus de refugies sont egalement souhaitables. La question de la detection, de l'evaluation et de la prise en charge des personnes psychologiquement traumatisees restees sur le territoire ukrainien est probablement encore plus massive. Que ce soit des non-combattants ou des combattants, une partie de la communaute psy internationale devrait se mobiliser, en complement des collegues locaux, pour leur apporter cette aide psychologique. Ces actions humanitaires seraient realisables en fonction de l'evolution du conflit. Qu'il s'agisse de soutien psychologique aux refugies ou aux personnes sur le sol ukrainien, des modeles d'organisation et de coordination de ces actions doivent etre penses et mis en place de facon evolutive pour en optimiser l'efficacite. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences.

The important, frontline role of teachers during the COVID-19 pandemic has often gone unrecognized, and attention to their mental health and well-being is often only the focus of scholarly research. The unprecedented challenges that teachers faced during the COVID-19 pandemic and the stresses and strains associated with it have severely impacted their psychological well-being. This study examined the predictors and the psychological consequences of burnout. Participants (N = 355) were schoolteachers in South Africa who completed the Perceived Vulnerability to Disease Questionnaire, the Fear of COVID-19 Scale, the Role Orientation Questionnaire, the Maslach Burnout Inventory, the Centre for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Satisfaction with Life Scale, and the trait scale of the State-Trait Anxiety Inventory. The results of a multiple regression showed that fear of COVID-19, role ambiguity, and role conflict were significant predictors of emotional exhaustion and depersonalization, while perceived infectability and role ambiguity significantly predicted personal accomplishment. Gender and age also predicted emotional exhaustion and depersonalization, respectively, and age was also a significant predictor of personal accomplishment. Generally, the dimensions of burnout were significant predictors of indices of psychological well-being-namely, depression, hopelessness, anxiety, and life satisfaction-with the exception of the association between depersonalization and life satisfaction. Our results suggest that intervention efforts to reduce burnout need to provide teachers with adequate job resources to buffer against the demands and stressors associated with their work.

Promoting well-being in the face of a pandemic: the role of sense of coherence and ego-resilience in the relationship between psychological distress and life satisfaction.

COVID-19 has impacted negatively on the lives and academic activities of university students. This has contributed to increasing levels of psychological distress among this population group. Intrinsic and contextual factors can mediate the psychological impact of the pandemic. The study focuses on sense of coherence and ego-resilience as potential protective factors on indices of psychological distress and life satisfaction. Participants were undergraduate students (N = 337) at a South African university who completed six self-report questionnaires, namely, the Beck Hopelessness Scale, the University of California Los Angeles Loneliness Scale, the Center for Epidemiological Studies Depression Scale, the Sense of Coherence Scale, the Ego-Resilience Scale, and the Satisfaction with Life Scale. To examine the direct and mediating effects of sense of coherence and ego-resilience on psychological distress, structural equation modeling was used. Compared to previous research, greater psychological distress was found in the current sample. Moreover, while the hopelessness-life satisfaction relationship was only partially mediated by protective factors, the depression-life satisfaction relationship was fully mediated by sense of coherence and ego-resilience. The direct association between ego-resilience as well as sense of coherence and life satisfaction was significant, suggesting that these factors have a health-sustaining role.

Job Satisfaction Goes a Long Way: The Mediating Role of Teaching Satisfaction in the Relationship between Role Stress and Indices of Psychological Well-Being in the Time of COVID-19.

The COVID-19 pandemic and its containment measures has resulted in drastic changes in the educational landscape. Teachers had to rapidly adapt to shifts in their work-related roles and responsibilities. This situation likely led to role stress and affected the levels of job satisfaction, mental health and general life satisfaction. In this study, we examined the role of teachers' job satisfaction in the relationship between role stress and indices of psychological well-being. The participants were South African school teachers (N = 355) who completed the Role Orientation Questionnaire, the Teaching Satisfaction Scale, the Center for Epidemiological Studies Depression Scale, the trait scale of the State-Trait Anxiety Inventory and the Satisfaction with Life Scale. In addition to descriptive statistics and correlations, path analysis was performed to determine the mediating role of teaching satisfaction. Increased levels of teaching satisfaction were associated with decreased levels of depression and anxiety and increased levels of life satisfaction. Teaching satisfaction also mediated the relationship between role conflict, as well as role ambiguity and anxiety. The results indicated that teaching satisfaction is a critical protective factor for teachers. Thus, improving task significance and enhancing the meaning associated with the teaching profession may help promote the adaptive functioning of teachers.

Facing Your Fear of COVID-19: Resilience as a Protective Factor Against Burnout in South African Teachers.

OBJECTIVE: - Frontline workers have been distinctively impacted by the rapid spread of the COVID-19 pandemic. Teachers, as frontline employees in the educational system, had to contend with unprecedented changes to their work role, as well as new job demands coupled with insufficient resources and the effects of the pandemic on their personal lives. While some teachers struggled to cope and reported intense levels of fear of COVID-19 and burnout, others were able to adapt and experienced a sense of growth and accomplishment. Therefore, the current study aimed to examine the role of resilience in the relationship between fear of COVID-19 and burnout among South African school teachers using a survey design. MATERIALS AND METHODS: - School teachers in South Africa (N=355) were administered the Maslach Burnout Inventory, the Fear of COVID-19 Scale, and the Connor-Davidson Resilience Scale-10. RESULTS: - The results showed a positive relationship between fear of COVID-19 and emotional exhaustion and depersonalization. Moreover, structural equation modeling confirmed a health-sustaining role for resilience as it had a significant direct effect on burnout. Resilience also partially mediated the impact of fear of COVID-19 on depersonalization as well as emotional exhaustion, and fully mediated the impact of fear of COVID-19 on personal accomplishment. CONCLUSIONS: - Our findings underscore that promoting individual- and institutional-level strategies to support teachers is necessary to build resilience, especially in the context of the COVID-19 pandemic.

OBJECTIFS: ­ Les travailleurs essentiels (ou travailleurs de première ligne) ont été particulièrement touchés par la propagation rapide de la pandémie de COVID-19. Les enseignants, en tant qu'employés clés du système éducatif, ont dû faire face à des changements sans précédent dans leur rôle professionnel, ainsi qu'à de nouvelles exigences professionnelles associées à des ressources insuffisantes et aux effets de la pandémie sur leur vie personnelle. Alors que certains enseignants ont eu du mal à faire face à cette situation et ont signalé des niveaux intenses de peur de la COVID-19 et d'épuisement professionnel, d'autres ont pu s'adapter et ont ressenti un sentiment de croissance et d'accomplissement. Par conséquent, la présente étude vise à examiner le rôle de la résilience dans la relation entre la peur de la COVID-19 et l'épuisement professionnel chez les enseignants sud-africains à l'aide d'une d'enquête spécialement dédiée à cette question.Matériel et méthode. ­ Cette étude a considéré les enseignants d'Afrique du Sud (N = 355) sous l'angle de l'inventaire de burn out de Maslach, de l'échelle de la peur de la COVID-19 et de l'échelle-10 de résilience de Connor­Davidson.Résultats. ­ Les résultats ont montré une relation positive entre la peur de la COVID-19 et l'épuisement émotionnel et la dépersonnalisation. De plus, la modélisation par équation structurelle a confirmé le rôle de la résilience dans le maintien de la bonne santé, car elle a un effet direct significatif sur l'épuisement professionnel. La résilience a également partiellement modéré l'impact de la peur de la COVID-19 sur la dépersonnalisation ainsi que l'épuisement émotionnel et a entièrement réduit l'impact de la peur du COVID-19 sur l'accomplissement personnel. Cette étude a aussi fourni des informations sur les interventions appropriées. Les enseignants qui souffrent de fatigue chronique, de désillusion et de dépersonnalisation courent un risque accru de problèmes physiques et psychologiques. Cela, à son tour, pourrait avoir un impact négatif sur le rendement au travail et entraîner un taux de roulement élevé qui a un impact négatif sur les expériences d'apprentissage des étudiants. L'amélioration de la résilience des enseignants face à la COVID-19 nécessite une approche à plusieurs niveaux qui se concentre à la fois sur les réponses individuelles et sur les réponses organisationnelles plus larges. Des interventions telles que la réduction du stress basée sur la discussion, fondée sur la théorie cognitivo-comportementale et concentrée sur le recadrage cognitif des pensées stressantes provoquant de l'anxiété, se sont avérées efficaces pour promouvoir la résilience des enseignants au niveau individuel. CONCLUSIONS: ­ Dans l'ensemble, les résultats de cette étude confirment que la résilience est un facteur de protection important dans l'association entre l'épuisement professionnel et la peur de la COVID-19 chez les enseignants sud-africains. Nos résultats soulignent que la promotion de stratégies individuelles et institutionnelles pour soutenir les enseignants est nécessaire pour renforcer la résilience, en particulier dans le contexte de la pandémie de la COVID-19.

The Resilience of South African School Teachers in the Time of COVID-19: Coping with Risk of Infection, Loneliness, and Anxiety.

The COVID-19 pandemic precipitated an overall increase in the global prevalence of mental health disorders and psychological distress. However, against this backdrop, there was also evidence of adaptation and coping, which suggested the influence of protective factors. The current study aims to extend previous research on the role of protective factors by investigating the health-sustaining and mediating roles of resilience in the relationship between perceived vulnerability to disease, loneliness, and anxiety. Participants consisted of a convenience sample of schoolteachers (N = 355) who completed the Perceived Vulnerability to Disease Questionnaire, the short form of the Connor-Davidson Resilience Scale, the University of California, Los Angeles Loneliness Scale, and the trait scale of the Spielberger State-Trait Anxiety Scale, through an online link created with Google Forms. The results of path analysis indicated significant negative associations between resilience and both loneliness and anxiety. These results indicate the health-sustaining role of resilience. In addition, resilience mediated the relationships between germ aversion and perceived infectability, on the one hand, and loneliness and anxiety, on the other hand. The findings confirm that resilience can play a substantial role in counteracting the negative impact of the pandemic on mental health.

The role of resilience in the relationship between role stress and psychological well-being during the COVID-19 pandemic: a cross-sectional study.

BACKGROUND: Stress resistance resources, such as social support and resilience, have been found to be important in promoting psychological well-being during the COVID-19 pandemic. However, most prior research studies have conceptualized stress resistance resource variables as having a mediating or moderating role. Cooper (2018) proposed a model of the relationship between stress and health which posits that coping resources are always present and not only invoked in the face of adversity. Thus, we hypothesize that coping resources are causally antecedent to stressors and influence well-being indirectly via the stressor. We focused specifically on school teachers due to them being at the frontlines of service provision during the pandemic. Teaching was already identified as a highly stressful profession prior to COVID-19 and disease containment measures placed additional strain on teachers who had to adapt to emergency remote teaching. AIM: The current study tests this hypothesis by examining the indirect effects of resilience on indices of psychological health via role stress. METHODS: Participants (N = 355) were teachers who completed the Connor-Davidson Resilience Scale-10, the Role Stress Scale, the Satisfaction with Life Scale, the State-Trait Anxiety Inventory-Trait Scale, and the Center for Epidemiological Studies Depression Scale. An electronic version of the questionnaires was distributed to teachers via Facebook and to officials from the Department of Education, who assisted with distribution of the electronic link to the survey. Participants were mostly women (76.6%) and mean number of years in the teaching profession was 15.7. RESULTS: Structural equation modelling results demonstrated significant direct effects of resilience on life satisfaction, anxiety, and depression, which indicates that resilience is beneficial for psychological health even in the absence of stress. Resilience also had a significant indirect effect on indices of psychological well-being via role ambiguity but not role conflict. CONCLUSION: These findings have theoretical implications for the understanding of the role of resilience in promoting psychological health among educators. Practical implications include an empirical contribution to education policy and information that can inform interventions aimed to promote resilience among educators.

We Are Not Islands: The Role of Social Support in the Relationship between Perceived Stress during the COVID-19 Pandemic and Psychological Distress.

COVID-19 containment measures, including social distancing, quarantine, and confinement, significantly impacted social connectedness and contributed to heightened levels of perceived stress. Prior research has established that protective factors can mitigate emotional distress. This study investigated the protective role of social support in the relationship between perceived stress and psychological distress among a sample of university students. Participants (n = 322) completed the Multidimensional Scale of Perceived Social Support, the Perceived Stress Scale, short forms of the Center for Epidemiological Studies Depression Scale, the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale. The results indicated that high levels of perceived stress were associated with high levels of hopelessness, depression, and anxiety. In terms of direct and mediating effects, social support was significant for depression and hopelessness but not for anxiety. Furthermore, the relationship between perceived stress and depression was higher for those with high levels of social support than for those with lower levels of social support. The findings suggest that in addition to enhancing social support resources, interventions must assist students in managing the uncertainty and anxiety associated with the pandemic. Furthermore, students' appraisals of support and the extent to which support is experienced as beneficial must also be examined prior to the implementation of interventions.

Toward a Positive Life beyond COVID-19: Problem-Solving Appraisal as a Resistance Resource in the Relationship between Stress and Well-Being in Students.

The COVID-19 pandemic is a major global stressor that has been associated with elevated risk of negative mental health symptoms. As a helping profession, our main task should be identifying factors that may shield individuals from the negative consequences of stress, rather than only focusing on the causes and symptoms of stress. One such factor, identified in the literature, is an individual's perception of their problem-solving skills. In this study we investigate the role of problem-solving appraisal in the association between perceived stress and psychological well-being. Participants were students (n = 322) who completed the Problem Solving Inventory, the Perceived Stress Scale, the short forms of the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale. The results demonstrate the health-sustaining benefits of problem-solving appraisal, as all dimensions of problem-solving appraisal (problem-solving confidence, approach-avoidance style, and problem-solving control) were directly associated with hopelessness and anxiety. The stress-buffering role of problem-solving appraisal with respect to hopelessness was demonstrated through the interaction between perceived stress and problem-solving appraisal. However, problem-solving appraisal did not buffer the effects of stress on anxiety. The findings indicate that problem-solving appraisal may be an important protective resource that could be beneficial for coping with other negative events and experiences beyond COVID-19. The implications of these findings for interventions are discussed.

The dynamics of Appraisal II: a meta-analysis of the relationship between fortitude and the indices of psychological well-being

Identifying the factors that contribute to differential vulnerability in the face of adversity is key to psychology fulfilling its mandate as a helping profession. One such factor, fortitude, which is described as the psychological strength to manage adversity and to stay well, has consistently been linked to psychological well-being. The objective of the research was to statistically integrate studies examining the relationship between fortitude and the indices of psychological well-being by using a meta-analysis. We used a random-effects model for the meta-analysis. In addition to the overall effect size, we examined publication bias and the moderating role of age and methodological quality. We also performed a subgroup analysis to compare between studies with positive and negative indicators of psychological well-being. In addition, we used robust variance estimation to account for effect-size dependencies, as some studies have reported more than one correlation coefficient. A total of 13 studies reporting 35 correlation coefficients pertaining to the relationship between fortitude and the indices of psychological well-being were extracted. The meta-analysis revealed a significant overall effect (r = .44, p < .001). The results also indicated that age and methodological quality did not influence the effect size. Subgroup analysis indicated that the overall effect size for studies that used positive indicators (r = .49, p < .001) was higher than that for studies that used negative indicators (r = .36, p < .001). In addition, no visual or statistical evidence of publication bias was observed. The robust variance estimation results also confirmed that the effect-size dependencies did not influence the overall effect size. The study results provide strong evidence regarding the association between fortitude and psychological well-being. This finding has several implications for promoting mental health and suggests that interventions aimed at building fortitude can be leveraged to mitigate psychological distress.

Deriving Meaning from Chaos: The Mediating Role of the Sense of Coherence in the Serial Relationships among Fear of COVID-19, Indices of Psychological Distress, and Life Satisfaction.

The current study focused on the role of the sense of coherence (SOC) in the serial relationships among the fear of COVID-19, indices of psychological distress, and life satisfaction. It examined the hypothesis that an SOC would mitigate the impact of the fear of COVID-19 on psychological distress, which in turn would positively impact life satisfaction. Participants were school teachers (N = 355) who completed the Fear of COVID-19 Scale, the trait scale of the State-Trait Anxiety Inventory, the Beck Hopelessness Scale, the short form of the Sense of Coherence Scale, and the Satisfaction with Life Scale. A path analysis confirmed the mediating role of the dimensions of the SOC in the relationships among the fear of COVID-19, indices of psychological distress, and life satisfaction. Specifically, comprehensibility, meaningfulness, and manageability were found to mediate the associations between the fear of COVID-19 and anxiety, and the fear of COVID-19 and hopelessness, which in turn were associated with higher levels of life satisfaction. The findings confirmed that an SOC is an important source of resilience. Interventions that facilitate the re-appraisal of stressors as challenges and enhance the awareness of practical coping strategies can build an SOC and promote mental health.

The Beneficial Effects of Professional Identity: The Mediating Role of Teaching Identification in the Relationship between Role Stress and Psychological Distress during the COVID-19 Pandemic.

At the start of the COVID-19 pandemic, teachers and students rapidly transitioned to remote teaching and learning. In South Africa, this initial transition was followed by periods of reopening and closing of schools during the various waves of the pandemic. When schools were reopened, rotational schooling was implemented, with students attending in shifts. All this change created a climate of uncertainty for teachers. The current study investigates the relationship between role stress and indices of psychological distress, as well as the potential mediating role of teaching identification in this relationship, using a cross-sectional survey design. Participants (n = 355) were school teachers in South Africa who completed the Role Stress Questionnaire, the Professional Identification Scale, the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale during the second wave of the pandemic (May-July 2021). The results of a structural equation analysis indicate significant positive direct effects of role conflict and ambiguity on anxiety and hopelessness, as well as significant negative direct effects of teaching identification on anxiety and hopelessness. In addition, teaching identification was found to mediate the effect of role conflict and ambiguity on anxiety and hopelessness. The demonstrated role of teaching identification has implications that suggest the importance of leadership and supervisory support, as well as enhancing the societal value of teaching as a profession.

Identity Matters: Validation of the Professional Identification Scale in a Sample of Teachers in South Africa During the COVID-19 Pandemic

Professional identity has been linked to organizational outcomes such as job performance and commitment, as well as health and well-being indices such as burnout and depression. Professional identity is a powerful mechanism that can be affected by social and environmental factors. It is therefore important to establish a reliable and valid measurement of professional identity that is useful in different contexts. The current study examines the psychometric properties of Brown’s Professional Identification Scale (PIS) using three different but complementary approaches: classical test theory, Mokken analysis, and Rasch analysis. The study participants (N = 355), school teachers recruited from all over South Africa, completed the PIS, the Satisfaction with Life Scale, and the Teacher Satisfaction Scale. The reliability and validity of a reduced 8-item version of the PIS was confirmed. Mokken and Rasch analyses indicated that the scale consists of more than one dimension, and classical test theory (exploratory and confirmatory factor analysis) supported a two-factor structure. Ancillary bifactor indices indicated that professional pride and professional discontent explained a sufficient amount of the variance over and above that explained by the professional identity as a total scale. Overall, the findings support an 8-item PIS for use in a South African teacher population.

Psychotraumatologie de la guerre en Ukraine : la question de la prise en charge psychologique des victimes réfugiées ou restées en Ukraine

Résumé La guerre en Ukraine est un événement polytraumatique majeur qui donne lieu à des déplacements massifs de population. La question de l’évaluation et de la prise en charge psychologique des personnes psychotraumatisées se pose de façon urgente. De multiples pays d’accueil de réfugiés étant bien dotés en nombre de psychologues, une partie de ces professionnels intéressés devrait se mobiliser et se faire connaître pour réaliser ces actes cliniques. La priorité devrait être donnée aux psychologues formés et expérimentés pour prendre en charge les victimes. La barrière de la langue devra être surmontée. Dans un premier temps, une prise de contact ou un rapprochement auprès des dispositifs locaux et nationaux d’accueil des réfugiés serait souhaitable pour faciliter ces opérations. Des consultations en présentiel ou en distantiel, comme cela a été développé pendant la pandémie de Covid-19, sont envisageables. Des renforts en psychologues, y compris à distance, des pays accueillant le plus de réfugiés sont également souhaitables. La question de la détection, de l’évaluation et de la prise en charge des personnes psychologiquement traumatisées restées sur le territoire ukrainien est probablement encore plus massive. Que ce soit des non-combattants ou des combattants, une partie de la communauté psy internationale devrait se mobiliser, en complément des collègues locaux, pour leur apporter cette aide psychologique. Ces actions humanitaires seraient réalisables en fonction de l’évolution du conflit. Qu’il s’agisse de soutien psychologique aux réfugiés ou aux personnes sur le sol ukrainien, des modèles d’organisation et de coordination de ces actions doivent être pensés et mis en place de façon évolutive pour en optimiser l’efficacité. The war in Ukraine is a major poly-traumatic event, which leads to massive population displacements. The question of the evaluation and psychological care of psychotraumatised people is an urgent matter. As many countries hosting refugees are well endowed with a number of psychologists, some of these interested professionals should mobilise themselves and make themselves known to carry out these clinical acts. Priority should be given to trained and experienced psychologists to support victims. The language barrier will have to be overcome. Initially, it would be desirable to make contact or get closer to local and national refugee centres to facilitate these operations. Face-to-face or remote consultations, as developed during the Covid-19 pandemic, are possible. Reinforcements of available and dedicated psychologists, including remotely, from the countries hosting the most refugees are also desirable. The issue of detection, assessment and care of psychologically traumatised people who remained in the Ukrainian territory is probably even more massive. Whether non-combatants or combatants, part of the international psychological community should mobilise, in addition to local colleagues, to provide them with this psychological help. These humanitarian actions would be feasible depending on the evolution of the conflict. Whether it is psychological support for refugees or people still on the Ukrainian soil, models for organizing and coordinating these actions must be carefully thought out and implemented in an evolving way to optimise their effectiveness.

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19.

The current study examines the potential mediating role of professional identification of school teachers in the relationship between psychological distress and teaching satisfaction. Professional identification is the extent to which an individual identifies with a professional group, including the values, beliefs, and commitment the individual has in relation to the professional group. Professional identification has been linked to negative work outcomes, such as job performance and turnover intentions, as well as to adverse mental health outcomes. In the context of education, professional identification is the extent to which teachers identify with the teaching profession. Participants (N = 355) were school teachers in South Africa who completed the Center for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Professional Identification Scale, and the Teaching Satisfaction Scale. Structural equation analysis showed that professional identification plays a fully mediational role in the relationship between psychological distress and teaching satisfaction. Interventions that strengthen teachers' identification with the teaching profession should be considered a priority.

Perceived Vulnerability to Disease and the Relationship with Teacher Satisfaction in South Africa during COVID-19: The Serial Role of Burnout, Role Conflict, and Ambiguity.

Teachers' work roles and responsibilities have changed dramatically because of the COVID-19 pandemic. These unprecedented changes have the potential to generate role stress and burnout and reduce teachers' job satisfaction. This study investigated the serial relationship between perceived vulnerability to disease, role stress, burnout, and teaching satisfaction. It was hypothesised that individuals who perceive themselves to be at high risk of contracting COVID-19 would report high role conflict and ambiguity in the workplace, which would in turn lead to high levels of burnout and low satisfaction with teaching. Participants were schoolteachers (N = 355) who completed the Perceived Vulnerability to Disease Questionnaire, the Role Orientation Questionnaire, the Maslach Burnout Inventory, and the Teaching Satisfaction Scale. Path analysis confirmed that perceived vulnerability to disease was associated with role conflict and ambiguity, which was in turn associated with emotional exhaustion, depersonalisation, and low teaching satisfaction. Teachers who appraised themselves as being more vulnerable to contracting COVID-19 experienced greater role stress, which was associated with high levels of burnout and low teaching satisfaction. This study highlights that threat appraisals related to contracting COVID-19 represent an additional job demand and this needs to be matched by job resources that can facilitate coping.

Psychotraumatology of the war in Ukraine: The question of the psychological care of victims who are refugees or who remain in Ukraine

The war in Ukraine is a major poly-traumatic event, which leads to massive population displacements. The question of the evaluation and psychological care of psychotraumatised people is an urgent matter. As many countries hosting refugees are well endowed with a good number of psychologists, some of these interested professionals should mobilise themselves and make themselves known to carry out these clinical acts. Priority should be given to trained and experienced psychologists to support victims. The language barrier will have to be overcome. Initially, it would be desirable to make contact or get closer to local and national refugee centres to facilitate these operations. Face-to-face or remote consultations, as developed during the Covid-19 pandemic, are possible. Reinforcements of the number of available and dedicated psychologists, including remotely, from the countries hosting the most refugees, are also desirable. The issue of detection, assessment and care of psychologically traumatised people who remained on the Ukrainian territory is probably even more massive. Whether non-combatants or combatants, part of the international psychological community should mobilise, in addition to local colleagues, to provide them with this psychological help. These humanitarian actions would be feasible depending on the evolution of the conflict. Whether it is psychological support for refugees or people still on the Ukrainian soil, models for organising and coordinating these actions must be carefully considered and implemented in an evolving way to optimise their effectiveness. Résumé La guerre en Ukraine est un événement polytraumatique majeur qui donne lieu à des déplacements massifs de population. La question de l’évaluation et de la prise en charge psychologique des personnes psychotraumatisées se pose de façon urgente. De multiples pays d’accueil de réfugiés étant bien dotés en nombre de psychologues, une partie de ces professionnels intéressés devrait se mobiliser et se faire connaître pour réaliser ces actes cliniques. La priorité devrait être donnée aux psychologues formés et expérimentés pour prendre en charge les victimes. La barrière de la langue devra être surmontée. Dans un premier temps, une prise de contact ou un rapprochement auprès des dispositifs locaux et nationaux d’accueil des réfugiés serait souhaitable pour faciliter ces opérations. Des consultations en présentiel ou en distantiel, comme cela a été développé pendant la pandémie de Covid-19, sont envisageables. Des renforts en psychologues, y compris à distance, des pays accueillant le plus de réfugiés sont également souhaitables. La question de la détection, de l’évaluation et de la prise en charge des personnes psychologiquement traumatisées restées sur le territoire ukrainien est probablement encore plus massive. Que ce soit des non-combattants ou des combattants, une partie de la communauté psy internationale devrait se mobiliser, en complément des collègues locaux, pour leur apporter cette aide psychologique. Ces actions humanitaires seraient réalisables en fonction de l’évolution du conflit. Qu’il s’agisse de soutien psychologique aux réfugiés ou aux personnes sur le sol ukrainien des modèles d’organisation et de coordination de ces actions doivent être pensés et mis en place de façon évolutive pour en optimiser l’efficacité.

Validation of the Connor-Davidson Resilience Scale-10 in South Africa: Item Response Theory and Classical Test Theory.

Purpose: During times of crisis, and in particular during the current COVID-19 pandemic, resistance resources, such as resilience, are key to managing the negative impacts of the crisis. The Connor-Davidson Resilience Scale-10 has been extensively used to assess resilience. In the current study, we examined the reliability, validity and dimensionality of this instrument using Rasch analysis, Mokken analysis and classical test theory. Using both item response theory and classical test theory provides a more comprehensive overview of the psychometric properties of the Connor-Davidson Resilience Scale-10. Participants and Methods: School teachers from South Africa (N = 355) constituted the sample for the study and they completed the following scales: Connor-Davidson Resilience Scale-10, the Center for Epidemiological Studies Depression Scale, State-Trait Anxiety Inventory-Trait Scale, the Beck Hopelessness Scale, and the Sense of Coherence Scale. Results: Both item response theory and classical test theory provided strong evidence for the reliability and validity of the Connor-Davidson Resilience Scale-10. In addition, the analyses provided support for considering the scale as essentially unidimensional. Conclusion: The obtained results provide additional support for the reliability and validity, of the Connor-Davidson Resilience Scale-10 for samples from diverse contexts.

Perceived Vulnerability to Disease and the Relationship with Teacher Satisfaction in South Africa during COVID-19: The Serial Role of Burnout, Role Conflict, and Ambiguity

Teachers' work roles and responsibilities have changed dramatically because of the COVID-19 pandemic. These unprecedented changes have the potential to generate role stress and burnout and reduce teachers' job satisfaction. This study investigated the serial relationship between perceived vulnerability to disease, role stress, burnout, and teaching satisfaction. It was hypothesised that individuals who perceive themselves to be at high risk of contracting COVID-19 would report high role conflict and ambiguity in the workplace, which would in turn lead to high levels of burnout and low satisfaction with teaching. Participants were schoolteachers (N = 355) who completed the Perceived Vulnerability to Disease Questionnaire, the Role Orientation Questionnaire, the Maslach Burnout Inventory, and the Teaching Satisfaction Scale. Path analysis confirmed that perceived vulnerability to disease was associated with role conflict and ambiguity, which was in turn associated with emotional exhaustion, depersonalisation, and low teaching satisfaction. Teachers who appraised themselves as being more vulnerable to contracting COVID-19 experienced greater role stress, which was associated with high levels of burnout and low teaching satisfaction. This study highlights that threat appraisals related to contracting COVID-19 represent an additional job demand and this needs to be matched by job resources that can facilitate coping.