Tailoring dyadic coping strategies to attachment style: Emotion-focused and problem-focused dyadic coping differentially buffer anxiously and avoidantly attached partners

Attachment insecurity is associated with lower satisfaction and lower felt security in romantic relationships, especially during times of stress such as coping with a global pandemic. Heightened external stressors for couples are associated with poorer relationship quality, but how couples cope with stress together, or their dyadic coping strategies, is associated with the maintenance of relationship satisfaction. In the current study, we followed 184 couples living together during the COVID-19 pandemic to test whether specific coping strategies buffered people higher in attachment anxiety and avoidance from lower satisfaction and felt security in the early weeks and ensuing months of the pandemic. Our findings demonstrate that perceiving more emotion-focused dyadic coping—being affectionate and using intimacy—buffered the negative association between attachment anxiety and relationship satisfaction and felt security, both concurrently and over several months of the pandemic. In addition, problem-focused perceived dyadic coping backfired for people higher in attachment anxiety;they felt less satisfied when they perceived more problem-focused coping—which involves being solution-focused and using instrumental support—in their relationship. In contrast, people higher in attachment avoidance were buffered against lower relationship satisfaction when they perceived more problem-focused dyadic coping and were not buffered by emotion-focused coping. The current findings suggest the importance of tailoring coping strategies to a partner's attachment style for relationship quality and felt security during times of stress.

How Has the Pandemic Affected Social Values? From the Perspective of Preservice Teachers, Is It Erosion or Gain?

This research aims to examine from the perspective of pre-service teachers how values, which have a great function in ensuring social order and welfare, maintaining healthy interpersonal relations, adapting the behaviour of the individual with the expectations of social life, and preventing possible social problems, are affected by the pandemic process.The research was carried out using phenomenology method, which is a qualitative research method. The study group of the research consists of twenty-five pre-service teachers. While determining the study group, easily accessible sampling method was used. In the research, a questionnaire containing four open questions developed by the researchers was used as a data collection tool. Content analysis was used in the analysis of the data. As a result of the research, it was determined that the pandemic positively affected some values such as altruism, benevolence, solidarity, gratitude, resignation, cleanliness, giving importance to being healthy, and negatively affected some values such as hospitality, freedom, equality, kindness, perseverance, and aesthetics. On the other hand, it is seen that some values such as patience, solidarity, savings and being scientific take their place among the values that both erode and gain from due to the differences in the perspective of pre-service teachers towards life. In addition, it was concluded that the pre-service teachers have a concern that the eroded values will force humanity to face problems such as various health problems, an asocial life, emotional deprivation, depression, digital addiction, selfishness, unemployment, anxiety, and impoliteness in the future.

Understanding and Addressing the Well-Being of School Counselors

Diminished self-care practices and heightened stress of school counselors are continuing problems in education. With role ambiguity, high student-to-counselor ratios, emotional exhaustion, and other factors adding pressure to the roles and responsibilities of school counselors, this study investigated the well-being practiced of Missouri school counselors and the internal and external factors which influence them. Findings demonstrate several ways in which school counselors fail to meet basic well-being benchmarks, examples of positive school principal supports, and systemic counselor role ambiguity, mission creep, and high caseloads that contribute to stress and burnout. These results indicate three levels of decision-making that are paramount to school counselors achieving and sustaining healthy well-being practices--the individual counselor's role in self-care and professional advocacy;the school leader's approach to defining the counselor's role and promoting a healthy workplace culture;and the ways in which policymakers affect systemic change.

Reimagining Teacher Identity in the Post-COVID-19 University: Becoming Digitally Savvy, Reflective in Practice, Collaborative, and Relational

Objective: Through the crisis of COVID-19 university teachers have been pushed into the realm of emergency remote teaching (ERT), familiar ways of living, working and being, brought unprecedented additional uncertainty and vulnerability to an already highly complex context. The purpose of this narrative review was to look at how these transformations affected teacher identity and the ways relationality shifted during this time. The intention was to bring relationality, care, collaboration, and excellent teaching possibilities, into the centre of our thinking. Whilst recognising the pandemic as a traumatic experience for many, it is a hopeful paper. Method: An examination and thematic analysis of literature published from March 2020-November 2020 on ERT. Results: The crisis and corresponding shift to teaching online demanded faculty to overcome their bias against online delivery, reimagine teaching, resulting in increased innovation and unexpected positive experiences which continue to rise. Conclusion: Teachers already engaging with student-centred approaches, relational pedagogies, reflective practice, community networks, and/or digital technologies managed the transition to online teaching and learning more effectively. Future teacher training requires effective online education, how to design and deliver, how to collaborate, and how to make relational connections with others, and access to resources.

Rethinking Remote Work, Automated Technologies, Meaningful Work and the Future of Work: Making a Case for Relationality.

Remote work, understood here as a working environment different from the traditional office working space, is a phenomenon that has existed for many years. In the past, workers voluntarily opted, when they were allowed to, to work remotely rather than commuting to their traditional work environment. However, with the emergence of the global pandemic (corona virus-COVID-19), people were forced to work remotely to mitigate the spread of the virus. Consequently, researchers have identified some benefits and adverse effects of remote work, especially in the age of COVID-19, ranging from flexible time and environment to technostress and isolation. In this paper, using a phenomenological approach, specifically, the sub-Saharan African experiences, I contend that remote work in the age of advanced technologies has obscured the value of relationality due to the problem of isolation in sub-Saharan African workplaces. For sub-Saharan Africans, relationality is a prerequisite moral value to becoming a person. In addition, relationality contributes to meaningfulness in the workspace. Obscuring the value of relationality in the aforementioned locale leads to meaninglessness in the workspace. Furthermore, this paper contributes to the existing literature on meaningful work by critically showing the importance of the value of relationality as a key element that adds meaning to work in sub-Saharan Africa.

Prepandemic relationship satisfaction is related to postpandemic COVID-19 anxiety: A four-wave study in China

The COVID-19 pandemic has had lasting impacts on people's interpersonal relationship and mental health. Using four-wave data in China (N = 222, 54.50% female, M age = 31.53, SD = 8.17), the current study examined whether prepandemic relationship satisfaction was related to postpandemic COVID-19 anxiety through midpandemic perceived social support and/or gratitude. The results showed that people's COVID-19 anxiety decreased from the peak to the trough stage of the pandemic;perceived social support increased markedly from prepandemic to the peak and remained stable subsequently, while relationship satisfaction remained unchanged throughout. Further, it was midpandemic perceived social support, not gratitude, that mediated the association between prepandemic relationship satisfaction and postpandemic COVID-19 anxiety, indicating that perceived social support played a crucial role in this process. Finally, it is suggested that perceived social support should be distinguished from gratitude as two different components of social interactions.

Couples' Functioning during Weekdays and Weekends at the Time of COVID-19

The present study was aimed at analyzing differences between weekdays and weekends in psychological well-being, relationship satisfaction, and dyadic coping, as well as their associations, before and during the first COVID-19 lockdown in Italy. Individuals in a couple's relationship completed an online questionnaire before (N = 76) and during (N = 50) the COVID-19 lockdown. With regard to the first aim, participants in the COVID condition reported greater psychological well-being during weekends than during weekdays. In addition, participants showed greater relationship satisfaction during weekdays than during weekends, independently of the COVID-19 condition. As for the dyadic coping process, only in the Pre-COVID group, individuals communicated their stress more frequently during weekdays than during weekends. Finally, regardless of the COVID condition, they reported higher positive and common dyadic coping responses during weekends than during weekdays. As for the second aim, a positive effect of common dyadic coping responses on both psychological well-being and relationship satisfaction emerged during weekdays and weekends. Positive dyadic coping positively predicted relationship satisfaction during weekdays and weekends. Higher negative dyadic coping was associated with lower psychological well-being (in the Pre-COVID group only) and lower relationship satisfaction during weekends.

Romantic love in the age of COVID-19

The article reflects on the importance of having a romantic love between the partners to cope up with the stress during the COVID-19 pandemic. Authors decided to measure the love styles as romantic "attitudes," and did considerable research to develop a questionnaire to assess degree of agreement with the six love styles. Authors assumed that virtually everyone could agree to a greater or lesser extent with the questions reflecting each love style, and therefore people did not have to pick only one style as self-representative. Authors first published a long form of their scale called the Love Attitudes Scale (LAS) and later a shortened form of the scale named the Love Attitudes Scale-Short Form. Authors purpose is to propose ways in which these love styles/love attitudes might function in this incredibly challenging "in-your-face" time of COVID. The goal is to be helpful. As longtime scholars and marital partners (43 years), they are living this pandemic a day at a time, just as you are. This era of a global pandemic is unfamiliar and frightening to all who view its gravity in a clear-eyed fashion. Yet this is also a time when love and caring (in this case for a romantic partner) can deepen a relationship profoundly. We humans are far from perfect, but loving is in our nature. These love styles offer one way of viewing romantic, partnered love. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Student Mental Health and Well-Being: A Review of Evidence and Emerging Solutions

In the summer of 2022, the Center on Reinventing Public Education convened a panel of education and youth development experts to take stock of recent efforts to address students' mental health and well-being and to reestablish core elements of social and emotional learning (SEL) in schools. The panel agreed that the pandemic's impact has been complex, but that there have been few dynamic and collaborative efforts to address it. While the experts recognized the tremendous demands placed on teachers to address students' academic as well as social and emotional needs, they noted that the kind of innovation they called for in 2021 (e.g., new kinds of learning environments, partnerships, and funding models for mental health and social skill development) had yet to materialize. The panelists arrived at three calls to action that reflect the challenges and opportunities young people are facing. Specifically, they call for policymakers and advocates to: (1) Embrace technological innovations that can improve student well-being while still honoring the fundamental need for human relationships;(2) Overcome turf wars and divisions;embrace "big tent" thinking for social and emotional development and well-being support;and (3) Build new, integrated monitoring and response systems to address the urgent needs of young people.

Smartphone addiction reduction: effectiveness of print and social media education

Smartphone usage dependency in daily activities also causes vulnerability to addiction and its effects on health, especially the increment during the COVID-19 pandemic because of the switching activities to online. Research on the prevention and treatment to overcome smartphone addiction is still relatively limited. This study aims to analyze the effectiveness of educational media programs using social-media compared to printed-media in reducing smartphone addiction levels. Changes in interpersonal-relationship and self-esteem as a related mediator and affected negative impacts of smartphone addiction were also investigated. Media effectivity was assessed by the decrease of users' addiction level, and affected interpersonal-relationship and self-esteem. A three-wave cross-sectional series conducted on 54 subjects, divided into two groups were given the routine printed or social-media educational program for a month. Results from comparative analysis showed printed-media is more effective than social-media in reducing smartphone addiction;both are statistically significant (p=0.000). It shows that health education has a role in smartphone addiction prevention, but choosing the right and most effective media for specific populations is necessary. Both groups increased interpersonal-relationship, but self-esteem rose only in the printed-media group. Interpersonal-relationship tended to increase, while self-esteem varied from person to person, showing the addiction level might affect mental-behavioral health but still need further analysis of other influencing confounding factors. © 2023, Intelektual Pustaka Media Utama. All rights reserved.

The Relationship Between College Students' Interpersonal Relationship and Mental Health: Multiple Mediating Effect of Safety Awareness and College Planning.

Purpose: The research intends to find the internal influence mechanism of interpersonal relationship on college students' mental health. College students have many mental health problems, which can easily lead to extreme events. It is of great research value to explore the relationship among interpersonal relationship, safety awareness, college planning, and mental health. Participants and Methods: GHQ, WHOQOL-BREF, SWBS-CC, LSIB, and TSCS scales were used, revised questionnaire for cluster sampling of college students, 1661 valid samples. SPSS 26.0 and PROCESS V4.1 were used for analysis, and nonparametric Bootstrap method was used to test the significance level of the mediating effect. Results: There are significant differences in interpersonal relationship, safety awareness, and college planning between high mental health group and low mental health group. There are differences in safety awareness between genders. There is a positive correlation among interpersonal relationship, safety awareness, college planning, and mental health. Interpersonal relationship has a positive predictive effect on mental health. There are three mediating pathways of interpersonal relationship on mental health: independent mediating effect pathway of safety awareness, independent mediating effect pathway of college planning, and chain mediating effect pathway through safety awareness and college planning. Conclusion: This study reveals the Influence mechanism of interpersonal relationships on college students' mental health. The relationship between interpersonal relationship and mental health is affected by the multiple mediating effects of safety awareness and college planning. It provides a new perspective for preventing and intervening mental health problems. College students' personality has plasticity, which can be interfered by mediating mechanism. The present findings could help college students actively participate in interpersonal communication, improve safety awareness, and make a good college planning, so as to enhance the mental health level of college students.

Residents' participation in rural tourism and interpersonal trust in tourists: The mediating role of residents' perceptions of tourism impacts

Interpersonal trust is a critical psychological factor that reveals the quality of resident-tourist relationship in tourism destinations. However, residents' positive attitudes toward tourists are gradually taken for granted, with research on residents' psychological tendency (i.e., interpersonal trust) in providing tourism services and creating mutually beneficial resident-tourist interaction lagging behind. Based on interpersonal relationship theory and social exchange theory, this study employed a sequential mixed-methods design to examine the formation of interpersonal trust in tourists during resident participation in rural tourism. The dimensions of resident participation (i.e., decision-making, economic, and social participation) and the conceptual model were first identified through qualitative analysis. Subsequently, through the PLS-based structural equation modeling using a sample of 469 residents from Jiuzhai Valley, China, the study suggested that economic and social participation were instrumental in shaping residents' cognitive and affective trust in tourists both directly and indirectly through residents' perceived benefits of tourism. This study offers implications for academia and destination management to promote sustainable tourism development and social harmony against the crisis of trust between residents and tourists caused by the COVID-19 pandemic.

Recreating the Experience of an In-Person Summer Internship Program Remotely

We describe strategies, designs, tools, and technologies that were part of a 9-week experimental virtual summer internship program conducted during the novel coronavirus (COVID-19) pandemic. The goals for the program were to (1) recreate the in-person summer internship experience, (2) explore ways of getting people to help each other, and (3) develop a sense of community in a remote/virtual setting. We offer learnings gleaned by the team regarding building virtual communities that encourage collaboration and communication.

From Pandemic to Endemic Pedagogy: Being CLEAR in Our Teaching

In this chapter, I consider what might happen if the pandemic acts as a portal for teaching and learning in higher education. I suggest the need to make commitments to five interlocking characteristics of post-pandemic pedagogy: Context, Learning, Equity, Agency, and Relationships. The future of teaching and learning, in short, is CLEAR.

Strengths-Based Coaching Supports Teachers during COVID

Two years after the onset of the pandemic, COVID-19 continues to take a toll on educators' morale and well-being. The need to strengthen relationships between educators and students is growing. The MyTeachingPartner-Secondary (MTP-S) program, which is a strengths-based coaching program for middle and high school teachers, helps educators respond to the demands and stresses of the pandemic. In this article, the authors speak with veteran district coaches who use this program to talk about their experience using MTP-S with teachers before and during the pandemic. Meg Ryan, a coach in Louisa County, Virginia, and Becky Odajima, a coach in Midway, Texas, are enrolled in a three-year research project to study student outcomes as a result of being in classrooms with teachers who are receiving MTP-S coaching. The authors also talked with coaching experts Anna Savitsky and Destiny Woodbury, who train, support, and coach coaches on using the MTP-S model. These experts shared their insights.

International Doctoral Students Negotiating Support from Interpersonal Relationships and Institutional Resources during COVID-19

The COVID-19 pandemic has greatly affected international students around the world. Chinese international students are challenged in their daily life and study due to the travel restrictions, disruption of research, closure of labs, and the rise of anti-Asian racism. This study investigates the challenges, especially psychological ones, faced by international doctoral students from China studying in the United States. and explores how their social networks and support systems help them navigate their life and study during the pandemic. In light of social networks and support theory, we interviewed 20 Chinese international doctoral students studying in the U.S. and found that falling in between intimate relationships and student-institution relationships, academic departments and advisors are able to provide all types of support, namely, instrumental, informational, and emotional. Their ability to provide emotional support was heavily overlooked, especially during a global crisis. Concerted efforts must urgently be put together to deal with the mental health of international doctoral students on campus and rebuild a supportive and hospitable U.S. higher education system. This study can contribute to the scholarship of international higher education by capturing international doctoral student experiences and perceptions in this crucial time and assessing higher education institutions' capability to support international students.

The Remote Learning Experience in Lebanon: Learners' Attitudes and Practices

Despite its flexibility, remote learning is a complex process which depends on several elements considered as pillars of online learning and which affect each other. The purpose of the study is to reveal the learners' feeling of social isolation while learning remotely as well as the effectiveness of online communication channels in ensuring learning support through content sharing with teachers and colleagues. Moreover, the learners' self-regulation skills were reflected through their practices while learning as well as through the value of being a part of the digital community. The learners' evaluation of their remote learning experience, their attitudes towards passing through this experience again and their suggestions to improve virtual learning were also examined in the last section of the survey. This study sheds light on the social isolation barrier while learning online as 49% of students reported that they always felt isolated. In fact, this disconnectedness was not compensated by online communication especially that around 31% of learners declared that using online communication with teachers and colleagues never helps them with the learning process. Moreover, 55% of learners stated that they never prepare questions before joining online discussions or watching videos in virtual learning. Therefore, the lack of teaching presence - associated with the lack of learners' regulation skills -leads to the absence of learning presence in online learning. The results reflected the perspectives and attitudes of learners towards online learning as 44% of learners described their online learning experience as "bad, unsuccessful, and characterized by failure". Moreover, 63% of learners stated that they were not interested to pass through the online learning experience again. To improve the implementation of online learning, 55% of respondents suggested enhancing the teaching strategies whereas 47% of participants recommended improving the infrastructure and providing the required facilities. So, for integrating online learning, a viable strategy needs to be developed and made aligned with all the opportunities and challenges of online learning in the Lebanese context.

Building on Students' Perspectives on Moving to Online Learning during the COVID-19 Pandemic

This paper provides insights from students and the author's experiences of the move to online course delivery in the current pandemic. Key issues students identified as impacting success include: student stress/distress related to the pandemic, challenges with Wi-Fi and connectivity, students' and instructors' technical skills, and issues related to course design and delivery method (synchronous or asynchronous). Students' insights, the instructor's experiences, and the academic literature on online education are used to provide suggestions for addressing these challenges. This analysis began as an exercise to inform my course planning but led to a recognition that (a) a successful transition requires action by students, instructors, and institutions and (b) that these actions are constrained making successful transitions both demanding and difficult.

Investigation of Life Skill Levels of University Students in the COVID-19 Pandemic

It was aimed to reveal whether there is a statistically significant relationship between the gender, age, sportive activity status and duration of the students studying at xxx University in the 2020-2021 academic year on their life skills levels. In this study descriptive survey method was used. A personal information form was used to obtain information about the demographic characteristics of 215 students, 71 male and 144 female and "Life Skills Scale" which was developed by Bolat and Balaman (2017) was used to determine the life skills levels, who participated in the study. Independent sample T test was used to determine the significant difference between two independent variables and life skills. Anowa Analysis of Variance techniques were used to determine the difference between more than two variables and life skills. Pearson correlation analysis was made to determine the relationship between Life Skills Scale and ages of students and duration of sports activities. The results were evaluated according to the p<0.05 significance level. It has been determined there is a significant difference in the sub-dimensions of coping with stress and emotions, empathy and self-awareness, decision making and problem solving about students gender and life skills scale according to the data obtained. It has been determined there is a significant difference in all sub-dimensions of the students' sportive activities and life skills scale. It has been determined there is a positive significant relationship in students' weekly sporting activity time and life skills scale on the sub-dimension of decision making and problem solving.

Distance Administration of Distance Staff

Since the late 1990s, internet-based distance-education programs have attracted students and instructors who could be geographically distributed: they could learn and teach from anywhere. However, the model for the staff who support distance-education programs was overwhelmingly the traditional place-based office with co-located physical and human resources. The idea of the campus as the physical location where services are literally housed was slow to shift to a distributed-workforce model until the COVID-19 pandemic forced an emergency shift to remote instruction and remote support services, starting in early 2020. While there have been a few colleges and universities whose distance-education staff were intentionally flexible, hybrid, or agnostic regarding the physical location of work, far more of our programs remain stuck within larger institutional contexts, policies, and expectations that the work of the campus must take place on the campus. This article outlines the history of distributed work in higher education, shares models for shifting from co-located to hybrid and fully remote units, offers tips for how to manage such arrangements, lists ways to attract and keep remote distance-education staff members, and suggests policy and infrastructure needs that support successful remote-staff units.