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.

The Psychosocial Aspect of Large-Scale Crises: Building Resilient Communities

In large-scale crises such as the COVID-19 pandemic, it often happens that various accompanying crises occur in addition to the initial crisis. One of the most frequent ones is the so-called psychosocial crisis. The purpose of this paper is to draw out proposals towards more efficient management of large-scale crises by creating resilient communities. Based on the analysis it was concluded that psychological and social aspects are closely intertwined and interdependent. Main conclusions on how the psychosocial effects of large-scale crises could better be directed towards more resilient communities are by normalizing seeking psychosocial support and systematizing the processes of providing it, working towards healthier social environment through social innovations and by encouraging global cooperation. If more extensive changes are made towards listed proposals, further research could address whether these changes have affected community levels of resilience and better preparedness for coping with the psychosocial effects of future large-scale crises.

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.

The Earthquake Disaster in Turkiye: A Review from Child and Adolescent Psychiatry Perspective

The earthquake has long-lasting various mental and behavioral effects on children and adolescents. The aim of this review was to discuss the nature and extent of psychiatric problems, management options, and the process of organizing psychological interventions for affected children. Individuals show a range of physically, emotionally, and cognitively healthy responses that can help them cope with the aftermath of a disaster. Psychiatric symptoms such as acute stress reactions, post-traumatic stress disorder, depression, anxiety disorder, increased risk of suicide, sleep disorders, substance use disorders, and psychotic disorders may develop in some children. Comorbidities and sub-clinical syndromes are also common. There are many risk factors and protective factors in the development of mental disorders. Close follow-up of children at high risk and interventions for psychosocial support may prevent the development of mental disorders. It is very important to start the intervention at the earliest period. The psychological impacts of young disaster victims can be addressed by skilled local volunteers, medical professionals, and educators in primary health care programs. With the nation's overall social and economic recovery, children can recover more quickly from traumatic experiences.Copyright © 2023, Duzce University Medical School. All rights reserved.

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.

Stress and resilience in the workers of three health authorities of Emilia-Romagna during the COVID-19 pandemic

Aims: The aim of the present study was to study the prevalence of depression, anxiety, stress, and post-traumatic symptoms in Health-Care Workers (HCWs) of three Health Authorities of Emilia-Romagna, Italy during the COVID pandemic. Material(s) and Method(s): An online questionnaire was spread to the staff of the University Hospital of Modena and the Local Health Agencies of Modena and Romagna, including the Depression Anxiety Stress Scale (DASS-21), the Impact of Event Scale - Revised (IES-R), and the Utrecht Work Engagement Scale - Short Version (UWES-9). The scores at DASS-21 and IES-R were used as dependent variables in multivariate logistic regression models. Result(s): A total of 5868 HCWs were reached (response rate of 22.4%), 76.1% of which were women, mostly aged between 45 and 54 years. Rates of positive scores were: 27.9% DASS-21 Depression;28.4% DASS-21 Anxiety;34.7% DASS-21 Stress;21.9% IES-R. At the multivariate logistic regression, the following were statistically significant risk factors for positive scores: female sex, young age, and working at the front line. An increase in alcohol and tobacco consumption and worsening of eating habits were also strongly associated with symptoms. At UWES-9, the three samples reported lower vigor than dedication and absorption, which are at a medium-high level. Conclusion(s): HCWs have experienced high levels of emotional distress related to the COVID-19 pandemic. Significant improvements are needed not only in terms of organization and distribution of resources, but also in provision of dedicated psycho-social interventions.Copyright © 2023

Relationship of Stressors and Psychosocial Support with Occurrence of Post-Traumatic Stress Disorder in Patients with Covid-19

Post Traumatic Stress Disorder (PTSD) is common in COVID-19 survivors and can be caused by a variety of stressors, including the duration of infection, severity, and location of isolation when infected with COVID-19. Furthermore, public anxiety caused by the rapid increase in the number of cases and deaths caused by COVID-19 plays a role in the occurrence of PTSD. To reduce the risk of mental disorders, psychosocial support is required. The purpose of this study was to describe the incidence of PTSD in COVID-19 survivors, to describe aspects of psychosocial support for COVID-19 survivors, and to assess the relationship between stressor factors and psychosocial support and the occurrence of PTSD in COVID-19 survivors. This research used an analytical observational research design with a cross sectional approach, involving 149 respondents aged 17-65 years, 52 men and 97 women from the COVID-19 survivor community known as COVID Survivor Indonesia (CSI) in DKI Jakarta. The Medical Outcomes Study-Social Support Survey (MOS-SSS) and The Impact Of Event Scale-Revised (IES-R) questionnaires were distributed via Google Form to collect data. Data was processed and analyzed using the Statistical Package for Social Sciences (SPSS) for Windows version 26.0, and results were analyzed using descriptive univariate and bivariate using Chi Square. There is a significant relationship between stressor factors and the occurrence of PTSD, specifically the duration of infection with COVID-19 (P = 0,026), severity when infected with COVID-19 (P = 0,027), and place of isolation when infected with COVID-19 (P = 0,023). Furthermore, there was a significant relationship between psychosocial support and the occurrence of PTSD (p = 0,001). Management of COVID-19 patients is required to detect stressor factors and provide psychosocial support so that COVID-19 survivors can return physical and psychological health. [ FROM AUTHOR] Copyright of International Journal of Multidisciplinary: Applied Business & Education Research is the property of Future Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

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.

Employing Humanistic Teaching Approaches to Promote Student Wellbeing in Higher Education

Given the increasing levels of stress, strain and anxiety brought about by "ongoing challenges of living independently, autonomous learning and peer competition [initially for better grades, and thereafter, for better jobs/careers] [as well as the] … financial challenges established by high tuition and living fees”, tertiary-level students from across the world have sadly been experiencing significant wellbeing issues, including mental health complications. There is therefore an urgent need for educators to employ innovative means of engaging students to neutralise stressful situations that may arise from these global tertiary educational trends, as well as the increasingly demanding pressures generated as a result of needing to adjust to new academic environments and teacher–student relationships in a current COVID-19, as well as a future post-pandemic, world. To that end, this chapter will attempt to put forward the suggestion that humanistic teaching approaches would be ideally suited to address this serious malady inflicting the higher education sector. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Psychosocial stress and risk assessment during the COVID-19 pandemic: Some preliminary thoughts

Human life and activities are associated with risk, as risk is inherent in all forms of human existence and action. Risk is regarded as a phenomenological variable considering how people perceive it, especially during a crisis they experience. This paper discusses the characteristics of human behavior in a crisis, with an emphasis on hazard perception and risk assessment, for the purpose of understanding people's decisions and adaptation before, during, and after a crisis. The discussion focuses on the ongoing COVID-19 global pandemic. © 2022 Čabarkapa et al.

User centred design of Orygen virtual worlds: The next generation of telehealth for youth mental health care

Background: Rapid uptake of telehealth during the COVID-19 pandemic has opened a gateway to improving access to mental health care. However, existing platforms are not fit-for-purpose, resulting in poor treatment engagement. Virtual worlds (VW) are an innovative technology whereby users can meet and interact in real time using personally tailored avatars within 3D virtual environments. VWs may improve engagement and access to youth mental health care by offering a fun and interactive social space, with customizable features capable of supporting delivery of psychosocial treatment. The aim of this study was to develop a purpose-built VW designed to support delivery of youth mental health care. Method(s): A user centred design framework was employed to develop a prototype of Orygen Virtual Worlds (OVW) across 8 sessions with 8 young people with lived experience. Sessions progressed from basic concept validation, through to persona and journey mapping, and finishing with several user testing sessions to iteratively develop the prototype. Result(s): End users (young people) were overall very positive about the potential for VWs to supplement youth mental health services. Iterative feedback and testing identified core features needed to ensure the platform was usable, safe and capable of delivering effective individual, group and peer interventions. Conclusion(s): This presentation will showcase the development of this innovative new platform for delivering engaging, accessible and effective youth mental health care for hard-to-reach youth. Results will be discussed in context of the unique development approach informed by user centred design principles and implementation science.

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.