Understanding the use of digital finance among older internet users in urban China: Evidence from an online convenience sample

Inclusive digital financial services should welcome older populations and make them beneficiaries of the digital and financial revolution. To understand older adults' experience of using digital financial tools, we conducted an online survey of 268 older internet users aged 60 or above from urban areas of 14 Chinese provinces after China's nationwide COVID-19 lockdown in 2021. Our results revealed that older internet surfers were active in digital financial activities and engaged most with activities that were highly compatible with their lifestyles. Active users significantly differed from inactive users in sociodemographics, confirming that a digital divide related to social stratification exists among older internet users. Digital finance active users were also distinguished from inactive users' attitudes and perceptions toward digital finance. Logistic regression results indicated that perceived usefulness, access to proper devices for digital finance, risk perceptions, and perceived exclusion if not using technology were associated with their adoption of these advanced tools. Older adults reported the perceived inconvenience of in-person financial services during the lockdown. They also expressed a willingness to participate in relevant training if provided. The findings of this study could help aging-related practitioners to understand older adults' engagement in digital finance and guide policy and project design in the area of financial inclusion of the aging population.

New development: A ‘journey of personal and professional emotions'—emergency ambulance professionals during Covid-19

IMPACTThis article explores the consequences of emotional labour on UK NHS ambulance staff and their response to the Covid-19 pandemic. It highlights the challenges faced by ambulance crews while dealing with their emotional labour within the context of organizational settings. Research findings also explain the importance of emergency responders' psychosocial wellbeing. The article has clear relevance as to how frontline staff manage their emotional labour in other emergency service settings, such as the police and fire and rescue services.Alternate :Managing emotions are essential aspect of many jobs, and frontline healthcare workers have to manage and control their emotions while caring for critically ill patients and working in an emotionally-charged dynamic environment;this was particularly the case during Covid-19. Ambulance workers are an important group in this respect but they are currently under-researched. Evidence behind this article comes from data collected from an NHS ambulance trust in England. One of the key contributions of this article is to highlight how frontline ambulance professionals manage their emotional labour while working within the stipulations of organizational constraints.

Distance Learning in an Inclusive Preschool Focused on Autism During the COVID-19 Pandemic: A Mixed-Methods Multiple Case Study of Four Children

Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.

Occupational Stress in Healthcare During Covid 19

Several studies dedicated to the risk of work-related stress have already shown for some time that healthcare workers are subjected to multiple sources of stress. Recent literature has shown that the SARS CoV 2 pandemic has subjected healthcare workers in emergency/urgent departments and Covid −19 departments to work-related stress risk. In a Sicilian hospital, a sample of 50 health workers (25 men/25 women) was given the "INAIL questionnaire work-related stress risk” structured in 35 items to investigate 7 dimensions of occupational stress (1) Question, (2) Control, (3) Management support, (4) Support from colleagues, (5) Relationships, (6) Role, (7) Change. The results show in 27% of the sample a high level of occupational stress and in 62% an average level of occupational stress with little control and emotional exhaustion, especially in women. In conclusion, to avoid the chronicization of dysfunctional pictures, health institutions must provide staff with psychosocial support services to protect them from the risk of work-related stress. AD -, Messina, Italy ;, Messina, Italy

For the greater good? Bereidheid van ouders om hun kinderen van 5 tot 11 jaar te vaccineren tegen corona

We explored parent's intention to vaccinate their children aged 5–11 against corona and factors influencing this. A survey, including open and closed questions, was distributed among parents (N = 214, 57,8% female) at booster vaccination locations in Rotterdam. The survey was subdivided in three categories: background variables of the participant (parent), background variables of his/her children, determinants of vaccination-intentions and information needs. Results show that 43% of the parents intended to vaccinate their children. Parents attitude towards vaccination was ambivalent, they rated the likelihood for children to get infected with corona relatively high and the severity of corona for children relatively low. The response to potential harmful effects of the vaccine were ambivalent as well. Attitude was the strongest correlate of vaccination-intention and mediated the effects of likelihood, severity and harmfulness. Most parents would take the decision together with the partner, but also with the child. The open questions showed that the most common reason to vaccinate the child was to protect the child or others. Reasons mentioned for not vaccinating the child were mostly worries regarding side-effects and doubts about the added value of vaccinating children. In the discussion, communication and intervention options to enhance vaccination intentions are described. Samenvatting: We hebben onderzocht wat de bereidheid van ouders is om hun kinderen van 5 tot 11 jaar te laten vaccineren tegen corona en factoren die hieraan bijdragen. Op boostervaccinatielocaties in Rotterdam is aan ouders (N = 214, 57,8 % vrouw) een vragenlijst uitgedeeld met open en gesloten vragen. De vragenlijst was onderverdeeld in drie categorieën: achtergrondvariabelen van de deelnemer (ouder), achtergrondvariabelen van zijn/haar kinderen, en determinanten van vaccinatiebereidheid en informatiebehoeften. De resultaten laten zien dat 43,0 % van de ouders bereid was hun kinderen te vaccineren. Ouders hadden een ambivalente attitude ten aanzien van vaccineren, en schatten de kans op corona bij kinderen relatief hoog en de ernst van corona bij kinderen relatief laag in. De visie op schadelijkheid van het vaccin was ambivalent. Attitude was de sterkste voorspeller van vaccinatie-intentie en medieerde de effecten van kans, ernst en schadelijkheid. Veel ouders zouden de beslissing met de partner, maar ook met het kind nemen. In de open vragen gaven ze als redenen om het kind wel te vaccineren vooral dat ze het kind of anderen wilden beschermen. Redenen om het kind niet te vaccineren waren vooral zorgen over bijwerkingen en twijfel over de meerwaarde van het vaccineren van kinderen. De beschouwing beschrijft communicatie- en interventiemogelijkheden om vaccinatiebereidheid te bevorderen.

Converting to online conversations in COVID-19: People with aphasia and Students' experiences of an online Conversation Partner Scheme

A Conversation Partner Scheme (CPS) can provide an opportunity for students to learn about acquired communication disorders, develop skills to support adults in conversations and reflect on their personal attitudes about communication disability. It can also enhance communication, facilitate social inclusion and participation and increase well-being for CPS partners with acquired communication disabilities. The format of a CPS generally includes conversation-training workshops followed by face-to-face supported conversations. The COVID-19 pandemic and associated public health guidance necessitated the transition of all components of the scheme (training and conversations) to an online format. The aim of this case study was to investigate the feasibility of an online CPS and explore the participants' experience of this format. A case study design was undertaken with feasibility objectives examining Implementation, Practicality, Adaption, Integration and Acceptability of the online CPS. Data was gathered from students using questionnaires. Online semi-structured interviews were carried out with seven persons with aphasia (PwA) who participated as CPS partners. Technical challenges, duration of conversations and topics of conversations were also recorded. Twenty-seven speech and language therapy students and 14 CPS partners took part in the CPS. Eighty-five online conversation sessions were carried out. All seven PwA and many of the students (87.5%) perceived an online format as suitable for CPS conversations. However, many students highlighted the value of in-person contact and reported that the online format constrained the use of some communication ramps. The PwA repeatedly commended their student conversation partners and noted the CPS provided an opportunity for increased social interaction during the public health restrictions. The online CPS provided a timely opportunity for students to practice supported communication skills and was perceived to be important for student training and communication skills development.

The relationship between individual characteristics and practice behaviour within an adaptive arithmetic learning program

Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program;otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays.

Providing Virtual Support to Children With Mild Developmental Delays in Response to the Pandemic

The COVID-19 pandemic has had massive impacts across the globe. Children with developmental delays are an increasingly vulnerable population, highlighting the importance of ensuring they have access to high-quality virtual services during this time. The Early Discovery program currently provides therapeutic interventions for children with mild developmental delays. We sought to compare the outcomes of 2 cohorts within the Early Discovery program using different delivery approaches (n = 238 families): children who received services in person before the pandemic (n = 126) and children who received services via telehealth in the acute phase of the pandemic (n = 112). Both groups of children showed significant improvements in language skills posttreatment, and, with regard to auditory comprehension, both groups showed similar rates of improvement. However, children receiving in-person services before the pandemic showed greater improvements in expressive communication skills than children receiving telehealth services during the pandemic. Results indicate that the Early Discovery program was able to make adjustments during the pandemic that assisted families in maintaining progress in improving their child's language skills.

The impact of transgender minority stress and emotion regulation on suicidality and self-harm

Transgender and gender diverse (TGD) individuals experience high levels of minority stress, as well as a high prevalence of suicidality and self-harm. The current study investigates if emotion regulation mediates the relationships of minority stressors with self-harm and suicidality. TGD adult primary care patients (N = 115) completed a survey including measures of minority stressors, emotion dysregulation, self-harm, and suicidality. Emotion regulation mediated the relationship between victimisation and suicidality. Emotion regulation did not mediate the relationship between victimisation and self-harm. TGD individuals' suicide risk may be increased when they experience victimisation through increased emotion dysregulation.

Will teachers continue to teach online post-COVID-19?

Numerous studies have captured the experiences of teachers teaching online, but the current 'emergency' to teach online is unprecedented and has been challenging. Grounded in the theory of cognitive dissonance, this paper attempts to recapitulate the experiences of university teachers and analyses whether they have developed the consonant cognitions to teach online during the pandemic period or would they prefer switching back to 'normal' teaching as soon as the circumstances permit. Technology-enabled teaching has been found to be complex as it mandates teaching in a computerised setting and lacks an element of social interaction, which is at the heart of face-to-face teaching. Using Structural Equation Modelling, this study presents the determining factors that motivate teachers to embrace technology-driven teaching more convincingly. The study finds that in the absence of adequate training imparted to the teachers for developing technological and pedagogical knowledge (TPK), high psychological capital and facilitating conditions are the two most important factors ensuring teaching proficiency, creating positive online experiences and a continued intention to teach online.

Comparing of COVID-19 response framework in the UK, USA and Indonesia: what can we learn from the psychosocial factors?

It is possible to identify sociodemographic and psychological factors for preventing strategies COVID-19. Research on the impact of COVID-19 predominantly focuses on clinical and demographic factors, but ignores psychosocial factors. Psychosocial factors was shaped by the pandemic response include public perceptions and attitudes to the crisis, support, effective government communication and the socioeconomic impact experienced. Understanding psychosocial factors is critical for effective planning for mental health services, communications and coping with the psychological impact of the pandemic. Therefore, this study recommends considering psychosocial factors to design effective prevention strategies from the UK, USA and Indonesian response frameworks and facilitate efficient management of the pandemic.

Psychiatrists as Partners in Suicide Prevention for Pediatric Medical Settings

The article discusses the role of psychiatrists and other mental health clinicians in preventing suicide, which remains a global public health crisis and the third leading cause of death among U.S. youth. Topics include effect of the COVID-19 pandemic on the pediatric mental health crisis, available tools to conduct a brief suicide safety assessment, and initiatives that can empower primary care providers to better address mental health concerns when specialty care is unavailable.

'Legs feed the wolf': An evolutionary perspective on psychosocial stress, physical activity, and their associations with telomere length in NCAA student-athletes and non-athletes

Psychosocial stress negatively impacts our mental and physical health, predisposing us to illness, worsened mental health, and accelerated aging. Conversely, regular physical activity, such as exercise and sports training, positively impacts our health. These opposing effects are intriguing because psychosocial stress and physical activity were inextricably linked throughout human evolution. Large populations of humans have only recently begun transitioning into more sedentary lifestyles, uncoupling psychosocial stress from physical activity. Improving our understanding of these two factors and their interactions will, in turn, improve our understanding of the mechanisms through which psychosocial stress impacts health in both modern and ancestral human populations.My dissertation examines whether physical activity moderates the association between psychosocial stress and capillary blood telomere length in NCAA student-athletes and their non- athlete counterparts in the general student population. My first paper develops an in-depth comparison of psychosocial stress in these two groups using a suite of psychosocial stress surveys and an adapted cognitive interview protocol. Student-athletes (N=65) reported lower levels of current perceived stress and anxiety symptoms (p<0.05) but similar levels of childhood psychosocial stress, recent exposure to external stressors, and depressive symptoms compared to non-athletes (N=57). My second paper utilized self-report and objective measures of physical activity (i.e., accelerometry) to compare physical activity patterns in these groups. Student- athletes (N=60) both self-reported higher levels of physical activity and recorded higher levels of activity via accelerometry (p>0.001) compared to non-athletes (N=50). Interestingly, categorical measures of activity levels (i.e., time spent in moderate-to-vigorous physical activity) identified Rowers as the most active among student-athletes, but continuous measures of activity levels (e.g., total physical activity level) identified Track and Field athletes as the most active (p>0.05 for both comparisons).My third and final paper tested whether higher physical activity weakened the association between childhood psychosocial stress and telomere length estimated from capillary blood collected on Hemaspot HF devices (N=111). Telomeres are DNA sequences that protect the ends of chromosomes. They shorten with cell replication, age, and oxidative stress, leading to functional decline with age and worsened health outcomes. Importantly, psychosocial stress is thought to accelerate TL shortening. My a priori analyses did not support a direct association between psychosocial stress, physical activity, or the interaction of these variables and telomere length. However, a post hoc analysis found that individuals who recorded higher total physical activity demonstrated a positive association between childhood psychosocial stress and telomere length (i.e., higher childhood stress predicted longer telomeres) while individuals who recorded lower total physical activity had a negative association (i.e., higher childhood psychosocial stress predicted shorter telomeres).My results do not offer explicit support for the hypothesis that physical activity moderates the effects of psychosocial stress on telomere length. However, my project adds to the literature in at least several ways. It produced a novel and much-needed comparison of psychosocial stress between NCAA student-athletes and non-athletes. It illustrated and validated several data collection techniques for psychosocial stress and physical activity. Further, my telomere findings offer an exciting direction for the future exploration of psychosocial stress- physical activity interactions. Lastly, this work improves our overall understanding of NCAA student-athletes' mental and physical health and how their unique circumstances intersect with the ongoing effects of the COVID-19 pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The role of safety leadership in nursing management during the pandemic: A qualitative study in Indonesia

The article discusses a qualitative study on the role of safety leadership in nursing management during the pandemic in Indonesia. The study assessed safety leadership behavior of head nurses in inpatient facilities, expectations and obstacles to leadership and safety in the ward setting based on the human caring theory. Findings revealed the significance of caring values, risk perception, trust-based relationship, sharing knowledge and experience on patient safety, coaching and role modeling.